Download - UAE · 4 uae english skills grade 8 Theme Sounds and Letters Listening and Speaking Skills Theme Reading and Writing Skills Vocabulary and Grammar Skills 1 Education – identifying

Terry Phillipsand

Anna Phillips

UAE English Skills

Grade 8

Teacher’s Book

United Arab Emirates Ministry of Education

Center for Curriculum & Instructional Materials Development

578 00 UAE Grade 8 TB Prelims.qxd 19/5/06 11:54 Page 1

Published by Garnet Publishing Ltd.8 Southern CourtSouth StreetReading RG1 4QS, UK

Copyright © 2006 Garnet Publishing Ltd.

The right of Terry Phillips and Anna Phillips to be identified as the author of this work hasbeen asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved.No part of this publication may be reproduced, stored in a retrieval system, or transmitted inany form or by any means, electronic, mechanical, photocopying, recording or otherwise,without the prior permission of the Publisher. Any person who does any unauthorized act inrelation to this publication may be liable to criminal prosecution and civil claims for damages.

This edition first published 2006

ProductionProject managers: Richard Peacock, Francesca PinagliEditorial team: Natalie Griffith, Maggie MacIntyre, Lucy Thompson, Rod WebbArt director: David RoseDesign: Mike Hinks, Mark Slader, HL StudiosTypesetting: Samantha BardenIllustration: Doug Nash, Karen Rose, Beehive Illustration (Colin Brown/Janos

Jantner/Martin Sanders/Laszlo Veres), HL StudiosPhotography: Banana Stock, Corbis, Flat Earth, Digital Vision, Image Source, Ingram

Publishing, Photodisc, Stockbyte

Garnet Publishing wishes to thank the following for their assistance in the piloting of thisproject:David Anderson, Kaye Anderson, Alec Benson, Terry Boucher, William Davis, Jeanette Drissi,Patrick Flavin, Bruce Gunn, Marion King, Leslie Kirkham, Nicholas Lake, Mairead Lyons-Hackett, Peter Newbery, Barbara Mary Rowell, Roland Steinwand, Evan Sullivan, Yusuf Suluh,Kevin Watson, Debra Wedl, John Wells and teachers and administrators from the HigherColleges of Technology in the UAE.

Special thanks go to the UAE Ministry of Education, Nicola Marsden and Hinemoa Xhori.

Every effort has been made to trace the copyright holders and we apologise in advance forany unintentional omissions. We will be happy to insert the appropriate acknowledgements inany subsequent editions.

Audio production: Chris Dalby, YellowPark

Printed and bound in Lebanon by International Press

Ministry of EducationAdaptation Committee Members

Dr Maryam Salim Bayshak Chairperson UAE UniversityMakeya Hassan Al-Najjar Coordinator Ministry of EducationZahra Mohammed Hashim Member Ministry of EducationFarida Mahmoud Al-Sharif Member Ministry of EducationAhmed Mahmoud Owais Member Ministry of EducationOwayed Awad Abu Housh Member Ministry of Education


Contents

Book Map 4

Introduction 6

Theme 1: Education 13

Theme 2: Daily Life 59

Theme 3: Work and Business 99

Theme 4: Science and Nature 137

Theme 5: Culture and Civilization 175

Theme 6: They Made Our World 215

Theme 7: Sport and Leisure 257

Theme 8: Nutrition and Health 299

Word Lists

Thematic 338

Alphabetical 341

Answers to Student Test Booklet 345


Book Map

4 UAE ENGLISH SKILLS GRADE 8

Theme Sounds and Letters Listening and Speaking Skills Theme Reading and Writing Skills Vocabulary and Grammar Skills

1 Education – identifying multi-syllable words from – talking about likes and dislikes 1 Education – using subheadings – dependent prepositionsthe strong sound – talking about quantity – finding the main verbs – modifying nouns

– comparing two things – describing regular events– predicting the next subject – using learn with about, that, how to– predicting the next word or phrase

2 Daily Life – guessing spelling – talking about regular events: usually, 2 Daily Life – using general knowledge – making noun phrases– silent letters ever, often, sometimes – using figures and tables – comparative adjectives (adj + -er)– capital letters – dealing with long sentences with joining

words: and, but, because, so

3 Work and – asking about jobs 3 Work and – dealing with long sentences: commas – using a or anBusiness – guessing meanings Business – using and/or – comparative adjectives: irregular

– end focus – possessive adjectives

4 Science and – asking and talking about the weather 4 Science and – using the introduction – adjective or adverb of manner?Nature – starting a conversation Nature – finding factual information – making adverbs of manner

– understanding the value of and, but, or – using superlative adjectives – superlative adjectives: regular (adj + -est)– using be + the + noun– using this and these

5 Culture and – using ‘s to show a missing letter or possession – identifying questions 5 Culture and – making prepositional phrases – everybody, somebody, anybody, nobodyCivilization – silent letters – making and answering questions Civilization – using to: a preposition or part of the infinitive

– reading quickly– understanding prepositions– understanding commas

6 They Made – marking stress and silent letters – using the correct short form 6 They Made – What words do I know? – comparative adjectives: regular (adj + -er; Our World – predicting the structure of a talk Our World – guessing words from context adj + more)

– improving your pronunciation – describing interrupted actions – superlative adjectives: regular (adj + – stressing long words – using when with interrupted actions the -est; adj + the most)– starting a conversation: by talking

about travel

7 Sport and – one word, two meanings – recognising change of subject: signpost 7 Sport and – finding reasons: look for because and so – adjectives: -ing/-edLeisure language Leisure – very or too?

– talking about likes and dislikes: I like; – using too: and or more than the correct amountMy favourite; I hate; It makes me; I find it

8 Nutrition and – guessing pronunciation of vowels: 8 Nutrition and – doing research: Does this make sense? – countable and uncountable nounsHealth recognising similar patterns Health – doing research: finding the source

– talking about containers: (1) with a liquid – a – will or may do?: stating probabilitybottle of milk – will probably do: reducing probability

– talking about containers: (2) without a liquid – a milk bottle

– how much? or how many?


UAE ENGLISH SKILLS GRADE 8 5

Theme Reading and Writing Skills Vocabulary and Grammar Skills

1 Education – using subheadings – dependent prepositions– finding the main verbs – modifying nouns– describing regular events– using learn with about, that, how to

2 Daily Life – using general knowledge – making noun phrases– using figures and tables – comparative adjectives (adj + -er)– dealing with long sentences with joining

words: and, but, because, so

3 Work and – dealing with long sentences: commas – using a or anBusiness – using and/or – comparative adjectives: irregular

– possessive adjectives

4 Science and – using the introduction – adjective or adverb of manner?Nature – finding factual information – making adverbs of manner

– using superlative adjectives – superlative adjectives: regular (adj + -est)– using be + the + noun– using this and these

5 Culture and – making prepositional phrases – everybody, somebody, anybody, nobodyCivilization – using to: a preposition or part of the infinitive

– reading quickly– understanding prepositions– understanding commas

6 They Made – What words do I know? – comparative adjectives: regular (adj + -er; Our World – guessing words from context adj + more)

– describing interrupted actions – superlative adjectives: regular (adj + – using when with interrupted actions the -est; adj + the most)

7 Sport and – finding reasons: look for because and so – adjectives: -ing/-edLeisure – very or too?

– using too: and or more than the correct amount

8 Nutrition and – doing research: Does this make sense? – countable and uncountable nounsHealth – doing research: finding the source

a – will or may do?: stating probability– will probably do: reducing probability


Introduction


UAE English Skills is designed exclusively for studentswho have completed six years of English at school.Many courses claim to be suitable for this targetgroup, but do not consider the real profile of theirtarget students.

• The target students are not beginners. They arepeople with a great deal of passive knowledge,especially of vocabulary, but also of verb-tensegrammar. UAE English Skills systematises thisprevious learning so it can become genuinelyuseful.

• The target students are not all at the same level.There is a danger, if the syllabus simply moves onfrom the end point of Year 6, that many of thestudents will not be able to cope with the newelements. Therefore a course is needed which lock-steps them through each point, to ensure thatthey understand it before moving on. UAE EnglishSkills takes students step-by-step through the basicelements they should have already learnt, anddemonstrates the communicative value of lexical,grammatical, orthographic and phonological points.

• In many cases, the students are not read-writelearners and may have struggled with the text-heavymaterials in their previous courses. They may bevisual learners, who need colour and pictures, oraural learners, who need sounds and repetition.They may even be kinaesthetic learners who needto touch things and move them around to makesense of them. UAE English Skills recognisesdifferent learning styles and gives studentsdifferent ways of learning the same information.(see Table 1 below)

• Frequently, the target students are not inductivelearners. They have struggled to learn with themethodology of example to rule. Such studentsalso need the opportunity to learn deductively, fromrule or grammar pattern to example. UAE EnglishSkills often gives students two routes, an inductiveand a deductive one, with the use of overt Skills

Check boxes for the deductive learner and activitiesfor the inductive.

• The target students generally have no desire to ‘goback to the beginning’. Some may have lowmotivation to study English, if they have a history offailure, but they will certainly not be motivated bythings that even they find too easy or, at least, toofamiliar. UAE English Skills starts with simple pointswhich they have seen already, but aims to teachthem in a new way.

• Some of the target students may have failedprevious learning to a greater of lesser extent. Thismeans that some students need to be convincedthat they can succeed this time. UAE English Skillsaims to give success right from the start, onmaterials which are interesting and challenging forstudents, but within their grasp.

• The target students in a class are not anhomogenous group. For any given item of beginner /elementary level vocabulary or grammar, there willbe someone in the group who knows the item andmany others who do not. But the ‘knower’ willchange from item to item. UAE English Skillsacknowledges previous successful learning and, atthe same time, enables the teacher to see whichstudents are struggling on a particular point so he /she can direct those students to the additionalremedial work provided.

• Many of the target students can do very little withthe language, even in areas where they have some knowledge. In other words, they have somecompetence, but few or no specific performanceskills in listening, speaking, reading or writingwhich they will need for further study in English.UAE English Skills introduces students to keypoints in the four skills.



What is the structure of UAE EnglishSkills?The book contains eight themes, based on theEncyclopaedia Britannica organisation of humanknowledge. This means that students learn useful,transferable content as well as useful transferablevocabulary and skills as they work through the course.UAE English Skills does not assume that graduatesfrom the course are going to become world travellers,using English as a lingua franca. Instead, it assumesthey are going on to further study in English. Therefore,the themes covered build knowledge and skills whichwill assist in further English-medium study.

The eight themes are:1 Education2 Daily Life3 Work and Business4 Science and Nature5 Culture and Civilization6 They Made Our World7 Sport and Leisure8 Nutrition and Health

Work within each theme is, therefore, constrained bya lexical set. This means that students gain inconfidence in using a limited set of lexical items asthey work through the theme, rather than constantlyhaving to cope with new words which happen toappear in presentation texts.

UAE English Skills recognises that there is more toknowing a word than knowing its base meaning, andso by the end of each theme, students should beconfident in using words in written or spoken form,and proficient at recognising the word in both forms.They will often also know some common collocationsof words in a theme and important grammaticalpoints about words, such as plural formation.

What is the approach of UAE EnglishSkills?UAE English Skills adopts a recurrent structure withineach theme. This is broadly a Test–Teach–Testapproach, which appears to be the best toaccommodate all the needs of false beginners as

Presentation of information Target learnerWords and patterns in the Listening and Speaking sections are not normally auralanalysed. Students are shown patterns to recognise and reproduce.There are also a lot of photographs and illustrations. Students are encouraged visualto associate a picture with a word or a structural pattern. Target words are often isolated and shown underneath pictures to reinforce this association.Similar or the same vocabulary and grammar points in the Reading and Writing read/writesections are presented in a variety of text types for reading and writing.Teacher notes often recommend using TPR – drawing, miming, moving kinaestheticaround the class.Points relating to the vocabulary and grammar in each theme are often deductive;deconstructed, in Skills Check boxes and grammar tables. low tolerance of

ambiguityThroughout the whole course, there are a lot of puzzles based on inductive;identifying patterns. high tolerance of

ambiguity

Table 1: Assisting Multiple Learning Styles



previously detailed. In other words, students are firsttested, informally, on the English they know in aparticular area. There is then a range of teachingactivities to ensure full competence in that area, thena final test, again informal, of the same points. It isworth pointing out that students may not notice theinformal testing, since it is not flagged as a test exceptin Grammar. This is not a problem, since the main aimis to show teachers what students know/do not know,although it can also be motivating for students torealise that they need to learn particular items from alexical set or a particular skill or grammar point.

Within each theme, there is a focus on three skillsareas:

• Listening and Speaking

• Reading and Writing

• Vocabulary and Grammar

In the Student’s Book, each theme includes twolessons on each of the above skills.

WorkbookAfter four lessons from the Student’s Book, there is afifth lesson in the Workbook. This lesson consolidatesthe skills work, vocabulary and structural patternsfrom the preceding four Student’s Book lessons. Theapproach in the Workbook is more integrated than inthe Student’s Book. For example, after four Listeningand Speaking lessons, in the Workbook lessonstudents often have to listen to receive informationand then speak to explain the information in pairs ofgroups. Material in the Workbook is at a slightlyhigher level than the presentation material in theStudent’s Book. This is to ensure that studentsdevelop skills of coping with receptive languagewhich is above their productive ability, a key languagelearning skill. Activities are also less controlled than inthe Student’s Book, which means that students haveto make their own choices about what to say or write,another key language learning skill.

Listening and Speaking, and Reading andWritingThe first lesson is a test or deep-end strategy lesson onthe skill in a particular theme topic. Hopefully, studentswill get most items right in these lessons, thusconfirming their false beginner (rather than truebeginner) status. However, teachers are encouraged tomake a note of students who get specific items wrongand to try to ensure that, by the end of the next lessonin the skills area, they are getting those items right.

This is always followed by a second lesson thathighlights and does remedial work on the skills pointsin the previous lesson. With the receptive skills,listening or reading, there is also some productivework, in speaking or writing, of words and sentencesthat have been highlighted to date.

Vocabulary and GrammarAs with the other two skills areas, the first lesson –Vocabulary 1 – is a test or deep-end strategy lessonon vocabulary in a particular theme topic. Teachersare encouraged to make a note of students who getspecific items wrong and follow one or more of thesecourses of action:

a work with them individually during the lesson

b work with small groups of students having thesame problem during the lesson

c refer students to remedial vocabulary work on thewebsite.

Whatever action is taken, the students should beretested afterwards to demonstrate that they havemade progress.

Vocabulary 2 covers more ground, again using atest/deep-end strategy. In many cases, there is alexical grammar issue to be dealt with, such asmodifying nouns. In this lesson, Skills Checkshighlight points for specific learning.



Grammar 1 is a test or deep-end strategy lesson ongrammar in a particular area. The purpose is thesame as Vocabulary 1. Teachers are encouraged tonote students who get specific items wrong. On thisoccasion, however, the remedial work is directlyprovided in Grammar 2. Students should therefore betested again after they have completed this lesson tosee if they have improved on weak items. There isoften a text-to-note, note-to-text writing activity, witha strong grammatical focus.

Grammar 2 highlights and does remedial work on thegrammar points in Grammar 1. If students are stillstruggling with these grammar points after the lesson,they should be referred to the CD for further remedialwork.

Key activitiesVocabulary learning in generalUAE English Skills believes that the key to goodlanguage learning is the acquisition of a broad,useful, transferable vocabulary. As mentioned before,vocabulary learning is not just about meaning. It isalso about form in speech and writing and aboutcollocation and usage.

UAE English Skills looks at a lexical set in each themein each of the four skills in turn. Firstly, students aretaught to hear the set of words, in isolation and incontext. They are then given the opportunity toproduce the same set of words in speech, in isolationand context. Then the same set of words is flashed atthem, to improve the ability to recognise the word inwritten form at high speed. The words are thenincluded in a variety of texts for recognition incontext. Finally, students are given the opportunity toprove their ability to produce the same set of words inwriting, with the correct spelling and usage.

ListeningListen and pointThis may look like a primary-level activity, but it is thebest way to prove ability to relate objects and action

verbs to the sound of the words, in isolation and thestream of speech, without having to engage in anyother linguistic activity, e.g., speaking or writing. Itgreatly aids the aural learner and, because there is aphysical element, may assist the kinaesthetic learner.

Listen and doThis TPR (Total Physical Response) activity may alsolook like a primary-level activity, but it is the best wayto prove ability to relate spoken language to itscommunicative purpose without a linguistic output. Itgreatly aids the kinaesthetic learner.

Listen and tick the next wordA key listening skill is the ability to predict the nextword. It is part of the hypothesis checking of activelistening. We can only cope with the speed ofincoming data in the stream of speech if we have tosome extent predicted the content.

Listen and drawThis is another way of checking understandingwithout a linguistic output.

Skills Checks – hearing specific phonemesHow can a student recognise a word in the stream ofspeech if he/she cannot recognise the phonemes itcontains? UAE English Skills presents discretephonemes, then phonemes in contrast, and checksthe students’ ability to hear, then discriminate.

Skills Checks – listening skillsStudents are taught to listen for important words – akey skill.

SpeakingLook and nameThis is the converse of Listen and point. At this point,the teacher can focus on ensuring that students cancorrectly name depicted items and make areasonable approximation of the pronunciation.

Listen and lookAlthough this may appear to be a listening activity, itis actually an essential precursor to speaking.



Students are usually given the opportunity to hear aconversation before reading it. This greatly helpsaural learners, and ensures for all learners that thereis an aural trace of sounds in their brain, which theycan recover to help with their own pronunciation.

Work in pairs – information gapActivities often involve an information gap – onestudent has information and the other has to closethe gap.

Work in pairs – role playStudents are given the opportunity to practisetransactional conversations which they havepreviously heard. This assists aural learners.

Work in pairs – talk about yourselfStudents are given the opportunity to talk aboutthemselves, using the patterns they have practised ina preceding role play.

Talk about yourselfThis is often a development from Work in pairs – talkabout yourself. Students are taught to take theindividual sentences from the pairwork and turn theminto a connected text for an oral presentation.

Ask and answerThis activity often contains dessicated sentences, i.e.,sentences which only retain the function words. Thiskind of exercise probably mimics the production ofsentences in the human brain. It is likely that weretrieve the content words first, then the functionwords which carry them in a given sentence.

Rebus conversationsA rebus is a picture which prompts a word or asentence. It is a child’s puzzle, but it is used in UAEEnglish Skills because it mimics real-world languageproduction. We store meanings above linguistic level,then translate them into words. Thus, a picture of amap of England plus a question mark can prompt thequestion Are you from England?

This probably assists all learners, but especially visuallearners.

Skills Checks – saying specific phonemesUAE English Skills presents discrete phonemes foraccurate production, then phonemes in contrast, andchecks the students’ ability to say and/ordiscriminate. These Skills Checks often point outcommon sound-sight relationships, e.g., ow may be/au/ or /ə/.

ReadingThe textsThe majority of texts in UAE English Skills are simulatedauthentic – in other words, they are pieces of writtenEnglish that students might actually encounter in theirdaily life or might have to read for their studies. Theprincipal activities based on those texts are real-world –in other words, things that a person might really have todo while reading or after reading such a text. Inaddition, there are often analytical tasks which helpstudents to recognise key points about the form ororganisation of information in the text, which will helpthem to read similar texts in the future.

Look and readThe teacher flashes words from the lexical set forstudents to recognise in written form. Response is inspeech, and one could argue that this is wrong as itrequires a linguistic response. However, by this point,students have had the opportunity to produce thetarget words in speech on many occasions, so spokenresponse should, on the one hand, not be achallenge, and on the other, should provide a goodrevision of oral production.

Skills Checks – reading skillsStudents are taken step by step through key readingskills, including basic points related to the decodingof written text.

Find and circle/underline/boxStudents are required to annotate written text to showthey can correctly identify key features of punctuationand recognise key parts of speech – noun, verb andadjective. This understanding of parts of speech isfundamental to being able to guess the meaning of a



new word in context. If you do not know what part ofspeech it is, it will be very hard to guess the meaning.

Right or wrong?Reading is made communicative from the verybeginning. Students are asked to look at visualprompts and recognise whether sentences correctlydescribe what they see.

WritingThe tasksThe majority of writing tasks involve the production ofreal-world texts – in other words, pieces of connectedprose that students might have to do as part of theirEnglish studies at a later date, rather than simplysentence-level manipulation of grammatical points.

CrosswordsThese are an excellent way of checking a student’sability to name real items or recognise what ismissing from a sentence, and produce the word withcorrect spelling. They are particularly useful forlearners with a high tolerance of ambiguity.

Tick the correct sentencesWriting is made communicative from the verybeginning. Students are asked to look at visualprompts and choose the correct sentence to describewhat they see.

Read and completeThis usually involves the identification of the missingvowel, because in English consonants are largelyphonemic (sound = sight), whereas vowels are not. Ifstudents write the correct vowels in a word, thechances are the word will be correctly spelt.

Number the boxes in orderEnglish is a syntagmatic language – in other words,meaning is largely carried by the order of wordsrather than by paradigms which indicate case orgender. Therefore, students need constant practice inputting words in an acceptable ‘English’ order. In UAEEnglish Skills, most sentences are based on the S V(C) (O) (A) pattern.

Skills Checks – spellingThese checks teach common patterns of sound-sight.

Skills Checks – writing skillsThis is sometimes the converse of the Reading SkillsChecks. For instance, students are asked to identifythe capitalised words in Reading, then to add thecapitals in the related Writing section. At other times,the Writing Skills Checks cover points which are notimportant to the reader, but vital to the writer. Inparticular, many of these checks cover points ofgrammaticized lexis such as the use of determinerswith different kinds of nouns.

VocabularyGeneralIt is assumed that students come to the lessons in aparticular theme having studied the lexical set in speechand writing in the other two parts of the theme.Therefore, there is a combination of listening (to theteacher), speaking, reading and writing in these lessons.

Number workAs mentioned before, there are many exercises onnumbers. By the end of this course, students shouldbe fully proficient with the complexities of thisimportant, and often under-practised, issue.

Alphabet workStudents who come from a language with a differentalphabet often struggle for years to recognise keyfeatures of English orthography and to reproducethem in their own writing. These exercises take suchstudents step by step through these vital features.

WordsearchThis is an excellent way to check a student’s ability topick out word shapes. It is well known now that goodreaders recognise words from their complete patternrather than by decoding individual letters and thenassembling them.

CollocationA key point about words – ‘we know them by thecompany they keep’. (Fries)



Synonymy, Antonym, Hyponymy,Hypernymy/SuperordinationThese are key points about semantic relationshipsbetween words, vital for lexical cohesion work later intheir learning. For example, students must recognisethat a car is a vehicle, otherwise they may notunderstand that the writer is referring to the sameitem even though she/he uses the two differentwords.

GrammarTestsThese are diagnostic tests. Each item relates to one ofthe sentence or phrase patterns points in Lesson 4.Students and teacher alike can see points of difficultyat a glance.

Parallel productionMany themes contain this kind of task, wherestudents are asked to use a model text to create atext of a similar nature about a different subject, orwhere information is transferred from, e.g., table totext, and back again.

Sentence/phrase patternsEnglish is an S V (C) (O) (A) language. Students needto gain a firm grasp of this concept and to understandwhat can fit into each of the categories. Thesentence/phrase patterns in this section build into aninvaluable compendium of this basic structure, whichshould ensure that students are confident to buildfrom this to compound and complex sentences inlater courses.

Colour coding is used in these sentence patterns. Thisgreatly assists all students to match function andform in the pattern but is, of course, of especial valueto the visual learner.

TestsThere is a test for each theme in a separate StudentTest Booklet. This test should be administeredimmediately after completing the relevant theme. Anote in this Teacher’s Book reminds you each time atest is due. The guide to marking each test appears at

the end of this Teacher’s Book. The listening materialfor the tests is on a separate Test Audiocassette forTeachers.


UAE ENGLISH SKILLS GRADE 8 – THEME 1: Education 13

Theme One

Education


Theme OneEducation


Theme OneEducation

578 01 UAE Grade 8 TB Unit 1.qxd 18/5/06 15:15 Page 13

14 UAE ENGLISH SKILLS GRADE 8 – THEME 1: Education


EducationT H E M E

1


General note

By the end of this theme, students should be able to read, hear and identify, in

isolation and in context, the following words linked with education. They should also

be able to write them with reasonable spelling and correct capitalisation, say them

with reasonable pronunciation, especially stress in multi-syllable words, and use them

in S V O sentences.

college

dictionary

explain

Geography

History

IT

learn (+ about/that/how to)

Mathematics (Maths)

primary

Religious Studies

Science

secondary

spell

study

teach

university

Make flashcards of these words before the Reading 1 lesson.

You might also like to make flashcards of lower case and capital letters. Flashing the

letters at random and asking students to identify the capitals is good eye training.


Listening 1


Students should be very familiar with the following wordsfrom this lexical set:

answer desk question teacherask end read testbegin listen right writeboard pen speak wrongchair pencil student

If you are in any doubt, check that all the students canidentify and produce these words in isolation.

1 Say sentences containing each ‘concrete’ item and getthem to point to or hold up the item in question.

2 Say one item from a pair and get students to say theconverse, e.g., read/write. When you have gonethrough the words once, repeat at high speed. Thenput some or all of the words into sentence context.Use TPR where possible, e.g., Look at the board. Pick

up your pencil., etc. Ask questions for non-concreteitems or actions, e.g., Are you a student? What’s thename of your teacher? etc.

Introduction

Exercise A

Refer students to the illustrations. Ask them what they cansee. Elicit any vocabulary items they know, but do not insiston other students saying or understanding the words.

Explain that they are going to hear some school subjects.They must point to the correct handout. Go through thefirst word (Mathematics) as an example. Make sure all thestudents are pointing to the handout with a triangle. Say orplay the tape. Watch the students and try to identify anystudent who is not correctly associating the spoken wordwith the handout.

Tapescript

Presenter: Theme 1 EducationListening 1A Listen and point.

Voice: MathematicsScienceHistoryReligious StudiesGeographyIT

Voices: What time’s Religious Studies?We’re doing the 16th century in History atthe moment.Where’s my Geography book?Where’s the IT lesson this afternoon?Do we have Mathematics today?What did we do in Science last lesson?

You can go through this activity several times, speeding upand saying words and sentences in a different order.


Listening 1


This is a listening lesson, so the point may not arise, but wenormally capitalise school subjects. Remember to use acapital letter if you write any of these words on the board.

Language and culture note

Exercise B

Refer students to the timetable. Ask students what theabbreviations mean. They should be able to remember thenames of the subjects. Get students to say the times, too.Do not worry too much about stress within words at themoment, but check that students are pronouncing thevowels correctly.

Ask some checking questions, e.g., What time is the firstlesson? What time is the last lesson? When is lunch? How longis each lesson? Check or teach the words break and lunch.

Tell students they are going to hear information about thetimetable. Ask What time is History? to show how studentsmust mark the timetable with ticks.

Set for individual work and pairwork checking. Play thetape. Feed back, ideally onto an OHT of the timetable.

Answers

Monday and Wednesdaysubjects

time H IT G S M RS8.00 3

9.00 3

10.00 break11.00 3

12.00 3

1.00 lunch2.00 3

3.00 3

Tapescript

Presenter: B Listen and complete the timetable.Voice: OK. I’m going to go through your timetable

for this semester. You have six subjectseach day: History, IT, Geography, Science,Maths and Religious Studies.But you don’t have the subjects at the sametime every day. So let’s look first at Mondayand Wednesday. You have History first, ateight o’clock. Next, you have Geography atnine. You have a break at ten. The nextlesson begins at eleven, and that’sMathematics. After Maths, you have IT.Lunch is at one o’clock, then in theafternoon you start at two with ReligiousStudies. What’s next? Oh yes, finally at threeo’clock you have History. No, that’s wrong.You have History in the morning. Science!You have Science at three.

Mathematics is often abbreviated to Maths in BritishEnglish, or Math in American English. InformationTechnology is almost always called IT or ICT(C = Communications). Religious Studies is oftenabbreviated to RS, but RK, RI and RS are also used(Knowledge/Instruction/Education).



Listening 1


Exercise C

Set for whole-class work. Ask questions about thetimetable, or play the tape. Make a note of students whoare having difficulty understanding the questions.

Repeat, with or without the tape, but this time do not letstudents shout out the answers. Nominate a student after apause. Do not insist on long answers as the aim iscomprehension of the questions in spoken form.

Answers

Questions with model answers:

When do we have Geography? At 9.00.

What time’s IT? At 12.00.

Do we have Science in the afternoon? Yes, at 3.00.

How many subjects do we have Three.in the morning?

How long is lunch? One hour.

Do we have Maths in the morning The morning,or the afternoon? at 11.00.

Is History the first lesson on Monday? Yes, it is.

Is Religious Studies the last lesson? No, it isn’t.(It’s Science.)

Tapescript

Presenter: C Listen and answer.Voice: When do we have Geography?

What time’s IT?Do we have Science in the afternoon?How many subjects do we have in themorning?How long is lunch?Do we have Maths in the morning or theafternoon?Is History the first lesson on Monday?Is Religious Studies the last lesson?

Exercise D

Refer students back to the illustrations of the handouts.

1 Set for pairwork. Feed back, eliciting some ideas.

2 Explain that students are going to hear parts of fivelessons. They must work out quickly which handout tolook at in each case. Then they must complete thehandout with information from the lesson. Set forindividual work and pairwork checking.

Feed back, ideally onto a OHT of the completed handouts.

Tapescript

Presenter: D 2 Listen and identify the lesson. Make notes on the correct handout.

Voice: OK. Have you all got your Maths handout?Right. There’s a drawing of a triangle. Doyou know what kind of triangle it is? It’s aright-angled triangle. That means one of theangles is ninety degrees. We show it with asquare in the corner. Can you find thesquare? OK. That angle is ninety degrees.Write the number. Today, I’m going toexplain how to find the area of a right-angled triangle. As you can see, thistriangle has a base of six centimetres – canyou all see the base? Six centimetres. And ithas a height of ten centimetres. Now, howdo you find the area? You multiply the baseby the height. So that’s six times ten, whichis sixty square centimetres. And then youdivide by two. So what’s the area of thistriangle? Write it on the handout.

This week in Geography we are going tolook at Brazil. I’ve given you a map and Iwant you to label it. Brazil is a hugecountry, in area and in the number ofpeople living there. There are two big citieson the east coast. The most famous city isRio de Janeiro – that’s in the south of thecountry, but north of Rio there is a muchbigger city – São Paulo. Rio, that’s R-I-O,


Listening 1


has about twelve million people. But SãoPaulo, S-A-O P-A-U-L-O, has over twentymillion. However, São Paulo is not thecapital of Brazil. That’s Brasilia, in the centreof the country. You spell it with an s, by theway, not a z. Brasilia is much smaller thanRio and São Paulo. The population in 2005was three million, four hundred and fiftythousand. That’s just under three and a halfmillion…

So we’ve reached the 16th century inEnglish History. There were two famousrulers in England in the 16th century. Thefirst one was Henry VIII. You’ve got apicture of him there. We write eighth in astrange way with kings and queens. We useRoman numbers. So we write five with acapital V, then we need three capital I’s. Soeighth is VIII. Henry was King of England forthirty-eight years, from 1509 to 1547. Why isHenry so famous? Well, there are manyreasons. But one reason is … he marriedsix times. What happened to his six wives?Well, let’s find out.

Right. In Science at the moment we are lookingat colours. I’ve given you a drawing of a prism.It’s like a pyramid made of glass. It’s spelt P-R-I-S-M. As you can see, with a prism, white lightcomes in one side and all the colours of therainbow come out the other side. Can you labelall the colours?

OK. Last week we looked at flowcharts. Let’smake sure we know the names of thedifferent symbols. There’s a simple flowcharton your handout. At the top is a rectanglewith rounded corners. That’s the Start box.So write Start in there. We use the sameshape for the End box. So write End in thatone. Now there are two other shapes here.Firstly, there are diamonds. The diamondshave two arrows coming out of them, with

Yes and No because you put questions ineach diamond. So put a question mark ineach one. Finally, there are three rectangles.These are Action boxes. So write Action ineach rectangle – that’s A-C-T-I-O-N.

Answers

START

Yes

No

Yes

No

ACTION

END

?

?

ACTION

ACTION

Closure

Walk round the class, saying words from the lesson andchecking that individual students can point to the item.Make sure you do all the school subjects, but extend toinclude words from the ‘lessons’ such as king, prism,triangle, if you wish.


Listening 2


1 See what students can remember from the ‘lessons’ inthe last lesson. Put students into pairs or groups. Givethem a quiz. Read out the questions – remember thatthis is a listening lesson! Tell them the subject areafirst in each case. Do not let them look at their books.They can discuss the answers and make some notes,but not give you the answers until the end of the quiz.Do not accept an answer unless it is well formed andwell pronounced. Keep the score and declare awinning pair/group if you wish.

Introduction

Quiz

Maths1 In a right-angled triangle, one angle is 90

degrees. True or false? True2 How do you find out the area of a right-

angled triangle? half the base x the height

Science1 How do you turn white light into all the

colours of the rainbow? put it through a prism2 What are the six colours – in order? red,

orange, yellow, green, indigo, violet

IT1 What does an Action box look like in a

flowchart? a rectangle2 What about a question box? a diamond

Geography1 What is the capital of Brazil? Brasilia2 How many people live in São Paulo? 20 million

History1 When did Henry VIII become King of England?

1509 2 When did he die? 1547

2 Say the names of the subjects, overstressing thestressed syllable and ‘swallowing’ the unstressedsyllables. Get students to point to the correct subjecthandout again.

Exercise A

Ask students to listen. Say the word History, emphasisingthe stress on the first syllable. Write the word on the board,putting a small mark in front of the stressed syllable toindicate the stress. Repeat with Science, etc. Refer studentsto Skills Check 1.

1 Refer students to the pictures and words. Say or playthe tape. Feed back, marking the stress correctly oneach word.


Listening 2


2 Remind students, or tell them (see Methodology note2 below), that it is very important to stay ahead of aspeaker by predicting what he/she is going to saynext. This is part of active listening. Play the firstsentence up to the pause to demonstrate the activity.Do not let students shout out the next word. Tell themto put up their hands if they think they know the nextword. Hold the pause until most students have put uptheir hands. Check ideas, then continue with theremainder.

3 Set for pairwork. Check comprehension by movinground and listening to pairs.

1 Students will be familiar with the concept of stresswithin words, and this method of marking it, fromGrade 7.

2 There are many ways of marking stress within words –underlining, bolding, capitalising, etc. However,dictionaries most often use the vertical stroke as in theSkills Check; therefore, it is good to teach students tounderstand and use this symbol for independentlearning.

3 Students should know about predicting content andthe next word. These activities and Skills Check 2 aretherefore revision. If your students do not know aboutthis, refer them to the Skills Check at the end to fixthese points.

Methodology notes

There are some complex rules for stress within words, but atthis stage you can tell students to expect the stress on thefirst syllable of a two- or three-syllable noun. There are, ofcourse, exceptions.


Tapescript

Presenter: Listening 2A 1 Listen. Mark the strong syllable.

Voice: 'pre-school'primary'secondary'collegeuni'versity

Presenter: A 2 Listen. Predict the next word orphrase.

Voice: Most countries in the world have four stagesof education. The first stage is called[PAUSE] pre-school because pre- meansbefore. At pre-school, children learn to playwith other [PAUSE] children. In somecountries, they start to learn how to read at[PAUSE] pre-school.The second stage is called [PAUSE] primaryschool because primary means [PAUSE] first.Primary school starts at [PAUSE] five or six inmost countries. It ends at [PAUSE] ten,eleven or twelve. In some countries, childrentake a test at the end of [PAUSE] primaryschool.The next stage is called [PAUSE] secondaryschool. Secondary is the adjective from theword [PAUSE] second. Some children leaveschool at the end of [PAUSE] secondary.Other children go on to college or [PAUSE]university.

Exercise B

Refer students to the table. Ask a few checking questions.Put students into pairs.

1 Set for pairwork. Elicit a few ideas. Students shouldrealise that they are going to hear numbers – ages –to be precise.

2 Set for individual work with one student from eachpair listening for different information. Play the tape.

3 Set for pairwork. Work through the speech bubbles.Feed back, building up the complete table on the board.


Listening 2


Answers

Australia Germanycollege 18 or later 19/20secondary 12/13–18 10–19primary 5–12/13 6–10pre-school 3–5 3–6

Tapescript

Presenter: B 2 Listen and write numbers in thetable.

Voice: Today, we are going to compare the education systems in two countries –Australia and Germany. There are fourstages of education in both systems, and inboth systems most children start pre-schoolat three. However, in Australia, pre-schoolends at five years old, but in Germany itends one year later, at six. Primary school inAustralia begins at five and ends at twelveor thirteen, whereas in Germany, it goesfrom six to ten. Secondary school starts inAustralia at twelve or thirteen, and finishesat eighteen. Most students then go on touniversity at eighteen, or perhaps later, aftera break from studies. In Germany, secondary school lasts longer, from ten tonineteen. Then most students go on to university at nineteen or twenty.


Speaking 1


Revise the main vowel sounds with words from theeducation lexical set:

long vs short diphthongs

3 Say each pair of vowels for students to repeat chorally.

4 Say each pair of vowels for individual students torepeat.

5 Write the pair of words on the board, in a columnmarked 1 or 2 (see the tables).

6 Say the vowel sound of one of the two words from thepair. Students must say 1 or 2.

7 As you do more and more pairs, go back over theprevious pairs until you are saying sounds fromrandom from the whole set.

Put students into pairs to do the minimal pairs activitybelow. Each student says one word from each pair and theother tries to work out which.

Introduction

1 2 ask Mathslearn lessonspeak listentaught wrongschool book

1 2 know nounsay write

Follow this procedure in each case.

1 Say each pair of words several times. Do not letstudents say anything.

2 Isolate the vowel sounds. Do not let students sayanything.

1 2hard hadturn tenleave liveshort shotpool pullno nowwait white

Exercise A

1 Check that students can identify each of the subjectsfrom the images. Drill the pronunciation, particularlythe stressed syllable in the multi-syllable words.

2 Ask the question, individually, of as many students aspossible. Obviously, if all the students are studying thesame subjects, the return on this will be limited.Concentrate on the students who are struggling withthe pronunciation of the subjects.

3 Refer them to the Skills Check and drill the sentences.Practise the exchanges with a good student. Putstudents into pairs to talk about the subjects.


Speaking 1


Take the opportunity of Exercise A 2 to practise the presentcontinuous form, and Exercise A 3 to practise the presentsimple form. Contrast the two, e.g., What are you doing atthe moment? Do you like it?

Methodology note

Exercise B

Do this as a high-speed, whole-class activity, then repeat,nominating students to answer.

Teacher’s scriptDecide whether it is acceptable to use any of the wordsfrom Religious Studies.

word subjectcountry Geographycomputer ITdates Historyfootball SportGod Religious Studiesgrammar Englishisland Geographyking HistoryKoran; Bible Religious Studiessong Musicprogrammer ITlight Sciencemap Geographynumbers Mathematicspainting Arttennis Sportvocabulary Englishprinter ITsculpture Artsinger Musicsouth Geographyswimming Sporttriangle Mathematicsvowel Englishtable* Science

*This refers to a data table.

This activity tests and reinforces the ability of students to makean instant connection between one word and another. This is abasic element of vocabulary retrieval. Research suggests thatthe more connections we make between words, the easier it isto retrieve the meaning of a word for reception, or the worditself for production. This activity also checks that students cansay the names of the subjects.

Methodology note

Exercise C

Refer students to the pictures in the rebus conversation.Explain that these are reminders of sentences in theconversation. They should look at the pictures while theyare listening.

1 Play the tape.

2 Play the questions, pausing after each one forstudents to answer.

The rebus prompts are intended to be reminders ofsentences students have heard.

Methodology note

Tapescript

Presenter: Speaking 1C 1 Listen.

Teenage girl 1: Did you go to pre-school?Teenage girl 2: Yes, I did.Teenage girl 1: Did you like it?Teenage girl 2: I can’t remember.Teenage girl 1: When did you start primary school?Teenage girl 2: When I was six.Teenage girl 1: What about secondary school?Teenage girl 2: I started when I was twelve.Teenage girl 1: Are you going to go to college or

university?Teenage girl 2: Yes, I think so.Teenage girl 1: What are you going to study?Teenage girl 2: Maths, I think.


Speaking 1


Presenter: C 2 Listen and answer.Teenage girl 1: Did you go to pre-school?

[PAUSE]Did you like it?[PAUSE]When did you start primary school?[PAUSE]What about secondary school?[PAUSE]Are you going to go to college oruniversity?[PAUSE]What are you going to study?

Drill the questions. Make sure students recognise the twotypes: Yes/No and Wh-, but do not worry if the intonation isnot perfect. There is more work on this later in the course.

1 Set for pairwork. Monitor and assist.

2 Ask students to tell you about their partner. Help withthe extended turn.

Exercise D

Work through some of the alternative answers, as follows:

A: Did you go to pre-school?B: Yes, I did.

No, I didn’t.Clearly the next question can only be asked if thefirst answer is Yes.

A: Did you like it?B: I can’t remember.

Yes, I did.

A: When did you start primary school?B: When I was five/six/seven.

A: What about secondary school?B: I started when I was 10/11/12/13.

A: Are you going to go to college or university?B: Yes, I think so.

No, I don’t think so.Clearly the next question can only be asked if thefirst answer is Yes.

A: What are you going to study?B: Maths/History, etc., I think.

Drill the alternative answers. For the final answer, ifnecessary, help students to say what they are actuallygoing to study.

Answers

Model answer to Exercise D2:

He went to pre-school at four, and primary schoolwhen he was six. He started secondary school atten. He is going to go to university next year. Heis going to study English.

1 You are asking students to use a verb pattern here(going to do) which they have not formally studied inthis course. However, they have certainly seen it intheir previous learning, so do not do a formalpresentation. Just check that students are using /ə/with to, i.e., going ta study, not going to.

2 Whenever you ask students to give true informationabout themselves, be prepared to spend some timewith individuals, helping them find the correct word orwords. This will enable them to build up a personallexicon. For example, a student may be interested instudying psychology or anthropology or environmentalscience. If so, he or she needs the words now, not inthree years’ time when they have reached the correctlevel to learn that word or phrase in the natural courseof language learning.

Methodology notes


Speaking 1


Closure

Reverse the activity from Exercise B. Say each subject andgo round the class eliciting as many words connected withthat subject as possible. Correct vowel sounds particularlyas you go.


Speaking 2


Write The Alphabet Game on the board. Elicit the alphabet,in the correct order and with good pronunciation of eachletter. Ask students to try to think of a word connected witheducation beginning with each letter of the alphabet. Theyshould at least know and be able to say the following:A ask; answer; adjective O ?B book P primary; pronounC chair; class; college Q questionD desk R read; right E education; exercise S say; school; Science;F find secondary; spellG Geography; grammar T testH History; homework U universityI IT V verbJ ? W write; wrongK ? X ?L lesson; listen Y ?M Maths Z ?N notebook; notes; noun

Introduction

Exercise A

Refer students to the table. Explain compulsory, i.e., allchildren do this. It is the law. Ask students about thecompulsory subjects in their school system(s). Askstudents which foreign languages Australian and Germanstudents might learn.

1 Set for pairwork. Feed back. Students should be ableto predict sentences like In Australia children study …They don’t study …

2 Set for individual work and pairwork checking. Playthe tape. Feed back, ideally onto an OHT of the table.

Tapescript

Presenter: Speaking 2A 2 Listen and complete the first two

columns.Voice: There are five compulsory subjects in the

Australian education system. All childrenstudy IT, Mathematics, Science, Sport and aforeign language. Most Australian childrenstudy Japanese, but some children studyFrench, German or Chinese. There are five compulsory subjects in theGerman education system, too. Foursubjects are the same. All students studyMathematics, Science, Sport and a foreignlanguage. Most German children studyEnglish. One subject is different. Germanchildren study History, not IT.


Speaking 2


Answers

Australia GermanyGeographyHistory 3

IT 3

Mathematics 3 3

MusicScience 3 3

Sport 3 3

Religious Studiesa foreign language 3 3

Japanese, EnglishFrench,

German orChinese

1 Students should remember the spelling of thelanguage/nationality words, or at least make anattempt to spell them.

2 There is very little redundancy in this short text. This isdeliberate. When people are listing, as here, listenershave to process the items in the list very quickly.

Methodology notes

Students may not be aware that most Australians speakEnglish as a first language and, therefore, may think thatEnglish will be the foreign language. They may also notrealise where Australia is – its geographic position explainsthe importance of Japanese and Chinese as foreignlanguages.


Exercise B

This exercise focuses on the function rather than thecontent words. Refer students to Skills Check 1. Checkcomprehension and drill the expressions. Get students tomake some true sentences about children in their owneducation system(s).

By this point, they should have forgotten the carrier wordsand phrases and, therefore, have to work them out fromthe context.

1 Set for individual work and pairwork checking.

2 Play the first part of the talk again.

3 Set for pairwork, monitor and assist.

Tapescript

Presenter: B 2 Listen and check.Voice: There are five compulsory subjects in the

Australian education system. All childrenstudy IT, Mathematics, Science, Sport and aforeign language. Most Australian childrenstudy Japanese, but some children studyFrench, German or Chinese.

Exercise C

Set for individual work. Space is provided on page 6 of theWorkbook. Monitor and assist.

Exercise D

Set for pairwork. Monitor and assist.


Speaking 2


Exercise E

Set for pairwork.

Ask students to compare their system with either Australiaor Germany.

Refer students to Skills Check 2. Work through these basicways of comparing with and and but. Point out the use oftoo.

Inevitably, comparison sentences are quite long. Helpstudents to get through the sentence by pointing out that youcan pause after the linking word, and/but, to gather yourthoughts for the second half.

Methodology note

Closure

Make sure students can say all the target words from thistheme with good pronunciation, particularly word stressand pronunciation of vowels.


Workbook: Listening and Speaking


about area at the moment. Last week, welooked at right-angled triangles. This week,we are going to look at circles. How do youfind the area of a circle? The formula is pi rsquared. But what does that mean? Well,first, pi is a very important number. We writeit with two lines and a line across the top.The value of pi is 3.14. Don’t ask me why. Itjust is. So, first you must find the value of r –which means the radius. What’s a radius?The radius is a straight line from the centre ofthe circle to any point on the circumference.Actually, there is an easier way to find theradius. Draw a line across the centre of thecircle. Do it now. How long is that line? That’sright. It’s 10 centimetres. Well, that’s thediameter. The radius, or r, is half thediameter, so divide 10 by 2. Now, you need rsquared so you must multiply r by itself. So 2x 2. What’s that? Yes, 4. Finally, you multiply 4by 3.14. So what’s the area of this circle?

Group 2: GeographyThis week in Geography we are going tolook at Iran. You’ve got a map of the countryand I want you to put some labels on it. Iranis a very large country in area and in thenumber of people living there. The capital,Tehran – that’s T-E-H-R-A-N – is south ofthe Caspian Sea – that’s C-A-S-P-I-A-N. Thepopulation is 7,725,000. The second city isMashhad – M-A-S-H-H-A-D – in thenorthwest of the country. It has about twomillion people. There are mountains in thesouthwest. They are called the ZagrosMountains – Z-A-G-R-O-S. There are alsomountains in the north. They are called theElburz Mountains – E-L-B-U-R-Z.

Group 3: HistorySo we’ve reached the 19th century inAmerican History. The most famouspresident of the USA was Abraham Lincoln.You’ve got a picture of him there. He wasthe sixteenth president of the United States,from 1861 to 1865. Why is Lincoln sofamous? Well, there are two main reasons.

General note

During the first part of this lesson, students are going tocome up to the front in groups to listen to a part of thelecture. While one group is doing this, set the people in theother groups to complete Exercise D. You will thereforeneed to set this up at the beginning of the lesson.

Exercise A

Exploit the visuals.

1 Refer students to the handouts. Put students into pairsto discuss the possible content of a lecture with eachhandout. Feed back, but do not confirm or correct,except pronunciation of predicted vocabulary.

2 Ask students to choose the subject they are mostinterested in and assign each student to one of fivegroups, i.e.• Group 1: Maths• Group 2: Geography• Group 3: History• Group 4: Science• Group 5: IT/ICT

Get them to come up, one group at a time, to listen totheir lecture extract. Allow them to compare notes.Explain that they have to give the information theyheard to the other groups. Monitor and assist.Students are not allowed to hear the text again, butthey can ask you questions and get particular piecesof information repeated.

3 Make groups of five with one person from each of thegroups in 2. Monitor and assist. Feed back, gettingpeople who have heard from other people (not fromthe cassette) to tell you information.

Tapescript

Presenter: Workbook: Listening and SpeakingA Listen and complete the handout.

Voice: Group 1: MathsCan you get out your Maths books? OK.Turn to page 56. There’s a drawing on thatpage of a circle. Yes? Right. We are talking




Firstly, he was president during theAmerican Civil War. Secondly, he was killedby John Wilkes Booth.

Group 4: ScienceRight. In Science at the moment we arelooking at colours. Last week we looked atthe prism. This week, we are answering aquestion. How do we see colours? In theback of the eye, there is an area called theretina – R-E-T-I-N-A. The retina containsthings called cones, that’s C-O-N-E-S.There are three kinds of cones. One kindsees red light. One kind sees green light.One kind sees blue light. With the threekinds of cones, the eyes can see everypossible colour.

Group 5: IT/ICTOK. Last week we saw the different symbolsin flowcharts. Do you remember? Startboxes, End boxes, Question or Decisionboxes and Action boxes. This week we arelooking at the main parts of a computersystem. All computer systems have threemain parts. Firstly, we must put someinformation into the computer, so there isINPUT. Secondly, we must do somethingwith the information. We call this PROCESS.Finally, we must see the information in someway. In other words, there must be OUTPUT.A keyboard or a mouse is an input device. Acomputer chip is a process device. Amonitor or a printer is an output device.

Exercise B

1 Set for pairwork. Do not feed back.

2 Set for individual work and pairwork checking. Do notfeed back.

3 Play the conversation. Feed back orally.

4 Set for pairwork. Monitor and correct pronunciation.

Tapescript

Presenter: B Listen and check.Voice: When do children begin pre-school in your

country?They begin at three or four.Do all children go to pre-school?No. Most children start school at five.When do children leave primary school?Most children leave at 11. A few childrenchange schools at 12 or 13.Where do they go?To a secondary school, from 11 to 18.Do all children study the same subjects?Yes, they do. For the first three years of secondary school. Then they can choose,History or Geography, for example.When can children leave school?When they are 16.Do most children leave school then?No. Some children leave then but most children stay at school for another two years.What about university or college?Nowadays, most teenagers go on to university or college.




Make sure students realise that there is one set of wordsfor each table. Go through the examples, making surestudents can clearly hear the sounds.

1 Set for pairwork. Feed back, building up the tables onthe board.

2 Set for individual work and pairwork checking. Feedback orally.

Answers

Target items in italics – final row in each table =possible extra word from this course.

/a/ /e/ /i/ /o/ /uh/bank ten six wrong oneman friend give hot monthblack bread fish want doesadult leisure drink watch sunmap pen think top come

/a:/ /e:/ /i:/ /ɔ:/ /u:/grass third three four doask first read court bluelast work week walk movecan’t her people mall juicecar third see sure fruit

/ai/ /ei/ /aυ/ /əυ/five eight now noright day brown snowsky grey cloud roadtype child how golike date town show

Answers

1 When do children 8 Nowadays, most teenagers

begin pre-school go on to university or

in your country? college.

2 Do all children go 3 Most children leave at 11.

to pre-school? A few children change

schools at 12 or 13.

3 When do children 7 No. Some children leave

leave primary school? then but most children stay

at school for another two

years.

4 Where do they go? 4 To a secondary school,

from 11 to 18.

5 Do all children study 5 Yes, they do. For the first

the same subjects? three years of secondary

school. Then they can

choose, History or

Geography, for example.

6 When can children 2 No. Most children start

leave school? school at five.

7 Do most children 6 When they are 16.

leave school then?

8 What about university 1 They begin at three or

or college? four.

Exercise C

Set for pairwork. Make sure students realise that this timethey have to give true answers, not the ones on the page.

Exercise D

Note: Students start this exercise while others arelistening to the cassette in Exercise A.


Reading 1


Use the flashcards of education words. After flashing eachcard a few times, tell students to say one of the followingwhen they see a word:• study subject• verb• adjective• noun

Introduction

study subjects verbs adjectives nouns

History explain primary collegeMaths learn secondary universityGeography spellScience studyReligious Studies teachIT

Exercise A

Set for pairwork. Work through the example. Point out thatnot all the connections are opposites. Words could havethe same meaning, or be from the same area. Feed backorally.

Answers

Possible pairs:

answer ask opposites/converseslearn teach opposites/converseswrong right opposites/conversescollege university both after secondary

schoolGeography History study subjectsprimary secondary types of schoolstudent study a student studies

Strictly speaking, pairs like ask/answer are converses, i.e.,one implies the existence of the other, but at this level theword opposite is fine.


Exercise B

Spend some time teaching the items which have capitals.

1 Set for pairwork.

2 Feed back orally, eliciting an example of eachcapitalised item.


Reading 1


Answers

the first word in a 3

sentencethe last word in a sentencestudy subjects 3 These words are not

capitalised in phrases,e.g., the history ofeducation.

all adjectivesall pronouns However, I is

always capitalised.cities 3

lakes 3

mountains 3

nationalities 3 These are adjectives.

seas and oceans 3

titles 3

all nounsall verbscountries 3

languages 3

names 3

rivers 3

The rules for capitalisation may seem almost too obvious toteach, but they are not the same in other languages. InArabic, there are no capitals at all, so the concept of aproper noun, i.e., the name of someone or something, mustbe taught.


Exercise C

Remind students about preparing to read a text – lookingat the heading and the first sentence of each paragraph,i.e., the topic sentence. Allow students to uncover the textfor a maximum of two minutes. Do as a whole-class, high-speed activity, to prevent students reading every word atthis stage.

Answers

1 Make the most of your lessons2 How can you learn more in lessons?

Here are three ideas. 3 4 (or 6 if you include the first and last sections)4 155 9, including three ideas, VIII, 16th century and

divide by two

Exercise D

Set for individual work and pairwork checking. Feed back,ideally marking up an OHT of the text.

Answers

1 MathsHistoryGeography

2 16th century15091547

3 BrasiliaSão Paulo

4 BrazilEngland

5 Brazilian6 Portuguese


Reading 1


1 In Grade 7, students learned to look forward orbackward to find the definition of a capitalised item.However, in these cases, students should know whateach word is, so they should be able to put them inthe correct category.

2 You may be concerned about asking students to finditems in a text without a specific reading purpose, but‘seeing’ capitalised items is a technical skill which isonly tangentially related to finding meaning in a text.In other words, we need to train our students to seecapitalised items at a glance. This will help with thereal-world task of finding specific meaning.

Methodology notes

Exercise E

Ask students to cover the text again.

Set for pairwork. Feed back orally, but do not confirm orcorrect.

Closure

Explain to students that they are going to read the textproperly in the next lesson.

1 If students have struggled to find capitalised itemsquickly, use the flashcards of capitals and lower caseagain.

2 Flash one of a pair from Exercise A and get studentsto respond with the converse, or a related word.


Reading 2


Hand out the flashcards. Say one from a possible pair.Students with words which are connected must hold uptheir cards, e.g., you say ask and students with the wordsanswer and question hold up their cards.

Introduction

Exercise A

Refer students to the three sentences.


2 Set for pairwork. Feed back.


Work through Skills Check 2.

Answers

1, 2 The main verb comes after the comma andthe subject.

3 • about + the topic• that + a fact in the form of a full sentence• how to + a verb = a method of doing

something

It is clearly not particularly important what comes after theverb learn if you understand everything that follows.However, if you do not understand, it is useful to be able toask another student, e.g., What was the topic? What fact didwe learn? What method did we learn?

Methodology note


Reading 2


It is not essential in written English to use a comma after aphrase of this kind, but it is common and it does make iteasier for the reader to parse the sentence.


Exercise B

Refer students to the text. Point out that they can answerthe first two questions without reading the whole text.

Ask the first two questions, but do not let students answeruntil everyone has had a chance to think about it.

Put students into pairs for the last question. Monitor andassist.

Answers

1 There are three. The answer is in the sub-heading.

2 • Paragraph 1The clue is the word Firstly.

• Paragraph 2The clue is the word Secondly.

• Paragraph 4The clue is the phrase Here’s the third idea.

Exercise C

Ask students to cover the text and complete the activity inpairs.

Answers

Possible summaries:

1 Look at the next few pages in your bookbefore a lesson.

2 Write a summary of the important points.3 If you cannot remember or do not understand,

ask your friends or the teacher.

Closure

Dictate some of the words from the text, especially wordsthat you will need in the Writing lessons, e.g.,

yesterdayrememberlearntunderstandinformationstudied


Writing 1


Use the flashcards again. However, this time flash the card,then ask students to write the word.

2 Set for whole-class discussion. The strange point isthat the vowel letter has a different sound in eachword. Drill the various sounds. Ask students to tell youother words with that vowel sound. Check the spellingof each word.

Introduction

Seeing a word in the mind’s eye is closely related to beinga good speller. Flashcards are a good way of forcing thebrain to visualise and hence may assist in improvingspelling.

Methodology note

Exercise A

1 Set for individual work and pairwork checking. Feedback, getting the list of words on the board. You maywant to bring students up to write the words on theboard, which would help kinaesthetic learners.

Answers

ask ball day man The missing letter is a.

end begin write teacher The missing letter is e.

listen find friend girl The missing letter is i.

brown morning wrong go The missing letter is o.

question study university sugar The missing letter is u.

This activity once again reinforces the fact that English isnot phonemic; therefore, we cannot work out the spelling ofa word from its sound, or vice versa. The fact that studentshave been using these words in speech with confidence forsome time does not, therefore, mean that they will be ableto spell them correctly. What tends to happen is thatstudents learn, for example, the correct pronunciation ofask /ɒ:sk/ before they see the word written, then realisethat it is spelt with an a and may start saying /aesk/.


Exercise B

This activity revises common patterns of using the definite,indefinite article and no article at all. It also reinforces thepoint that capitalised study subjects do not require anarticle.

Set for individual work and pairwork checking. Feed backorally, pointing out the patterns as you go. Build up thetable in the Answers on the board.


Writing 1


Answers

In – History yesterday, I learnt about – Henry VIIIof England. He was – king in the 16th century,from – 1509 to – 1547. In – Geography, I learntthat – most Brazilian people speak – Portuguese.I also learnt that the capital of – Brazil is –Brasilia. The population of – Brasilia is aroundtwo million, but the biggest city in – Brazil is –São Paulo, with a population of more than 20million. In – Maths yesterday afternoon, I learnthow to find the area of a right-angled triangle.You multiply the base by the height. Then youdivide by two.

Summary patterns:

no article • capitalised study subjects• names and titles• countries, except:

– plural countries, e.g., theNetherlands

– countries which have or had an of phrase, e.g., the UnitedStates of America, the UnitedKingdom (of England, ofScotland, etc.)

– a very few total exceptionssuch as The Sudan, often saidsimply as Sudan nowadays

• cities, except a very fewexceptions, e.g., The Hague

• with quantifiers before nouns,e.g., Most people, but cf. – make the most of = fixed

phrase– most + adjective in the most

interesting city • dates, but cf. centuries and

decadesa • any as in a right-angled triangle

• a population of = fixed phrasethe • the X of Y = a very common

pattern Drill this one!• implied of phrase, e.g., the base =

of the triangle• with superlatives

Exercise C

1 Set for pairwork. Feed back, writing the words on theboard in the correct order. Elicit the use of capitalsand the full stop. Point out that the structure is S V O.

2 Elicit ideas. Point out that different orders are possible.

3 Set for individual work and pairwork checking.Monitor and assist. Make sure students usecapitalisation for the study subject.

Alternative presentationWrite the words and phrases on pieces of card andencourage students to come up and move them around onthe white board.

4 Set for pairwork. Feed back, building up something likethe substitution table in the Answers.

Answers

1 Basic sentence:

S V OWe studied triangles.

2 Possible patterns:

In Maths last week, we studied triangles.Last week in Maths, we studied triangles.We studied triangles in Maths last week.

4

S V O

We studied triangles in Maths last week.

learnt about Germany in Geography yesterday.

I did World in History this

War I morning.


Writing 1


Exercise D

Set for individual work and pairwork checking. Monitor andassist. Try to make sure that students are really writingabout their studies. You may have to give considerablehelp with vocabulary to get them to make real sentencesabout what they studied.

Closure

Ask students about the first three lessons of this course.What did they study/learn about? See if they can say thetopic with their available resources.

The principle behind the whole UAE English Skills series isthat long, complicated sentences start out as simple, easysentences, mostly S V O in structure. If students acquire anatural feel for the S V O structure, they should be able tofind the kernel part of the sentence, even when there aresubordinate clauses, clause-embedding and pre- and post-modification of the noun in a complex noun phrase. Thisactivity shows once again the primacy of the basic S V Ostructure.

Methodology notes


Writing 2


Write pairs/groups of letters on the board and ask studentsto identify the word from this theme with that combination.

Introduction

hem Mathematicsdar secondarymar primaryie Scienceai explain

llcollegespell

st History

eateachlearn

ph Geography

Exercise A

Ask quick checking questions on the timetable, e.g., Whattime is Maths? When does it end? What is after Maths?

Set for pairwork. After some time, refer students to SkillsCheck 1. Work through all the points. If you wish, create anew version, incorporating all the ideas.

Exercise B

Set for individual work and pairwork checking. Feed back,but do not confirm or correct.

Exercise C

Set for individual work and pairwork checking. Feed back,writing the correct sentence on the board in each case.Make sure that students understand about the threecommon ways to continue after learn, and the implicationfor the communicative value of the words which followabout/that/how to.

Answers

1 Last week in Science, we learnt how to makewater from hydrogen and oxygen.

2 In IT this morning, we learnt about flowcharts.3 I learnt about that World War II started in

1939.

Exercise D

Set for individual work. You might like to set this forcompletion at home. However, be prepared to give a lot ofhelp with the question for the second paragraph. Ifstudents do not all study together in their other classes,work with groups from the same class to decide what theylearnt in the target lessons and how to express this inEnglish. Space is provided on page 6 of the Workbook.


Writing 2


Tense is a choice. Students must be encouraged to makethe correct choice on their own. In this case, they shouldchoose the simple present for the first paragraph becauseit is talking about a regular event, and the simple past forthe second paragraph because it is talking aboutyesterday/last week. But do they realise this? Do notspoon-feed them, but if they are getting it wrong, pointthem at the correct tense.

Methodology note

Closure

Ask students what they learnt in the first theme of thiscourse. Notice that this is different from what they studied(Writing 1). In this case, they should make a sentence withabout/that/how to in each case.


Workbook: Reading and Writing


General note

There are two ways to do the activities in this lesson.

1 Set all the exercises for all the students.

OR

2 Do Exercises A and B with all the students then askstudents to choose which text they want to read.Divide the class into three groups – Groups 1, 2 and 3 –and set activities as follows:• Group 1: C and D• Group 2: E and F• Group 3: G and H

Then make groups of three with one person from eachgroup. Students explain what they have read to theother students. Each student should try to get theother two in the group to answer the questions afterRead the text.

Set Exercise I for all the students.

Exercise A

Remind students about preparing to read a text. Set forpairwork. Feed back, but do not confirm or correct.

Answers

Answers depend on students.

Answers


Exercise B

Set for pairwork. Feed back, eliciting ideas.

Exercise C

Set for individual work and pairwork checking. Feed back,ideally with an OHT/datashow of the text.

Answers

1 How many 10sentences are there?

2 Find two names. Egyptians; Greeks – What is each name? ancient people

3 Find three numbers. four thousand - years; What is each a thousand - years; number? 3.14 - the value of pi*

*Students may not be able to work this out at thispoint; they may need to read the whole text first –see Exercise D.

Exercise D

1 Set for pairwork. Feed back orally. Encourage studentsto use the three patterns with learn, i.e., learn how to;learn about; learn that.

2 Set for individual work and pairwork checking. Feedback, demonstrating how to find the answer.

Possible answers

1 We learnt how to find the area of a circle; welearnt about pi.; we learnt that pi is 3.14.

2 The formula is pi r 2 so that is 3.14 x 6 x 6 =113.04 sq cm.

Exercise E

Set for individual work and pairwork checking. Feedback,ideally with an OHT/datashow of the text.




Answers


2 Find seven names. Haraz; Hadramawt –What is each name? mountains

Kamaran, Al Zubair andAbu Ali - islandsSana’a – capital cityAden - city

3 Find two numbers. 1,300,000 – population What is each of Sana’anumber? 590,000 – population

of Aden

Answers


2 Find five names. United Kingdom – What is each name? country

George (2); William –kingsVictoria – queen

3 Find two numbers. nineteenth – centuryWhat is each three – kingsnumber? one – queen

III/IV – numbers ofmonarchs1820, 1830, 1837, 1901 –dates10; 81; 64 - yearsExercise F

1 Set for pairwork. Feed back orally. Encourage studentsto use two of the three patterns with learn, i.e., learnabout; learn that.

2 Set for individual work and pairwork checking. Feedback, demonstrating how to mark up the map.

Answers

1 We learnt about Yemen; we learnt that thereare mountains, etc.

2

Exercise G

Set for individual work and pairwork checking. Feed back,ideally with an OHT/datashow of the text.

Exercise H

Remind students about ignoring phrases up to a commawhen you are looking for the subject and the main verb ofa sentence. Ask students to find phrases at the start ofsentences. The list is as follows:

In the nineteenth century, At the start of the century, In 1837, At the age of 18, Sixty four years later, in 1901,

Remind students also that we can use different words andphrases for the same thing. In this text:

kings and queens = monarchsbecame queen = came to the thronewas king/queen = ruled

1 Set for pairwork. Feed back orally. Encourage studentsto use two of the three patterns with learn, i.e., learnabout; learn that

2 Explain what a timeline is. Set for individual work andpairwork checking. Feed back, getting the timeline onthe board.

0 200 km

N

Sanaa̓

Aden

Ye

me

n




Answers

1 We learnt about the monarchs of the UK inthe nineteenth century; we learnt that Victoriawas queen from 1837, etc.

2 Timeline as follows:George III (1760*–1820) George IV (1820–1830)William IV (1830–1837)Victoria (1837–1901)*They can work this out from the informationat the end of the text.

Exercise I

1 Set for individual work and pairwork checking.Monitor and assist.

2 Set for individual work. Monitor and correct.

Answers



Vocabulary 1


Explain that this lesson checks students’ knowledge ofnumbers, and words broadly connected with education.Check that students are reasonably fluent with basicnumbers.

1 Dictate some numbers, from single digit up to tens ofmillions. Get students to check in pairs, then feedback, asking students to dictate the numbers back toyou while you write them on the board. Write exactlywhat the students say, then give them a chance tocorrect. Make sure students can write the comma andhyphen in the correct place, and correctly use and inspoken numbers.

2 Start the following series and ask students tocontinue, at least for the number of items in bracketshere (more if they can manage).

• 2 – 4 – 6 (8 – 10 – 12)• 1 – 3 – 5 (7 – 9 – 11)• 5 – 10 – 15 (20 – 25 – 30)• 2 – 4 – 8 (16 – 32 – 64)• 3 – 6 – 9 (12 – 15 – 18)

3 Do some simple mental arithmetic. If necessary, teachstudents the words plus, minus, times and divided by.

Introduction

Numbers in a foreign language are extremely difficult. Wecannot assume that systems are the same from onelanguage/culture to another. Therefore, every point aboutusage needs to be specifically taught. For example, in thislesson, decimal fractions are taught. In English, the decimalfraction follows a full stop, whereas in some otherlanguages it follows a comma.


Exercise A

Refer students to the circles. Work through the colours,e.g., The first circle is dark red and light red, etc. Teach thewords dark/light if students do not know them already. Thefinal colour could be violet or purple. Ask students why thecolours are in this order. (They are in the order of thecolours of the rainbow.)

Ask students how we can talk about division of the firstcircle. Mime cutting in half. Teach or elicit Half is dark red,and half is light red. Teach or elicit other words for half, i.e.,50 percent and nought point five. Drill percent and nought.

Put students into three groups, or multiples of three. Notethat the word for Group 1 is the easiest, and for Group 3 isthe hardest. Monitor and assist. Teach c equalsapproximately, if necessary. Do not feed back.


Vocabulary 1


Some native speakers say zero instead of nought withdecimals. A small number of people say O /əu/.


This activity in this form serves three purposes. Itexemplifies division into fractions, it revises and extendscolour vocabulary and, because the circles are divided intotwelve parts, it previews time divisions in the next theme.

Methodology note

Exercise B

Make groups of three with one student from each of theoriginal groups. Student 1 must explain his/her fractions toStudents 2 and 3, etc. Monitor and assist.

Feed back, ideally onto an OHT of the Student’s Bookmaterial.

Answers

Table 1: Light sections

1⁄2 a half1⁄3 a third1⁄4 a quarter1⁄5 a fifth1⁄6 a sixth1⁄10 a tenth

Table 2: Dark sections

1⁄2 a half2⁄3 two-thirds3⁄4 three-quarters4⁄5 four-fifths5⁄6 five-sixths9⁄10 nine-tenths


50% fifty percentc 33% thirty-three percent25% twenty-five percent20% twenty percentc 16% sixteen percent10% ten percent


50% fifty percentc 66% sixty-six percent 75% seventy-five percent 80% eighty percent c 83% eighty-three percent 90% ninety percent


0.5 nought point fivec 0.33 nought point three three0.25 nought point two five0.2 nought point twoc 0.16 nought point one six0.1 nought point one


0.5 nought point five c 0.66 nought point six six0.75 nought point seven five0.8 nought point eightc 0.83 nought point eight three0.9 nought point nine

Exercise C

Refer students to the Skills Check. Work through theinformation. Point out that many verbs do not need apreposition. Work through the first two verbs in theexercise to highlight both points.

Set for pairwork. Feed back, building up the table on theboard.


Vocabulary 1


Answers

listen to musichear – a soundask for helpexplain to the studentslearn about China look at the picturemeet (with) some people Some varieties of

English use this preposition.

talk to the teachertell – the studentswait for mewatch – a film write (to) a friend Some varieties of

English do notuse a prepositionin this situation.

Closure

1 Do some more high-speed work on fractions, e.g., yousay half and half the class must say 50 percent. Theother half say nought point five.

2 Say verbs from Exercise C. Students must repeat theverb and add a preposition, if necessary.


Vocabulary 2


Repeat the Closure activities from the last lesson.

1 Do some more high-speed work on fractions, e.g., yousay half and half the class must say 50 percent. Theother half must say nought point five.

2 Say verbs from Exercise C. Students must repeat theverb and add a preposition, if necessary.

Introduction

Exercise A

Elicit some ideas for adjectives with teacher. Make surestudents are saying a whole phrase, with the adjective infront of the noun. Set for pairwork. Feed back orally.

Exercise B

Work through the example, showing how words must beadded to make a question.

1 Set for individual work and pairwork checking. Spaceis provided on page 7 of the Workbook.

2 Set for pairwork.

Feed back, giving the correct answers, if necessary.

Answers

See table on page 53.

Exercise C

Put students into pairs or groups from the same country towrite questions. Obvious questions are ones about rules,capital, main cities, population and area of their country.Space is provided on page 7 of the Workbook.

Get them to ask you the questions. Try to answer!

Closure

1 Work through the two Skills Checks if you think it isuseful.

2 Dictate some of the words from this lesson connectedwith education.


Vocabulary 2


Answers to Exercise B

King Saudi Arabia Fah’d bin Abdulaziz*Who is President the United States George W. Bush*

Secretary-General of the United Nations ? Kofi Annan*population the world c 6,500,000,000*

What is first January New Year’s Day the area a circle 2 pi r (radius) squared

*Information correct at time of publication.


Grammar 1


This exercise can be done as a test, in class or forhomework. In this case, take in the students’ books at theend and mark them. Make a note of the problem areas.

Introduction

Answers

teaching area

1

2

3

4

I am going to talk about infinitive after be goingJapan today.

What am I going to word order in questions learn today? with be going to

Are you going to go to use of next with futureuniversity next year?

What did you study in no article with next/lastHistory the last month? + time word

5 Can you explain this use of preposition after word to me? explain

6 Yesterday we learnt about learn + about + topicright-angled triangles.

7 In Science last week, we learn + how to + methodlearnt how to make hydrogen from water.

8 In Geography last lesson, learn + that + complete we learnt that Canberra sentence = fact is the capital of Australia.

9 Write a summary of the adjective + nounimportant points after the lesson.

10 Do you know the a/the + noun + of + population of China? noun structure

11 She is Japanese. revision

12 We have three lessons revisioneach day.

13 Work starts at 7.30 a.m. revision

14 Are there any rivers in revisionyour country?


Grammar 1


15 There is a very large lake. revision

16 Can teenagers vote in revisionyour country?

17 How long does it take to revisionfly to India?

18 I go to work by car. revision

19 Shakespeare married revisionAnne Hathaway in 1582.

20 There is some milk in revisionthe fridge.


Grammar 2


As detailed previously, this lesson picks up each of thepoints from elsewhere in this theme, and gives thenecessary input to answer each question correctly.

It can be done in class or, in most part, set for homework. Ifdone in class, here is a possible approach.

Introduction

Exercise A

1 Set for individual work and pairwork checking. Feedback.

2 Ask students to write the sentences, then tell eachother.

Answers

to introduce a lecture 3

to talk about past eventsto talk about present actionsto talk about future plans 3

Exercise B

Set for pairwork. Feed back.

Drill the questions.

Answers

1 The rule is: change the order of the S and firstpart of V1. Use the word auxiliary, if you wish.

2 The same as for any verb be construction, i.e.,Yes, + S + VNo, + S + V + not

Exercise C

1, 2 Set for pairwork. Feed back orally. Drill the questions.


4 Set for individual work and pairwork checking. Spaceis provided on page 7 of the Workbook. Monitor andassist.


Grammar 2


Answers

1, 2

Q word V1 S V1 V2 other

What are you to talk about?

Whereis

he to study next year?

When she going to start school?

How we to get to college?

Whyare

they to leave next year?

Students should notice that the question form isthe same as for Yes/No with the addition of thequestion word.

3, 4 Depend on the students.

Exercise D

1 Set for pairwork. Feed back orally. Students shouldnotice that each of the three designators (last/this/next) can be used with all of the time words.

2 Make three sentences about your own education. Setfor individual work and pairwork checking. Space isprovided on page 7 of the Workbook. Monitor andassist. Get some students to read out their sentences.

Drill the time phrases by saying one of them and getting astudent to make a good sentence, e.g., you say last weekand the students say We studied Geography last week.

We often identify the time reference of a sentence by thetime phrase which the speaker uses, rather than by theform of the verb. For example, it might be difficult to hearthe final /d/ in the sentence I studied Drama at university,but if the speaker ends by saying last year, it becomes clearthat he/she is talking about the past. It is very important,therefore, that students correctly associate verb forms withthe time phrases that commonly accompany them.


Tense selection is the basis of good speaking and writing.It is not enough to know the tense forms. It is essential thatstudents can choose the correct one to put across aparticular piece of information.

Methodology note

Exercise E

Set for individual work and pairwork checking. Referstudents to Table 5. Feed back, writing the correctsentences on the board.

Answers

1 The teacher told to us the answer.2 What are you going to teach us next week?3 Can you explain this word to me?4 Ask to me if you don’t understand.

Closure

Do remedial work with groups or individuals onproblematic areas.

Test

Now give the Theme 1 test in the Student Test Booklet.


UAE ENGLISH SKILLS GRADE 8 – THEME 2: Daily Life 59

Theme Two

Daily Life


Theme TwoDaily Life


Theme TwoDaily Life


60 UAE ENGLISH SKILLS GRADE 8 – THEME 2: Daily Life


Daily LifeT H E M E

2


General note


isolation and in context, the following words linked with daily life. They should also be

able to write them with reasonable spelling and correct capitalisation, say them with

reasonable pronunciation, especially stress in multi-syllable words, and use them in

S V O sentences plus frequency adverbs and phrases.

always never spring

autumn noon summer

early o’clock Sun

Earth often tomorrow

half past tonight

late quarter (time) winter

midnight season yesterday

minute sometimes


As in Theme 1, you might also like to make flashcards of lower case and capital

letters. Flashing the letters at random and asking students to identify the capitals is

good eye training.


Listening 1


Take in a large map of the world so, at the appropriatetime, you can point to parts of the world, e.g., the NorthernHemisphere, continents, e.g., Europe and individualcountries. Stick the map to the wall, board or noticeboard,so it is permanently displayed.

Students from previous studies should be very familiar withthe following words from this lexical set:

afternoon hour night weekday last now yearevening month timefirst morning today

They should also be fluent in the days of the week and themonths of the year.


1 Get students to tell you the times of each part of theday.

2 Get them to tell you the hour, the day today, and thecurrent month.

3 Give a day or month at random and get students to tellyou the next one and the last one.

When you have gone through the words once, repeat athigh speed.

Then put some or all of the words into sentence context.

Introduction

Exercise A

Refer students to the pictures. Ask them what they can see.Elicit any vocabulary items they know, but do not insist onother students saying or understanding the words. Theyshould all be able to name some of the items and most ofthe colours. Explain that they are going to hear about timesof the year in Europe, North America, China and Japan.Point to the map and say Europe is in the NorthernHemisphere, then mime what this means. Check theconcept by asking Where is Australia? (It is in the SouthernHemisphere.) and other countries at random. Point to themon the map.

Tell students to point to the correct picture. Say or play thefirst word – summer – as an example. Make sure all thestudents are pointing to Picture 2. Say or play the tape.Watch the students and try to identify any student who isnot correctly associating the spoken word with thehandout.

You can go through this activity several times, speeding upand saying words and individual sentences in a differentorder.

At the end, teach the word season as the hyponym.


Listening 1


Tapescript

Presenter: Theme 2 Daily LifeListening 1A Listen and point.

Voice: summerwinterspringautumn

Voices: The trees are turning brown. It’s not cold, butit’s not hot. It’s autumn.

It is very hot. The Sun is shining and the skyis always blue. It’s summer.

It’s very cold and wet. There are oftenstorms. The sea is sometimes very rough.It’s winter.

The fields are full of flowers. It is not hot,but it is not cold. It’s spring.

In the Northern Hemisphere, summer isJune, July and August.Autumn is September, October andNovember.Winter is December to February.Spring starts in March and ends in May.

It is likely that students will not know all the season words,but they will almost certainly know summer and winter. Bystarting with these, we give them the chance to work outthe others.

Methodology note

This is a listening lesson, so the point may not arise, but wedo not normally capitalise seasons, unless we arepersonalising them as in Where are the songs of Spring? Ay,where are they? Remember not to use a capital letter if youwrite any of these words on the board.


Exercise B

Ask students to guess which country is shown in eachpicture. Elicit some ideas, but do not confirm or correct.Explain that they are going to hear the names of the placesand they will have to guess the spelling. Point out thatspeakers often name places and you have to work out thespelling. Explain that you can guess the spelling if youfollow some simple patterns.

Refer students to the Skills Check. Work through theconsonant sounds which lead to one consonant letter inmost cases. Elicit the letter, which is the same as the shapeinside the obliques.

Then work through the sound/common spellings of somevowel sounds.

Say or play the sentences.

Tapescript

Presenter: B Listen and write the place namesunder the photographs.

Voice: The photograph of winter shows a storm inCornwall, in Britain.The summer photograph was taken inBarbados, in the West Indies.Do you like this picture of spring? I took itin Amsterdam, in Holland.There is a song called Autumn in Vermont.They say it’s the most beautiful place in theworld at that time of year. This photographshows the lovely autumn colours inVermont, in the USA.


Listening 1


Point out that you cannot necessarily guess the full spellingof proper nouns – towns, cities, countries, people –because one sound can have different spellings, e.g.,

Bos or Boz niaC/K anadaBelG/JiumDenmar c/kG/J ermanyTur c/k ey

However, that is fine because, by following the patterns,you can narrow down the spelling, then check in an atlasor encyclopedia.

Methodology note

The following consonant sounds are missing from the listof consonants because of two or more common spellings:

/f/ = f or p, and even v, in have to/dZ/ = g or j/k/ = k or c/s/ = c or s/v/ = f or v/z/ = s or z (as in is, has, was, his)


Exercise C

Refer students to the table. Explain that they are going tohear information to complete it. Ask them to guess some ofthe words they are going to hear. Clearly, they shouldrealise that numbers, months and seasons will bementioned, but elicit also cold, hot, wet. Check or teachcool as between cold and hot.

Say or play the first part of the tape and show the way thatstudents can try to guess the spelling of Islamabad, i.e.,Izlamabad, then point out that it is Islamabad. Set forindividual work and pairwork checking.

Play the remainder of the tape. Feed back, building up thetable on the board. Be prepared to show students wherethe countries are on the map. Go through alternativespellings based on sound, e.g., Nigeria could be Nij …

Tapescript

Presenter: C Listen and complete the table.Guess the spelling of each place name.

Voice: Most parts of the world have four seasons.For example, Islamabad, which is the capitalof Pakistan, has a cold season, a hot season,a wet season and a cool season. The coldseason is from December to the end ofMarch. The hot season is from the beginningof April to June. The wet season is from Julyto September. Finally, the cool season startsin October and ends in November. Some parts of the world only have two sea-sons. For example, Baga, which is in thenorth of Nigeria, in Africa, has a dry seasonand a wet season. The dry season is fromOctober to April. The wet season is fromMay to September.Baga is in the Northern Hemisphere. Butsome places in the Southern Hemispherealso have two seasons. For example, Nazcain Peru, which is in South America, has asummer season and a winter season. Thesummer season is from December toMarch, and the winter season from April toNovember.

Answers

1 Vermont, USA2 Barbados, West Indies3 Amsterdam, Holland4 Cornwall, Britain


Listening 1


Answers

place number seasons andof seasons months

Islamabad in 4 cold = D–MPakistan hot = A–June

wet = July–Scool = O–N

Baga in Nigeria 2 dry = O–Awet = M–S

Nazca in Peru 2 summer = D–Mwinter = A–N

Closure

Walk round the class, saying words from the lesson, andchecking that individual students can point to the item. Askalso about the months depicted in particular pictures.Remind students that all these places are in the NorthernHemsiphere.


Listening 2


Ideally, take in one or more teaching clocks so that you cansay times and get students to move the hands accordingly.

Take in the world map again. Point out countries anddictate the names for students to try to guess.Possible countries:

Benin Finland NigerChad Gambia YemenChile Honduras OmanDominica Iran (/iraen/) Iraq

Introduction

The way a language chooses to write the name of anothercountry is largely historical and may not accord with theway the language of that culture refers to itself. Studentsneed to learn the spelling of most, or arguably all, countriesin the world in English, and the first stage is guessing fromthe common sound-sight spelling patterns.


Exercise A

Ask students to identify the drawing. Check or teach clock.Get students to name the numbers around the clock. Makesure they go clockwise, i.e., 1, 2, 3, etc. Point out that this isclockwise. Get students to show clockwise and anti-/counter-clockwise movement with their hands. Getstudents to point to the minute hand. Ask How manyminutes in an hour? Get students to point to the hour hand.Ask How many hours in a day?

Set for individual work and pairwork checking. Say or playthe tape.

Tapescript

Presenter: Listening� 2A Listen and write words and numbers

on each line.Voice: This is a clock. There is a minute hand and

an hour hand. The hour hand points to thehour, and the minute hand points to theminutes. When the minute hand points totwelve, we say o’clock. For example, thisclock shows eight o’clock. Times on theright side of the clock are past – that’s P-A-S-T, and times on the left side are to.That’s T-O, not T-W-O. When the minutehand points to one, it’s five past, and whenit points to two, it’s ten past. There is a special word for three. It’s quarter. That’sQ-U-A-R-T-E-R. Four is twenty past, andfive is twenty-five past. There is anotherspecial word for six. We say half past. Thenumbers and words on the left side are thesame as the numbers on the right side.


Listening 2


Answers

o’clock

55

1010

2020

2525half

quarterquarter to past

1 Many teenagers of all cultures can no longer tellanalogue time, even in their own language. They workconstantly with digital time and, therefore, get used tosaying, e.g., in English It’s ten ten, rather than Ten pastten. Many do not even round up or down, so say, e.g.,It’s nine thirteen. Bear in mind, therefore, that inteaching telling the time in this way, you may beteaching a concept rather than a language point.

2 The suffix -wise means in the manner (or way) of.

3 Speakers of British English tend to say anti-clockwise,while speakers of American English tend to saycounter-clockwise.

Language and culture notes

Exercise B

Refer students to the first clock face. Say or play the tapeand show students how they can mark the time by drawingthe long minute hand and the shorter hour hand.

Set for individual work and pairwork checking. Feed back,ideally with a teaching clock. Get students to say the timesthey have drawn using past, to, quarter and half.

If it is clear that all or many of your students are strugglingwith the idea of drawing hands on clocks, allow them tocomplete the digital times instead. The comprehensionpoint has still been served – understanding time said in thisanalogue way.

Methodology note

So we have twenty-five to, twenty to, quar-ter to, ten to and five to. OK. So now youcan tell the time in English.

Tapescript

Presenter: B Listen and mark the time on eachclock.

Voice: 1 quarter past six2 half past seven3 ten to eight4 eight o’clock5 five past nine6 twenty-five past ten


Listening 2


Exercise C

Refer students to the pictures. Explain that this is what theaverage British person does every weekday. Thisinformation comes from a survey of the daily life of peoplein ten European countries.

Make sure students understand weekday as opposed toweekend.

Elicit actions in the pictures, but do not confirm or correct.

1 Say or play the first action. Check that students arepointing to the right picture by asking, after a longpause, for the number. Keep control of strong/volublestudents shouting out before others have had achance to think. Say or play the remaining items. Addmimes to the words during a second playing.

2 Say or play the first part of the tape. Get students torecognise the relationship between the first action andthe time. Say or play the remainder of the text, pausingif necessary for students to complete the times. Feedback, by reading the tapescript and pausing at therelevant times, e.g., The average young British personwakes up at … quarter to seven.

If you can use simple mime without getting embarrassed,you will greatly benefit a large proportion of your studentswho need to associate learning with something physical.

Methodology note

If you are a native speaker of English, or from a WesternEuropean country, it is tempting to teach the weekend byadding: you know, Saturday and Sunday. However, this willjust be confusing for students who come from a culturewith a different weekend. The weekend is a day or daysyou do not work, not a specific day or days of the week.


Tapescript

Presenter: C 1 Listen and point.Voice: She has breakfast.

She arrives at work.She finishes work.She has lunch, then she goes shopping.She leaves home.She wakes up.

Presenter: C 2 Listen. Draw or write times on eachclock.

Voice: The average young British person wakes upat quarter to seven. She gets up at seveno’clock. She has breakfast at quarter pastseven. She eats cereal and drinks coffee.She leaves home at twenty past eight anddrives to work. It takes twenty minutes. Shegets to work at twenty to nine and startswork at nine. She has a break from quarterto one to quarter to two, but she often staysat her desk. She has a sandwich and a cupof coffee. She sometimes goes shopping.

Answers

63

5

41

2

3 Remind students of the importance of predicting thenext word or phrase. Say or play the tape, pausingwhere marked for students to suggest possible wordsor phrases. As before, allow time for students to thinkbefore inviting answers.


Listening 2


She never goes to a restaurant. She finisheswork at five o’clock and drives home.

Presenter: C 3 Listen. Complete each sentencewith something suitable.

Voice: In the evening, she sometimes watches tel-evision and she sometimes goes to [PAUSE]a sports centre. She often cooks a meal, butsometimes she [PAUSE] gets a takeawaypizza. Once a week, she visits [PAUSE] herparents. She goes to bed at [PAUSE] quar-ter past ten.

On Saturday, she always goes [PAUSE]shopping. On Saturday evening, she[PAUSE] meets friends. She goes to bedlater, at [PAUSE] eleven thirty. On Sunday,she always gets up [PAUSE] late, at nine ornine thirty. She does [PAUSE] housework. Inthe evening, she [PAUSE] watches televi-sion and [PAUSE] gets ready for work.

She never sleeps [PAUSE] in the afternoon,even at weekends.

Closure

Refer students back to the pictures in Listening 1. Askstudents about the seasons in their country: What time doesthe Sun rise and set in winter, spring, summer and autumn? Ifnecessary, mime or draw sunrise and sunset.

If there is a big difference in sunset times, ask if they dodifferent things in the evening in summer and in winter.


Speaking 1


Use the world map from Listening 1.

Revise the main vowel sounds with country names.

long vs short diphthongs


3 Say each pair of vowels for students to repeat chorally.





Put students into pairs to do the minimal pairs activitybelow. Each student says one word from each pair and theother tries to work out which. Point out that these are allEnglish words, although the meanings are not important.

Introduction

1 2France ChadGermany DenmarkGreece LibyaPortugal HollandPeru book

1 2Angola LaosUkraine China


1 Say each pair of words several times. Do not letstudents say anything.

1 2part patpert petPete pitport potpool pullpo pow!paint pint

Exercise A

1 Check that students can identify each of the subjectsfrom the images. Drill the pronunciation, particularly theunusual sound-sight relationship of /ɔ:/ (au in autumn).

2 Elicit the ‘correct’ order.

3 Work through the spring picture as an example, usingI can see/There is and The X is Y structures. Set forpairwork. Monitor and assist. Feed back, eliciting asmuch as possible in reasonable structure andpronunciation, about each picture.

4 Set for pairwork. One student is allowed to look at thebook while the other tries to remember. Reviseexpressions for location on a page – top left, bottomright, etc.


Speaking 1


Set for individual work and pairwork checking. Point outthat they will have to guess/work out the number ofseasons and start/finish months. They can refer to them ashot, cold, etc., or as summer, winter, etc.Take the opportunity to practise the present continuous.

Methodology note

Exercise B

Refer students to the map of Pakistan. Show wherePakistan is on the world map. Elicit some ideas orknowledge on seasons.

1 Work through the first few spaces as examples. Set forindividual work and pairwork checking. Do not letstudents write anything. You may need to teach cool.

2 Allow students to read sentences aloud, putting in themissing words. Drill for form and pronunciation. Remindstudents about structural points as you go, e.g.,countries do not need the definite article. Remindstudents also of semantic points, e.g., we use the for thesecond time: a cold season – the cold season.

Answers

Islamabad is the capital of Pakistan. The city has acold season, a hot season, a wet season and acool season. The cold season is from December tothe end of March. The hot season is from thebeginning of April to June. The wet season is fromJuly to September. Finally, the cool season startsin October and ends in November.

Note that students do not have to write in this exercise.This means that they have to remember the structurerather than simply copy it when they come to Exercise D.

Methodology note

Exercise C

Build up on the board a model table for Pakistan from theinformation in the text. Show how single letters can beused to note months, except for M and J.

Exercise D

Students can work in pairs or small groups if they comefrom the same town, city or area.

Put students into small groups to give their talks. Thelisteners must make notes in their notebooks. Monitor and assist.

Arab students will have to use English names, as themonths are lunar and their position changes by about tendays each year.


Answers

Model notes for Pakistan:

place number seasonsof seasons and months

Islamabad, 4 cold: D–MarPakistan hot: A–June

wet: July–Scool: O–N

Closure

Get students to ask you about your own town/city/area toelicit the information required to complete the tables in thislesson, e.g.,

Where do you live?Where is that?/Which country is that in?How many seasons do you have?What are they called?When does (season 1) start/finish?


Speaking 2


Ask students in turn to tell you the:yearseasonmonthdaytime

Ask students to tell you the same information for:last yearlast monthyesterday

Repeat for:next yearnext monthtomorrow

Tell students about yourself and getting up, e.g., I get up at6.30 every day. Ask students when they get up. Elicit sometimes until it is clear that everyone understands the idea.

Introduction

Exercise A

Refer students to the diary pages. Exploit the visuals. Find away to refer to each person, e.g., the farmer, the commuter,the paper boy, the actress.

1 Give all the students time to think about the answer,then elicit. Write the frame sentence on the board: He/She … gets up early. Elicit possible completions. Donot confirm or correct, but edge them towards thetarget – the list of frequency adverbs and the semanticvalue of each adverb. If students are struggling withthis, write the first letter of each word in the set, inorder, on the board. Say also 100 percent, 70 percent,etc.

2 Refer students to Skills Check 1. Get students to tryagain to make a full sentence with a frequency adverbabout each of the people. Drill the pronunciation ofthe frequency adverbs.

Answers

The farmer – he always gets up early.The commuter – she often gets up early.The paperboy – he sometimes gets up early.The actress – she never gets up early.

Exercise B

Refer students to the pictures. Explain that these arereminders of sentences in the conversation. They shouldlook at the pictures while they are listening.

1 Play the tape.

2 Play the questions, pausing after each one for thestudents to answer. Refer students to Skills Check 2.Drill the questions, noting the intonation patterns.

3 Put students in pairs to role play the conversationgiving information from the pictures – not trueinformation for them.


Speaking 2


Tapescript

Presenter: Speaking 2B 1 Look at the conversation and

listen.Boy 1: When do you usually wake up?Boy 2: At half past six.Boy 1: Do you get up immediately?Boy 2: No. I get up at about quarter to seven.Boy 1: What do you usually have for breakfast?Boy 2: I always have coffee and two pieces of

toast.Boy 1: How do you get to school?Boy 2: Sometimes I walk and sometimes I go by

car.Boy 1: What time do you have lunch?Boy 2: At quarter past one.Boy 1: Do you ever sleep in the afternoon?Boy 2: No, I don’t. I never sleep in the afternoon.

Presenter: B 2 Listen and answer.Boy 1: When do you usually wake up?

[PAUSE]Do you get up immediately?[PAUSE]What do you usually have for breakfast?[PAUSE]How do you get to school?[PAUSE]What time do you have lunch?[PAUSE]Do you ever sleep in the afternoon?[PAUSE]

We can answer a question about frequency in two mainways, e.g.,

Do you ever sleep in the afternoon?No, never./Yes, always., etc. OR No, I don’t.

Students tend to mix this up and produce No, I never.


Exercise C

Set for individual work. Make sure students realise that onthis occasion they are thinking about school days, notweekends. Space is provided on page 14 of the Workbook.Monitor and assist.

Exercise D

Put students into pairs or small groups to give their talk.Feed back by getting one or two of the best ones to givetheir talk to the whole class.

Closure





Note that the words rainfall and wind have not actuallybeen used in the course to date. Rainfall is deducible fromcontext. You may have to check/teach wind before you playthe cassette in Exercise B.

Exercise A

Refer students to the graphs of temperature and rainfall.Exploit the visuals. Make sure students can say the monthsfluently and with the correct stress.

Point out that there is missing data. Ask students to tell youwhere data is missing. In fact, there may not be datamissing in some places from the rainfall graph as theremay be no rainfall in those months. See if students notice/work this out.

Ask students to guess what the missing data is, e.g.,temperature and rainfall in July?

1 Set for individual work and pairwork checking. Say orplay the first piece of information – The averagetemperature in Kuwait in January is 14 degreescentigrade. Make sure students can see that thisinformation is already present on the graph. Play therest of Part 1. Feed back, ideally onto an OHT ordatashow of the graphs.

2 Set for pairwork. Ask students to guess theinformation in each column and row. Play Part 2. Feedback, building up the table on the board.

Answers

1 Kuwaittemperature rainfall

J 14 J 20F 17 F 20M 24 M 25A 29 A 10M 32 M 5J 33 J 0J 34 J 0A 35 A 0S 32 S 0O 25 O 5N 18 N 15D 15 D 25

2 Model answer – target items in italics.Table 1: The seasons in Kuwait

seasons start end temp. rainsummer May Nov 35–45 dry

(52 in July 78)

autumn Nov Decwinter Dec Mid-Feb 15–0 22–352

(–6 in mmJan 64)

spring Mid-Feb May

Tapescript

Presenter: Workbook: Listening and SpeakingA Listen and write.

Voice: Part 1The average temperature in Kuwait inJanuary is 14 degrees centigrade. It goes to17 degrees centigrade in February and 24 inMarch. In April, it is 29 degrees. It goes upto 32 in May then 33 in June. In July, it is 34and in August it reaches 35 degreescentigrade. It then goes down in September,to 32. It falls to 25 in October, 18 inNovember and 15 in December.The average rainfall in Kuwait in Januaryand February is 20 millimetres. It goes up to25 millimetres in March and then goesdown again in April to 10 millimetres. It isdown to 5 in May. There is often no rain atall in June, July, August and September. InOctober, the average is 5 millimetres, risingto 15 in November and 25 in December.

Part 2Kuwait has four seasons. Summer startsaround the end of May. It ends at thebeginning of November. Autumn is veryshort, from November to the beginning ofDecember. Winter lasts from December tothe middle of February, then spring is fromFebruary to May.




Summer in Kuwait is always hot and dry.Winter is always cool and usually dry. Thereis always a little rain but sometimes there isa lot. The average rainfall ranges from 22mm to 352 mm in one year.

Average temperatures in the middle ofsummer are around 35 degrees centigradebut it is sometimes 45 in the daytime. It canbe even hotter. For example, thetemperature reached 52 centigrade in July1978. Average temperatures are around 15in the middle of winter but it is sometimesaround zero. It can be even colder. Forexample, the temperature reached -6centigrade in January 1964.

Exercise B

General notes:1 The best way to do this activity is to divide students

into two groups to each listen to one country’sinformation then exchange information. However, ifyou do that, while one group is listening you will needto give the group not listening something to do asfollows:

While Group 1 is listening to information aboutBahrain, set Group 2 to start Exercise D.

While Group 2 is listening to information about Qatar,set Group 1 to start Exercise D.

2 Note that there is no structure for the notetaking fromthe second part. This is deliberate. Students mustdecide when they are listening to information which isimportant. They are helped in this case by working in agroup, so in each case someone should have heardthe important information.

Explain that the students are going to hear informationabout seasons in Bahrain and Qatar. They must choosewhich country they want to hear about. Ideally, you shouldtry to get equal numbers, but if more students particularlywant to hear about one country, they should be allowed to.

Get the two groups to come up, one group at a time, andlisten to their lecture extract. Play Part 1. Allow them tocompare graphs. Explain that they have to give theinformation they heard to the other group. Monitor and

Tapescript

Presenter: B Choose, listen and tell.Voice: Bahrain

Part 1The average temperature in Bahrain inJanuary is 18 degrees centigrade. It goes to 24degrees centigrade in February and 25 inMarch. In April, it is 29 degrees. It goes up to32 in May then 33 in June and July. In August,it falls to 32 degrees centigrade. It then goesdown in September, to 29. It falls to 25 inOctober, 21 in November and 17 in December.

The average rainfall in Bahrain in January is10 millimetres. In February and March, it is20 millimetres. It goes down to 10millimetres in April and then goes downagain in May to 5 millimetres. There is oftenno rain at all in June, July, August,September and October. Rain returns inNovember. There is, on average, 20millimetres in November and December.

Part 2Bahrain has two seasons. Summer starts inApril. It ends in October. Winter lasts fromOctober to April.

Summer in Bahrain is always hot and dry.Winter is always cool and usually dry. Thereis always a little rain, but sometimes there isa lot.

Average temperatures in the middle ofsummer are around 34 degrees centigrade,but it is sometimes 48 in the daytime.A wind called the qaws brings hot dry airfrom Saudi Arabia in the southwest.

assist. Students are not allowed to hear the text again, butthey can ask you questions and get particular pieces ofinformation repeated. Move them on to Part 2. Point out, asnoted above, that they must decide what is important/interesting.

Make pairs with one person from each of the groups.Monitor and assist. Feed back, getting people who haveheard from other people (not from the cassette) to tell youinformation.




Average temperatures are around 18 in themiddle of winter, but it is sometimes aroundzero. From December to March, a windcalled the shamal brings wet air from theGulf in the southeast.

QatarPart 1The average temperature in Qatar in Januaryis 19 degrees centigrade. It goes to 24degrees centigrade in February and 26 inMarch. In April, it is 28 degrees. It goes up to32 in May then 34 in June and July. InAugust, it falls to 33 degrees centigrade. Itthen goes down in September, to 29. It fallsto 25 in October, 21 in November and 18 inDecember.

The average rainfall in Qatar in January is 10millimetres. In February, it is 30 millimetres.It goes down to 25 millimetres in March andthen goes down again in April to 10millimetres. In May, it falls to 5 millimetres.There is often no rain at all in June, July,August, September and October. Rainreturns in November. There is, on average,15 millimetres in November and 20millimetres in December.

Part 2Qatar has four seasons. Summer starts inJune. It ends in September. Autumn is veryshort, from the beginning of November tothe beginning of December . Winter lastsfrom December to the middle of February,then spring is from February to May.

Summer in Qatar is always hot and dry.Winter is always cool and usually dry. Thereis always a little rain, but sometimes there isa lot.

There are often high winds from March toAugust. The shamal wind comes from thenorth during spring and summer.

Average temperatures in the middle ofsummer are around 35 degrees centigrade,but it is sometimes 45 in the daytime. It canbe even hotter. For example, thetemperature reached 48 centigrade in June

Exercise C

Set for pairwork. Feed back orally.

Answers

1 Bahraintemperature rainfall


and August 2002. Average temperatures arearound 17 in the middle of winter, but it issometimes colder. For example, thetemperature reached 1 centigrade inJanuary 2003.

Qatartemperature rainfall






Answers


Exercise D

Model the stress patterns as indicated by the balls.


Feed back, building up the tables on the board. Make surestudents can add another word in each case.

Answers

Target items in italics. Extra possible words infinal row. Note: The final pattern is hard to findwords for. This is a good point to make, as somestudents want to stress everything on the finalsyllable and this rarely happens in English withmulti-syllable words.

Table 2: Words with two syllables

Table 3: Words with three syllables

O o o Oadult beginlawyer tonightpeople explainanswer Julyautumn Chinesewinter believe

O o o o O o o o Osecretary* computer afternoonarchitect accountant engineervegetable* potatohospital tomorrowFebruary* Mathematics*yesterday Novembercinema September underneath

*Note that there are silent letters in these wordsfor most speakers of English; this is how theycome to have three pronounced syllables.


Reading 1


Use the flashcards of daily life words. After flashing eachcard a few times, tell students to say one of the followingwhen they see a word:• season• frequency• time

Take out some of the flashcards and flash only those withopposites/converses. When you flash one of the pair,students must say the opposite/converse.

Possible pairs:spring – autumnsummer – winteralways – neverearly – latepast – too’clock – half

Introduction

seasons frequency timespring always earlysummer often halfautumn sometimes latewinter never minute

o’clockpastquarter

Exercise A

Ask students to cover the text on page 29.

1 Set for pairwork. Make sure students notice that thistime they have to find four groups, i.e., one more thanin the flashcard activity. Feed back orally, making surethat they have found the correct four groups.

2 Point out that there is a logical order to the words ineach group. Perhaps do the seasons as the easiest/most obvious one. Feed back, getting the words inorder on the board.

Answers

seasons frequency clock time calendar

time/days

1 spring 1 always 1 o’clock 1 last week

2 summer 2 often 2 five past 2 yesterday

3 autumn 3 sometimes 3 quarter past 3 today

4 winter 4 never 4 half past 4 tomorrow

(or (or the 5 twenty to 5 next week

starting other way

anywhere round)

else)

Exercise B

Refer students to Skills Check 1. Write the key question onthe board:

What do I know about the seasons?


Reading 1


3 Set for pairwork. Give time for students to work outthe answer in each case. Point out that it will not helpto read the text. All the information they need is in thefigure or table. Feed back orally. Do not worry aboutFigure 3 – it is not possible to understand this at themoment.

Exercise C

Link this activity to the key question on the board. Set forindividual work and pairwork checking. Feed back orally,but do not confirm or correct. For example, students maythink that the Moon has something to do with the seasons,but it does not, but do not say that at this point.

Answers

Not at this point.

To a large extent, this activity and Exercise D requirestudents to recall information given in previous lessons.This is to ensure that they have something to say in answerto the question What do I know …?

Methodology note

Exercise D

This activity continues the What do I know …? theme. Setfor pairwork. Feed back orally, but do not confirm orcorrect at this point. Point out to students that they aregoing to read in a few minutes to check their answers.(Answers after Exercise F.)

Exercise E

Ask students what they should look at first, before theyeven start reading a text. They should know about:• reading the heading • reading any subheadings• looking at figures and tables• reading the first sentence

Allow students to uncover the text, but immediately referthem to the figures and tables.

1, 2 Set for pairwork. Feed back orally.

Answers

3 Table 1: distance from the Earth to the SunTable 2: sunrise and sunset (UK)Table 3: average hours of sunshine per day

(UK)

Figure 1: the track of the Sun in the Northern Hemisphere – how it crosses thesky

Figure 2: the tilt of the EarthFigure 3: same light, bigger area

You may well have to do a bit of vocabulary teaching here,especially sunrise, track, tilt. You may also have to explainwhy there are fewer hours of sunshine in winter in the UK –because there are more clouds in the sky.

Refer students back to the True/False activity in Exercise D.

Exercise F

Explain that they can check some of their answers bylooking at the information in the tables.

Feed back, eliciting answers to all the True/Falsestatements and, where relevant, giving the true informationand where they can find it in the tables and figures.


Reading 1


Answers

1 Europe is in the Northern Hemisphere. T2 There are seasons in the Northern Hemisphere. T3 There are seasons at the Equator. F Not really, although there may

be some change in rainfall.4 There are two seasons in European countries. F There are four.5 The cold season is called winter. T6 The Sun goes round the Earth. F The Earth goes round the Sun. Figure 27 The distance from the Earth to the Sun F It varies slightly. Table 1

is always the same.8 Hours of daylight are the same in summer F They vary quite widely. Table 2

and winter in the Northern Hemisphere.9 The Sun is higher in the sky at noon (12.00 p.m.) T Figure 1

in summer in the Northern Hemisphere.

Closure

Explain to students that they are going to read the textproperly in the next lesson.

1 Use the flashcards from this lesson again in variousways.

2 Ask students to close their books and draw a diagramof the Sun and the Earth with captions, e.g., NorthernHemisphere, tilt, etc.


Reading 2


Hand out the flashcards. Say one from a group. Studentswith words which are connected must hold up their cards,e.g., you say spring and students with the words summer,autumn and winter hold up their cards.

Ask students what they remember from the tables andfigures in the last lesson. Do not let them open their booksyet. Ask the quiz questions. Elicit answers, perhaps doing itas a genuine quiz.

Allow students to check their answers by opening theirbooks and looking at the figures and tables.

Introduction Quiz

1 How far is the Earth from the Sun?147–157 m km

2 When does the Sun rise in London on June21st? 4.42 a.m.

3 How many hours of sunshine are there perday in the UK in winter? 1.5 hours

4 When does the Sun set in London onDecember 21st? 16.00 (i.e., 4 p.m.)

5 How many hours of sunshine are there perday in the UK in summer? 6.5 hours

6 When is the Northern Hemisphere tiltedtowards the Sun? in summer


Reading 2


Exercise A

Explain that the students are going to read the text insections – and perhaps not read the whole text anyway,only the bits they need.

You can do the activities as teacher-paced individual workwith pairwork checking. Feed back. In other words, foreach sub-part, 1 to 5:• allow time for students to read each bit by themselves • tell them to discuss in pairs• feed back orally• refer them to the next part of the activity

You might want to refer students to Skills Check 2 whenthey get to the second activity, i.e., deciding which answersare correct. Point out that writers often ask questions andthen go on to answer them, but you will understand theanswer better if you have already thought for a few secondwhat it might be.

Possible answers

1 More than one, because it says reasons(plural).

2 This depends on the students, but you shouldpoint out that they should only read at first theones they have ticked. If they know somethingis wrong, they do not need to waste timereading it.

3 This depends on the students, but do stressthat they should only read the paragraphswhich they believe will contain the answer.How can they tell? By reading the firstsentence of each paragraph. They might alsoguess that the paragraphs will be in the sameorder as the possible reasons. So if they thinkthe first reason is correct, they should read thefirst paragraph, etc. There is an extraparagraph at the end which helps to explainparagraph 5.

4 Depends on the students.

Exercise B

Set for individual work and pairwork checking. Make surestudents understand what they should be doing, i.e.,finding joining words, highlighting them, etc. Monitor andassist. Feed back, ideally onto an OHT with the joiningwords highlighted, etc. Make sure students can correctlyanticipate the kind of information which will come after ajoining word, i.e.,

and = more information of the same sortbut = more information which is opposite, different

or unexpectedso =result – you may need to explain this, or get it

translatedbecause = reason

1 If students did the real-world reading task correctly,they will be looking at large parts of the text for thefirst time here. So this way of breaking down longsentences to extract meaning will be useful to them,and not simply a post hoc analysis of form.

2 This activity will take considerable time, but that isfine. Clearly, in real-life reading, you would not expectreaders to actually mark up text in this way. Therefore,students need plenty of practice now so they can do itin their heads in future.

Methodology notes

Exercise C

Get students to answer the question in the introduction ofthe text.

Closure


autumnseasonJanuaryFebruaryoften


Writing 1


Use the flashcards again. However, this time flash the card,then ask students to write the word.

Introduction

Exercise A


2 Refer students to the Skills Check.

3 Set for individual work and pairwork checking. Feedback, getting the list of words on the board. You maywant to bring students up to write the words on theboard, which would help kinaesthetic learners.

Answers

answer friend literature oftenautumn island January secretaryfactory white February vegetablewrite listen Wednesday wrong

Are there any words in English where J, Q, V or Y aresilent? For all other letters, there are certainly cases. Silentletters are the remnants of previous pronunciation andhave sometimes been retained to show two differentwords, e.g., hour vs our, or a relationship between words,e.g., resign, resignation. Sometimes, it seems, we have justnot got round to amending spelling to follow pronunciation,e.g., listen.


Exercise B

This revises common patterns of using the definite article,indefinite article and no article at all. It also reinforces thepoint that proper nouns do not normally need an article.

Set for individual work and pairwork checking. Feed backorally, pointing out the patterns as you go. Build up thetable in the Answers on the board.

Answers

Some parts of the world only have – two seasons.Baga is in the north of – Nigeria, in – West Africa.It has a dry season and a wet season. The dryseason is from – October to – April. The wetseason is from – May to – September.

Baga is in the Northern Hemisphere, but someplaces in the Southern Hemisphere also have –two seasons. For example, Nazca is in – Peru, in –South America. It has a summer season and awinter season. The summer season is from –December to – March, and the winter season isfrom – April to – November.


Writing 1


Summary patterns:

no article • plural nouns• months• countries, except:

– plural countries, e.g., the Netherlands

– countries which have or had an of phrase, e.g., the UnitedStates of America, the UnitedKingdom (of England, Scotland,etc.)

– a very few total exceptionssuch as the Sudan, often saidsimply as Sudan nowadays

• regions, e.g., West Africa• continents, e.g., South America• cities, except a very few

exceptions, e.g., The Haguea • first mentionthe • second/subsequent mention

• only one in the world/targetlocation, e.g., the NorthernHemisphere

Exercise C

Show how students can find and note the importantinformation – in this case, proper nouns which can belocated quickly because of capitalisation. Feed back,getting model notes on the board.

Answers

Model notes:

With a weak group, work through Baga with the wholeclass, then set Nazca for individual work and pairworkchecking.

Methodology note

Baga NazcaN. Hemi S. HemiN. Nig. (W. Afr) Peru (S. Am)seasons: seasons:1 dry = Oct–April 1 summer = Dec–Mar2 wet = May–Sept 2 winter = April–Nov

Exercise D

Show how notes can be turned back into sentences.

With a weak group, as before, work through Baga with thewhole class, then set Nazca for individual work andpairwork checking.

Methodology note

Closure

Ask students about the previous lessons of this course.What did they study/learn about? See if they can say thetopic with their available resources.


Writing 2


Write pairs/groups of letters on the board and ask studentsto identify the word from this theme with that combination.

Introduction

al halfar quarteras past/seasoneve neverft oftenlw alwaysnig tonightnt winterrin spring

rl earlyst yesterdayrr tomorrowmm summermet sometimesloc o’clockinu minuteutu autumn

Exercise A

Set each part for individual work and pairwork checking.

Answers

We have seasons because the Sun does not riseas high in the sky in winter.

The Earth is sometimes closer to the Sun andsometimes moves further away, but the Earth iscloser to the Sun in winter.

In many places, the Sun rises later and setsearlier in winter, so there are fewer hours ofdaylight in winter, but this is not the main reasonfor the seasons.

Exercise B

Set for individual work. Space is provided on page 14 of theWorkbook. Monitor and assist. Feed back orally. Write onthe board:

Reason Result

Demonstrate the difference by, for example, puttingsomething on the desk, then pushing it off.

Say I pushed it. It fell off.Why did it fall off?Because I pushed it. = Because + reason

What happened to it?It fell off. = result

Therefore we can say:It fell off because I pushed it.ORI pushed it, so it fell off.


Writing 2


Answers

1

2

3

4

Exercise C

Set for individual work. Space is provided on page 14 of theWorkbook. Monitor and assist. Feed back, getting studentsto read out some of the best completions.

Exercise D

Remind students about changing the order of information.Space is provided on page 15 of the Workbook.

Closure

Ask students to make some more true sentences withbecause and so.

In many places, the there are fewer hours Sun sets earlier in of daylight.winter, soThe Sun does not rise the sunlight comesas high in the sky in through more of thewinter, so atmosphere in winter.In summer, the heat it is very hot.comes straight fromthe Sun, soIn winter, the heat hits the same heat coversthe Earth at an angle, a larger area.so




Exercise A

Do this as a teacher-paced activity, to prevent studentsfrom actually reading the text at this point. Set eachquestion, give students a few moments to find theinformation, then immediately feed back orally on thatquestion. In the case of question 2, ask about eachparagraph in turn, rather than allowing students time tolook at all of them. Ideally, have an OHT or datashow of thetext to quickly verify answers.

Answers

1 How many 6paragraphs are there?

2 How many 1 3sentences are 2 4there in each 3 3paragraph? 4 4

5 56 3

3 Find ten countries. Oman, India, Pakistan,Thailand, Myanmar,Cambodia, Laos,Vietnam, Australia, USA

4 Find five months. June, September, July,December, March

Exercise B

Students should have gained an idea of the topic whilescanning. Make them cover the text as soon as Exercise Ais over.

Set for very short pairwork.

1 Remind students that they should always askthemselves this question before reading.

2 Remind students that they should always think aboutthis before reading.

Feed back, but do not confirm or correct.

Answers


Exercise C

Ask students to cover the paragraphs, leaving the headings – which are all questions – exposed.

1 Set for individual work and pairwork checking. Remindstudents that you should always try to answerquestions in a text because a text is like aconversation with the reader. Feed back, but do notconfirm or correct.

2 Set for pairwork. Elicit ideas. Confirm the type ofinformation. Clearly, students can use the illustrationsto help them work out the type of information. Acceptany way the students have of indicating the type ofinformation, even words in their own language.

Answers

1 Answers depend on students.2 Possible answers:

para type of information1 definition2 language3 places; countries4 months5 reasons – the words so and because

will probably be in this text6 effects – good and bad things

Exercise D

Set for individual work and pairwork checking. Feed back,confirming or correcting.




Answers

It is a wind. This is a new word, so you may haveto demonstrate!

Exercise E

Make five groups, A–E. Students should be able togenuinely choose which paragraph they want to read, butof course you do need people to read all the paragraphs soyou may have to do some persuading.

The students in each group read one paragraph as follows:Group A: Para 2*Group B: Para 3Group C: Para 4Group D: Para 5Group E: Para 6

* Para 1 has been read already, in Exercise D.

1 Set for individual work and group checking. Makesure students realise that they will have to use theirnotes to explain their paragraph to other students.Monitor and assist. Make sure students are onlywriting a few words including abbreviations ofcountries, months, etc.

2 Set for groupwork, with one person from each groupA–E in each new group. Monitor and assist. Studentsare not allowed to look at the text but can ask youquestions to check information.

Feed back by getting students to reconstruct orally the keypoints from the text. You ask each question, students giveyou the information.

Exercise F

1 Allow students to read their paragraph once more andcheck their notes.

2 Make sure students cannot see the text while they arewriting. If students get completely stuck, allow them touncover the text again for one minute. Monitor andcorrect for grammar, spelling and, of course, content.

Don’t worry if it becomes clear to you that some studentsare simply memorising sentences. This is, in itself, a usefullanguage learning exercise. All the sentences have asimple commonly occurring pattern, so if students commitone or more of these patterns to memory, it will help themwhen they have to construct new sentences in the future.

Methodology note


Vocabulary 1


Explain that this lesson checks students’ knowledge ofnumbers, and words broadly connected with daily life.

Dictate some fractions, percentages and decimals to reviseTheme 1 numbers.

Make sure students also know how to write a.m. and p.m.with the correct punctuation.ORDemonstrate how to do the activity with Exercise A, pensdown. Then let students write another example of ExerciseA and continue with the other two exercises. Feed back onall three patterns at the end.

Whichever method you use, ask students to give you a timebefore and after the information in the table (see theAnswers).

Introduction

Put students into three groups if you wish to do theseexercises as groupwork. Let each group work through theirpoint, then put students into threes with an A, B and C ineach group. They must close their books and explain theirpattern to the other two students.

Feed back, getting students who heard rather than readthe information to explain the pattern. Remind students ofthe use of the hyphen in twenty-five. Remind them also ofthe use of the point between the hours and the minutes.

Exercises A, B and C

Answers

Answers include times before and afterinformation in the table.

Exercise A

7.55 five to eight8.00 eight o’clock8.05 five past eight8.10 ten past eight 8.15 quarter past eight8.20 twenty past eight8.25 twenty-five past eight8.30 half past eight8.35 twenty-five to nine8.40 twenty to nine8.45 quarter to nine8.50 ten to nine8.55 five to nine9.00 nine o’clock


Vocabulary 1


Exercise B

8.08 nearly ten past eight8.10 exactly ten past eight8.12 just gone ten past eight8.13 nearly quarter past (eight)8.15 exactly quarter past eight8.17 just gone quarter past eight8.19 nearly twenty past eight8.20 exactly twenty past eight 8.22 just gone twenty past eight8.24 nearly twenty-five past eight

6.00 six a.m.8.00 eight a.m.10.00 ten a.m.12.00 twelve midday 14.00 two p.m.16.00 four p.m. 18.00 six p.m. 20.00 eight p.m.22.00 ten p.m.24.00 twelve midnight02.00 two a.m.

Exercise C

Make sure students understand that after 12.00 in the 24-hour clock, we say 13 hundred, etc.


Exercise D

Set for pairwork. Feed back, building up the table on theboard.

Answers

12345678

spring summer autumnMay June JulyMonday Tuesday Wednesdayyesterday today tomorrow last month this month next month minute hour day always often sometimes once twice three times

Exercise E

1 Set for pairwork.

2 Refers students to the Skills Check.

Answers

moonlightsunrisespacespaceshipsunsetthe Earththe Moonthe Sun

Closure

Do some more high-speed work on times in a differentformat, e.g., you say 8.15 and students must say quarterpast eight, or you say 2.00 p.m. and students must say 14.00(fourteen hundred).


Vocabulary 2


Repeat the Closure activities from the last lesson.

Introduction

Exercise A

1 Set for individual work (see the Methodology note).

2–4 Set for individual work and pairwork checking. Spaceis provided on page 15 of the Workbook. Feed backorally.

Answers

2, 3 and 4

123456789

1011121314151617181920

bright adjcold adjday ndry adjdull adjevening nhot adjlight adj or nMarch nMoon nmorning nnight nnorthern adjseason nSeptember nsouthern adjsummer nSun nwet adjwinter n

Translation has disappeared, at least officially, from manylanguage classrooms, but this does not mean that studentsof language do not translate. The ability to instantly find thetranslation is a key vocabulary skill for items with a clearone-to-one relationship. Students can be asked to think ofa translation even in a multilingual class where no overtuse can be made of translation. In a monolingual class, onecan obviously get students to compare translations anddecide, with or without help from the teacher, which is themost appropriate.

The words here have one clear meaning, with the possibleexceptions of dull and light. The latter word could, ofcourse, be a noun or an adjective, but this is drawn out inthe fourth part of the activity.

Methodology note


Vocabulary 2


Exercise B


Exercise C

Work through the examples. Point out that you want anarticle, except with plural nouns. Set for pairwork. Do notfeed back. Space is provided on page 15 of the Workbook.

Answers

Possible pairs:

day nightbright dullmorning eveningnorthern southernsummer winterwet drycold hot

Exercise D

Refer students to Skills Check 1. Make sure studentsunderstand about noun + noun phrases. Feed back onphrases in Exercise C.

Native speakers might find themselves saying,automatically, a winter’s day. This is obviously acceptable,but not the target here. We can also say a wintry day, butthis means it is like winter, not actually winter.


Exercise E

Remind students of some of the comparative adjectives in thereading text, e.g., Sometimes the Earth is closer to the Sun.


2 Refer students to Skills Check 2.

Work through the spelling rules and get students to checkand correct their own work. Feed back, getting the wordson the board.

Answers

higherlowercoolercoldernicergreyerwettersunnier

Exercise F

Set for pairwork. Feed back, getting the words on the board.

Answers

easierlazierfasterbiggergentlerquieterfittersweeter

Closure

Dictate some of the words from this lesson connected withdaily life.


Grammar 1


Exercise A can be done as a test, in class or for homework.In this case, take in the students’ books at the end andmark them. Make a note of the problem areas.

Introduction

Answers

teaching area

1

2

3

4

I am never late for school. order of frequencyadverbs with be

He plays sports often. order of frequencyadverbs with other verbs

They eat in the restaurant order of frequencyoften. adverbs with other verbs

Sometimes I visit my order of sometimesgrandparents at the weekend.

5 I pray every day. order of frequencyphrases

6 We study in the library order of frequencyevery afternoon. phrases

7 I eat in a restaurant fixed expressiononce a week.

8 She writes to her agreement between grandparents every week. every and noun

9 How often do you study question form about at the weekend? frequency

10 What do you do most use of do as pro- verbevenings?

11 What did we do in Maths revisionthe last week?

12 The lecturer is going to revisiontalk about Brazil tomorrow.

13 What are we going to revisiondo today?

14 Last week, we learnt revisionabout the area of circles.

15 In Maths last lesson, revisionwe learnt how to find the area of a circle.


Grammar 1


16 Are you going to go to revisionthe wadi next weekend?

17 The teacher explained the revisionquestion to the class.

18 Who is the king of Saudi revisionArabia?

19 Did you know that most revisionAustralian children study Japanese?

20 We have Maths then revisionhave IT.


Grammar 2


As detailed previously, this lesson picks up from pointselsewhere in this theme, and gives the necessary input toanswer each question correctly.


Set for individual work and pairwork checking. Feed back.

Introduction

Exercise A


Answers

Some content words depend on the students.

1 pronoun 2 verb 3 adjective 4

I am late.

You are tired.

He is ill.

She is friendly.

They are rude.

1 S 2 V 3 O 4 other 5

visit my grandparents at weekends.

Imeet friends on Fridays.

do school work in the afternoon.

play sports in the evening.

1 S 2 V 3 prep 4 other 5

eatin

a restaurant.

study the library.

I go pray.

listen to music.

write my grandparents.

Q word aux pron verb noun

How often visit your grandparents?

When do you do school work?

What do at weekends?

Table 1: Sentence pattern 49




Exercise B

Drill the sentences.



Grammar 2


Answers

The rules are:

1 The frequency adverbs go in position 3 withthe verb be, and in position 2 with other verbs.

2 Sometimes can go in positions 1, 3 and 4/5with be, and in positions 1, 2 and 4/5 withother verbs.

Exercise C


Answers

1 every day = every + singular2 most days = most + plural3 once = fixed phrase4 twice a week = fixed phrase5 three times = three, etc., + plural

Exercise D


Answers

The rule is:

Frequency phrases can go in position 1 or 4/5.

Exercise E

Set for individual work and pairwork checking. Allowstudents to look back at the book and check their ownwork. Space is provided on page 15 of the Workbook.

Drill the questions.

Exercise F

Set for individual work and pairwork checking. Monitor andassist.

Exercise G

Set for pairwork. Monitor and assist. Allow goodinteractions to be repeated in front of the class.

Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 3: Work and Business 99

Theme Three

Work and Business


Theme ThreeWork and Business


Theme ThreeWork and Business


100 UAE ENGLISH SKILLS GRADE 8 – THEME 3: Work and Business


Work and BusinessT H E M E

3


General note


isolation and in context, the following words linked with work and business. They

should also be able to write them with reasonable spelling and correct capitalisation,

say them with reasonable pronunciation, especially stress in multi-syllable words, and

use them in S V O sentences.

agriculture

company

construction

e-mail

employ

employment

envelope

file

finance

government

leisure

letter

manager

manual

manufacturing

professional

retail

shelf

supermarket

transport

website

worker

working hours



Listening 1


Students should be very familiar with the following wordsfrom this lexical set:

accountant lawyerbank officecomputer receptionistcourt secretarydoctor shopengineer startfactory typisthospital wanthotel work (n) and (v)job


1 Say relevant words from the list above and getstudents to say job or place or verb.

2 When you have gone through the words once, repeatat high speed.


Introduction

Exercise A

Refer students to the illustrations. Ask them what they cansee. Elicit any vocabulary items they know, but do not insiston other students saying or understanding the words. Theyshould all be able to name some of the items and most ofthe colours.

Explain that they are going to hear the words from thistheme in Grade 7. Tell students to point to the correctpicture. Say or play the first word – bank – as an example.Make sure all the students are pointing to Picture A. Say orplay the tape of the individual words. Watch the studentsand try to identify any student who is not correctlyassociating the spoken word with the picture.

You can go through this activity several times, speeding upand saying words and individual sentences in a differentorder.

Tapescript

Presenter: Theme 3 Work and BusinessListening 1A Listen and point.

Voices: 1 bank2 computer3 factory4 hotel5 houses6 office7 receptionist8 architect9 ship

10 shop11 train 12 trees13 typist


Listening 1


Refer students to Skills Check 1 – on the facing page.Check that they understand the concept. Then say or playthe first two sentences as examples. Say or play the rest.

Tapescript

Presenter: Skills Check 1Listen.

Voices: 1 Are you intending to be a doctor?2 Does your work involve using a

computer?3 Are you going to the shops at

lunchtime?4 He works in a factory.5 I don’t want to work in an office.6 I love old houses.7 I’m going to go by train.8 International Hotel are looking for

receptionists.9 After school, I worked as a typist for a

few months.10 It’s a nice hotel.11 She works in a bank.12 The trees are beautiful in autumn.13 When does the ship sail?

Good language learners are risk-takers. They putthemselves into situations where they cannot possiblyunderstand everything which is said, but they learn to copewith the situation. Poor language learners need to beshown that they can understand what is being said withoutknowing every word. This activity begins to build thenecessary skill of not panicking when they hear languagethey do not understand.

Methodology note

Exercise B

Say the word employ . Say It means ‘give someone a job’. So‘employer’ means ‘someone who gives you a job’.‘Employment’ means ‘jobs’. Remind the students that thereare many different kinds of jobs. We can see different kindsin the pictures. Now we are going to hear the names for thedifferent kinds of jobs – the different employment sectors.

Refer students to Skills Check 2. Say or play the first twosentences – they are the ones in the Examples in the SkillsCheck. Work through the examples. Point out that Financeand the leisure industry are two employment sectors.

Ask students to point at the correct picture as soon as theyunderstand. This might be at the beginning of each extract,the middle or the end.

Say or play the remaining items. Watch to see how quicklystudents are pointing.

Tapescript

Presenter: B Listen. What is the name for eachemployment sector?

Voices: 1 A lot of people work in Finance, forexample, Banking.

2 They work in the leisure industry. She isa hotel receptionist and he is a sportsteacher.

3 There are fewer jobs in Manufacturingnowadays. Many factories are closing.

4 The transport industry is very importantin every country. Factories make things,but ships, trains, planes and lorries areneeded to move them to the shops.

5 I am in the retail trade. Well, actually, Iwork in a shop.

6 Very few people work in Agriculture inthe UK nowadays. People are leaving thecountry and moving to towns.

7 He works for a big construction company. They build houses. He is anarchitect.

8 I work as a clerk in a Government office.My office pays money to people whohaven’t got a job.


Listening 1


Set for individual work and pairwork checking. Say or playthe first sentence of the lecture. Make sure students haveidentified the correct sector and have written a number.

Feed back by saying a sector and getting a number. Do notask students to say the sector names at this stage.

Point out that the final table is difficult to read in this form.It would be much easier to arrange it with the largestpercentage (Government) at the top and the lowest at thebottom. However, it is probably better to put other at thevery bottom so Agriculture comes just above.

Exercise C

Explain that students are only going to hear the sectornames now. They must try to point to the correct picture ineach case. Play the first two as examples, then theremaining items. Allow students to help each other to pointto the correct picture.

Tapescript

Presenter: C Listen and point to the employmentsector.

Voice: AgricultureConstructionFinanceGovernmentThe leisure industryManufacturingThe retail tradeThe transport industry

Students might struggle with this, so have an OHT or thepage ready for datashow. Then you can say or play thetape and point yourself at the correct picture, then try toget students to do it by themselves again.

Methodology note

Exercise D

Refer students to Table 1 and check that they understandthat the icons represent the different employment sectors.Ask some quick checking questions about the informationin the table, e.g.,

What country is this about? (The UK)Is this information true now? (Probably, note that thiswas Winter 2003.)Who collected the information? (Labour MarketTrends)When did they print the information? (June 2004)How many different sectors are shown? (Seven, oreight if you count Other.)Why is the total 100? (Because this is percentages.)

Tapescript

Presenter: D Listen and complete Table 1.Lecturer: Do most people in your country work in

Manufacturing? Or do they work inAgriculture? What about Construction?According to a survey by Labour MarketTrends in June 2004, most people in the UKwork for the Government. Does that seemstrange? Remember, most doctors andnurses work for the Government. Mostteachers in schools, colleges anduniversities work for the Government. Andof course, there are many clerks and typistsin local Government offices. Twenty-eightpercent of people in the UK work for theGovernment in one way or another.

In second place, we have the leisure andretail industries. Britain is a popular holidaydestination, and twenty percent of peoplework in hotels, restaurants and shops.

Finance is in third place. Sixteen percent ofpeople work in banks, insurancecompanies, etc., closely followed byManufacturing.

At one time, most people in Britain workedon a farm, in a factory or down a coal mine,but now only fifteen percent of jobs are inManufacturing, and only one percent are inAgriculture. After Manufacturing, we haveTransport at seven percent, and


Listening 1


Construction at six percent. Otherindustries, like Fishing, make up theremaining seven percent.

Answers

sector %agriculture 1manufacturing 15construction 6leisure and retail 20transport 7finance 16government 28other 7

total 100

Closure

Ask the question from the beginning of the lecture and seeif students can answer with Yes or No, i.e.,You say: Do most people work in Agriculture?Students say: Yes./No.You say: Do they work in Manufacturing? etc.


Listening 2


Take in magazine pictures which are representative ofdifferent employment sectors as follows: Agriculture,Manufacturing, Construction, Leisure, Retail, Transport,Finance, Government.

If you have magazine pictures, hold up each picture andsay an employment sector. If it matches the picture,students say Yes. Otherwise, they say No.

If you do not have magazine pictures, do the same with thepictures from Lesson 1.

Introduction

Exercise A

Refer students to the pictures, but do not let them try tosay the names of the types of job.

1 Say There are four main types of job. Put the types ofjobs in order. Do not explain how to do this. Set for

Answers

1 Depend on the students.2 The speaker puts them in this order:

A4, B1, C3, D2, although he points out thatprofessionals can get more than managers,and manual workers can be the highest paid.

3 Depend on the students.

Tapescript

Presenter: Listening 2A 2 Listen. What order does the

speaker put the jobs in? Why?Lecturer: There are four main kinds of job. In many

employment sectors, managers get bettersalaries than other employees. They oftenhave more interesting jobs than other people,too. However, in some countries,professionals, like doctors and lawyers, earn alot of money. Office workers, such as typists,secretaries and clerks, come next in order ofpay with manual workers, for example,construction workers or cleaners, at thebottom. However, in some countries, manualworkers, like miners, get better salaries thanoffice workers or even managers.

pairwork. Feed back, accepting any reasonable order,for example, students might do it on the basis ofmoney, interest, danger, needing English!

2 Say or play the tape. Feed back, eliciting the speaker’sorder and reason.

3 Say or play the questions. Do not let students shoutout answers. Give everyone time to think of an answer,then select one or more to answer.

Exercise B

Refer students to Table 2. Ask checking questions as before.

1 Remind students about the importance of predictingbefore you listen. They should have some idea of what


Listening 2


the percentage, and therefore total numbers, might be.Elicit some ideas, but do not confirm or correct.

2 Put students in pairs. Make sure students realise whatthey have to do. Play the tape up to the first numberand percentage and check again that students knowtheir task.

3 Explain how students can give each other the missinginformation. Work through the language they can usewithout having to say the actual sectors.

Monitor and assist. Feed back, building up the table on theboard.

Answers

sector millions %agriculture 1.0 0.7construction 6.9 5.3finance 8.0 6.1government 21.6 16.3leisure 12.5 9.4manufacturing 14.3 10.8professionals 33.3 25.2retail 15.0 11.4transport 10.5 7.9other services 9.2 6.9

total 132.3 100 Tapescript

Presenter: A 3 Listen and answer.Lecturer: Which sector of the US economy is the

biggest employer? At one time, it wasAgriculture. At another time it wasManufacturing. Many people think it is theGovernment now. But in fact, professionalsare the biggest employment sector.According to figures from the US Bureau ofNational Statistics, in May 2004, there werethirty-three point three million professionalsout of a total employment of one hundredand thirty-two point three million. That’stwenty-five point two percent. TheGovernment is a big employer. It employssixteen point three percent of all workers, atotal of twenty-one point six million people.In third place, we have the retail trade whichis bigger than Manufacturing now. The retailtrade employs fifteen million people, oreleven point four percent. Manufacturing isslightly smaller. There are fourteen pointthree million people in Manufacturing, or tenpoint eight percent. The leisure industry isnext with twelve point five million, or ninepoint four percent. Then we have Transport,Finance, and Construction, in that order. Soin last place, we have Agriculture, with justone million people – that’s nought pointseven percent of total employment.

The use of deictics in this way is one of the targets of thistheme. Make sure the semantic point is clear – this = nearme, that = away from me/near you.

Methodology note

Closure

Set the pie chart as a puzzle. Students have to work outwhich sector is which colour, and write the first letter of thesector on the pie chart. Once again, they can use deicticreference, rather than the actual word, e.g., I think this one… is this one … Feed back, saying the employment sectorsand colours for students to check their answers. Point outthat some are very similar, so it is not really possible to besure.

Answers

Professionals – green Leisure – redGovernment – blue Transport – yellowRetail – purple Finance – brownManufacturing – pink Construction – dark blue


Speaking 1


Revise the main vowel sounds with words related to workand business.

long vs short(based on the stressed syllable in each case)

Introduction

1 2clerk bankfarm transport

manufacturingfactoryagriculturemanualmanager

work leisureworker professionalnurse secretaryretail shipengineerteacher

1 2court job

shopdoctorofficehospital

computer constructionuse government

money

diphthongs

1 2clerk bankhotel accountanttrain finance

typist

Follow this procedure in each case:

1 Say a word from each pair several times. Do not letstudents say anything, e.g., clerk – bank.


3 Say each pair of stressed vowels for students to repeatchorally.






Speaking 1



1 2hard hadheard headheed hidhoard hodwho’d hoodhoe howhey hi

Exercise A

1 Check that students can identify each of the sectorsfrom the images. Drill the pronunciation, particularlystress.

2 Set for pairwork. Elicit names from each sector untilstudents run out. Encourage students to come up withmore than one, but do not try to explain all jobs to allstudents.

Answers

1 1 Agriculture2 Manufacturing3 Finance4 Construction5 Leisure6 Retail7 Government8 Transport

2 Answers depend on the students. Note that inthis case Government = Public Sector, sodoctor, nurse, etc., would qualify because theycould work in a state hospital. Lawyer andother professionals could work, clearly, in anysector.

Exercise B

Point out that students are going to hear the sounds of aparticular job, or set of jobs. They do not have to name thejob, only the employment sector. Play the first sound as anexample. Play the remaining sounds.

Feed back, perhaps after each sound. You might like to getstudents to mime the actions they can hear to confirm theirunderstanding.

Answers

The sounds are intended to indicate thefollowing, but it does not matter if students donot always get it.

Tapescript

Presenter: Speaking 1B Listen and say. Which sector are

these people working in?Sounds effects: 1 erection of scaffolding

2 the sound of a tractor3 machines working in the

manufacturing industry4 supermarket noises, including bar

code readers and tills5 people enjoying themselves at a

swimming pool6 a heavy goods vehicle double-

declutching7 a calculator with till roll advance8 the sounds of a hospital

Some of the sounds may be difficult to associate with aparticular sector. This is not a problem, as this is partly agame and partly a stimulus for language production. Itdoes not matter whether the students get the answers‘right’.

Methodology note


Speaking 1


Exercise C

Refer students to the flowchart. Remind them about themeaning of the diamond boxes – they contain Yes/Noquestions. Give students time to look carefully and see howthe flowchart works.

1 Set for individual work and pairwork checking. Askstudents to follow on the flowchart as they workthrough it. Play the conversation. Feed back.

2 Set for pairwork. Feed back, then drill the questions,making a point of the fall rise at the main stressedsyllable.

3 Get good students to ask you the three questions.Answer truthfully. Say whether you agree with theresult. Set for pairwork. Monitor and assist.

4 General discussion. If students can see anythingwrong with the design of the flowchart, and canexplain how to make it better, good!

Answers

1 Leisure or Transport2 The three questions are:

• Would you like to work inside?• Would you like to meet new people (in your

job)?• Would you like to travel?

3 Depend on the students.4 Depend on the students.

Accept at this stage any reasonable way of pronouncingWould you. Students do not have to make the /dZ/ sound,but they must not put in a vowel or a glottal.

Methodology note

Tapescript

Presenter: C 1 Listen to Paul and Jane. They aretalking about the flowchart. Whichsector should Paul work in?

Jane: What kind of job would you like to do aftercollege, Paul?

Paul: I don’t know, really.Jane: There’s a flowchart in this magazine to help

you choose an employment sector.Paul: Show me.Jane: No, I want to see if it works. I’ll ask you

some questions, then I’ll tell you the sectoryou should choose.

Paul: Right.Jane: First question. Would you like to work

inside?Paul: Yes.Jane: OK. Second question. Would you like to

meet new people?Paul: What? In my job?Jane: Yes.Paul: Yes, I would.Jane: Right. Third question. Would you like to

travel?Paul: Yes, definitely.Jane: OK. It says: The leisure industry or the

transport industry. Do you agree with that?Paul: Mmm. I’m not sure about the transport

industry, but the leisure industry soundsgood.

Closure

1 Say the stressed syllable of the target words from thislesson for students to identify and say, e.g., /fa/ =finance, /strÃk/ = construction.

2 Flash magazine pictures of jobs from different sectorsand get students to identify and say the sector.


Speaking 1


This is an alternative closure for monolingual classes. Askstudents why they would like/not like to work in aparticular sector. It is likely that very few, if any, of thestudents can do this well, so employ a CommunityLanguage Learning approach. This only really works if youspeak the students’ language well. Here is the idea:

1 You ask the question in English.

2 You allow the student to answer in their ownlanguage.

3 You work out how to give that answer in English.

4 You present it and drill it, with that student and theother students.

5 You ask the question again in English.

6 The student answers in English.

Alternative closure


Speaking 2


Write The Alphabet Game on the board. Elicit the alphabet,in the correct order and with good pronunciation of eachletter. Ask students to try to think of a word connected withwork and business beginning with each letter of thealphabet. Students should at least know and be able to saythe following:

A agriculture; architectB bankC construction; clerk; computerD doctorE engineer; employ; employmentF finance; farm; farmerG governmentH hotelI industryJ jobK ?L leisureM manufacturing; manager; manual; money

N nurseO officeP professionalQ ?R retail; receptionistS secretaryT teacher; transport; typistU useV ?W work; workerX ?Y ?Z ?

Introduction

Exercise A

Refer students to the first row. Ask which is the odd oneout. If students are struggling, say Say each word. If theystill do not get it, say Think about the vowel. Elicit that clerkis the odd one out (in British English). Continue with thesecond row, and point out that this time, some of the wordshave more than one vowel sound. They must concentrateon the stressed vowel. Set for pairwork. Feed back, drillingthe three words with the same sound, then the odd one outin each case. Try to make sure that the majority of studentscan make a reasonable attempt at the sounds.

Answers

1 work earn her clerk2 job shop government doctor3 your country sport court4 leisure finance typist my5 start farm father bank6 pay train travel place7 people meet teach head8 mother money love hotel


Speaking 2


Exercise B

Refer students to the pictures. Remind them that thepictures will help them to remember the sentences in theconversation, but give them a few moments to look at thepictures and try to guess what some of the questions andanswers might be.

1 Play the tape.

2 Get the students going by giving them What as thestart of the first question. Play the tape again, pausingafter each answer for the next question.

3 Play the questions, pausing after each one for thestudents to answer.

Drill questions and answers from the conversation.

Tapescript

Presenter: Speaking 2B 1 Look at the conversation and listen.

Man: What does your father do?Woman: He works for National Bank.Man: Oh! Is he a manager?Woman: No, he’s an accountant.Man: What about your mother?Woman: She’s a vet.Man: A what?Woman: A vet. V-E-T.Man: What’s that?Woman: It’s a doctor for animals.Man: Does she work in an animal hospital?Woman: No. She travels a lot. She likes to work

outside.

Presenter: B2 Listen and ask.[REPEAT OF EXERCISE B1]

Presenter: B3 Listen and answer.[REPEAT OF EXERCISE B1]

Exercise C

Refer students to the Skills Check.


2 Explain as well as you can that sometimes you cannotanswer the questions in the conversation with thesentences in the first table. Work through and, ifappropriate, tell students about your situation – if oneor both of your parents is retired, dead or self-employed, or without a job at the moment. Givestudents time individually to think which of thesesentences they might need, and to practise sayingthem. Monitor and assist.

Exercise D

Set for pairwork. Monitor and assist. Allow students to takenotes about the information they hear.

Exercise E

Refer students to the speech bubbles. Drill the sentences.Do the conversation with a good student, with you givingtrue information. Then get the good student to give a shorttalk about you. Ask a few more students to talk about theirpartners.

Closure





Note that the words horizontal and vertical have not beentaught in the course to date. However, the words havebeen used in relation to graphs and students should beable to understand them after a quick check.

Part 3OK. Now. Remember that flowcharts godown the page. So draw a short vertical linefrom the bottom of the START box. Good. Nowyou need a decision box. A decision box is adiamond – you know, like a square on itsside. Draw a decision box. Now, the firstdecision you have to make for this flowchartis: Do you want to work with your hands? It’sa small box so you only have room for one ortwo words. Write some words in the decisionbox. Don’t forget the question mark!

Part 4OK. Now. What happens with every decisionbox? There are two ways out. There is YES

and … NO. NO sometimes goes down andsometimes goes across. This time, it goesdown, so draw a short vertical line and labelit NO. Draw a horizontal line to the right.Label it …YES.

Part 5Now you need an action box. Remember.An action box is a rectangle. So draw arectangle next to the horizontal YES line.Now you must write an action in the box.Think about the question in the decisionbox. Do you want to work with your hands?If the answer is Yes, what is a type of jobfor you? The answer of course is manualworker, because manual workers work withtheir hands, for example, painters,carpenters, farmers. So put something inthe action box to help you remembermanual workers.

Part 6Now. We need two more decision boxesand two more action boxes. The nextdecision is: Do you want to study for a longtime? If the answer is Yes, you shouldbecome a professional, for example adoctor, or a lawyer or a teacher? If theanswer is No, there’s another decision. Doyou want to be in charge of people, do youwant to make decisions? If the answer isYes, then you should become a manager ofsome sort. If the answer is No, then there isone type of job left for you – office worker.

Exercise A

Refer students to the three drawings. Ask if students knowwhat they are. Elicit ideas, then say they are parts of aflowchart. Identify the three drawings as START/END box,decision box and action box. Point out that a decision boxhas one route in – the vertical line at the top – and tworoutes out – the horizontal YES line and the vertical NOline.

Set for individual work and pairwork checking. Play thetape, pausing frequently to let students catch up and checktheir drawings in pairs. The tape is divided into parts, butyou can pause more frequently if necessary. Feed back,building up the flowchart on the board. Don’t worry aboutthe students not being able to spell the words – this islistening and speaking.

Note: The YES line is normally the vertical line, but it is notalways. In this case, it is the horizontal line.

Tapescript

Presenter: Workbook: Listening and SpeakingA Listen and draw the flowchart.

Voice: Part 1OK. Today, in IT, we’re going to make aflowchart. Then we’re going to use theflowchart to make an important decisionabout your future.

Part 2Right. Do you remember how to draw aflowchart. There are three main kinds ofboxes, if you remember. Firstly, there arethe start and end boxes. They look likerectangles with rounded corners. So canyou draw a START box at the top of the page.Put the box in the top centre. Good. Now,second … oh, sorry, of course, write START incapital letters in the box.




Answers

Model flowchart

Exercise B

Get students to ask you the questions from the flowchartand decide the right type of job for you. Note that you donot have to get to the end of the flowchart. Then ask themto suggest actual jobs, e.g., the type of job might be manualworker, the actual job might be painter.

1 Set for pairwork. The exercise may only take a momentfor some pairs – if the person wants to work with his/her hands. Monitor and assist.


Answers


Part 7So that’s it. A flowchart to help you choosethe right type of job for you. Oh, I almostforgot. We must end the flowchart. An END

box is the same as a start box. So draw anend box and write END inside it in capitalletters.

No

No

be incharge?

No

Yes

Yes

Manual worker

Professional

Manager

Office worker

END

START

Yesworkwith

hands?

study for longtime?

Exercise C

1 Set for individual work. Give students time to look atthe possible endings. Point out that many questionsare very similar – e.g., Do you work in and Do you workwith. They have to remember the correct sentencepattern. Do not feed back.

2 Play the tape. Allow students to check in pairs.


Tapescript

Presenter: C Listen and check.(different voices)1 Do you work inside or outside?2 Do you work with your hands?3 Are you in charge of people?4 Do you meet a lot of people?5 Do you work for the government?6 Do you use mathematics in your job?7 Do you work with computers?8 Do you sell things?9 Do you travel to lots of different places?

10 Is your job dangerous?11 Do you get a lot of money in your job?12 Do you work in a factory?




Exercise D

Refer students to the relevant page in their Student’sBooks.

As before, take the role of Student 1 first. Get students toguess which job you have picked.

Set for pairwork. Monitor and assist. Swap roles. Repeatthe activity several times if students are involved.

Answers


Answers

1 Do you work inside 9 to lots of differentplaces?

2 Do you work with 7 computers?your

3 Are you in 8 things?4 Do you meet 2 hands?5 Do you work for 10 dangerous?6 Do you use 11 of money in your

mathematics job?7 Do you work with 12 a factory?8 Do you sell 3 charge of people?9 Do you travel 1 or outside?

10 Is your job 4 a lot of people?11 Do you get a lot 6 in your job?12 Do you work in 5 the government?


Reading 1


Use the flashcards of work and business words. Afterflashing each card a few times, tell students to say a jobfrom each sector, not the sector word itself, e.g., you flashagriculture and they say farmer.

Repeat with places of work, e.g., you flash agriculture andthey say farm.

Introduction

Lexical access and recall (finding words in your memory) isa complex business, but we understand quite a lot about itfrom psycholinguistic and neurolinguistic research. Itseems that the more connections we can make betweenone word and other words, the easier it is to recall(remember) the word. It is likely that the word agriculture,for example, stimulates the recall of a large number ofrelated words such as farm, farmer, crops, arable, etc.,which are then available more quickly during the textwhich follows the word agriculture itself. Therefore, anyactivities which prompt students to make connections andtry to recall associated words is likely to improve reading.

Methodology note

Exercise A

Ask students to cover the text on page 43.

Refer students to the pictures. Do not exploit them at thisstage. Ask students to immediately find the word whichgoes with each picture. Set for individual work andpairwork checking. Feed back orally.

Answers

Agriculture 4Construction 2Finance 1Government 6Leisure 5Manufacturing 3Retail 8Transport 7

Exercise B

Allow students to uncover page 42 for 30 seconds. Timethem. Then refer them to the questions. Do as a whole-class or pairwork activity, but tell students not to look backat the text.


Reading 1


Answers

Answers

1 The text is from a magazine.2 Annie answers letters for the magazine.3 Jenny is a student. She has a problem.

Students may not be able to answer any of the questionsas this is the first time you have asked them to do a quickscan for text type and broad contents. If they are reallystruggling, allow them to uncover the text again, but time itas before. Feed back orally.

Methodology note

Exercise C

Allow students to just uncover the headline of the text.They can look at it as they try to answer the questions inpairs. Feed back orally. Accept anything reasonable for thesecond answer as it is difficult to put it into words.

Answers

1 She is at school or college. You can infer thatfrom the headline if you understand continueand my education.

2 Perhaps she does not want to continue atschool.

Exercise D

Tell students to uncover Jenny’s letter, but not the reply.

Remind students about reading long sentences from thelast theme. Elicit the key point, i.e., break them down intoshort bits at joining words. Elicit the main joining words.Tell students they should also look for or. Point out that thisis advice. So they should follow their own advice, i.e., theyshould break down the sentences in this way. Give time forthem to mark up the text. Keep reminding them that theyare not reading the letter at this point.

Feed back, ideally with a marked-up, or markable, versionof the text on an OHT or datashow.

Break sentences at joining words, e.g., and, but,so, because and or.

Marked-up text:

I have two good friends, Ellie and Rose. Last year,Ellie left school / and got a job in a supermarket.She puts things on shelves, I think. She has lotsof money for clothes / and CDs. She doesn’t havehomework in the evenings / or at weekends, /and she doesn’t have to take any more exams.Now Rose is leaving school at the end of thisyear. She is going to get a job in an office. Shewill put paper in files / or something, / and printout the emails. She will have lots of money, too. Inever have any money for anything, / and I alwayshave homework / or exam revision, / so should Ileave school, too?


Reading 1


Exercise E

Set for individual work and pairwork checking. Askstudents to cover the letter during the pairwork. Feed backorally. Ask checking questions using the two tenses. PlayStupid Teacher, i.e., tell students about each girl, but getthem confused and make other silly mistakes. The studentsmust correct you, e.g.,You: Right, so Ellie is going to leave school at the end

of this year.Students: No, Rose is. / No, Ellie left last year.You: Oh, I see. Ellie left last month.Students: No. Last year.You: Right. Ellie left last year and Rose left last month.Students: No!

There is practice here of the past tense (Ellie) and thefuture with going to (Rose). Exploit this opportunity fully inthe feedback.

Methodology note

Closure

Explain to students that they are going to read the replyproperly in the next lesson. Tell them not to read the letter,but to think about how they would reply. Elicit a few ideasnow.


Reading 2


Hand out the flashcards. Say a job or a place of work. Thestudent with the correct employment sector should hold upthe card. The other students check. Repeat with magazinepictures, if you have them.

Introduction

Exercise A

Make sure students have covered the text on page 43.

Remind students about Jenny’s letter.

1 Set for pairwork. Allow students to read the letteragain to check their work. Feed back, getting notes onthe board.

Answers

1 Her reasons are:• She wants to earn money.• She does not want to do homework any

more.• She does not want to do exams any more.


2 Set for pairwork. Feed back, getting more notes on theboard, but do not try to channel them into the reasonsthat Annie gives. It does not matter whether they comeup with those.


Reading 2


Exercise B

Allow students to uncover the reply.

Remind students of the advice in the last theme about thiskind of text. Elicit the answers and, if necessary, referstudents back to Skills Check 1, page 28.

Set the next part of the activity for pairwork. Give studentssome time to work out what the figures show. Ask somechecking questions, then ask What is Annie’s reply? Canyou guess from these figures?

Answers

Look at any figures or tables before you read thetext.

The next part of the activity depends on thestudents, but they should work out that Annie isgoing to talk about getting certificates. Perhapsthey can also work out that this is because youget more money and you have more chance ofgetting a job.

Exercise C

1 Remind students about breaking up long sentencesagain.

2 Set for individual work.

3 Ask students to find all the joining words, including orand the commas, and mark up the text. Remindstudents that they are not reading the reply at themoment, only marking it up.

Feed back, ideally with a marked-up, or markable, versionof the text on an OHT or datashow.

Answers

Marked-up text:

I don’t think you should leave school. I think youshould go on to further education. Of course / ,you want to have money to buy things. Obviously/ , you don’t like doing homework in the evenings/ and at weekends / , and very few people enjoytaking exams / , but you should do homework /and take examinations / because they will helpyou in the future.

In Britain / , research shows that higherqualifications are linked to higher earnings. Get more qualifications / and you earn moremoney (see Figure 1). Research also shows thathigher qualifications are linked to the chance ofgetting a job. Get more qualifications / and youget a job / , most of the time (see Figure 2).

There is one other point. Does Ellie want to putthings on shelves all her life? Does Rose want toput papers in files for the next 40 years?Qualifications often mean better jobs / and moreinteresting jobs / because most companies donot want managers with low qualifications / or noqualifications at all / , and you cannot join aprofession – health / , education, the law –without good qualifications.

Go on to further education / , get goodqualifications / , and you will soon have moneyfor clothes / and an interesting / , well-paid job.

Exercise D

Remind students of their reply and the reasons theysuggested. Set for individual work and pairwork checking.Feed back orally. Refer students to key parts of the text asrelevant.


Reading 2


Answers

Annie says Jenny should stay on at school.She should get qualifications because:• people with qualifications get more money

and• have a better chance of getting a job.

Exercise E


Answers

further education education after secondaryschool

obviously of courselinked connected withearnings money for workchance possibilitypoint in this context, thing to

think about low qualifications a certificate from secondary

school at 16, for examplewell-paid earning lots of money

The word point is used a lot in this course as a verb. Here,it is a noun. Make sure students understand that it haschanged its part of speech and its basic meaning.

Methodology note

Closure


shouldmoneyearnpaybuyqualification


Writing 1


Write or on the board. Ask What is this?

Write ant on the board. Ask What do these have incommon?

Write the following letter sets, one by one. After each, askWhat do these have in common?

manerist

Students should finally guess that they are endings forjobs, but if not, write a word in front of each until they getthe point.

Introduction

doct oraccount antpost manwait erart ist

Exercise A

Explain that some job names are made from verbs.

1 Set for pairwork. Do not let students write at this point.

2 Set for individual work and pairwork checking. Feedback, getting the verb and job name on the board.

Answers

work + er manage + rclean + er drive + remploy + er write + rteach + er cook (not cooker!)build + er assist + antpaint + er type + eist (typist)sing + er telephone + eist (telephonist)play + er sell* salesman / womanact + or / sales assistant;

(seller = someone selling something It is not a job.)

receive* receptionist;(receiver = aradio!)

Exercise B

Remind students that they must notice the use ofprepositions all the time. Set for individual work andpairwork checking. Feed back orally.


Writing 1


Answers

I left school at the age of 16 because I never hadany money for anything, and I didn’t like doinghomework in the evenings and at weekends. Iwanted to work for an international company, butno-one replied to my letters, so now I have a jobfor three months in a supermarket. I put things onshelves in the mornings, and I clean the floors inthe afternoons. I am looking for a better job, but Idon’t have any qualifications. Now I am sorry thatI didn’t go on to further education.

Exercise C

1 Set for pairwork.

2 Elicit ideas. Point out finally that not goes with think,and therefore becomes don’t.


Feed back orally.

Answers

3 You should leave your job.I don’t think you should leave your job.

Exercise D

Set for individual work and pairwork checking. Space isprovided on page 22 of the Workbook. Monitor and assist.Feed back, getting the best reply on the board.

Closure

Drill the verb-job name combinations from the start of thelesson, i.e., you say a verb and students must say therelated job name.

With a good group, you might like to mention:

1 some jobs ending in -er which are not based on verbs:engineerlawyerminersoldierminister

2 some words ending in -er which are not job names,e.g., (possible job name in brackets)

drawer (draughtsman/artist)computer (programmer)


Writing 2



Introduction

Exercise A

Refer students to the extracts.

1 Remind students about highlighting joining words anddividing the sentence at that point. Set for individualwork and pairwork checking.

2 Elicit the odd one out and the reason, but do notconfirm or correct.


Feed back orally. Work through the Skills Check with thewhole class, if necessary.

Answers

1 1

2

3

4

5

2 The fifth extract is different because it joinstwo sentences with different structures, sothere are no repeated words missing.

You should do homework / and takeexaminations …

You don’t like doing homework in theevenings / and at weekends.

She doesn’t have homework in theevenings / or at weekends.

You will soon have money for clothes / and an interesting, well-paid job.

Get more qualifications / and you get a job.

Point out that we can say at the weekend or at weekendswith the same meaning of repeated time. In the same way,some people say I do this on Monday and others say onMondays.


Exercise B

Work through the first extract as an example. Set theremaining extracts for pairwork. Feed back orally. Makesure students notice that all types of word can be omittedwhen you join with and/or.

Answers

1 … you should …2 … you don’t like doing homework …3 … she doesn’t have homework …4 … you will soon have …


Writing 2


Exercise C

Work through the first sentence, eliciting a range ofpossible endings. Set for individual work and pairworkchecking. Space is provided on page 22 of the Workbook.Monitor and assist. Make sure students are correctlyomitting repeated words. Get students to read out some ofthe best conclusions.

The arrival of and/or in a sentence does not tell the readerwhich bits of the original sentence will be omitted in thesecond half. For example, all these continuations arepossible for sentence number 1.

I want to buy some clothes and (I want to buy some)CDs.I want to buy some clothes and (I want to buy) a CD.I want to buy some clothes and (I want to) post aletter.I want to buy some clothes and (I) have to get somemoney from the bank.

The fifth extract shows a different kind of continuation, e.g.,I want to buy some clothes and you have to help meto choose.


Exercise D

Explain that a comma does not completely finish asentence, like a full stop. Point out that stop means finish. Acomma divides the main part of a sentence from an extraword or words. The extra word(s) can come at thebeginning, with the comma afterwards, or after the rest ofthe sentence, with the comma in front. Set for pairwork.Feed back orally.

Answers

I have two good friends, Strictly speaking, this is Ellie and Rose. the comma for

apposition, but it hasthe same effect.

Last year, Ellie leftschool …She puts things onshelves, I think.… at weekends, and she doesn’t …… in files or something,and print out …… should I leaveschool, too?Of course, you want tohave money …Obviously, you don’tlike doing homework …In Britain, researchshows …… you get a job, mostof the time.… health, education,the law …Go on to furthereducation, get goodqualifications …

This is not ‘all about the comma’, but it is about a couple ofimportant uses. Note the Oxford (or Harvard) comma isused in this text. This is the comma before and in a list.Some people love it. Some hate it. Who can feel emotionalabout a punctuation mark?


Closure

Ask students to continue lists which would have commas in.Get them to say the comma, e.g., I went to the mall and Ibought some clothes (comma) a CD (comma) …


Possible answers

• a problem at home• bullying• a student stealing from other students• a student cheating in an exam



General note

Ask students to cover the text on the facing page whilethey do the first exercise.

Exercise A

Make sure students have found the correct page. Workthrough the first row as an example. Revise the contrastbetween What do you do? and What are you doing? Pointout that students can use a translation dictionary to findthe correct word if necessary. Feed back, building up thetable on the board.

Answers

photo employment job action in the

sector photograph

1 She works She is a She is talking

in finance. banker. to a customer.

2 He works in He is a He is checking

construction. carpenter something.

3 He works in He is a He is making

manufac- machine something with

turing. operator. a machine.

4 He works in He is a He is standing

agriculture. farmer. in a field.

5 She works in She is a She is smiling.

the leisure sports She is looking

industry. trainer. at the camera.

6 They work They are They are

for the members of discussing

government. parliament. something.

7 He works in He is a bus He is driving a

the transport driver. bus.

industry.

8 She works in She is a She is looking/

the retail shop smiling at

industry. assistant. the camera.

Exercise B

Do orally. Only give students a few seconds to scan the textbefore asking the first question. Students know the answerto these three questions from the Student’s Book work, somake sure they can give the answers in fluent English.

Answers

Model answers1 It is probably from a (teenage) magazine.2 She answers letters for the magazine.3 Andrew is a school student. He has a problem.

Exercise C

Ask students to cover the text again and only uncover theheadline.

Set for pairwork. elicit some ideas. Try to get students tothink of several possible things that one student could tellthe teacher about.

Exercise D

Elicit from students the way of dealing with long sentences,i.e., break them down at commas and joining words.

Point out, though, that:• the word and sometimes joins a short phrase, e.g., in this

case brothers and sisters• a comma can be used to divide words in a list, e.g., in

this case pencils, pens, paper

Set for pairwork. Feed back, ideally onto an OHT ordatashow of the text.


Answers



Marked-up text:

I have a good friend, Paul. He has lots of youngerbrothers and sisters. They are all still at school.Every day, / Paul takes things from the schooland gives them to his brothers and sisters. Heusually takes small things,/ like pencils, pens,paper, notebooks, / but sometimes he takes bigthings, / like school textbooks. Last week, / hetook a big dictionary and last month he took aworld atlas. He never takes things from otherstudents and he never takes money but I stillthink it is wrong.

His family is quite poor because his motherdoesn’t work and his father doesn’t have a job atthe moment. His brothers and sisters are tooyoung to work at the moment so there is notmuch money coming into the house, but I don’tthink he should take things from school.

Should I tell the teacher about Paul? I don’t wantto get him into trouble, / but I don’t think heshould do this.

Exercise E

Set for individual work and pairwork checking. Givestudents two minutes to read the letter then ask them tocover the text again. Give them time to discuss answers inpairs then go through the questions orally.

Possible answers

1 Paul.2 He takes things from school.3 He took a dictionary.4 He took an atlas.5 He doesn’t think he should do it.

Exercise F

Set for pairwork. Feed back, eliciting ideas.

Exercise G

Set for individual work. Monitor and assist.

If students get completely stuck, hand out copies of themodel answer (below) and allow them to read it for a fewminutes, then take it back in and set students to continuewriting their own reply.

Students have not been directly prepared for this writingactivity by the work in the Student’s Book or in this lesson,but they should be able to make a good attempt, based oneverything done so far in the course.

Methodology note

Answers

Model answer

You are right, Andrew Paul should not take things

from school because they are school things not

his things, but I don’t think you should tell the

teacher right now. First, I think you should talk to

Paul. You say he is a good friend so he should

listen to you when you give him advice. Tell him

you know he takes things, so other people

probably know he takes things, but this is stealing.

It is the same as taking things from a shop. Does

he want the school to write a letter to his parents,

or, even worse, to send a report to the police?

People with a police record cannot get a good job.

It stays with them all their lives. Perhaps Paul will

listen to you and stop taking things, but perhaps he

will not. In that case, explain to him that you will

have to tell the teacher.


Vocabulary 1


Explain that this lesson checks students’ knowledge ofnumbers, and words broadly connected with work andbusiness.


Dictate some times, including the 24-hour clock, to reviseTheme 2 numbers.

Set for pairwork. Feed back, eliciting ideas and discussingthem if students disagree. Get students to make fullsentences, e.g., The manager earns five hundred dollars.Vary the feed back by asking questions: How much doesthe accountant earn? Who gets 280 dollars?

Introduction

Exercise A

Refer students to the table. Make sure students understandwhat is missing – job names. Point out that there is no rightanswer, but there are some logical answers, for example,the manager probably gets more money than the others.

Answers

Possible order:

job ($)manager 500salesperson 1 400salesperson 2 380salesperson 3 380accountant 380secretary 350receptionist 315clerk 290driver 280cleaner 275

You could have an interesting discussion here about whoshould earn what. The answer above is the order that youwould probably obtain in a company in the Western World,but may not be the answer that students from other culturescome up with.


It is good for students’ practice of these words if there issome discussion on the correct order. Give them sometarget language to practise, e.g.,

I think the accountant earns 360 dollars.I don’t think the cleaner earns 315 dollars.

Give them also some language of organisation, e.g.,I think the manager goes here.I don’t think the cleaner goes there.I think the accountant is next/last.

Methodology notes


Vocabulary 1


Exercise B

Remind students that you have talked about averagebefore, e.g., Theme 2: Average hours of sunshine per day.

Ask the question in the rubric and elicit some ideas. Do notconfirm or correct. Finally, refer them to the first text. Askstudents to cover the other texts.


Answers

There are three kinds of average.

Exercise C

Put students into three groups, or multiples of three. Makesure students understand that they only have to read onetext. Monitor and assist. Make sure, in particular, that theyunderstand the example. Then move each group on tocalculating their average from the column of figures. Onceagain, monitor and assist.

Answers

After Exercise D.

Exercise D

Put students into groups of three with one student fromeach group. Get students to cover the right-hand columnwhile they explain.

Answers

Mean:500400380380380350315290280275

total 3550number of numbers 10

mean 355

500400

Three numbers the 380same, so mode = 380. 380

380350315290280275

1 5002 4003 3804 3805 380380 – 350 = 30 ÷ 2 = 15, so median = 350 + 15 = 3651 350 2 315 3 290 4 2805 275

Mode:

Median:

Closure

Dictate some of the job names from Exercise A.


Vocabulary 2


Repeat the Closure activity from the last lesson.

Introduction

Exercise A

Set for pairwork. Give the pairs time to work at each colourbox. Monitor and assist, but do not give away the answers.Then move them on to the next colour box.ORThis exercise works even better if you have all the phrasesfrom the three colour boxes on separate pieces of paperand show each one in turn. Ask students to write a ruleafter seeing each word, then correct or add to the rule asyou show more words.

Do not feed back.

Exercise B

Set for individual work and pairwork checking. Feed back,checking that students understand the rule.

Answers

We use an before vowel sounds (not vowelletters).

Exercise C



Feed back orally.

Answers

This job is better than my last one.He is a worse manager than her.I earn less money than him.He earns more money than me.Do you want to go on to further education?

Exercise D

1 Set for individual work. Space is provided on page 23of the Workbook.


Feed back orally.

Closure

Drill the irregular comparatives and the possessiveadjectives.


Grammar 1


This exercise can be done as a test, in class or forhomework. In this case, take in the students’ books at theend and mark them. Make a note of the problem areas,using the grid opposite.

Introduction

Answers

teaching area

1

2

3

4

I would like a well-paid form of verb after modals job. (would)

I don’t want to work inside. negation of simple present vs negation ofmodals (would)

He would like to leave no agreement between school. subject and modals

(would)

She wants to work for form of verb after wantthe government.

5 Do you want to go on to interrogative of simple college? present vs interrogative

of modals (would)

6 You should stay at school. form of verb after modals(should)

7 You shouldn’t leave at 16. negation of modals(should)

8 He should study harder. no agreement betweensubject and modals(should)

9 Should I buy this CD? inversion of modal(should) in interrogative

10 I don’t think you should negation with introductory buy it. verb think

11 He is always late for work. revision

12 Sometimes we go to the revision cinema at the weekend.

13 I go out in the evening revisiontwice a week.

14 How often do you have revisionMaths?


Grammar 1


15 What do you do at Eid? revision

16 We are going to study revisionAmerica this term.

17 Last year, we learnt about revisionthe UK.

18 What is the area of your revisioncountry?

19 I learnt that Lincoln was revisionshot in 1865.

20 We went to the mall then revisionwent the bank.


Would like is semantically the same as want, but is morepolite, so it is more common in spoken language. It is alsomore formal, so it is often used in writing.


Grammar 2


As detailed previously, this lesson picks up points fromelsewhere in this theme, and gives the necessary input toanswer each question correctly.


Introduction

Set for individual work and pairwork checking. Feed back.Drill the sentences. Space is provided for Exercises A and Bon page 23 of the Workbook.


Answers

Exercise A

2 One sentence uses the simple present, onesentence uses a modal – would.

3 don’t want vs wouldn’t like4 He wants vs He would like5 Do … want vs Would … like7 Yes, I do. / No, I don’t. vs Yes, I would. / No, I

wouldn’t.

Exercise B

2 The verb is followed by a noun in Table 1 andby another verb in the infinitive in Table 3: Shewants vs would like.

3 Do … want to work …? vs Would … like to work …?

5 Yes, + do. / No, + don’t. vs Yes, + would. / No,+ wouldn’t.

6 Does she want …? vs Would she like …?

Exercise C

She should tell her parents.You should not to be late for work.They don’t shouldn’t stop you.

Exercise D

1 Set for individual work. Try to get at least one problemout of each student – obviously not embarrassingones.


Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 4: Science and Nature 137

Theme Four

Science and Nature

photo to come photo to come photo to come

photo to come photo to come photo to come


138 UAE ENGLISH SKILLS GRADE 8 – THEME 4: Science and Nature


Science and NatureT H E M E

4


General note


isolation and in context, the following words linked with science and nature. They

should also be able to write them with reasonable spelling and correct capitalisation,

say them with reasonable pronunciation, especially stress in multi-syllable words, and

use them in S V O sentences.

dry

flower

fog

foggy

forest

heavy

high*

light

lightning

low*

rain (n) and (v)

river

sea

strong

temperature

thunderstorm

water

weather

wet

wind

windy

*in an abstract sense, e.g., high/low temperature



Listening 1


Students should be familiar with the following words fromthis lexical set:

cloud island snowcold map Suncountry mountain treehot river

They should also know basic colours. They should havealso met the word continent.


1 Check or teach hot and cold.

2 Dictate geographic/natural features and get studentsto draw something. This should work for mountain,river, island, trees, Sun, cloud.

3 Get students to name the colours in the order theyappear in the scale underneath the temperature map.Allow them to call early colours violet, purple or indigo.

Then put some, or all, of the words into sentence context.

Introduction

Exercise A

Refer students to the world map. Ask students what itshows. Push them to a full answer viz. temperatures allover the world at 12 noon on July 2nd, 2005. You may haveto give them the word temperatures. Point out that for therest of this lesson, they have to imagine this is the weathertoday around the world.

Explain that they are going to hear continent names. Tellstudents to point to the correct part of the map. Say orplay the first word – Africa – as an example. Make sure allstudents are pointing to the correct place. Say or play thetape of the individual continents. Watch the students andtry to identify any student who is not correctly associatingthe spoken word with the correct continent.

You can go through this activity several times, speedingup and saying words and individual sentences in adifferent order.

Tapescript

Presenter: Theme 4 Science and NatureListening 1A Listen and point to the continents.

Voices: 1 Africa2 North America3 Asia4 Europe5 Antarctica6 Australia7 South America

Voices: 1 Have you ever been to Europe?2 The Sahara Desert is in Africa.3 Australia is the world’s biggest island.4 Is Turkey in Asia?5 The continent in the south is called

Antarctica.


Listening 1


6 Where’s South America? Is it here?7 Canada, Mexico and the USA are in

North America.

Students learnt in Grade 7 (Theme 8) of the value of beingable to draw a quick sketch map of the word, based onsimple geometric shapes. If they did this theme, remindthem and elicit the sketch map, perhaps asking studentsto come up and draw it on the board.

Methodology note

Exercise B

Ask students what the colours mean. Elicit differenttemperatures. Ask them what blue means, etc. Say or playthe first question: What’s the temperature in South Africa?Continue with the remaining questions.

Answers

1–7 Accept approximate answers, or teachstudents to say It’s between … and …

8 They are about the same.9 Students will struggle to answer this, but

see what they can do.10 As above.11 Students may well need some help in

finding their country on the map.

Tapescript

Presenter: B Listen and answer about temperature.

Voice: 1 What’s the temperature in SouthAfrica?

2 What’s the temperature in the UK?3 What’s the temperature in Antarctica?4 What’s the temperature in India?5 Is North Africa hotter than South

Africa?6 Is Europe colder than North Africa?7 Is it hotter at the Equator, or at the

Poles?8 Is South America hotter than North

America?9 Where is the hottest place?

10 Where is the coldest place?11 What is the temperature in your

country?

Numbers 9 and 10 require students to understand thesuperlative, which has not yet been formally taught in thiscourse. However, they should recognise the form fromprevious learning.

Methodology note

Exercise C

Draw some of the weather symbols from the map on theboard. Say rain and thunderstorm as you draw the symbols.Then point to the rain symbol and say It’s raining. Getstudents to repeat. Point to the symbol for thunderstormand say There’s a thunderstorm. Get students to repeat.Drill the two different structures. Say rain and students sayIt’s raining. Say thunderstorm and students say There’s athunderstorm. Add hot, cold with the structure It’s hot/cold. Drill all four.


Listening 1


2 You may just be asked What does it mean in thesesentences? Just say It doesn’t mean anything. We justsay it in English, the same as we say ‘It is eight o’clock.’

Exercise D

Revise north, south, east, west. Get students to point toparts of continents, e.g., East Africa, Southeast Asia, thewest of Australia, the north of Europe.

Explain that they are going to hear questions about theweather in different parts of the world. Say or play the firstone as an example. Do not let students shout out. Thenelicit an answer and get other students to confirm orcorrect. Point out that we do not need like in the answer,e.g., It’s like raining. Continue in the same way with theremaining questions.

Tapescript

Presenter: D Listen and answer.Voice: 1 What’s the weather like in the east of

Australia?2 What’s the weather like in the west of

Africa?3 Is it raining in the east of Asia?4 Is there a thunderstorm in Europe?5 Are there thunderstorms in North

America?6 Is it raining in Central Africa?

1 It is actually quite complex talking about the weatherin English. There are three different structures:• It’s hot. = It + be + adjective• It’s raining. = It + present continuous• There’s a thunderstorm. = There + be + a + noun

Students have to recognise which kind of word theweather feature is:• adjective: hot, cold, warm, sunny• verb: snow, rain• noun: thunderstorm, thunder, lightning

It does not sound very English, or it is plain wrong touse the incorrect structure, e.g.,• It’s snowy.• It’s sunning.• It’s a thunderstorm.


Exercise E

Refer students to Table 1. Ask them what it shows. Pointout that these are temperatures for the day before, i.e.,yesterday (since they are imagining it is 2nd July!). Explainthat they must listen and complete the table. Elicit the kindof information they must listen for – names and numbers(temperatures). Remind students that they must guess thespelling of names/proper nouns, then check later. Say orplay the first two as examples. Set for individual work andpairwork checking. Continue with the remaining items.Give students time to compare answers/spellings. Feedback, building up the table on the board.

Tapescript

Presenter: E Listen and complete Table 1.Voice: So what was the weather like yesterday?

Let’s look at some temperatures around theworld. In Cape Town in South Africa, it wassixteen Celsius. That’s sixteen, not sixty, ofcourse. In Dubai, it was forty. That’s forty,not fourteen. Very, very hot. Mumbai inIndia was twenty-six, while New York was alittle hotter at twenty-seven. Paris wastwenty, and São Paulo in Brazil, SouthAmerica, was twenty-five. It was nineteen inSydney in Australia, and a warm twenty-sixin Tokyo in Japan.


Listening 1


Answers

city ºCCape Town 16Dubai 40Mumbai 26New York 27Paris 20São Paulo 25Sydney 19Tokyo 26

Closure

Make sure students can correctly stress, e.g., 14 vs 40; 16vs 60.

Ask checking questions about the information in Table 1.What was the temperature in Cape Town?Which was hotter, São Paulo or Tokyo?Was Cape Town colder than Paris?Which two cities had the same temperature?

Ask students about the weather in their cities (theirhometowns and the one they are studying in) today andyesterday. Ask for a prediction for tomorrow, e.g., What willthe temperature be tomorrow? Ask about other weatherconditions: Will it snow/rain? Will it be sunny? Will there bea thunderstorm?


Listening 2


Ask some questions about the weather in the maps andthe table in Listening 1. Ask about the weather today andyesterday in your present location and, if different, thestudents’ hometown.

3 Explain that the arrow for wind shows the direction.This arrow means it is a west wind, or a wind from thewest. Point out also that we often write the speed, inmiles per hour or kilometres per hour, on the arrow.So if we write 15 on this arrow, we mean there will bea wind from the west at fifteen miles per hour (ormph). Set for individual work and pairwork checking.Play the first one as an example. Make sure studentsare doing the correct thing. Continue with theremaining items. Feed back.

Introduction

Exercise A

1 Refer students to the four pictures, but do not letthem try to say the names of the types of weathercondition. Set for individual work and pairworkchecking. Play the tape. Students number thepictures. Feed back.

2 Tell students to listen again and say the number ofthe weather condition each time. They may hearabout the same condition more than once. Feed back.

Tapescript

Presenter: Listening 2A 1 Listen and number.

Voice: 1 fog2 lightning3 rain4 wind

Presenter: A 2 Listen and say the number.Voice: It’s raining.

It’s foggy.Look at the lightning.It’s so windy today.Look at the rain. It’s absolutely pouring.I can’t see anything. This fog is so bad.Listen to the wind in the trees.I think a house has been hit by lightning.

Presenter: A 3 Listen. Draw arrows and writenumbers in your notebook.

Voice: 1 There will be a wind from the west atfifteen miles per hour.

2 There will be a wind from the east atthirty miles per hour.

3 The wind will be from the south at tenmiles per hour.

4 There will be a light north wind, fourmiles per hour.

5 The wind will be strong, southeasterly,forty miles per hour.


Listening 2


Answers

1 3 rain1 fog2 lightning4 wind

2 3 (rain)1 (fog)2 (lightning)4 (wind)3 (rain)1 (fog)4 (wind)2 (lightning)

3 1 15

2 30

3 10

4 4

5 40

Exercise B

1 Refer students to the map. Ask the question chorally.

2 Elicit answers and confirm.

3 Refer students to the dots on the map. Elicit that theyare cities. See if students can identify any of them. Donot confirm or correct. Set for individual work andpairwork checking. Play the tape. Point out that theymay have to guess the spelling. Feed back. Confirm orcorrect the spelling. Check also that students can saywhere each city is, e.g., Seattle is in the northwest.

Seattle

Dallas Miami

NewYork

SanFrancisco

Tapescript

Presenter: B 3 Listen and label the map with citynames. Guess the spelling.

Voice: Miami is in the southeast of the country.New York is in the northeast. Dallas is inthe south. San Francisco is in thesouthwest, and Seattle is in the northwest.

Exercise C

1 Set for individual work. Make sure students havechosen two cities. Point out that they only have tolisten for the forecast for those cities.

2 Play the tape.

Feed back, ideally onto an OHT of the figure on which youcan draw weather symbols.

This is mainly a listening lesson, so do not worry if thepronunciation of words is not particularly good. Also donot insist on full sentences. Students will get more practicein the next lesson.

Methodology note

Tapescript

Presenter: C 2 Listen to the weather forecast.Put symbols on the map near yourtwo cities.

Weatherman: And now here’s the weather forecast for the2nd July, 2005. Firstly, let’s look at thenorthwest. The temperature in Seattle willbe fourteen degrees Celsius, which is fifty-seven degrees Fahrenheit, with a wind fromthe south at eight miles, or thirteenkilometres per hour. There will be light rainin the afternoon.

Further south, in San Francisco, it will becooler at thirteen degrees Celsius, or fifty-five degrees Fahrenheit, with a light east


Listening 2


Exercise D

Refer students to the Skills Check. Point out that thejoining words help you to predict the kind of informationcoming next, even if you cannot give the exact information.Set for individual work. Play the tape. Do not let peopleshout out at the pauses. Give everyone time to think, thenelicit a few answers before allowing the tape to continue.

Tapescript

Presenter: D Listen to the weather forecast again.When the speaker pauses, predictthe next piece of information.

[REPEAT OF EXERCISE C2]

We do not normally allow students to listen to the samepassage more than once since this is not normally possiblein real life, but this is listening for a technical purpose and,therefore, arguably a second listening is reasonable.

Methodology note

Closure

Ask students to predict the next word in these cases:The wind will be very (strong).The Sun will be very (hot).The rain will be very (heavy).It is raining very (hard).The fog will be very (thick). This is a new collocation, but some students may know it.The day will be warm, but the night will be very (cold).It will be hot, but there will be some light (rain).Tomorrow, the weather will be much (worse/ better).

Ask students to predict the weather for tomorrow.

Answers

ºC / F wind lightning other

direction

and speed

(mph/kph)

Seattle 14 / 57 S – 8 / 13 7 light rain

San 13 / 55 E – 5 / 8 7 fog, sunny

Francisco

Dallas 35 / 95 N – 30 / 48 3 sunny, hot,

heavy rain,

thunderstorms

Miami 26 / 79 SW 10 / 16 3 heavy rain,

thunderstorms

New York 22 / 72 NW 4 / 6 7 sunny

wind of five miles per hour, or eightkilometres per hour. It will be foggy in themorning, but it will be sunny in theafternoon.

Moving to the east, in the morning Dallaswill be sunny and very hot – thirty-fivedegrees, that’s ninety-five degreesFahrenheit, but there will be a strong thirty-mile-per-hour, or forty-three-kilometre-per-hour, wind from the north, and that willbring heavy rain and thunderstorms in theafternoon.

Further east, in Miami, it will be a littlecooler, at twenty-six degrees Celsius, orseventy-nine degrees Fahrenheit, but therewill be heavy rain here too, andthunderstorms. The wind will be from thesoutheast, I mean the southwest, at ten milesper hour, or sixteen kilometres per hour.

Finally, New York. The day will be sunnyand warm at twenty-two degrees Celsius,seventy-two degrees Fahrenheit, and therewill be a light wind from the northwest,perhaps four miles per hour – that’s just sixkilometres per hour. And that’s yourweather forecast. Have a nice day!


Speaking 1


Revise the main vowel sounds with words related toscience and nature.


diphthongs

Introduction

1 2hard mapworse heavy

weathertemperaturewest

tree windeast river

1 2north fogor hotwarm* coldcool* continent

Suncountry

*not formally presented

1 2snow mountain

cloudsouth

rain lightlightningisland


1 Say a word from each pair several times. Do not letstudents say anything, e.g., hard – map.


3 Say each pair of stressed vowels for students torepeat chorally.






1 2can’t cancurve Kevkeen kincord codcooed couldcoe cowcray cry


Speaking 1


At first sight, you may be surprised to see cool as a /u:/word. In fact, the vowel is /u:/, but the final (dark)lchanges the vowel quality.


Exercise A

Explain to students that they are going to hear the soundof weather! If students find the idea funny, that is fine.They must identify and say the kind of weather, but theymust not shout out. They must wait until they are invited tospeak. Play the first sound as an example. If they give yourain, ask for more details. Elicit light rain. Continue with theremaining sounds. Feed back.

Refer students to Skills Check 1 and drill the questions.Remind or teach students not to use like in the answers.

Answers

Model answers:

1 light rain2 heavy rain3 light wind4 strong wind5 thunderstorm6 fog7 snow

Tapescript

Presenter: Speaking 1A Listen. What is the weather like?

Sound effects: 1 light rain2 heavy rain3 light wind4 strong wind5 thunderstorm6 sound of a foghorn at sea/lighthouse7 the sound of snow falling onto

branches

Exercise B

Refer students to Figure 1. Ask them if they can identifyany of the countries. Confirm or correct, or give them anatlas to check their ideas.

1 Put students in pairs to talk about the kinds ofweather in different parts of the continent.

2 Move students on to this exercise.

For these exercises, allow students to use single words orphrases, rather than full sentences. Feed back. As you doso, turn single words and short phrases into full sentences.

Refer students to Skills Check 2. Drill the three patterns.

Exercise C

Give examples of weather words and get students toidentify the part of speech in each case, e.g.,

hot – adjectivecold – adjectivethunderstorm – nounlightning – nounrain – verb or nounsnow – verb or noun, etc.

Move into a pattern drill, e.g.,You say: hotStudents say: It is hot.You say: rain (verb)Students say: It is raining.You say: lightningStudents say: There is lightning.

Refer students to the extra words to describe differentweather conditions, e.g.,

very = It’s very hot/cold/sunny.light/heavy = There is light/heavy rain.light/strong = There is a light/strong wind.little = It’s a little hotter/colder today.

Teach students to say also:There’s no rain./It isn’t raining.There’s no wind./It isn’t windy.


Speaking 1


Exercise D

Put students into pairs. Demonstrate how to do theexercise. Remind students about the use of and/but, andencourage them to use the words in their weatherdescriptions. Monitor and assist. Ask a few pairs to do theexercise for the other students.

Closure

Say the stressed syllable of the target words from thislesson for students to identify and say as follows:

/he/ = heavy/temp/ = temperature/kon/ = continent/kÃn/ = country/we/ = weather/lat/ = light or lightning/lt/ = little


Speaking 2


Refer students to the two maps. Elicit the names ofcountries from the continents. See if any students canactually locate individual countries on the maps. Studentsshould at least be able to find Brazil in South America, andSpain, France and Italy in Europe.

Introduction

Exercise A

Dictate weather conditions, including speed with winds.Use a variety of structures from the theme to date, e.g.,

The rain is very heavy.It’s foggy.There’s a thunderstorm.There is a wind of 15 miles per hour from the east.Add snow, e.g., It’s snowing.

Answers

1 heavy rain – cloud with several obliqueraindrops

2 fog – vertical lines3 thunderstorm – cloud with several oblique

raindrops and lightning flash4 A wind arrow from west to east, with the

number 15 on it to show speed.5 snowflake

Exercise B

Set for pairwork. Make sure students understand the task,especially that they must not show their completed map totheir partner until the end of the activity. Encouragestudents to use full sentences and a range of patterns,plus and/but. Monitor and assist. Feed back. Deal with anycommon difficulties you noticed.

Exercise C

Make some ‘phatic communion’ sentences withoutwarning, e.g.,

Nice day, isn’t it?Better than yesterday.Hope it stays fine.Bit wet today.Cold for the time of year.

Point out that people often use the weather to start aconversation.

1 Play the tape. Ask after each section: What’s theweather like? If relevant ask What was the weather likeyesterday? What will it be like later/tomorrow?

2 Play the tape again. Stop after each pause forstudents to answer.


Speaking 2


Tapescript

Presenter: Speaking 2C 1 Listen. What is the weather like?

Voice 1: Nice day.[PAUSE]

Voice 2: Yes, lovely. Better than yesterday.[PAUSE]

Voice 3: Bit cold today.[PAUSE]

Voice 4: Yes, freezing.[PAUSE]

Voice 1: Dark this morning.[PAUSE]

Voice 2: It is. I think we’ll have some snow later.[PAUSE]

Voice 3: Horrible day![PAUSE]

Voice 4: Terrible![PAUSE]

Voice 1: Look at those black clouds![PAUSE]

Voice 2: I know! It’s going to rain again in a minute.[PAUSE]

Voice 3: It’s getting colder.Voice 4: Yes. Soon be winter.

Presenter: C 2 Listen and answer.Voice 1: Nice day.

[PAUSE]Voice 3: Bit cold today.

[PAUSE]Voice 1: Dark this morning.

[PAUSE]Voice 3: Horrible day!

[PAUSE]Voice 1: Look at those black clouds!

[PAUSE]Voice 3: It’s getting colder.

Exercise D

Refer students to the Skills Check. Work through theconversations, showing the ellipsis. Dictate some of theelliptical sentences and elicit the full version, e.g.,

You say: Nice day.Students say: It’s a nice day.

Set for pairwork.

Exercise E

Continue the pairwork. Get students to respond in eachcase.

Closure



Answers

Depends on students.



Exercise A

Refer students to the world map. Ask students to identifythe continents. Confirm or correct.

1 Explain that all the marked places are the capitalcities of countries. Ask them to try to identify thecities marked and the countries of which they are thecapitals. Give them a few minutes to discuss this, butdo not confirm or correct.

2 Explain that they are going to hear a radio stationexplaining about their weather reports. Set forindividual work and pairwork checking. Play the tape.Students must try to label the map, at least with oneor two letters, as they are listening. Pause the tapemore often if necessary.

Feed back, ideally onto an OHT or datashow of the map.

Tapescript

Presenter: Workbook: Listening and Speaking A Listen and label the map with the

capital cities.Voice: Several people have asked us, here, at

World News: “How do you choose the citiesto give the weather for?” Well, we havechosen the major capital cities of the world.We have weather stations in every continentexcept Antarctica. In North America, weusually give weather information forWashington and Mexico City. [Pause] InSouth America, we only have one cityreport, from Buenos Aires, or B.A. as it issometimes called. [pause]

In Europe, we give weather conditions forLondon in the west, [pause] Helsinki in thenorth, [pause] Moscow in the east [pause]and Athens in the south [pause].

We have three weather stations in Africa andthe Middle East. In the north of the continent,we have one in Cairo. [pause] We also haveone in Riyadh [pause] and there is one, in thesouth of the continent, in Pretoria. [pause]

Finally, we have three stations in Asia. InIndia, we have a station in the capital, New

Exercise B

1 Set for pairwork. Do not feed back on this at thisstage. Point out that they will hear the correctinformation on the tape.

2 Make sure that you have given every city in Table 1 asstart city to at least one student. Give them time tochoose a destination city. Make sure they realise theyonly have to write a number in the third column and asymbol in the fourth column. Play the tape.

3 Explain the rubric. Check that students have circledanother city.

4 Drill the questions that students must ask to find outthe information, i.e. • Do you know the weather forecast for …? • What will the maximum temperature be? • What will the weather be like there?

If acceptable in your teaching environment, allow ‘mixand mingle’ – i.e., students get up and walk around tofind the extra piece of information. If not, allowstudents to ask the whole class from their seats.Make sure they are asking good questions. Allow theexercise to continue until students have informationfor their target city.

Delhi, [pause]. We have one in Beijing inChina [pause], and one in Tokyo. [pause].Oh, and of course, we have a station inAustralia, in the capital, Canberra.




Tapescript

Presenter: BVoice: OK. So what will the weather be like around

the world tomorrow? Let’s look at some ofour capital cities.

Firstly, Athens, in Greece. That will be 17degrees and sunny. Beijing in China will bezero but sunny. Buenos Aires in Argentinawill be a very hot 32 but there is a goodchance of rain in the afternoon. Cairo inEgypt will be a lot cooler at 20, but it willalso sunny be there in Cairo. There will befog in Helsinki in Finland, where thetemperature is a cold minus 5, but it will beeven colder in Moscow in Russia. It will godown to minus 8 there and there will beheavy snow. New Delhi, the capital of India,of course, will be 14, but it will be foggythere, too. Pretoria, the capital of SouthAfrica, will reach a high of 29 – a lovelysunny day again there. On to Tokyo inJapan. The temperature is going to bemuch better there at 8, but it will be cloudy.Finally, Washington in the USA, it will be 4and there is a good chance ofthunderstorms.

Ask some extra questions, i.e. • Which capital will be the hottest? (B.A.) • Which will be the coldest? (Moscow) • Where are all the high temperatures? (Southern

Hemisphere or near the Equator)• Where are all the low temperatures? (Northern

Hemisphere)• What time of year is it with this pattern of temperatures?

(It is winter in the Northern Hemisphere, i.e., December,January, February)

Extra activity

Remind students that they heard the information tocomplete the first two columns of the table. Ask them tocheck their answers, then feed back, building up the firsttwo columns of the table on the board. Continue with theinformation from the last two columns.

Note that students have not formally learnt the superlativesin this course but should know them from previouslearning. The item is a target for the next week’s work.

Answers

Target items in italics

capital country °C weathermax.

Athens Greece 17 sunnyBeijing China 0 sunnyBuenos Aires Argentina 32 rainCairo Egypt 20 sunnyCanberra Australia 30 ÕHelsinki Finland -5 foggyLondon UK 8 ÛMexico City Mexico 21 ÙMoscow Russia -8 snowNew Delhi India 14 foggyPretoria South Africa 29 sunnyRiyadh Saudi Arabia 18 ÕTokyo Japan 8 cloudyWashington USA 4 thunder

Table 1: Weather around the world.




Tapescript

Presenter: C Listen and check.(separate voices for each pair)

Voice 1: Bit cold today.Voice 2: Yes, freezing.

Voice 1: Nice day today.Voice 2: Lovely. Better than yesterday.

Voice 1: Dark this morning.Voice 2: Yes, it is. I think we’ll have some rain later.

Voice 1: What a horrible day!Voice 2: Terrible! I hate snow.

Voice 1: Look at those black clouds!Voice 2: I know. It’s going to rain in a minute.

Voice 1: It’s getting warmer.Voice 2: Yes. It’ll soon be summer.

Exercise D


Check by saying opening lines at random for students torespond to individually.

Exercise C

1 Remind students that in English-speaking cultures weoften talk about the weather to start a conversation.Set for individual work and pairwork checking. Do notfeed back at this point. Note that students don’tactually have to write the response; just a few notesto remind them. Do not check for spelling.

2 Point out that this is only one possible response. Theymight have a different one which is acceptable. Playthe tape. Feed back orally, getting students to tell youwhat they said on the tape and, if different, what theyhave written.


Reading 1


Use the flashcards of science and nature words. Note thatstudents have not formally met the words with asterisks inthis course so far, but they should know them fromprevious learning. If in any doubt, check or teach high andlow with mime, although it is worth noting that the wordsare used in an abstract sense here – a high/lowtemperature.

After flashing each card a few times, students say arelated word each time you flash a word, e.g., you flashdry, they say wet.

Possible pairs:wet – drylight – heavylight – stronglow – highlightning – thunderstorm

Then see if students can make common collocations, e.g.,you flash high, they say temperature.

Possible collocations:wet/dry – weatherlight/heavy – rainhigh/low – temperaturehigh – windlight/strong – wind

Introduction

As mentioned before, lexical access and recall is acomplex business, but it seems that the more connectionswe can make between one word and other words, theeasier it is to recall the word. It is likely that the word wet,for example, stimulates the recall of its opposite/conversedry, and also prepares the brain for common collocations,e.g., weather. Therefore, any activities which promptstudents to make connections and try to recall associatedwords is likely to improve reading.

Methodology note

Exercise A

Set for individual work and pairwork checking. Do not feedback at this point. Alternatively, you might want tophotocopy the pictures of weather conditions from thislesson and also make copies of the sentences so studentscan physically move sentences to the ‘correct’ picture.

Note that students may not recognise the tornado inPicture C. This may need to be pointed out as a matter ofgeneral knowledge.


Reading 1


Possible answers

3 = this definitely applies? = this could apply

A B C D E F G H I JIt’s sunny and dry. 3

It’s very cold. 3

It’s very wet. ? 3 3

It’s very windy. 3

The temperature is high. 3

A thunderstorm is coming. ? 3 ? 3

It’s snowing. 3

It’s very foggy. 3 3

It’s raining heavily. ? ? 3

The lightning is very bright. 3

There’s a light rain. 3 ?It’s going to rain in a minute. ? ? 3 3

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101112

1 Students need to use their real-world knowledge todecide whether some of the sentences are true or not.

2 Students also need to decide whether particularconditions are ‘bad’ or ‘good’. This brings out thesubjective nature of these terms.

Methodology notes

Exercise B

Set for pairwork. Monitor and assist. Feed back, gettingstudents to quote sentences which describe each picture.Deal with the issues of judgement and subjectivity.

Answers

Depend on the students.

Answers


Exercise C


Exercise D

1 Stress that you do not want students to read the text.Show through mime what the word scan means,although students who did Part A have met the wordbefore. Try to ensure that full reading does not takeplace by strictly enforcing the time limit. If studentsclearly have not underlined 15 names by the end of30 seconds, give them another 15, etc., but keep itunder control as a teacher-paced activity. Feed back,ideally onto an OHT of the text, which you canannotate with underlining.


Reading 1


2 Remind students of the strategy of looking back orforward to find the referent. Set for pairwork. Feedback orally. Get students to make full sentences, e.g.,Dallol is a city in Ethiopia.

Answers

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101112131415

Dallol a cityEthiopia a countryEast Africa part of a continentEl Azizia a townLibya a countryNorth Africa part of a continentPlateau a research stationAntarctica a continentVostok a research stationCherrapunji a villageIndia (a country)Mount Waialeale a mountainHawaii a group of islandsPacific Ocean an oceanUSA a country

Closure

Explain to students that they are going to read the textproperly in the next lesson. Tell them not to read the textbefore the next lesson. It will not help them.

1 Use the flashcards again in various ways.

2 Show students the difference between It’s raining andIt’s going to rain. Perhaps use simple drawings on theboard. Try the same with There’s a thunderstorm andA thunderstorm is coming.


Reading 2


Make sure students have covered the text on page 57.

1, 2, 3 Set for the whole class. Feed back, getting theanswers on the board.

4 The word extremes is obviously a new one, but can bemimed easily.

5 Set for individual work and pairwork checking. Do notconfirm or correct.

6 Set for individual work and pairwork checking. Feedback.

Exercise A Answers

1 Look at figures/tables, or in this case,pictures.

2 Read the headline.3 Extremes = highest, lowest, etc.4, 5 Where is it very, very, very, hot?

Where is it very, very, very cold?Where is it very, very, very wet?Where is it very, very, very dry?Where is it very, very, very windy?

Exercise B

Set for individual work and pairwork checking.


Reading 2


Exercise C

Remind students that reading is a conversation. Askstudents to cover the text and work in pairs to answer thequestions in the introduction. Monitor, but do not confirmor correct.

Exercise D

1 Set up the groupwork. Make sure studentsunderstand what they must do. Check with groupsthat they have assigned one student to each text.Remind students that they can deal with longsentences by:• finding the verb• breaking sentences at joining words and commas

Point out that they should make notes of the keyinformation.

2 Set up the exchange of information. Monitor andassist.

1 The texts are in order of ease, i.e., 1 and 2 are easierthan 3. Number 5 is the hardest. You might wish toallocate texts to particular students with this in mind.

2 You may wish to organise the way in which notes aretaken – see the Answers. However, bear in mind thatstudents really need to decide how to organise notesthemselves in the end, therefore give them a chanceto do this before intervening, if necessary, with yourideas.

Methodology notes

Answers

what (1) where what (2) whenthe hottest Dallol, Ethiopia 34.6ºC yearly average

El Azizia, Libya 58ºC 13th September, 1922the coldest Plateau, Antarctica –56.7ºC yearly average

Vostok, Antarctica –89.2ºC 21st July, 1983the wettest Cherrapunji, India 12,649 mm yearly average

Mount Waialeale, Hawaii 1,870 mm 15th–16th March, 1952the driest Antarctica no rain past two million yearsthe windiest Antarctica 300 kph yearly average

Closure


averagewettesthottestworldplacewindiest


Writing 1


Write y on the board. Ask What is this? Elicit y. Ask Whatdoes it mean? This will seem like a crazy question, but donot panic! Write the word wind in front of it, to makewindy. Ask What does ‘y’ mean? again. If students still donot get it, write a few more adjectives ending in y.

Students should finally guess that y often indicates anadjective and, more, an adjective made from a noun.Explain that you can use this knowledge for guessingwords in context, i.e., if you do not know a word ending iny, guess that it is an adjective and try to understand themeaning. However, explain that it does not applyuniversally, i.e., y at the end of a word does not necessarilyindicate an adjective. ‘Prove’ this by writing the table in thenext column on the board and asking for the part ofspeech in each case:

Introduction

very adverbsay verbsecretary nounheavily adverbtry verbmy pronounway noun

English is largely a syntagmatic language where theposition of a word in a sentence tells us about its purpose/part of speech (as opposed to a paradigmatic languagewhere inflection might give this information). However,there are some common patterns, such as y = an adjectivebuilt from a noun (and later in this theme: ly = an adverbbuilt from an adjective). At the same time as teaching thepattern, we must teach that it does not apply universally.


Exercise A

1 Set for pairwork. Do not let students write at this point.


Feed back, getting the noun and adjective on the board.Point out that the second column contains food items.

Answers

wind windy fruit fruitySun sunny fish fishyfog foggy meat meatyrain rainy milk milkycloud cloudy juice juicystorm stormy water waterysnow snowy sugar sugarybreeze breezy salt salty

The rules for adding y are similar to the rules for addingcomparative forms. Students should be able to do the firstones easily, armed with the rule about C V C at the end.



Writing 1


Exercise B

Remind students that they must notice the use of articlesall the time, including the non-use. Set for individual workand pairwork checking. Feed back orally.

Answers

On – average, fixed phrasethe wettest place with superlativesin the world only oneis the village of the X of Y structureCherrapunji in – India. no articles with place

names It has an average fixed phraserainfallof – 12,649 mm no articles with

numbersa year. a = every / each yearHowever, this is not the with superlativeshighest rainfall everrecorded.Mount Waialeale in no articles with Hawaii recorded numbers– 1,870 mmin a 24-hour period a = every / each yearfrom – March 15th to no articles with months16th, 1952. – Hawaii is no articles with place

namesa group of – islands indefinite = there are

other groups of islandsin the Pacific Ocean

in the Pacific Ocean, only onebut it is a state indefinite = there are

other statesof the USA. contractions of the

United States of America, i.e., the X of Y structure

However, they may make mistakes with juicey, forgetting totake off the e, and with waterry and sugary, where the C isnot doubled because the stress is not on the last syllable.

Exercise C

1, 2 Set for pairwork.


Feed back orally. Ask students when to use each one.They will not know. We use the first pattern when we arealready talking about Dallol, and the second when we aretalking about weather extremes.

Answers

1 They have the same meaning.2 The subject and complement (object) have

swapped places.

Strictly speaking, the form after the verb be is acomplement, not an object. This is because it tells us moreabout the subject, rather than being an entity in its ownright. However, you could call it the object for thepurposes of this activity.


Exercise D

Set for individual work and pairwork checking. Space isprovided on page 30 of the Workbook. Monitor and assist.Feed back, getting the alternative order on the board.

Closure

Drill the noun-adjective combinations from the start of thelesson, i.e., you say a noun and students must say therelated adjective name.

Elicit possible collocations for each of the adjectives, e.g.,windy day. Force students to think of a different noun eachtime.


Writing 2



Remind students of the face-to-face use of this and theseby holding up objects and saying, e.g., this book, thesebooks. Say that there is another use of these words inwriting.

Feed back orally. Work through the Skills Check with thewhole class, if necessary.

Introduction

Exercise A

Refer students to the extracts.


2 Set for pairwork. This is a difficult question, so do notexpect too much. Perhaps students can say this issingular, these is plural. Monitor and assist, but do notgive the answer.


Answers

The driest place in the world is Antarctica. Therehas been no rain on this continent for at leasttwo million years.

Water in the air freezes and becomes ice. This icereflects sunlight, and this light is often brighterthan the Sun.

On average, the winds are 300 kph on thiscontinent. These winds start on the mountains ofAntarctica. Cold air flows down these mountainsand gets faster and faster.

Exercise B


2 Set for individual work. Space is provided on page 30of the Workbook.

Feed back, getting the students to read out the sentencesthey have written. Practise the key concept behind thesedeictic terms by asking which for each use, e.g., studentsread from the first text: This city has an averagetemperature … and you ask Which city?

Exercise C

Point out that we always give extra information after thisand these. Ask students to think of suitable completionsfor the three sentences, pens down. Then set for individualwork. Space is provided on page 30 of the Workbook. Feedback orally.


Writing 2


Answers

Possible completions:

1 These mountains are very high.These mountains are called …These mountains often get snow.

2 This wind is very cold.This wind is very strong.This wind sometimes brings rain.

3 These islands are called … These islands are very beautiful.These islands do not have any people onthem.

Closure

Work through Skills Check 2. Ask students to go back totheir sentences from the text (Exercise B) and theirsentence completions (Exercise C) and delete the nounsafter this and these.




General note

If possible, get the weather reports from the local country/region for the previous day for students to use in ExerciseE. Note that Exercise A–D lead up to this writing activity.

Exercise A

1 Make sure students understand the abbreviations inthe headings row. Do some high-speed questioningon the raw data, e.g., What was the maximumtemperature in Glasgow? Remind students of the useof the superlative for extremes. Set for pairwork. Makesure students are using the past tense, e.g., Belfastwas the windiest.

2 Refer students to Table 2. Point out that they mustfind and write, with good spelling, seven extremewords. Elicit them, pens down. Set for individual workand pairwork checking. Feed back, building up thetable on the board.

3 Set for pairwork. Feed back, completing the table.

Note: The word warmest is used here rather than hottest,because even the warmest place was only 13 degreesCentigrade.

Answers

Target items in italics.

Table 2: Highs and lows (5/01/06)

warmest Plymouthcoldest Birminghamwettest Londondriest Edinburghsunniest Glasgowcloudiest Oxfordwindiest Belfast

Exercise B

Go through a few examples, then set for pairwork. Monitorand assist.

Exercise C

Set for individual work and pairwork checking. During feedback, show how the main island can be divided intoEngland, Scotland and Wales.

Answers

1 This city is on the southeast Brightoncoast of the country.

2 This city is on the coast in the Plymouthsouthwest of the country.

3 This city is in the centre of the Oxfordcountry. It is northwest of London, and southeast of Birmingham.

4 This city is the capital of EdinburghScotland. It is in the north of the United Kingdom. It is in the east, near the coast. It is 43 miles, or 69 kilometres east of Glasgow.

5 This is the second city of the BirminghamUnited Kingdom. It is in the centre of the country. It is 92 kilometres northwest of Oxford, 142 kilometres northeast of Cardiff and 125 kilometres southeast of Liverpool.

6 There are many islands in the DublinUnited Kingdom. The main island contains England, Scotland and Wales. This city is not on the main island but on another large island called Ireland. The city is in the northeast of Ireland, near the coast.




Exercise D

Do the first two spaces as examples. Set for individualwork and pairwork checking. Feed back, ideally onto anOHT or datashow of the text.

Answers

Target items in italics

The driest place in the United Kingdom yesterdaywas Edinburgh in the northeast. There was norain at all. The wettest place was the capital city,London, with 2.19 millimetres of rain. Thewarmest place was Plymouth in the southwestwith a maximum of 13 degrees Centigrade, butthis was not the sunniest place. Glasgow in thenorthwest had 4.1 hours of sunshine. The coldestplace was Birmingham in the centre of thecountry. The temperature there went down tominus two. Oxford probably had the largestamount of cloud. There was no sunshine for thewhole day. The windiest place was the city ofBelfast in Northern Ireland with a maximum windspeed of 25 m.p.h.

Exercise E

As stated before, everything in this lesson has beenleading up to this. If you have not been able to find realdata, make up information for different cities so studentscan complete a table like this.

Table 1: Weather reports from around … (Date)

city sun hrs rain mm °C max °C min wind mph max

Give them time to work out the extremes, then set thewriting activity, possibly for homework.


Vocabulary 1


Remind students again that this lesson checks theknowledge of numbers and words broadly connected withscience and nature.



Dictate a set of numbers and ask students to tell you themean, mode and median. See the table in the next column,for example.

Introduction

mean mode median10 10 109 9 99 9 99 9 98 8 87 7 76 6 65 5 54 4 43 3 3

70 70 707 9 7.5

If students will not be offended by the question, ask themfor their ages and make a list on the board. Get studentsto calculate mean, mode and median.

Methodology note

Put students into three groups if you wish to do theseexercises as groupwork. Let each group work throughtheir point. Point out that they can give the exactcalculation and/or a rough calculation – something youcan do quickly in your head if you are faced with anumber in a different unit (see the Answers).

Put students into threes with an A, B and C in each group.They must close their books and explain their pattern tothe other two students.

Feed back, getting students who heard rather than readthe information to explain the pattern.

Check that they can do the conversions in their heads bygiving some figures from the tables (students’ booksclosed).



Vocabulary 1


Possible answers

A

B

C

conversion exact rough

conversion conversion

Celsius to Multiply C by 9. Multiply C by 2.

Fahrenheit Divide the Add 30.

answer by 5.

Add 32.

inches to Multiply inches Multiply inches

centimetres by 2.54. by 5.

Divide the

answer by 2.

miles to Multiply miles Multiply miles

kilometres by 1.6. by 3.

Divide the

answer by 2.

You may feel that all of this is completely pointless.However, the aim here is process, not product. Thestudents have to read and think about numbers in Englishand use them in speech. It does not matter, on thisoccasion, whether they remember the content of theactivity at all.

Methodology note

Some students may not be aware that the unit ofmeasurement used in their country/culture is not universal.Point out that:• in the USA, Fahrenheit is used almost all the time; in

Britain, you hear both measurements.• in Britain and the USA, the inch is used rather than the

centimetre.• in Britain and the USA, the mile is used rather than the

kilometre.


Exercise D

Find one group and put in order as an example. Set forpairwork. Feed back, building up the sets of words on theboard.

Answers

Possible groups and orders:

winter spring summerFebruary March AprilWednesday Thursday Fridaylast week this week next weekalways often sometimeswet wetter the wettestred orange yellowlight wind strong wind storma quarter a third a halfprimary secondary furthersunrise noon sunset

Closure

Dictate some of the science and nature words from thetheme .


Vocabulary 2


Repeat the Closure activity from the last lesson.

Introduction

Exercise A

Write the first pair of sentences on the board. Ask the firsttwo questions. Elicit ideas, but do not confirm or correct.Repeat with the second pair. Refer to Skills Check 1. Setfor individual work and pairwork checking. Feed back,checking that students understand the word order withadjectives and adverbs of manner.

Answers

1 Each pair of sentences has roughly the samemeaning.

2 Adjectives describe nouns; they come beforethe noun or after the verb be. Adverbs ofmanner describe verbs; they come after theverb.

The class adverb is something of a dustbin class. It is hardto find a single unifying feature. For this reason, it is goodto talk about, e.g., adverbs of manner or frequency adverbs,as the behaviour of different types of adverb might bequite different, e.g., adverbs of manner normally go afterthe verb whereas frequency adverbs usually go before.


Exercise B



Feed back orally. If you know that students know otheradjectives, elicit the adverb form, but be careful not toconfuse students (see the Language and culture note).

Answers

See Skills Check 2.


Vocabulary 2


It is surprising how often we cannot simply form an adverbfrom an adjective and use it in a related sentence, e.g.,

There was a high wind yesterday.The wind blew highly yesterday.

Many adverbs either have a colloquial meaning, e.g., high – highly, or a very specific meaning which has nothingto do with the adjectives they appear to have come from,e.g., hard – hardly. Consider the following, all of which thestudents could make with the adjective + ly rule, butwhich would not be any use because they could not usethem correctly.

blackly coldly latelywetly hotly friendly (adjective anyway!)drily firstly lowly (adjective anyway!)


Exercise C

Write the first sentence on the board. Elicit how it could bechanged in form, but keep the same meaning. Note thatshine may be a new word for some students.


Feed back orally.

Answers

1 It snowed lightly last night.2 The Moon is bright tonight.3 The Sun is shining strongly today.4 I answered wrongly.

Why do students need to know more than one way towrite something or say something? Because in English, wedo not like repeating structures, so if we have repetitiveinformation to impart, we will try to find differentstructures to carry it.

Methodology note

Exercise D



Feed back orally.

Answers

The driest place in the world is Antarctica.The wettest place in the world is Cherrapunji.Dallol is the hottest place in the world.

Closure

Dictate some words or sentences from this lesson.


Answers

teaching area

1

2

3

4

It is going to rain in a form for predictable minute. future

What was the weather inversion in be questionslike yesterday?

It was sunny. use of like – not requiredin answers

It is windy today. verb vs adjectivestructures

5 Last night, there was a use of there – impersonal thunderstorm. pronoun with nouns

6 It is snowing heavily at order of verb and adverb the moment. of manner

7 The weather was good need for adjective afterlast week. be

8 It rained last night. use of impersonal it withweather conditions

9 She would like an revisioninteresting job.

10 They want to work for revisionthe government.

11 Rose shouldn’t leave revisionat 16.

12 She doesn’t think he revisionshould do that.

13 We never have lessons revisionon Thursday.

14 Sometimes I sleep in the revisionafternoon.

15 How often do you have revisionhomework?

Grammar 1


This exercise can be done as a test, in class or forhomework. In this case, take in the students’ books at theend and mark them. Make a note of the problem areas,using the grid opposite.

Introduction


16 What does your father do? revision

17 The teacher is going to revision explain the test in a minute.

18 Next term, we are going revisionto learn about Africa.

19 What is the population revisionof Brazil?

20 It rained heavily so we revisiondidn’t go out.

Grammar 1



Grammar 2


As detailed previously, this lesson picks up points in fromelsewhere in this theme, and gives the necessary input toanswer each question correctly.

It can be done in class or, in most part, set for homework.If done in class, here is a possible approach.

Introduction

Exercise A

1 Set for individual work and pairwork checking. Spaceis provided on page 31 of the Workbook. Feed back.

2 Do as a whole-class activity.

3 Do as a whole-class activity. Students will struggle toexplain this. Accept anything reasonable.


Feed back. Drill the sentences.

Answers

1 Depend on the students.2 They all use the same form/pattern.3 They have different uses – the first is an

introduction, the second describes part of aplan, and the third is a prediction of thefuture from information in the present. Dealwith a few more situations in which this formis used, e.g., The car’s going to crash. Thechild’s going to fall. You are going to cut yourhand.


Students should know from previous learning that oneform can have different meanings. However, it is worthrepeating at this point. Show students that the form goingto can be used for introductions, for plans and forpredictions, e.g.,

introductiongoing to plan

future from the present



Grammar 2


Exercise B

Set for individual work and pairwork checking. Feed back,ideally onto an OHT of the tables.

Drill the sentences from each pattern. Practise the threekinds of conversation – about the past, the present andthe future, e.g.,

A: What was the weather like yesterday?B: It was wet./It rained last night./There was rain.

Answers


Q V S V otherword

was yesterday?What is the weather like today?

will be tomorrow?

S V adjective otherwas yesterday.

It is wet today.will be tomorrow, I think.

S V otherrained last night.

It is raining at the moment.will rain tomorrow, I think.

there V noun otherwas last night.

There is rain at the moment.will be tomorrow, I think.




Point out that will is normally used to predict future weather.We only tend to use going to when future weather isimmediately predictable from present weather, e.g., whenyou can see black clouds, a thunderstorm anvil or a tornadoin the distance.


Exercise C

Work through the examples – wet and rain. Point out thatrain can be a noun or a verb. Set for pairwork. Feed back,getting students to say the words in the correct pattern,e.g.,

You say: coldStudents say: It was cold. It’s cold. It will be cold.

Exercise D

Set for pairwork. Monitor and assist. Students can talkabout the country they are studying in, or their owncountry back home, if they know the information.

Exercise E

1 Set for individual work and pairwork checking. Spaceis provided on page 31 of the Workbook. Feed back,pointing out how not can be added to the three typesof sentences.

2 Set for individual work and pairwork checking. Spaceis provided on page 31 of the Workbook. Feed back,showing how the form of the verb snow has tochange in each pattern.


Point out the position of the adverb of manner, i.e., afterthe verb. Drill the sentences. For the negative sentences,leave off the other information as it does not work.


Grammar 2


Answers

1 It is not going to rain heavily.It is not raining heavily.It didn’t rain heavily.

2 It is going to snow heavily in a minute.It is snowing heavily now.It snowed heavily last night.

3 lightly

Do not say ‘adverbs’ or even ‘adverbs of manner’ alwayscome straight after the verb. They do not always. Studentswill learn later that adverbs of manner come after thedirect object, if there is one, so for the moment just pointout that this pattern is Subject Verb Adverb Other.


Exercise F

Set each part for pairwork. Feed back.

Answers

1 adjective2 adverb

This is a situation where later learning can drive outsomething already well-learned. For the whole of thecourse to date, students have been making sentences withbe + adjective. Now they have learned that adverbs gowith verbs. There is a danger that they will apply this to allverbs, including be.

Methodology note

There are a few other copula verbs, like seem, appear andlook, which take adjectives. This is because they basicallyreplace be, e.g.,

He is tired. vs He seems/appears/looks tired.

The subject is referred to by the adjective. We can alsosay, e.g.,

He is a doctor.

Once again, the use of the verb be shows that the subjectand the noun refer to the same person/entity. Comparethis with:

He met the doctor.

In this case, he and doctor are clearly not the same.


Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 5: Culture and Civilization 175

Theme Five

Culture and Civilization


176 UAE ENGLISH SKILLS GRADE 8 – THEME 5: Culture and Civilization


Culture and CivilizationT H E M E

5


General noteBy the end of this theme, students should be able to read, hear and identify, in

isolation and in context, the following words linked with culture and civilization. They

should also be able to write and say them with reasonable spelling/pronunciation,

especially stress in multi-syllable words, and use them in S V O sentences.

age guest

born married

congratulations party

dead present (n)

die single

family thank (v)

group thank you

Make flashcards of all of these words before the Reading 1 lesson.

In the activities in Listening 1, there are three structure points which have not been

formally dealt with to date:

1 Saxon generative, e.g., the man’s family

2 Ditransitive verbs, e.g., giving the woman a ring

3 Everybody + singular verb but plural pronoun, e.g., Everybody dies, don’t they?


Exercise B

Refer students to the first picture.

1 Set for individual work and pairwork checking. Playthe tape.

2 Demonstrate that students must answer with a fullshort answer, i.e., Yes, it is./No, they aren’t. Play thefirst word as an example. Continue with theremainder. Remember to allow all students time tothink of the answer before nominating someone toreply.

Listening 1



adult malebaby man/menboy oldchild/children people/personfemale teenagerfriend woman/womengirl young


1 Check or teach the opposites/converses, i.e., adult/child; man/woman, etc.

2 Say words with irregular plurals and ask students ifthe word is singular or plural.

3 Ask students to say life periods in order, beginningwith baby.

4 Ask students for female words, then male words.


Remind or tell students that the word teenager means theperiod from 13 to 19, because all the numbers end in teen.

Introduction

Exercise A

Give students plenty of time to look at all three picturesbefore eliciting any answers.

Answers

Model answer:

The three pictures show important events fromthe life of one person – birth, marriage anddeath.

This is a deep-end strategy activity. Students may be ableto say a lot with good structure and pronunciation, or theymay only be able to say isolated words. Do not correct.Confirm anything that is reasonable. By the end of thelesson, they should be able to do much better.

Methodology note


Listening 1


3 Repeat the procedure for Activity 2.

4 Refer students to the Skills Check. Work through thepoints. Then play the tape.

Tapescript

Presenter: Theme 5 Culture and CivilizationListening 1B 1 Listen and find.

Voice: a babya boya girla mana womanan adulta childa teenagera presenta guest

Presenter: B 2 Listen. Say Yes or No.Voice: Is this a party?

Is it a birthday party?Is the baby one today?Is the teenager giving the baby a present?Is it a big present?Are the people happy?Are they laughing?Is the baby happy?Is the baby laughing?

Presenter: B 3 Listen. Give information.Voice: What is the teenager doing?

What is the baby doing?How old is the baby?How many people are at the party?Who is giving the present?Who is taking the present?

Presenter: B 4 Listen. Say Yes, No, or give information.

Voice: Are the people laughing?How many people are at the party?How old is the baby?Are the people happy?Is it a birthday party?

What is the teenager doing?Is the baby laughing?Is the baby one today?Is the teenager giving the baby a present?Is the baby happy?What is the baby doing?Who is giving the present?

Remember at this stage that you are working onidentification of the two types of question from theintonation pattern as much as the form. Practise producingthe two types as in Exercise C.

Methodology note

Point out, if necessary, that the answer to Is this = Yes, itis. /No, it isn’t., not Yes, this is., etc.


Exercise C

Repeat the procedure for Exercise B.

Tapescript

Presenter: C 1 Listen and find.Voice: These people are getting married. The man

is on the left and the woman is on the right.The man’s family is behind him. Thewoman’s family is behind her. There aremore guests at the back. The man is givinga ring to the woman. He is putting it on her finger.

Presenter: C 2 Listen. Say Yes or No.Voice: Are the man and the woman married at the

moment?Are they single?Are they getting married?Will they be married in a few minutes?


Listening 1


Presenter: C 3 Listen. Give information.Voice: How many people are in the picture?

How many children?Where is the man’s family?Where is the woman’s family?What is the man doing?

Presenter: C 4 Listen. Say Yes, No, or give information.

Voice: How many people are in the picture?What is the man at the front doing?Where is the man’s family?Are the man and the woman single at themoment?Are they getting married?How many children are in the picture?Where is the woman’s family?Is the woman putting a ring on the man’sfinger?

Exercise D

1 On this occasion, just get students to say True or False,plus the correction. The correction does not have to bein a full sentence with perfect structure.

2 Follow the procedure for mixed questions.

Exercise E

Give students time to read the questions. Elicit some ideasabout customs in the UK – students may be very familiarwith them and may even be able to explain in goodEnglish. However, do not confirm or correct at this stage.

Set for individual work and pairwork checking. Play thetape. Pause after each life event, if necessary, for studentsto make a note. Give time for checking, then feed back.

Answers

1 Andrew Jones is dead. TrueHe was born in 1942. False. 1962.He died in 2003. False. 2004.He was 41 years old. False. 42.Andrew was born over 40

years ago. TrueHe died three years ago. It depends when

you do the lesson!

2 Is Andrew Jones dead? Yes, he is.When did he die? In 2004.Was he born in 1942? No, he wasn’t.When was he born? In 1962.Was he twenty-four years old? No, he wasn’t.How old was he? He was 42.

Tapescript

Presenter: D 1 Listen. True or false?Voice: Andrew Jones is dead.

He was born in 1942.He died in 2003.He was forty-one years old.Andrew was born over forty years ago.He died three years ago.

Presenter: D 2 Listen. Say Yes, No, or give information.

Voice: Is Andrew Jones dead?When did he die?Was he born in 1942?When was he born?Was he twenty-four years old?How old was he?

Tapescript

Presenter: E Listen to a short lecture about customs in the UK.

Voice: Everybody is born, aren’t they? Everybodydies, don’t they? Most people get married.These three life events, birth, marriage anddeath, are important in most cultures. In theUK, we do special things on birthdays,when people get married and when aperson dies.

When a person has a birthday, friends andfamily give the person presents. A presentfor a child is often a toy, but peoplesometimes give money.


Listening 1


When people get married, the man puts aring on the woman’s finger. He puts it onthe third finger of her left hand. Sometimesthe woman puts a ring on the man’s finger.

When a person dies, the family often buys astone. On the stone, they put the name ofthe person, the date of his or her birth andthe date of his or her death. They sometimesput a sentence about the person.

Answers

Possible answers:

birthday = presentsgets married = ringdies = stone

Note the use of his/her when we do not know the genderof the person. Some English speakers use the pluralpronouns they, them, their for singular referents for theindefinite.


Exercise F

Elicit a few ideas, then put students in pairs to discuss.Allow plenty of time for discussion if you can make pairsof students from different cultures. Feed back.

Closure

Ask students mixed questions about the pictures. See ifthey can identify perfectly the two types of question.


Listening 2


Say the stressed syllable of the key multi-syllable wordsfrom Listening 1. Students identify the full word.

Introduction

Methodology note

This is still recognition. Do not worry about pronunciationof target words, as long as they are recognisable.

Exercise A

1 Refer students to the three pictures. Give studentstime to look at the pictures and each word. Play thethree words.

2 Point out that students must be able to pick outwords from the stream of speech. Play each sentenceand get students to point to the correct picture and/orsay the word.

fam familymarr marriedpar partypres /z/ present (n)sing singlead adultba babychil /a/ childrenfe /i:/ femalepeo /i:/ peopleper /«:/ personteen teenagerwo /υ/ womanwo // women

Tapescript

Presenter: Listening 2A 1 Listen.

Voice: birthmarriagedeath

Presenter: A 2 Listen. Which word?Voice: Some countries have a very high birth rate.

The marriage rate in Cuba is very high.Do you know the death rate in yourcountry?We talk about birth rate per thousandpeople in a country.The death rate in Africa is thirty-seven perthousand people.Countries in Western Europe have a lowmarriage rate.

It is vital that you give students practice in hearing newwords in the stream of speech. A word such as birth willsound quite different if followed by, e.g., rate, when thesound will be something like bir thrate.

Methodology note


Listening 2


Exercise B

Refer students to Table 1.

1 Give students time to look at the table and work outwhat it shows. Then ask some quick checkingquestions. Make sure students have some idea whereeach country in the list is in the world, i.e., thecontinent (see Closure). Make sure they can alsointerpret the idea of per 000, e.g., the figure for themarriage rate in Egypt is 9.2, which means there are9.2 marriages per 1000 people each year, or 0.92 perhundred, nearly 1%. Elicit the idea that the table isprobably in numerical order – because it is not inalphabetical – so Cuba will be the biggest numberand Argentina the lowest, with the others in between.

2 Set for pairwork. Make sure students understand thatthey are only listening for half of the information.

Play the tape. Put students in pairs to exchangeinformation. Monitor and assist. Feed back, building up thetable on the board.

Answers

country marriagesCuba 17.7Philippines 14.0Bangladesh 10.7Egypt 9.2USA 8.9Syria 8.6China 7.7UK 5.9France 4.4Argentina 3.9

Tapescript

Presenter: B 1 Listen and write numbers in the boxes.

Voice: Marriage is very popular in most countriesof the world, but there are big differences inmarriage rates. Cuba and the Philippineshave high rates, for example. Cuba has oneof the highest rates at seventeen pointseven per thousand people, while thePhilippines is close behind with fourteen.Many countries in Western Europe have lowrates, for example the UK and France. TheUK has five point nine, while France hasone of the lowest rates at four point four.However, the lowest rate of all is Argentina,at three point nine. Many countries have arate around ten. Bangladesh has ten pointseven, Egypt has nine point two, the USAhas eight point nine and Syria is slightlylower at eight point six. China has a rate ofseven point seven.

Exercise C

Refer students to Table 2. Repeat checking questions, butask students to ignore the final column of the table for themoment.

Elicit ideas, but do not confirm or correct.

Students may be quite good at guessing, particularly fortheir own continent. For example, they may mention Aidsand famine/starvation, etc., as a cause of lots of deaths inAfrica, and perhaps small families in Europe as a cause oflow birth rate in that continent.


Exercise D

Repeat the procedure for Exercise B.

Play the tape. Put students in pairs to exchange information.Monitor and assist. Feed back, building up the table on theboard.

Tapescript

Presenter: D 1 Listen and write numbers in the boxes.

Voice: There are big differences between birth rateand death rate in different continents.


Listening 2


Africa has the highest birth rate at thirty-seven births per thousand people, but italso has the highest death rate – fourteenper thousand. Europe has the lowest birthrate at ten point five per thousand, but quitea high death rate, too, at twelve. Why doesEurope have a high death rate? BecauseEurope has an old population – nearlytwenty percent of people in Europe are oversixty-five years of age. There are bigdifferences in the birth rate in the Americas.In North America, the birth rate is fourteen,but in South America it is twenty-one pointfive. The death rates are very similar. NorthAmerica has a death rate of eight point fiveand South America seven point five. Thebirth rate in Asia is similar to SouthAmerica. It is twenty-one. In Australasia it islower, at eighteen, but Asia and Australasiahave the same death rate – eight. Answers

Exercise E

Establish the importance of the final column. Point out thatthe difference between births and deaths will be thegrowth rate. So if twenty people in a thousand are borneach year and ten die, there will be a growth rate of tenper thousand, or one per hundred, i.e., 1%.

1, 2 Set for pairwork. Do not feed back.

3 Play the tape.

4 Put students back into pairs to complete the finalcolumn. Feed back, adding the information to thecolumn and eliciting the interpretation.

continent births deaths difference interpre- questions tation in

Exercise CAfrica 37.0 14.0 23.0 growing the highest

very fast birth rate,the highesthighestdeath rateand thefastestgrowth rate

Europe 10.5 12.0 -1.5 falling the lowestslightly birth rate

and thelowestgrowth rate

North 14.0 8.5 5.5 growingAmerica slowlySouth 21.5 7.5 14.0 growing theAmerica fast lowest

deathrate

Asia 21.0 8.0 13.0 growing fast

Australasia 18.0 8.0 10.0 growingquite fast

Tapescript

Presenter: E 3 Listen and check.Voice: The population of the world is growing

because the birth rate is higher than thedeath rate. Overall, the world birth rate istwenty-two and the death rate is nine. Sothe difference is twenty-two minus nine,which is thirteen per thousand people, orone point three percent. But there are bigdifferences between the growth rates indifferent continents. Africa, for example, hasa difference between birth rate and thedeath rate of twenty-three, whereas Europehas a difference of minus one point five. Inother words, the population of Europe isn’trising. It’s going down.

Answers

After Exercise E.


Listening 2


Exercise F

Refer students to the bar chart and elicit the meanings ofthe two bars in each case.

Put students in pairs to work out which bars depict theinformation for each continent.

AnswersEurope

North America

Australasia

Asia

South America

Africa

0 5 10 15 20 25 30 35 40

Births

Deaths

Closure

Say the names of countries and continents from thislesson at random. See if students can find the word on thepage immediately. Say the names in isolation, then in asentence from the tapescript.

You could even give students a test on the location ofeach country, i.e., you say a country and the students haveto say the correct continent.

Answers

country continentEgypt Africa UKFrance

Europe

CubaUSA

North America

Argentina South America SyriaChina AsiaBangladeshPhilippines Australasia

Figure 1: Birth rates and death rates by continent


diphthongs

Speaking 1


Revise the main vowel sounds with words related toculture and civilization.

Introduction


1 2party family

thankmarriedmarriage

female singlepeople childrenteenageborn old (dark l)group younggirl deadperson deathbirth present

guestfriend

( ) = not formallypresented in thiscourse

1 2die agechild baby

male

Follow this procedure in each case:

1 Say a word from each pair several times. Do not letstudents say anything, e.g., party – family.








Speaking 1



1 2heart hathurt hetheat hithaughty hottyhow hoehate height

Exercise A

Give students plenty of time to study the pictures andwork out what is going on.



3 Encourage students to make fullsentences/descriptions. Elicit from individuals.

4 Set for pairwork. Monitor and assist. Allow the partnerto help the person trying to remember a picture.

Answers

1 A child’s birthday partyB death – students may want to say putting

the body in the ground/funeral/burial orsimilar, which is fine.

C family celebration/dinner (Thanksgiving)D marriageE birthF family party (New Year’s Eve)

2 One logical order is E, A, D, C/F, B, but thereare others.

3 Depend on the students.4 Depend on the students.

We normally describe photographs in English as if theevents are happening now. Remind students of the use ofthe present continuous for this, e.g., two people are gettingmarried. This is good contrast with the use of the presentcontinuous to describe trends, which was exemplified inthe first two lessons of this theme and will be picked upon later.


Exercise B

Refer students to the rebus pictures.

1 Play the tape.

2 Play the tape again, pausing after each question andinviting students to answer before playing the answer.Deal with any pronunciation problems.

3 Elicit the first question, then play the tape again,pausing after each answer this time and eliciting thenext question. Deal with intonation of different typesof questions.

Work through the points in the Skills Check.

Tapescript

Presenter: B 1 Listen.Voice 1: When were you born?Voice 2: In 1976.Voice 1: So you are 29?Voice 2: No, I’m not. I’m 30.Voice 1: Are you married?Voice 2: Yes, I am.Voice 1: When did you get married?Voice 2: Oh, a long time ago. 1997.Voice 1: Have you got any children?Voice 2: Yes, I have. Three. Two boys and a girl.Voice 1: What does your father do?Voice 2: He’s dead, actually.Voice 1: Oh, I’m sorry. Voice 2: Thank you.Voice 1: When did he die?Voice 2: In 2004.


Speaking 1


Presenter: B 2 Listen and answer.[REPEAT OF EXERCISE B1]

Presenter: B 3 Listen and ask.[REPEAT OF EXERCISE B1]

Exercise C

1 Set for pairwork. Make sure students realise that theyhave to give true information this time.

2 Elicit information from individuals about their partner.

Closure

1 Ask mixed questions about life events and getindividual students to reply.

2 Invite students to ask you about your life events.Answer truthfully, if possible.


Speaking 2


Play The Alphabet Game with words connected withfamilies, culture and civilization. Ask students to try tothink of at least one word beginning with each letter of thealphabet. Give clues, including mime and drawings.

A adult; age; auntB boy; birth; born; babyC child; children; culture; custom; civilizationD die; dead; (daughter)E Eid (Arabic festival)F family; father; friend; femaleG group; guest; girlH home; house; (husband)I (in-laws)J ?K ?L ?M married; mother; man; menN ?

O oldP party; present; people; person Q ?R rate (as in birth rate, etc.); ringS single; stone (as in headstone)T thank; teenagerU (uncle)V ?W woman; women; (wife)X ?Y youngZ ?

Note that the words in brackets have not been formallypresented, but students may know them.

Introduction

Exercise A

Set for individual work and pairwork checking. If studentsare struggling, work through the words in the first row,exaggerating the stressed vowel. Feed back orally.

Answers

1 party Mars clerk married /{/ not /ɒ:/2 teenage female women people // not /i:/3 born worse warm north /«:/ not /ɔ:/4 group cool* move young /Ã/ not /u:/5 person work present birth /e/ not /«:/6 age child light die /ei/ not /a/7 dead friend guest east /i:/ not /e/8 baby train thank male /{/ not /e/*The dark l changes the vowel quality, but it starts

as /u:/.


Speaking 2


Exercise B

1 Set for individual work and pairwork checking. Playthe tape. Feed back orally.

2 Set for individual work and pairwork checking. Play thetape. Feed back, building up model notes on the board.

3 Elicit sentences from individual students. Correct forpronunciation and structure.

4 Allow students time to compose a short talk. Monitorand assist. Get students to give their talks in pairs andcorrect each other.

Answers

1 Princess Diana2 Model notes:

b. 1961name Spencerleft school 16first job 1979 – pre-schoolm. 1981 – Charles Windsorchildren William (1982); Harry (1984)d. 1997 (36)

Tapescript

Presenter: Speaking 2B 1 Listen. What is the name of the

person?Voice: She was born in 1961. Her family name was

Spencer. She was not very good at school.She left when she was sixteen. In 1979, shestarted work in a pre-school.

In 1981, she got married. Her husband wascalled Charles Windsor. She had two sons.William was born in 1982, and Harry wasborn in 1984.

Her marriage was not a good one. She andCharles separated in 1992.

She started doing a lot of work for poorpeople. On 31st August, 1997, she died in acar accident in Paris. She was thirty-sixyears old.

Presenter: B 2 Listen again and complete Table 1.

[REPEAT OF EXERCISE B1]

Exercise C

Remind students about Henry VIII or tell them briefly ifthey haven’t heard of him before.


2 Elicit sentences from individuals. Correctpronunciation and structure.

3 Allow students time to compose a short talk. Monitorand assist. Get students to give their talks in pairs andcorrect each other.

If students are going to study wholly or partly in English, itis likely that they will come across references to iconicfigures from Western and particularly British and Americanculture. They will need to use real-world knowledge tomake sense of these references.


Exercise D

Follow the detailed instructions. Monitor and assist duringthe talks.

Closure

Make sure students understand and can produce all thekey words from this theme, with good pronunciation andstress.




Look at picture 3.Is this a funeral?Are some of the people crying?Do you have funerals like this in yourcountry?Have you ever been to a funeral?Who has died?When did he die?When was he born?How many people are at the funeral?Who are these people?What are the women holding?Why are they all sad?

Exercise A

Refer students to the three pictures. Remind students thatthey saw them in the Student’s Book. Check/teach thenew words in the captions – wedding and funeral.

Give them time to look at each picture before you play therelevant tape.

Set for pairwork. Play each question and then allowstudents a few seconds to discuss and agree on theanswer. Elicit the answer, or, where relevant, a range ofanswers. Check/correct pronunciation as you go.

If students struggle with the range and mixture ofquestions on the first run through, play the tape again.

Tapescript

Presenter: Workbook: Listening and speaking A Listen and answer.

Voice: Look at picture 1.Is this a birthday party?Is the baby two today?Is the baby laughing?Are the people happy?Do you have parties like this for babies?Do you have younger brothers and sisters?Where is the young woman standing?What is the teenager giving the baby?Why is he giving the baby a present?How old is the baby?What is the older woman doing?

Look at picture 2.Is this a funeral?Are all the people standing up?Are the two people at the front gettingmarried?Are they happy?Do you give rings at weddings in yourcountry?Have you ever been to a wedding?What is happening here?Who are the people behind the man andthe woman?What is the man in front doing?

Exercise B

Remind students about the two kinds of questions. Checkthe intonation patterns of each type. Use questions fromthe tapescript above.

1 Set for individual work. Monitor and assist. Getindividual students to say the questions to you.Correct pronunciation and intonation as required.

2 Repeat procedure from 1.


Exercise C

This is a revision activity on the conversations in previousthemes.

Work through the example, showing how the remainingthree sentences are taken from the box.

1 Set for pairwork. Monitor, but do not assist.

2 Play each conversation, getting students to check.

3 Set for pairwork. Monitor and assist. Deal withpronunciation problems.

Note: Four line dialogues of this kind are very common inspoken English, and this activity therefore serves twopurposes – firstly, giving students practice of the structuresand language of the first five themes and secondly,demonstrating this common interlocutory pattern.




Tapescript

Presenter: C Listen and check your answers.Voice 1: What’s the capital of Brazil?Voice 2: I think it’s São Paulo.Voice 1: No, that’s the biggest city, but it isn’t the

capital.Voice 2: You’re right. It’s Brasilia.

Voice 3: When do children start school in yourcountry?

Voice 4: Well, some children start at three, butcompulsory education begins at five.

Voice 3: And when do they leave?Voice 4: Nowadays most children stay at school up

to the age of 18.

Voice 5: What kind of job would you like to do aftercollege?

Voice 6: I’d like to work in the leisure industry.Voice 5: So where do you want to work? In a hotel?Voice 6: No. I want to be a sports trainer.

Voice 7: What’s the weather like in your country insummer?

Voice 8: It’s very, very hot. Sometimes, thetemperature reaches 46 or 48.

Voice 7: Goodness me! That is hot!Voice 8: Yes, but, of course, we have air conditioning

everywhere.

Voice 9: What happens in an eclipse of the Sun?Voice 10: The moon passes between the Earth and

the Sun.Voice 9: And what about an eclipse of the Moon?Voice 10: The Earth moves between the Sun and the

Moon.

Voice 11: Are you married?Voice 12: Yes, I am. I got married in 2002.Voice 11: Do you have any children?Voice 12: Yes. We have two – a boy and a girl.


Reading 1


Use the flashcards of culture and civilization words.

After flashing each card a few times, get students to say arelated word each time you flash a word, e.g., you flashborn, they say die.

Possible pairs:

born – dieparty – guest/presentsingle – marriedcongratulations – thank youfamily – mother/father, etc.

Introduction

Exercise A

Refer students to the words.


Answers

Possible groups:

Exercise B

Remind students about Charles Dickens – or simply say hewas a famous English novelist.

Refer students to the Skills Check on this page.

Set for individual work and pairwork checking. Make surestudents realise that they have to complete the word, thenthink of the kind of information that can come next. Workthrough the first couple as examples. Feed back orally.

born married died life eventsbirth marriage death life eventsparty guest present partyage thank congratulations birthday partylive life related words

Students could also group by word class or relatedword, e.g., married/marriage.

For pairs, see the Introduction.


Possible answers

Reading 1


2 Students will be guessing much of this, but at least itwill show them what they do not know. They may wellbe surprised by the answers!

3 Allow students to self-check, then feed back, buildingup the table on the board.

You could also give the periods on pieces of paper andget students to move them around physically into thecorrect order.

Charles Dickens was born + date …

His family lived + place

When he was 12, he left school + reason?

He went to work in a factory + place

At 15, he got a job + place

In 1834, he met a woman + called + name

They got married + place/time

In 1836, he started to write + a novel/name

of a novel – see

next sentence

The book was very popular + reason?

At the age of 26, famous + place,

Dickens was e.g., all

over the world

His first child was born + date

In 1870, Dickens died + place

Research shows that native speakers can read fastbecause they do not need to look at all the letters of along word. In context, only the first two or three letters arerequired for the brain to make an intelligent guess at theword. We must help students to be able to do this, too.

It is self-evident that native speakers can also predict thekind of information that is going to come next in a givensentence or phrase. We also need to teach that skill.

Methodology note

Exercise C

Sometimes it is difficult for students to understand a textin English because they do not have the backgroundknowledge. Tell students to do some research on factualinformation in their own language before they read aboutthe information in English.

Make sure students can say each age in the table inReading 2. It is important that they can recognise andproduce the phrase as well as reading it. Be ready toexplain some of the ages.

1 Tell students to number the table in Reading 2 withthe oldest period first, i.e., pre-history = 1. Set forpairwork. Do not confirm or correct.

Answers

Model answer:Note: The dates are approximate, not the wholeperiod of the age.

order datethe Roman Empire 2 0 CEAncient Egypt 3 3000 BCEthe Middle Ages 5 1400the Victorian Age 7 1850Ancient Greece 4 1000 BCEpre-history 1 5000 BCEthe Renaissance 6 600

As mentioned before, it is important that students who willstudy in English know how English-speaking culture looksat the world, in this case, how we divide up history intoages/civilizations.


Check information from this lesson.

1 The biography of Dickens, e.g., ask quick questions ordo as a quiz.

2 Periods in history – say a period and students say adate, and vice versa.

Explain to students that they are going to read the textproperly in the next lesson. Tell them not to read the textbefore the next lesson. It will not help them. Use theflashcards again in various ways.

Closure

12345678

910

1112


Reading 2


Hand out the flashcards. Say a word. The person with thecorrect word should hold it up.

Get students to cover the text completely.

5 Answer questions which the writer asks.

Allow students to uncover the text for one minute to doeach activity, but make sure they cover it again while theydiscuss or feed back. Direct them to do items 2 and 3 onthe list on the board. Feed back on the general topic.

Allow students to uncover and read the first paragraph.Set for individual work and pairwork checking. Feed back.You will almost certainly have to teach life expectancy.Point out that, in this case, the introduction suggests thatthe information will be in chronological order. Allowstudents to scan the whole text for one minute to checkthis prediction.

Introduction

Exercise A

Elicit all the ways that you should prepare to read a text:

1 Look at illustrations to get a very general idea ofcontent.

2 Look at tables to get a more specific idea of content.

3 Read the heading to find out what the text is about ingeneral.

4 Read subheadings and/or the first paragraph to findout specific topics and order of topics.

Exercise B

Refer students to Skills Check 1.

Set the activity for pairwork. Point out that this is not areading exercise, just a scanning one.


Reading 2


Feed back, ideally onto a data projection or an OHT of thepage. Alternatively, get students to read out the phrases ineach case.

Exercise C


Elicit common prepositions. Point out that to is sometimesa preposition and sometimes part of the infinitive. Askstudents to ignore to followed by a verb.

Get students to recite the full phrase in each case.

Answers

1 The following phrases (in italics) come after asingle comma.The Ancient Greeks only lived for an extrathree years, although they knew a lot aboutmedicine. In the Middle Ages, around 1400 CE, theaverage age at death was 33, probablybecause people had more food to eat.

2 The following phrases (in italics) appearbetween two commas.Thousands of years ago, in pre-history, peopleonly lived for about 20 years.The Ancient Egyptians, in around 3000 BCE,had an average life expectancy of 25. TheRomans, in around 0 CE, died, on average, at28.In the Middle Ages, around 1400 CE, theaverage age at death was 33, probablybecause people had more food to eat.In the Renaissance, at the time ofMichelangelo and Shakespeare, most peoplewere dead by the age of 37.By the Victorian Age, in 1850, the averageage rose to 45 because doctors saved manychildren at birth.

Answers

1 Point out clearly that the word to can be part of theinfinitive or a preposition. Students must think eachtime they see the word: Which is it?

2 You may be surprised to see a technical exercisebefore the students are allowed to read forcomprehension. However, it is important to stressthat bottom-up processing, e.g., chunking wordsinto meaningful units, is an important part ofreading for true comprehension.

Methodology notes

Exercise D

Set for individual work and pairwork checking. Feed back,building up the table on the board or using a dataprojection or OHT.

At the startof the 20thto rise quickly not really a preposition – part

of the infinitiveBy 1950,at deathto rise not really a preposition – part

of the infinitive to antibiotics part of the fixed phrase

thanks to At the startof the 21st centuryabout the futurein the 20th centuryBy 2050,to get not really a preposition – part

of the infinitive to the magic ageof 100


Answers

Reading 2


2

period years average

pre-history 5000 BCE 20

Ancient Egypt 3000 BCE 25

Ancient Greece 1000 BCE 28

the Roman Empire 0 CE 28

the Middle Ages 1400 CE 33

the Renaissance 1600 CE 37

the Victorian Age 1850 CE 45

the start of 20th century 1900 CE 50

the middle of 20th century 1950 CE 65

the start of 21st century 2000 CE 79

the middle of 21st century 2050 CE 85

5000 BCE 3000 BCE 1000 BCE 0 CE 1400 CE 1600 CE 1850 CE 1900 CE 1950 CE 2000 CE 2050 CE

90

80

70

60

50

40

30

20

10

0

Exercise E

Point out that tables of figures and graphs tell you what,but not why. Tell students to always read for reasons orfacts. They could also add them to a graph in the form offlags.


Closure

See how many of the facts students can remember. Theydo not have to know the statistics, but they should be ableto remember the broad sweep.

Answers

1 Probably because there was more food.2 Because doctors saved many children at

birth.3 There were cleaner houses, cleaner water

and cleaner food.4 Because there are now antibiotics.

1


Writing 1


Use the flashcards again.

Introduction

Exercise B

Exercise A

Remind students about the importance of the first two orthree letters of a word. You should be able to predict thewhole word in context.

Set for individual work and pairwork checking. Feed backorally.

Set for pairwork. Do not let students write at this point.Then reset the activity for individual work and pairworkchecking.

Feed back, getting the adjectives, nouns and verbs on theboard.

Some target words in this text have not been formallytaught, but students should know them and be able tocomplete them.

Methodology note

Answers

letters adjective noun verbd… dead death diemarri… married marriage marry…li… alive life liveb… born birth

Although the letters are not very informative in this case,the words are clearly related, and this relationship is worthpointing out.


Answers

Jeanne Louise Calment was born in France in1875. In 1888, when she was 13, she met thepainter, Vincent Van Gogh, in her father’s shop.She was 14 when they finished building the EiffelTower in Paris. She married in 1896. She had onechild, Yvonne, but she died in 1934.

In 1965, when she was 90, she met a 47-year-oldlawyer called Raffery. She sold him her flat. Heagreed to pay her $500 per month until herdeath. Raffery paid her money for 30 years thenhe died, but his wife had to continue to pay. Theybought the flat many times over!

At the age of 85, Calment learnt to fight with asword. She rode a bicycle at 100 and at 114, sheplayed herself in a film about Van Gogh.

She died in 1997, just after her 122nd birthday.She is the oldest person in history with a birthcertificate to prove her age at death.


Writing 1


Exercise C

1 Help students to make the first few notes. Then setfor individual work.

2 Monitor and assist. Get students to read outparticularly good answers.

Answers

Model answer:

The world’s oldest person is Jeanne LouiseCalment. She was born in France in 1875. Shelived longer than all her family. She died in 1997,at 122.


Writing 2


Tell students you are going to dictate four words. Studentsmust write them down and find the connection. Dictate thefour words from Theme 2 with silent letters:

autumnFebruaryJanuaryWednesday

Elicit the connection.

Write the words from Skills Check 1 on the board. Afterwriting each one, get students to tell you which is thesilent letter, then pronounce the word.

averagefamilyfriendguesthistoryknow

Introduction

marriagemedicinesword

Refer students to the words in Skills Check 1 to self-check.Then practise the pronunciation of each word. Do not letstudents look back at the reading texts.

Exercise A

1 Elicit answers. Feed back, ideally onto a dataprojection or OHT.


3 Set for pairwork. Elicit the types of words in a nounphrase.

4 Refer students to Skills Check 2 to self-check.

Get students to recite the prepositional phrases.

Answers

1, 21 The WHO has figures for average life

expectancy from the earliest times.2 In the Renaissance, at the time of

Michelangelo and Shakespeare, mostpeople were dead by the age of 37.

3 At the start of the 21st century, it was 79.3 Students should notice that a noun phrase

can contain:• articles, e.g., the• adjectives, e.g., earliest• two or more nouns, e.g., average life

expectancy

Exercise B

1, 2 Set for pairwork. Feed back orally.

3 Refer students to Skills Check 3 to self-check.


Writing 2


Exercise C


Exercise D

Have a general discussion before setting the activity.Students may need to do some research on the Internetbefore completing the activity. Space is provided on page38 of the Workbook.

Answers

The Ancient Romans died, on average, at 28. Inthe Middle Ages, the average age at death was33. The average went up in the next 200 years. Atthe time of Shakespeare, most people were deadby the age of 37. The average continued to risein the Victorian Age because doctors saved manychildren at birth.

Notice that the activity deliberately asks What happened?not What has happened? as this would bring the presentperfect into effect.


Closure

Get some students to read out the best paragraphs.




Exercise A

Remind students about scanning the beginnings of words.Point out that it takes a lot of practice to do this. Nativespeakers take about ten years! But you can acquire theskill through practice and it will enable you to read morequickly.

Remind students about the kind of information you expectto find in a biography – birth, marriage, death, children,jobs, etc.

Do as teacher-paced activity. Ideally, unmask thesentences one at a time on an OHT or datashow. Getstudents to tell you the completion first and then the kindof information and the structure of that information next.Feed back after each sentence.

Answers

Possible endings and extensions; note that otherthings are possible, but these are the most likelyin a biography.

1 She was born + a date and/or place.2 Her first name + was + first name.3 Her family name + was + family name.

(Note that for a women this might not bethe same as the name by which a person iswell-know, because of changing names onmarriage.)

4 Her mother died + in + a date and/or place.5 She went to school + in + a date and/or

place.6 She then went to university + in + a date

and/or place.7 She got married + in + a date and/or place

OR to + a person.8 She had three children + number and

gender and/or names + dates of birth.

Exercise B

Remind students that prepositions are very important inEnglish. Do not say they are difficult! It is possible to learnhow to use the English system with sufficient practice.


Answers

Target words in italics.

1 at one time2 a member of the French parliament (Note:

Make sure students understand the idea ofparliament.)

3 at the age of 184 at the time of his death5 died in a plane crash6 for some time7 in 20048 on March 12, 19529 the king of Saudi Arabia

10 the prime minister of Britain (Note: Makesure students understand the idea of primeminister.)

11 the second of eight children12 went to Oxford University

Exercise C

Remind students about scanning – looking at illustration,headings, names, numbers.

Set for pairwork. Feed back orally. Ask students what, ifanything, they know about either of the people. Do notconfirm or correct.

Answers

They are biographies of two famous people.




Exercise D

Note that some of the sentences in these texts are above thetarget level, but the students do not have to understand thesesentences in order to be able to find the target information.

1 As far as possible allow students a free choice, but youmust get a reasonable number doing each person. Allowstudents to work in groups to extract the key information.They can decide where to put extra things in, like childkilled in plane crash.

2 Set for pairwork. Make sure students have covered thetexts before they start and do not show each other thenotes they have made.

3 Set for pairwork. Feed back orally. In fact there are manyparallels between the two lives.

Answers

Indira Gandhi Faisal Bin Abdulaziz Bin Soudb. 19/11/1917 1905school India learn Qu’ran at home – from mother’s

Switzerland fatheruniversity Oxford (Eng.) nojobs father’s sec. soldier

member of parl. (1959) governor of Hijaz (1926)Minister* of Information (1964) Minister* of Foreign Affairs (1932)

Prime Minister* (1958)Prime Min. of India 1966–77 and 80–84 King of Saudi Arabia (1964–75)

m.* 1942 – Feroze Gandhi d. 1960children* Rajiv (1944) Khalid (1941)

Sanjay (1946) – d. 1979 plane crash Turki (1941)Saud (1945)

d. 1984 - killed* 1975 – killed*

* things in common

Exercise E

Set for individual work. Make sure students understand thatthey have to write a text from the notes they have taken. Theymust not look at the text in the workbook until they havefinished their own text. Monitor and assist. Feed back byallowing them to check with the text in the workbook then gothrough any problems.


Vocabulary 1


Explain that this lesson checks students’ knowledge ofnumbers, and words broadly connected with culture andcivilization.



To revise Theme 3, ask students for the number ofbrothers and sisters they have. Make a list on the board.Get students to calculate mean, mode and median.

To revise Theme 4, give students some items to convert,e.g., Celsius to Fahrenheit, inches to centimetres, and/ormiles to kilometres.

Introduction

Teach students the word duration, e.g., Term starts on Xand finishes on Y, so the duration is Z.

Put students into three groups if you wish to do theseexercises as groupwork. Let each group calculate the finalcolumn. You may have to revise the key point that BCEgoes back to 0, then CE starts counting up, so from 2500BCE to 1500 CE = 4000 years, or 40 centuries. Put studentsinto threes with an A, a B and a C in each. On thisoccasion, they can keep their books open, but they mustnot show the other two students in their group.

Feed back, getting students who heard rather than readthe information to give you information. If students areinterested in any of these civilizations, recommend someresearch on the Internet.


Answers

Exercise A

name start end duration

(centuries)

Mayan c 2800 BCE 1550 CE 43.5

Egyptian before 4000 BCE 280 CE 43

Indian before 3000 BCE 500 CE 35

Inuit c 1100 BCE 1850 CE 30

Polynesian c 500 BCE 1775 CE 22.5

name start end duration

(centuries)

Egyptian before 4000 BCE 280 CE 43

Sumerian before 3500 BCE c 1700 BCE 18

Indian before 3000 BCE 500 CE 35

Mayan c 2800 BCE 1550 CE 43.5

Minoan before 2000 BCE c 1400 BCE 6

Exercise B


Vocabulary 1


Exercise C

name start duration to date

(centuries)

Far Eastern 589 CE 14

Arabic c 620 CE 13

Western c 675 CE 13

Hindu c 775 CE 11

Communist 1848 CE 1.5

Exercise D

Set for individual work and pairwork checking. Feed backby saying the noun and getting students to say theprepositional phrase.

Answers

1 in the evenings2 at weekends3 on Mondays4 in the 20th century5 from time to time6 for many years7 on average8 from 40 to 459 an area of 7.7 m km2

10 the oldest person in the world


Vocabulary 2


Dictate some words from Vocabulary 1.

Introduction

Exercise A

Write the four sentences on the board.

1 Set the first activity for individual work and pairworkchecking. Feed back, marking the apostrophe s in thesentences.

2 Set for pairwork. Do not feed back at this point.


Answers

1 The world’s oldest person is Jeanne LouiseCalment.The ring’s on the woman’s finger.She met him in her father’s shop.She’s the oldest person in history.

2 Group 1 world’s; woman’s; father’s =possessionGroup 2 ring’s; She’s = is

Exercise B

Set for individual work and pairwork checking. Feed backorally. Space is provided on page 38 of the Workbook.

Answers

1 the man’s family2 her father’s shop3 the shop door – two nouns with the first

being used as an adjective4 life expectancy – two nouns with the first

being used as an adjective5 the woman’s finger6 the baby’s presents – note the spelling (not

babies)7 Andrew’s house8 his birth place – two nouns with the first

being used as an adjective9 the marriage rate

10 the princess’s death


Vocabulary 2


1 Generally speaking, if we can make a Saxon genitive(noun + apostrophe s), we must make it, e.g., thefamily of the man sounds strange whereas the man’sfamily is normal.

2 Some grammar books say that the Saxon genitive isonly used with people, but this is not true. It is alsoused when a word stands for people, e.g., the world’soldest person, and with time expressions, e.g., theyear’s end, and in many phrases.

3 The use of apostrophe s for is is not common informal written English.

Language and culture notes

Exercise C

Allow students to read and try to work out the joke. Pointout that in normal writing, we do not use capital letterswith these words. They suggest people here, hence thejoke.

Exercise D

Set the activity without referring students to Skills Check 2.Allow students to compare in pairs, then refer them to theSkills Check. Feed back orally.

Answers

1 Does everybody have their book?2 Somebody has my book, don’t they?3 Does anyone want some more tea?4 Nobody lives in that house, do they?5 Where is everybody?

Closure

Dictate some sentences from this lesson.


Grammar 1


This exercise can be done as a test, in class or forhomework. In this case, take in the students’ books at theend and mark them. Make a note of problem areas.

Introduction

Answers

teaching area

1

2

3

4

The population of Europe present continuous for is falling because the trendsdeath rate is higher than the birth rate.

Life expectancy started verb + infinitive with toto rise thousands of years ago.

It is still rising. position of still

Calment was born in use of was with bornFrance in 1875.

5 She died in 1997. no was with a full activeverb

6 The teenager is giving verb + two objectsthe baby the present.

7 Calment sold her flat to verb + two objectsa lawyer in 1965.

8 He paid her $500 for the verb + two objectsflat.

9 He gave it to her every verb + two objectsmonth for 30 years.

10 When someone dies, the use of when as relative person’s family sometimes pronoun (not question buys a stone. word)

11 I am going to talk about revisionJapan today.

12 In Science yesterday, we revisionlearnt how to make all the colours of the rainbow with a prism.

13 She often plays sports. revision


Grammar 1


14 They study in the library revisionevery morning.

15 Does he want to go on revisionto college?

16 You shouldn’t do that. revision

17 Last night, it was very revisioncold.

18 The summer was good revisionlast year.

19 The River Nile is 6,825 revisionkilometres long.

20 She came to the UAE revisiona year ago.


Grammar 2



It can be done in class or, largely, set for homework. Ifdone in class, here is a possible approach.

Introduction

Exercise A

Set for pairwork.

Exercise B

Refer students to the tables. Feed back, eliciting answers.

Answers

1 They both use the present continuous form.2 The first one is describing something

happening around the present time. Teachthe word trend and show the meaning with agraph showing a trend line. The second onedescribes something happening now.

Exercise C

Set this activity as a general discussion.

Exercise D


Answers

1 2 3 4 notes

Life is still rising. after theexpectancy auxiliary

andbefore the mainverb

Calment could still ride. after themodalandbefore themain verb

She still likes chocolate. beforea singlewordmain verb,except be

We are still here. after beas a main verb


Grammar 2


The position of adverbs in sentence patterns is complexand needs constant attention. There are some generalpatterns – still follows the patterns of most frequencyadverbs, for example.


Exercise E

Set for pairwork. Feed back orally. Point out that there arequite a lot of verbs which are followed by the infinitivewith to. In this course, students have met:

agreecontinueknow (how)learn to dostarttell (someone)trywant

Build up this table on the board.

Answers

1 It must be a verb.2 It is in the infinitive with to.

Life started thousands of years ago.

expectancy continuedto rise

in the 20th century.

Exercise F

Write the sentence on the board and work through thetwo structures.

Set for individual work and pairwork checking. Space isprovided on page 39 of the Workbook. Feed back, elicitingpossible endings from students.

Answers

Depend on students.

Exercise G


Answers

1 She was born in 1961.2 She was called Diana Spencer.3 She – left school at 16.4 She – married Charles in 1981.5 She – died in 1997.

There is often a problem for students when they begin tosee a structure such as She was born/He was called. Theybegin to see was as the all-purpose past time marker andstart to use it even with full simple past verbs, e.g., Shewas died. Clearly, when the passive is introduced, thisproblem can be exacerbated. It is hard, at first, forstudents to see the difference between She was died andShe was killed. Therefore, it is important to get students tonotice at an early stage when was is required and when itis not.

Methodology note

Exercise H

Set for pairwork.

Make sure students can actually see four patterns. Buildup the table on the board.

Note that we do not normally use two consecutivepronouns after this kind of verb, e.g., He gave her/thewoman it, but instead we say He gave it to her/the woman.Similarly, we do not normally put a pronoun in finalposition.

person (noun) thing (noun)pronoun thing (noun)

verbthing (noun) to + person (noun)pronoun to + pronoun


Grammar 2


Drill sentences, e.g.,The man gave a ring to the woman.HeHe gave a ring to the woman.herHe gave a ring to her.itHe gave it to her.

OrThe man gave the woman a ring.HeHe gave the woman a ring.herHer gave her a ring.

The following ditransitive verbs have been used in thistheme.

givesellbuypay

2 Set for individual work. Space is provided on page 39of the Workbook. Monitor and assist. Feed back,eliciting some good sentences.

Some verbs in English require two objects. They areditransitive. One object will be a person and the other willbe a thing. The rules for words after ditransitive verbs arequite complicated and you will only be able to begin to getstudents noticing the problem at this stage.


Exercise I

Give students a few moments to look at the table, thenelicit the first word.

Remind students that the word When is often used as aquestion word. Elicit some possible questions, perhapsfrom this theme, e.g., When was Calment born?

Refer students to the table and ask Is ‘when’ a questionword here? The answer is No, it isn’t. (In fact, it is a relativepronoun, but you do not need to use that expression atthis stage.)

1 Because it is not a question word, you do not need aquestion pattern after it. Set for individual work andpairwork checking. Feed back, building up thesentences on the board.

Answers

1 a child has a birthdayWhen someone dies , …

two people marry

people give presents.… the family buys a stone.

the man gives the woman a ring.

Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 6: They Made Our World 215

Theme Six

They Made Our World


216 UAE ENGLISH SKILLS GRADE 8 – THEME 6: They Made Our World


They Made Our WorldT H E M E

6



isolation and in context, the following words linked with transport. They should also

be able to write and say them with reasonable pronunciation, especially stress in

multi-syllable words, and use them in simple S V O sentences, and with compound

when S V O sentences.

accident driver pilot take off

airport land port traffic

arrive leave railway station

bus stop passenger sailor

bus station pedestrian street


In Listening 1, there are two structure points which have not been formally dealt with

to date:

1 Present perfect for events in the past with a present effect or consequence, e.g.,

There has been an accident. Have you ever had an accident?

2 was doing when did and did when did

These are for comprehension only at this stage. They are analysed and practised later.


Listening 1



bicycle drive roadboat fly sailbus go shipcar motorbike traincome plane walk


1 Check or teach the related words, e.g., plane – fly, etc.

2 Mime forms of transport and get students to mimethem when you say or flash the word.

3 Ask students to put the forms of transport into orderof speed – slowest first.


Introduction

Exercise A

Give students plenty of time to look at all four picturesbefore starting the tape.

Play the tape. The first items are revision.

Tapescript

Presenter: Theme 6 They Made Our WorldListening 1A Listen and point.

Voice: shipcarsplaneroadtreesseapeoplesailorsskytrafficdriveraccidentcrashpassengerspedestriansstreet

Voice: A car hit another car.The accident has caused a traffic jam.There are men in the road.The passengers are getting off the ship.The plane has crashed.The ship hit another ship.The ship is going down.There’s a plane in the forest.Two people are crossing the road.There has been an accident on the mainroad.They’re going to take the cars away.The ship is going to go under the water.The taxi has had a crash.


Listening 1


These pictures, and some others in this theme, are quiteshocking. The writer believes this is acceptable in alanguage classroom since it should not be an emotionaldesert. However, be prepared for students to be shockedby the pictures. Deal with the issue sensitively.

Methodology note

Make sure students realise that a pedestrian is not justsomeone walking, but someone walking near traffic. Sobeing a pedestrian is a dangerous thing, whereas walkingper se is not.


Exercise B

Check or teach the word measure. Ask students How canwe measure time/length/temperature?

1 Refer students to Table 1. Check or teach the wordtransport. Elicit the methods of transport from the firstcolumn.

Remind students that they should always predict contentbefore they listen. This will help them to understand whenthey hear something, even if their prediction is wrong.

2 Set for individual work and pairwork checking. Play upto the first pause and elicit ideas. Then play the trueinformation. Reassure students that it does not matterif they were wrong – the important thing is that theyknow what the speaker is going to talk about. Thenplay up to the first number and check that students arefilling the table correctly. Continue with the rest of theitems.

Feed back, ideally onto a datashow or OHT.

Get students to work out the order and compare that withtheir own prediction.

Tapescript

Presenter: B 2 Listen. Predict the next word. Then complete Table 1.

Voice: What is the safest method of transport?Actually, we can’t answer that questionbefore we answer another one. How can wemeasure safety? One way is to look at thenumber of accidents for each method. InAmerica in 2002, the largest number ofaccidents involved [PAUSE] cars. Therewere two million, three hundred andseventy-eight thousand car accidents. Insecond place was accidents involving[PAUSE] pedestrians, that is, people walkingnear roads or crossing roads. There wereseventy-seven thousand accidents involvingpedestrians. In third place, we haveaccidents involving [PAUSE] bicycles. Therewere fifty-eight thousand accidents withcyclists. That is slightly more than accidentsinvolving [PAUSE] motorbikes – the figurethere was fifty-four thousand. Buses weremuch safer in this way of measuring. Therewere only seventeen thousand busaccidents, but that is still more than twicethe number of [PAUSE] boat or shipaccidents – eight thousand. Finally, we havevery small numbers for [PAUSE] trains andplanes – three thousand accidents involvingtrains, and one thousand, seven hundredinvolving planes.

Answers

method accidents p.a. orderbicycle 58,000 3boat/ship 8,000 6bus 17,000 5car 2,378,000 1motorbike 54,000 4pedestrians 77,000 2plane 1,700 8train 3,000 7


Listening 1


Exercise C

Refer students to the Skills Check. Drill the examples. Elicitthe negative short answer in each case.

Set for choral response, but make sure that students donot call out until you have given everyone a chance tothink of the correct response. Play the tape, pausing aftereach question. Replay the question if a significant numberof students get any one wrong.

Tapescript

Presenter: C Listen and answer.Use the correct short form.

Voice: Do all the pictures show accidents?Does the first picture show a plane crash?Is there a motorcycle in the fourth picture?Has there been a road accident in thesecond picture?Are the passengers getting off the ship inthe third picture?Is there a traffic jam in the second picture?Are there passengers in the first picture?Are the men crossing the road in the fourthpicture policemen?Were all the cars in the second pictureinvolved in the accident?Did the ship in the third picture hit a smallboat?Was the taxi in the fourth picture involved inan accident?

1 Note that a lot of these sentences are deliberatelylong, so that students have had time to forget thegrammatical form by the time they come to answer.

2 Note that in English, students have to also work outthe correct preposition to use. You might want to drillsome of the expressions and the related prepositions,e.g., Are the people …?/Yes, they are. Then do the setof questions again, for individual students to respondto.

3 If anyone asks about the present perfect questions,e.g., Has there been an accident …?, point out thatwe often use this form in British English to ask ageneral question. Say it will be explained furtherlater.

Methodology note

1 Many languages have an all-purpose Yes, it’s true typeof response to these Yes/No questions. In other words,they may not expect to have to pay attention to thegrammar of the question when forming their answer.You might like to ask students about this point in theirown language.

2 For some reason, we do not seem to collocate planeor train with accident. We normally say plane/traincrash.


Closure

Ask students Have you ever had an accident?

When you get a positive answer from a student, ask morequestions with the simple past, e.g., How old were you?Where were you? Were you in a car? If you have a group ofteenagers, ask them silly questions like Were you driving?,etc. Avoid What happened?, as this would be difficult for astudent at this level to answer, particularly until you havelooked at the past continuous later in this theme.


Listening 2



Introduction

bi 'bicycledri 'drivermo 'motorbike / 'motorcyclistdes pe'destriantra 'trafficac 'accidentsai 'sailorpa 'passengers

As noted before, this is still recognition. Do not worryabout pronunciation of target words, as long as they arerecognisable.

Methodology note

Exercise A

1 Refer students to the four pictures. Give students timeto look at the pictures and each word. Play the fourwords.

2 Point out that students must be able to pick outwords from the stream of speech. Play each sentenceand get students to point to the correct picture and/orsay the word.

3 Point out that some words go with one kind oftransport, e.g., take off = plane. Other words can gowith several forms of transport, e.g., arrive. Askstudents to list and say the letter(s) of the correctform(s) of transport in each case.

4 Refer students to the sketch map. Tell them to listenand follow the route.

Tapescript

Presenter: Listening 2A 1 Listen. Mark the stress.

Voice: portairportbus stationrailway station

Presenter: A 2 Listen. Which picture?Voice: How far is the airport from here?

Is there a railway station near here?Can you tell me the way to the bus station?Is there a port in this city?

Presenter: A 3 Listen. Which place(s)?Voice: land

take offarriveleaveflysailgocome


Listening 2


Presenter: A 4 Listen and look at the sketch map.Mark the route.

Voice: When the ship gets to the port inSouthampton, you must go to the railwaystation and get a train to London Victoria.Find the bus station – it’s very close to therailway station – and from there, you canget a bus to the airport – it’s calledHeathrow.

Exercise B

1 Set for individual work and pairwork checking. Playthe tape. Feed back, getting the two questions on theboard.

2 Write the key sentence on the board: One way is tolook at the number of accidents for each method.Underline One way, if students are struggling, but donot confirm or correct. Refer them to Skills Check 1.

3 Give students time to read the Skills Check. Then work through the points carefully.

Answers

1 What is the safest method of transport? Howcan we measure safety?

2, 3 See Skills Check 1.

Tapescript

Presenter: B 1 Listen. What two questions doesthe speaker ask?

Voice: What is the safest method of transport?Actually, we can’t answer that questionbefore we answer another one. How can wemeasure safety? One way is to look at thenumber of accidents for each method.

Exercise C

Set for individual work and pairwork checking. Play thetape. Feed back, building up the list on the board. Checkor teach the ideas contained in the list, especially thechance of doing something. Point out that you have achance of dying from lightning at some time in your life of1 in 56,000.

Get students to add these methods to the next threecolumns of Table 1 on page 80.

Tapescript

Presenter: C 2 Listen and check your ideas.Voice: How can we measure transport safety? One

way is to look at the number of accidentsfor each method. Another way is to look atthe number of deaths by each method. Domore people die each year in car accidentsor plane crashes, for example? We couldlook at the distance that people travel byeach method each year. For example,people travel much further by car than bybicycle, so we could measure the deathsper passenger kilometre. Finally, we couldconsider the chance of having a fatalaccident – an accident in which someonedies – by each method. There aren’t manyplane crashes every year, but when a planecrashes, most passengers die. On the otherhand, there are millions of car accidentsevery year, but in most cases, nobody dies.

Answers

• the number of accidents• the number of deaths• the number of deaths per passenger km• the chances of dying


Listening 2


safety in this way. It is motorcyclists. Therewere one hundred and twelve deaths perbillion passenger kilometres bymotorcyclists in the US in 2002. Pedestrianswere in second place – forty-nine deaths,with cyclists third at forty-one deaths. Caraccidents are in fourth place by thismeasure. Only two point eight deaths perbillion passenger kilometres. Trains causednought point nine, and then we have somevery small numbers – ships point noughtfour, buses point nought six, and planespoint nought two.

Finally, what is the actual chance of dyingduring your lifetime in a particular kind oftransport accident? Of course in this case, alow figure is bad. I mean, if you have a onein two chance, that is very, very bad, but aone in two thousand chance is much better.So how do the different transport methodsdo by this measure? It seems you have thebiggest chance of dying as a pedestrian –one in six hundred and twelve. Next, wehave car accidents – one in eight hundredand sixty-nine. Motorbikes are in third place – one in one thousand, one hundredand fifty-nine. Then the figure jumps tocyclists – four thousand, eight hundred andfifty-seven, and then doubles to shipaccidents – one in nine thousand andnineteen. It doubles again to planeaccidents to one in twenty thousand andfifteen, and then leaps for bus accidents toone in eighty-six thousand, six hundred andtwenty-eight. The safest way to travel,according to this measure, is the train. Thechance of dying in a train accident is justone in one hundred and thirty-threethousand and thirty-five. Compare this withthe chance of being hit by lightning – onein fifty-six thousand – and you will see howsmall the chance is.

Exercise D

Make sure students understand the task. Elicit from anumber of students which method they are going to listen for. Play the tape. Feed back, ideally onto adatashow or OHT.

Tapescript

Presenter: D 2 Listen for information about your method. Complete the information in Table 1.

Voice: As we have seen, there are four main waysto measure transport safety. We havelooked at accidents. What about the figuresfor the other ways? Firstly, let’s look atdeaths per year. Once again, cars are themost dangerous method of travel. Therewere forty thousand deaths in 2002 in caraccidents. In second place werepedestrians. There were five thousand, threehundred and seven deaths of pedestrians.Motorcyclists were in third place, but a longway behind. Two thousand, one hundredand six people died in accidents involvingmotorcyclists. Less than half that numberdied in train accidents. The actual figurewas one thousand and ninety-six. Cyclistsand ship passengers had very similar results – eight hundred and thirteen peopledied in cycling accidents, and eighthundred and nineteen in boating orshipping accidents. Plane passengers werea little way behind at six hundred andthirty-five. Finally, what about buspassengers? Only seventeen people died onbuses in the US in 2002.

Another way to measure transport safety isto look at deaths per kilometre. Actually,this is impossible because the figure wouldbe so small. So we measure deaths perbillion passenger kilometres. A billion is anumber followed by nine zeros. We have anew number one if we measure transport


Listening 2


Answers

Table 1: Transport safety in the US

method accidents deaths deaths chance:

(in order) p.a. p.a. per 1 in …

billion

passenger

km

pedestrians 77,000 5,307 49 612

car 2,378,000 40,000 2.8 869

motorbike 54,000 2,106 112 1,159

bicycle 58,000 813 41 4,857

boat/ship 8,000 819 0.04 9,019

plane 1,700 635 0.02 20,015

bus 17,000 17 0.06 86,628

train 3,000 1,096 0.9 133,035

As Skills Check 2 states, students will always get lost atsome time during a talk. They need to have predicted thestructure of the talk so they have a way back into the talk.In this case, they can predict that the speaker will talkabout the methods in order, so if they get lost in one set offigures, they can wait until the speaker starts to talk aboutanother set. The activity in Exercise D is an extremeversion of waiting. In this case, they have to wait until theirmethod of transport is mentioned each time and take nonotice of any of the other information.

Methodology note

Closure

Ask a large number of questions about the information ineach column of the table with comparatives. Make sureyou use some with safe and some with dangerous, sostudents get exposure to the two forms of comparative,i.e., -er/more than. For example, Look at the column ofaccidents. Are cars safer than motorbikes? Are planes moredangerous than trains?, etc. Put students into pairs to asksimilar questions.

Then ask For each method, what is the safest/mostdangerous method of transport?

Ask Which is the best way to measure transport safety? Askstudents to look at all the figures and decide. Get them towrite their final order in the last column. Feed back anddiscuss findings.

Answers

Clearly there is no right answer to the finalquestion, but it does seem that planes, busesand trains are very safe compared with cars,bicycles, motorbikes and walking near roads.


Speaking 1


Revise the main vowel sounds with words related totechnology and positions in a table.


Introduction

1 2car passengerlast (place) accident

trafficlandcrash

leave shipstreet fifth (place)port (get) offwalkfourth (place)group come

busfirst/third (place) pedestrian

1 2fly planedrive trainbicycle sailpilot railwayarrive station

take (off)motorbike (go) downboatgoroad

diphthongs


1 Say a word from each pair several times. Do not letstudents say anything, e.g., car – accident.







Speaking 1



Put students into pairs to do the minimal pairs* activitybelow. Each student says one word from each pair and theother tries to work out which. Point out that these are allEnglish words, although the meanings are not important.

Two bikes have crashed in the road. Someother cyclists are riding past. They are in arace. There are people watching on theother side of the road.

A plane has crashed in Antarctica. It is inthe snow.

There has been a terrible accident. Lots ofcars are involved.

Presenter: A 2 Listen and repeat.Voice: Two bikes have crashed in the road.

A plane has crashed in Antarctica.A fire has started on the ship.There has been a terrible accident.

1 2barter badBert bedbeat bidbought bodabout abodeabate abide

* These are not really minimal pairs, but the differences are slight.

Exercise A

1 Give students plenty of time to look at the fourpictures. Set for individual work and pairworkchecking. Play the short texts, pausing after each onefor students to choose and check with their partner,but do not let them shout out. At the end of the fourextracts, ask students What’s happened in Picture1/2/3/4? Try to elicit the has done form.

2 Play the tape or say the individual sentences.Students repeat.

Deal with tense selection here – we use has done (presentperfect) because the action happened in the past, but wecan still see the result – the bicycles on the ground, theplane on the snow, the smoke and the wreckage.

Answers

Picture 3Picture 1Picture 2Picture 4

Tapescript

Presenter: Speaking 1A 1 Listen. Which picture?

Voice: A fire has started on the ship. Thepassengers are getting off the ship. Thesailors are helping them.

If students are struggling with repeating the sentences,use backchaining, i.e.,

You say: the roadStudents say: the roadYou say: the side of the roadStudents say: the side of the roadYou say: crashed at the side of the road, etc.

Methodology note

Exercise B

Work through Picture 1 as an example, i.e.,

1 Two bikes have crashed in the road.2 Other cyclists are riding past.3 Perhaps some cyclists will stop to help.

Set for pairwork. Monitor and assist. Get some students totalk about a picture for the whole class.


Speaking 1


Exercise C

Remind students about Yes/No questions. Give somerelated to the pictures and elicit some more. Demonstratethe activity with a good student. Set for pairwork. Monitorand assist.

Exercise D

Tell students they are going to hear some sounds. Theymust work out where and what is happening. Set forpairwork. Play the tape, pausing after each sound forstudents to discuss, then elicit feedback.

Tapescript

Presenter: D Listen.Sound effects: 1 airport sounds, with a plane taking off

2 a ship about to depart3 a bus station, with buses coming and

going4 announcements and the noise of trains

at a railway station5 a busy road, cars going by at high speed6 a city street, full of traffic

Answers

1 airport2 seaport3 bus station4 railway station5 busy road6 city street

Closure

Work through the Skills Check, then put students intopairs to identify their own problem areas and follow theadvice.


Speaking 2


Play The Alphabet Game with words connected withtransport and accidents. Ask students to try to think of atleast one word beginning with each letter of the alphabet.Give clues, including mime and drawings.

A accident; airport; arriveB bus; bicycle; boatC car; crash; come; cyclistD drive; driver; (depart); deathsE (engine)F flyG goH hit; (hurt)I (injured)J jam, i.e, traffic jamK kilometreL leave; (lorry)M motorbike; mileN near

O ?P passenger; plane; pedestrian; pilot; portQ (queue)R road; railway stationS street; sailor; station; sail; ship; sea; skyT train; take off; traffic; (taxi)U ?V (vehicle); (van)W walk; water; (wreck)X ?Y ?Z ?

Note that the words in brackets have not been formallypresented, but students may know them.

Introduction

Exercise A

Set for individual work and pairwork checking. If studentsare struggling, work through the words in the first row,exaggerating the stressed vowel. Feed back.

Make sure students notice that some words have silentvowels – marked * in the Answers. Feed back, workingthrough the points in Skills Check 1.

Answers

123456789

101112131415161718

Oo oO Ooo oOo ooOaccident 3

airport 3

arrive 3

behind 3

between 3

bicycle 3

computer 3

driver 3

engineer 3

explain 3

factory* 3

manager 3

mathematics* 3

passenger 3

railway 3

station 3

temperature* 3

theatre 3


Speaking 2


Exercise B

Set for individual work and pairwork checking. Play eachword and give students time to think, then elicit answersfrom individuals.

Tapescript

Presenter: Speaking 2B Listen to the stressed sound from

the words in Exercise A. Which word do you hear in each case?

Voice: dritweenmaacstapassplainrivebieatmanairpufacrailtempneerhind

Answers

dri drivertween betweenma mathematicsac accidentsta stationpass passengerplain explainrive arrivebi bicycleeat theatreman managerair airportpu computerfac factoryrail railwaytemp temperatureneer engineerhind behind

Exercise C

If you think students will realise that the conversations areprinted in Skills Check 2, set the questions for pairworkdiscussion. Play each extract, then ask the two questions.

Tapescript

Presenter: C Listen to some conversations.Voice 1: Did you come by car?Voice 2: Yes, I did.Voice 1: Was the traffic bad?Voice 2: (It was) terrible!Voice 1: What a shame!

Voice 1: How did you get here?Voice 2: I came by train.Voice 1: How was the journey?Voice 2: (It was) fine.Voice 1: Great!


Speaking 2


Voice 1: Did you fly down?Voice 2: No, (I didn’t). I came by car.Voice 1: How long did it take?Voice 2: (It took) ages.Voice 1: Oh dear!

Exercise D

Work through Skills Check 2. Drill the sentences and thenthe conversations.

Exercise E


Closure

Tell students you have just arrived in the country/town. Getthem to start a conversation with you. Remind them alsoabout starting conversations by talking about the weather(Theme 4, Skills Check, page 55).




Exercise A

Refer students to the pictures. Point out that all thesepeople died in transport accidents. Ask if they recogniseanyone. The chances are, only Princess Diana will berecognised. Do not confirm or correct. Ask when theythink each person lived. Again, elicit ideas, but do notconfirm or correct.


2 Check that students have written a single word at thetop of each column, 1–4.

Answers

The first column must be Person, but the othercolumns could be headed in any order.

person place date transport What happened?

Exercise B

Ask them if they can guess some of the answers. This willhelp them to think of the different kind of information, e.g.,Perhaps Diana died in Dorset, England, in a plane crash on31st August, 1997. Set for pairwork. Feed back, justchecking that they have the correct slot for each kind ofinformation and they can say it with reasonably fluency,even Dag Hammarskjold (pronounced shoold). Help withpronunciation. Make sure students realise they will hearactual dates, not, e.g., 31 08 1997.

Answers

No real answers at this stage.

Exercise C

Set for individual work and pairwork checking. Play eachpart, stopping the tape at the end to give students time tocomplete copying and check with a partner. Make surethey are also putting in a few notes in the final column toremind them of what happened.

Answers


Tapescript

Presenter: Workbook: Listening and speakingC Listen and copy each piece of

information into the correct place in Table 1.

Voice: Many famous people have died in transportaccidents. Perhaps the most famous isDiana, Princess of Wales. She died in Paris,the capital of France, on 31st August, 1997.She was travelling in a car at nearly 200kilometres per hour. Photographers werefollowing the car on motorcycles. The carhit a pillar in a tunnel. Diana died almostimmediately.

Another famous person died in a transportaccident in the same city 90 years before.Pierre Curie was a famous physicist. Heworked with his wife, Marie, on the elementuranium. They discovered a new element.They called it radium. They received theNobel Prize for this work. On the evening of19th April, 1906, it was raining heavily.Pierre was crossing the road in Paris whenthe wheel of a carriage hit him. He diedinstantly.

T E Lawrence died in a motorcycle accidentin Dorset, England. This is a little surprising,because T E Lawrence was a soldier in theFirst World War. He was a very famoussoldier. People called him ‘Lawrence ofArabia’ because he spoke Arabic andhelped the Arabs get independence fromTurkey. Nearly 20 years after the end of the war, Lawrence was riding hismotorcycle. It was May 13th, 1935.Lawrence was going very fast on a smallcountry road. There were two children onbicycles on the road. He swerved to miss




Answers to Exercise C

Model answers

person place date transport What happenedDiana, Princess of Wales Paris, France 31/08/1997 car car =196 kph

hit pillarphotographers chasing car onmotorcycles

Pierre Curie Paris, France 19/04/1906 pedestrian raining heavilycrossing the road wheel of a carriage hit him

T E Lawrence Dorset, England 13/05/1935 motorcycle riding very fast along country lane,swerved to avoid two children onbicycles

Dag Hammarskjöld Ndola, Zambia 17/09/1961 plane ten miles from airport, the aircraftdescended too low, and impacted the jungle below

Percy Bysshe Shelley Livorno, Italy 08/07/1822 boat sailing homestormboat sank = he drowned

them and crashed. He died in hospital sixdays later.

Dag Hammarskjöld was Secretary Generalof the United Nations. On the 17thSeptember, 1961, he was travelling in aplane to the town of Ndola in Zambia. Theplane was about 15 kilometres from theairport. The pilot was flying very low. Theplane hit a tree. It is possible thatHammarskjöld survived the crash, but hewas dead when rescuers found him. Hereceived the Nobel Peace Prize after hisdeath.

Percy Bysshe Shelley is one of the mostfamous English poets in history. He wrotesome of the best poems in English,including Ode to the West Wind. He movedfrom England to Italy in 1818. On 8th July,1822, he was sailing home. He was nearLivorno in Italy. There was a storm and theboat sank. Shelley drowned. Fishermenfound his body some days later.

At this point, students have not formally studied thepattern was doing when did in this course. However, theywill be familiar with it from previous learning. They study itformally in the next lesson.

Methodology note

Exercise D

Remind students of the structure – one/another/the other.In this case, there are several people, so the other can onlybe used:

a about any pair of people, e.g., Two of them died inroad accidents in Paris. One person died in 1906 andthe other person in 1997.

b about one or two and the rest, e.g., One person is awoman. The other people are men.

Set for pairwork. Play the tape. After each sentence, givestudents time to think of possible continuations. Then playthe actual one.




Exercise E

Explain that later in the lesson students will have to give atalk, so they must be able to pronounce some of thesewords correctly.


2 Play the tape. Feed back. Note that some of the wordscould sound similar if they are pronounced with thewrong stress, e.g., carriage/crashed; swerved/survivedNote also that there are fewer syllables than it mightappear in several words, e.g., crashed, swerved,survived.

3 Students can look up words in the dictionary or gethelp from other students or from you.

Tapescript

Presenter: E Listen and check.Voice: a'pproach

a'void'carriage'crasheddrowned'pillar'rescuerssur'vived'swerved'travel'tunnel

Answers

O Oo oO Ooo oOo ooOapproach 3

avoid 3

carriage 3

crashed 3

drowned 3

pillar 3

rescuers 3

survived 3

swerved 3

travel 3

tunnel 3

Exercise F

1 Set for individual work. Monitor and assist.

2 Put into groups with people who have chosendifferent people. Monitor and assist.

Tapescript

Presenter: D Listen and speak.Voice: One person died in a car accident. [PAUSE]

Another person died in a motorcycleaccident.

One person hit a pillar. [PAUSE] Anotherperson hit a tree.

One person was a famous physicist.[PAUSE] Another person was a famouspoet.

One person was a woman. [PAUSE] Theother people were men.

Two of them died in road accidents in Paris.One person died in 1906. [PAUSE] Theother person died in 1997.

One person died in the 19th century.[PAUSE] The other people died in the 20thcentury.

Two people were travelling too fast.[PAUSE] The other people weren’t.

One person died in Africa. [PAUSE] Theother people died in Europe.


Reading 1


Use the flashcards of the transport words. After flashingeach card a few times, get students to say a related wordeach time you flash a word, e.g., you flash airport, they sayplane.

Possible pairs:airport – planearrive – leaveland – take offport – sailor

Introduction

Exercise A

Set for pairwork.

Feed back, ideally onto a datashow or OHT.

Answers

transport person place actionbus driver bus station drivetrain driver railway station driveship sailor port sailplane pilot airport flycar driver road drivemotorbike road ridebicycle cyclist road ride

The extra word is pedestrian.

Exercise B


Answers


Exercise C

Ask students to work in pairs to think of extra words fromthis area.

Exercise D

1 Point out that this is a general knowledge test. Theyhave not studied this in the course. Set for pairwork.Feed back, but do not confirm or correct.

2 Repeat the procedure.

Answers

They depend on the students, but they canprobably guess that the boat came first, and theplane is the most recent.


Reading 1


Exercise E

1 Set for individual work and pairwork checking.Remind students that names are oftendefined/explained just before or just after the worditself, e.g., William Huskisson, a member of the Britishgovernment.

2 Set for individual work and pairwork checking. Thistime, students need to use their knowledge ofnumbers to work out what each item is, e.g., date,speed, distance.

Answers

1, 2 There are in fact ten names.

name definition in text text

William a member of Trains

Huskisson British government

Rocket a (railway) engine Trains

Mary Ward a scientist Pedestrians

Bridget a middle-aged Pedestrians

Driscoll woman

Arthur Edsall a man Pedestrians

Richer a soldier Cars

Edwin Sewell an engineer Cars

Orville Wright a maker of bicycles Planes

Flyer 1 a plane Planes

Thomas an American

Selfridge soldier Planes

1

234

56789

10

3, 4 There are in fact 11 numbers.

number type text

15th September, 1830 date Trains

40 kilometres Trains

per hour =

speed

31st August, 1869 date Pedestrians

1896 year Pedestrians

6 kilometres Pedestrians

per hour =

speed

25th February, 1899 date Cars

three days later = Cars

time period

17th December, 1903 date Planes

37 metres = Planes

distance

five years later = Planes

time period

25 metres = Planes

distance

(actually

height)

12

345

67

89

10

11

Enforce the time limit strictly. There is no point in allowingstudents time to read the whole text at this stage. The ideais simply to force them to use capital letters to find propernouns, then check the referent, and repeat with numbers.

Methodology note

Closure

Explain to students that they are going to read the textproperly in the next lesson. Tell them not to read the textbefore the next lesson. It will not help them.

Use the flashcards again in various ways.


Reading 2


Get students to cover the text on page 85 completely.

1 Hand out the flashcards. Say a word, and the personwith the correct word should hold it up. Useflashcards to increase the breadth of the activity.

2 Elicit all the ways that you should prepare to read atext:1 Look at illustrations to get a very general idea of

content.2 Look at tables to get a more specific idea of

content.3 Read the heading to find out what the text is

about in general.4 Read subheadings and/or the first paragraph to

find out specific topics and order of topics.5 Answer questions which the writer asks.

Allow students to uncover the text for one minute to doeach activity, but make sure they cover it again while theydiscuss or feed back. Alternatively, use a datashow/OHT togradually reveal the text/target items.

Set each task for individual work and pairwork checking.Feed back before moving on to the next task.

Exercise AIntroduction

Answers

1 Depends on the students.2 It is about accidents – more specifically, the

first accidents for each type of transportwhere people died.

3 It will probably be in the same order as in thesentences, i.e., trains, pedestrians, cars,planes.

4 This shows that the order is as predicted.


Reading 2


Exercise B

Put students into groups of four.

1 Get students to choose one topic each. Make surethey understand that they only have to read thatparagraph and fill in information about that topic.Point out that the person column is for the personwho died. Monitor, but do not assist on this occasion.Point out that there may not be information for someof the columns.

2 Set for groupwork. Monitor and assist. Studentsshould not look at the table of the others in thegroup, so all information, including spelling of names,must be conveyed orally. If a student has not foundinformation that was in their text, allow them to lookbriefly at the paragraph again.

Allow students to double check the information they heardby looking at the other texts. But do not give a long timefor this. They should be scanning for names and numbersonly.

Answers

Table 1: The first deaths in travel accidents

method date location person (who died) car/plane, etc. driver/pilot, etc.planes 1908 USA Thomas Selfridge Flyer Orville Wrightpedestrians 31/08/1869 Ireland Mary Ward steam car no informationpedestrians 1896 London Bridget Driscoll petrol car Arthur Edsallcars 25/02/1899 London Edwin Sewell petrol car Edwin Sewell trains 15/09/1830 Liverpool William Huskisson Rocket no information

1 The Pedestrians text is probably the hardest. Youmight want to ensure that a good student in eachgroup is set to read this one.

2 Do not help students with the meaning of new wordsat this stage. Point out that you are going to givesome advice on this in a minute.

Methodology note

Exercise C

Work through Skills Check 2, pointing out that you havegot different kinds of words here, i.e.,

steam = noun modifying a noun = a kind of Nsteep = adjectivebroke = verbcompetition = noun

This information alone helps with guessing. Then point outthat the information in the same phrase, sentence orparagraph gives a lot more help.

Elicit probable meanings of the target words here.

Answers

steam = boiling water, therefore a steam car =one which uses boiling watersteep = a kind of hill; you can guess that it is \.broke = hurt in some waycompetition = something between two or moremoving things = a kind of race?

Exercise D

Each person has at least one word to explain. Allowstudents to look back at their own text to check. Set forgroupwork. Monitor and assist.

Closure

See how many of the facts students can remember.


Writing 1



Introduction

Exercise A

Set for pairwork. Do not let students write at this point.Then reset the activity for individual work and pairworkchecking.

Feed back, getting students to give you the name of theperson in each case. Get students to tell the spelling of theasterisked words.

Answers

+ -(e)r + -or + -istdrive 3

manage 3

paint 3

play 3

sail 3

teach 3

type* 3

write 3

bank 3

bicycle* 3

engine 3

law* 3

novel 3

reception 3

science* 3

sculpture* 3

This activity should be very easy for the students, but itreinforces the point that occasionally you need to look atthe end of an English word to fully understand it – driver isdifferent from drive.

Methodology note

Exercise B

Set for individual work and pairwork checking. Feed back.Point out cases where the article changes as the itembecomes identified, i.e.,

a / the Scotsman– / the peoplepeoplea / the girl


Writing 1


Answers

Kirkpatrick McMillan, a Scotsman, made the firstbicycle with – pedals in about 1835. Seven yearslater, the Scotsman was riding near his home inGlasgow. A large group of – people came towatch. The people pushed a young girl into theroad and Kirkpatrick hit the girl. She did not die,but she became the first pedestrian in anaccident with a bicycle. The name of the girl isunknown.

Exercise C


Closure

Dictate words related to technology.


Answers

1 The ‘Rocket’ was travelling at about 40kilometres an hour. It hit Huskisson and he died.

Edwin Sewell was driving his car down a steephill.

One wheel broke and he hit a wall.

The Scotsman was riding near his home inGlasgow. A group of people pushed a younggirl into the road and Kirkpatrick hit her. Shedid not die.

2 The two forms:

Writing 2


Ask students to tell you words from this theme with thefollowing letter combinations. Write the combinations onthe board and elicit the full words, perhaps by gettingstudents to come up to add the extra words on the board.Note that some of the words were actually taught in PartA, but they belong to this lexical set.

Introduction

ai sailor; train; railway; airportea leaveee streetoa road, boatcc accidentff trafficrr arrivess passenger

past continuous past simplewas travelling hitwas driving diedwas riding broke

hitpushedhitdid not die

Ask students to cover the Skills Checks.

Exercise A

1 Set for individual work and pairwork checking. Feedback, checking that all the verbs have been found.

2 Set for individual work and pairwork checking. Feedback, checking that the students have correctlyidentified the two forms – past simple and pastcontinuous.



Feed back, getting students to cover the Skills Check anddraw a composite diagram with the names of the tenses.



Writing 2


Exercise B

Make sure students are clear about the words action,interruption, result. Allow students to translate these in amonolingual class.

Set for pairwork. Feed back, getting the answers on theboard in the form shown in the Answers.

Answers

action interruption resultThey were flying at The propeller The plane about 25 metres. broke. crashed.

Exercise C

Refer students to Skills Check 2. Work through the points.Make sure students realise that when can sit in twopositions.

1 Between the action and the interruption.

2 Before the interruption and the result.

Exercise D


Answers


Closure

Get some students to read out the best sentencecompletions.




Exercise A

Ask students to open their books but cover the facingpage – the texts.

Remind students about scanning – looking at the pictures,the titles, the words with capitals, the numbers and thefirst sentence of each paragraph.

Set for pairwork. Only allow students to look at the textsfor 30 seconds.

Answers

Students should notice that they are about flying.The titles in this case are clearly two names sothey are biographies of two women – presumablypilots.

They may notice the dates – most in the 20thcentury.

Exercise B

Note that some of the sentences in these texts are abovethe target level, but the students do not have tounderstand these sentences in order to be able to find thetarget information.

1 As far as possible allow students a free choice, butyou must get a reasonable number doing eachperson. Allow students to work in groups to extractthe key information.

2 Set for pairwork. Make sure students have coveredthe texts before they start and do not show eachother the notes they have made.

3 Set for pairwork. Feed back orally. In fact there aremany parallels between the two lives.

Answers

1

2 Amelia Earhart Amy Johnsonb. 24th July, 1897, 1st July 1903,

Kansas, USA Hull, UKd 2nd July, 1937 5th January, 1941nationality American Britishbought 1920 1930planebecame 1923 1929a pilotwhat were flying to a flying in bad happened small island in weather; went to her? the Pacific off course;

Ocean; never crashed in the arrived; North Sea; drowned? drowned

4 Possible parallels.• They were very successful women in a man’s

world at the time – flying.• They had their own planes.• They lived in the first half of the 20th century.• They died in a plane crash.• They died young – 40 and 37.• They went off course – probably.• They drowned – maybe – not sure about

Earhart.

Exercise C

Set for individual work. Make sure students understandthat they have to write a text from the notes they havetaken. They must not look at the text in the Workbook untilthey have finished their own text. Monitor and assist. Feedback by allowing them to check with the text in theWorkbook then go through any problems.


Vocabulary 1


Explain that this lesson checks students’ knowledge ofnumbers, and words broadly connected with transport. Onthis occasion, there is only number work in theintroduction.



To revise Theme 3, ask students for the number of caraccidents they have had. Make a list on the board. Getstudents to calculate mean, mode and median.

To revise Theme 4, give students some items to convert,e.g., Celsius to Fahrenheit, inches to centimetres and/ormiles to kilometres.

To revise Theme 5, ask if students can remember the datesand durations of any ancient civilizations.

Introduction

Exercise A

Set for individual work and pairwork checking. Space isprovided on page 46 of the Workbook. Feed back orally.

Answers

Possible pairs:

above belowarrive leavebehind in front ofborn diedbottom topcentre cornercome gogive takemale femaleroad streetsingle marriedtake off landteach learntowards away from

Exercise B

Say one of the words and get students to say the ‘opposite’.

Answers

Teacher’s script.

towards away fromabove belowcentre cornerborn diedmale femalecome gobehind in front oftake off landteach learnarrive leavesingle marriedroad streetgive takebottom top


Vocabulary 1


Exercise C

This is a variant of an exercise students should be familiarwith. Go through the first one as an example.


Answers

1

2

34

5

6

7

8

Northern Equator Southern north to

Hemisphere Hemisphere south of globe

sunrise noon sunset named parts

of the day

July August September months

south southwest west directions of

the compass

Earth Mars Jupiter planets in

order from

the Sun

baby child teenager named

periods of life

morning afternoon evening named parts

of the day

red orange yellow colours of

the rainbow

in order

Exercise D

Refer students to Skills Check 2. Work through the points.

Exercise E


Closure

Display some of the best vocabulary pages.


Vocabulary 2



Introduction

Exercise A

Answers

1 They both contain comparative adjectives.2 One uses -er than, the other uses more …

than.

Write the two sentences on the board.

1 Set the first activity for individual work and pairworkchecking. Feed back, marking the adjectives in thesentences.


3 Set for pairwork. Feed back, marking the comparativeparts of each adjective phrase.

Exercise B


Answers

-er than more … than pattern notes

dark 3 one syllable

expensive 3 three syllables

famous 3 two syllables, but

ending in ous

hard 3 one syllable

interesting 3 three syllables

long 3 one syllable

loud 3 one syllable

popular 3 three syllables

quiet 3 exception

short 3 one syllable

There are some patterns with two-syllable adjectives, butthere are also exceptions.

Adjectives ending in the following letters tend to formthe comparative with -er and the superlative (see below)with -est.• -y, except those ending in -ly, e.g., friendly, which can

make either comparative / superlative.• -ow• -er• -le



Vocabulary 2


Answers

-est the most … pattern notes

light 3 one syllable

cheap 3 one syllable

important 3 three syllables

steep 3 one syllable

boring 3 two-syllable

participle

new 3 one syllable

pretty 3 two syllables

ending in y

beautiful 3 three syllables

wide 3 one syllable

bright 3 one syllable

Exercise C

Set for individual work and pairwork checking. Space isprovided on page 47 of the Workbook. Monitor and assist.Feed back, getting students to read out the bestsentences.

Repeat the procedure for Exercises A, B and C. Space isprovided for Exercise F on page 47 of the Workbook.

Exercises D, E and F

Closure

Dictate some sentences from this lesson.

Adjectives ending in the following letters tend to form thecomparative with more and the superlative (see below)with most.• -ful • -ive• -less • -ous• -al

Adjectives formed from participles – present and past –also tend to form their comparatives and superlatives thisway.


Grammar 1


Exercise A can be done as a test, in class or forhomework. In this case, take in the students’ books at theend and mark them. Make a note of the problem areas.

Introduction

Answers

teaching area

1

2

3

4

How can we measure use of one/another/the safety? One way is to other + nounlook at accidents for each method of travel.

Another way is to look use of one/another/the at deaths. other + noun

We could also consider use of could where there the chances of dying in are multiple optionsa transport accident.

There are two ways to use of one/another/themeasure temperature. One other + nounway is Centigrade. The other way is Fahrenheit.

5 There are two roads. use of one/another/theShall we take this one other + nounor the other one?

6 ‘Look at the traffic!’ ‘Yes, use of present perfect to there has been an accident introduce a past event on the main road.’ with present effect

7 When did it happen? reversion to simple pastfor details of a past event

8 The car was travelling at past continuous for an 80 kph … interrupted action

9 … when it hit the wall. past simple for theinterrupting action

10 When the plane crashed, past simple for the result the pilot died. of the interruption

11 What did you do in revisionEnglish yesterday?

12 How long does it take revisionto get to school?

13 There is some rice in the revisioncupboard.


Grammar 1


14 Do you pray every day? revision

15 I think you should do revisionhomework every evening.

16 We learnt about the revisiongeography of France in the last lesson.

17 What is the weather like revisionin your country?

18 I saw her a month ago. revision

19 They paid the man £1,000 revisionfor their car.

20 When it is someone’s revisionbirthday, we buy the person a card.


Grammar 2


As detailed previously, this lesson picks up from pointselsewhere in this theme, and gives the necessary input toanswer each question correctly.


Introduction

Exercise A

Set for individual work and pairwork checking. Space isprovided on page 47 of the Workbook.

Answers

1 • There have been three major planeaccidents this year. One accidenthappened in January, anotherone in June and another one …

• There are two main ways to measuretemperature. One way is the Centigradescale. The other way is the Fahrenheit scale.

• How can you change degrees Centigradeinto degrees Fahrenheit? You can multiplyC by 2, then add 30.

• How can you measure safety in transport?You could look at the number of accidents.You could also look at the number ofdeaths. Alternatively, you could …

2 Possible rules:We use only one + noun when there is onlyone way.We use one + noun when there is more thanone wayWe use the other + noun when there are twoways.We use another + noun when there are morethan two ways.

Exercise B

Set for individual work and pairwork checking. Space isprovided on page 47 of the Workbook.

Answers

1 A: Have you ever had an accident?B: Yes, I have. I had a bad accident once.A: What happened?B: I was riding my bike when a car hit me.A: How old were you?B: I was about 7.A: Did you go to hospital?B: Yes. I broke my leg.

2 Possible rules:We use the present perfect with ever to askabout experiences. However, when we ask forand give details, we revert to the simple past.


Grammar 2


Exercise C

Set for pairwork. Feed back, getting the patterns on theboard.

Answers

• past continuous + when + past simple• When + past simple, + past simple (note the

comma)

Exercise D

Put students in pairs. Teach the word disaster.

1 Give out copies of the texts below. Give students fiveminutes to read the text and compare the informationwith the notes. Then ask students to turn over thetext.

2 Give each student a copy of the note form. Set forpairwork. Ask Student A to cover B’s notes. Student Bshould close the book and make notes. Encourage Bto ask questions to check facts, spelling, etc. Monitorand assist. Repeat with swapped roles.

Student texts

A

B

The worst air disaster in history happened inTenerife, near the west coast of Africa, onMarch 27th, 1977. A 747 plane was taking offwhen it hit another 747 on the ground. Fivehundred and eighty-three people died.

The worst sea disaster in history happened onJanuary 30th, 1945, in the Baltic Sea, near thecoast of Germany. A passenger ship calledthe Wilhelm Gustloff was sailing from Danzigto Kiel. A torpedo hit the ship and it wentdown. Over seven thousand people died.

date

place

names

action

interruption

result

Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 7: Sport and Leisure 257

Theme Seven

Sport and Leisure


258 UAE ENGLISH SKILLS GRADE 8 – THEME 7: Sport and Leisure


Sport and LeisureT H E M E

7



isolation and in context, the following words linked with TV programmes. They should

also be able to write and say them with reasonable pronunciation, especially stress in

multi-syllable words, and use them in simple S V O sentences.

comedy magazine show

documentary music soap opera

game show news sports programme

hobby programme programme talk show

They should also be able to identify, in isolation and in context, the following verbs, in

the present and the past, simple and continuous.

film

turn off

turn on

In Listening 2, there are two structure points which have not been formally dealt with

to date:

1 make + object + verb or adjective (-ed)

2 find + object + adjective (-ing)

This is for comprehension and unanalysed production at this stage. The structure is

analysed and practised in Speaking 1, and later in the theme.


Listening 1



ball shoppingbeach sportcinema stadiumfilm surfingfootball swimmingleisure televisionmall tennismusic theatreplay watchradio

If you are in any doubt, check that all the students canidentify and produce these words in isolation. Check orteach the related words.

1 activity + placePossible pairs:

Introduction

shopping mallplay theatrefilm cinemasport stadiumsurfing/swimming sea/beach

radio and televisionfilms and playsfootball and tennissports and leisure

2 Say the first half of a common pair and see if studentscan complete the semi-fixed phrase.Possible phrases:


Exercise A

Make sure students realise that all the pictures showtelevision programmes. Give students plenty of time tolook at all the pictures. Play the tape.

Tapescript

Presenter: Theme 7 Sports and LeisureListening 1A Listen and point.

Voice: newssports programmemusic programmecomedy showtalk showgame showhobby programmedocumentarysoap opera

Voice: Did you see the documentary last nightabout the Titanic?I can’t bear game shows. I find themannoying.


Listening 1


There are so many hobby programmes ontelevision now – gardening, cookery,fashion, travel.I watch the news every night, usually oncable.There aren’t many good music programmeson TV in my country, except MTV.I love all the soap operas. I don’t know why.They’re very silly, but I never miss them.Do you like that new comedy show onChannel 6? It didn’t make me laugh at all.There are too many sports programmes.Every time you turn on – football, tennis,golf. I never watch any of them.I quite like some of the talk shows, whenthey get interesting people on.

It is possible that some words here will be completely newto students. Do not try to explain these words at this point.Just make sure that they are associating the word orphrase with the correct picture. Exercise B explains thedifferent types of programme.

Methodology note

Some types of TV programme seem to collocate with theword programme, some with show, and some stand alone.This is not directly addressed until later in this theme.


stands alone programme shownews 3

documentary 3

sports 3

music 3

hobby 3

comedy 3

talk/chat 3

game 3

Exercise B

Explain that students are going to hear a definition of eachtype of TV programme. They should make a predictionabout the type of programme as soon as possible, but notshout out. Encourage them to write a number beside apicture in pencil, then change it if necessary as they getmore information. Play the tape, pausing after eachpassage.

Tapescript

Presenter: B Listen and number.Voice: 1 This programme is on every night. They

tell you the events of the day – the goodthings, but mostly the bad things. Thereis usually information about accidents,crimes and fighting in some part of theworld.

2 There are two types of programme.Sometimes people just talk about thenext game, but usually there is live sport.

3 The format is simple. One person or agroup stands up and plays music.Perhaps there is an interview with theperson or the group before or after themusic.

4 Sometimes a person stands up and tellsjokes, but the most common type ofprogramme is a short play with a funnysituation.

5 There are two main types. Sometimes aperson talks to famous people,sometimes ordinary people are on theshow. In one kind of show, people bringtheir problems and try to solve them.

6 There are many types but they all havethe same basic format. One person asksquestions and another person or a groupof people try to answer them. At the end,the person or people may win a prize.

7 These programmes tell people how to dosomething – gardening, cookery, travel,Do-It-Yourself, fashion, collecting ofvarious sorts.


Listening 1


8 This type of programme is about realpeople and real events. Sometimes thereis film from the past, sometimes justpictures. There are usually interviewswith people involved in the events, orwith scientists or researchers.

9 This kind of programme has a strangename. The format is always the same.We see the ordinary lives of a group ofpeople from the same family or thesame village, town or city. But the livesare not always ordinary. There are manyproblems for the people, and, often,there are crimes.

Answers

1 8 4news documentary comedy

show

7 2 3hobby sports music

programme programme programme

9 6 5soap opera game show talk show

Exercise C

Remind students of the two kinds of questions. Say or playthe first two as examples. Elicit answers. Point out ordemonstrate the fall-rise at the end of Yes/No, and thehigh start of the information questions. Play the remainingquestions, pausing after each question for students tothink of an answer, then nominating one student toanswer.

Tapescript

Presenter: C Listen and answer.Voice: 1 Is news on TV every night in your

country?2 What sort of information do you get in

a news programme?3 What is live sport?4 Do you ever get interviews in a music

programme?5 What do you call programmes which

make you laugh?6 Do people usually win prizes on quiz

shows?7 What sort of programme often has

famous people on it?8 What sort of information do you get on

a hobby programme?9 What’s the difference between the

news and a documentary?10 Is a soap opera about soap?11 Do you turn on the television when you

get home?12 What time do you turn off the television

at night?


Listening 1


Answers

Questions with possible answers:

1

2

3

4

5

6

7

8

9

10

11

12

Is news on TV every Yes, it is.night in your country?What sort of Information about information do you get the events of the in a news programme? day.What is live sport? Sport happening

now.Do you ever get Yes, you do.interviews in a music Sometimes.programme?What do you call Comedyprogrammes which programmes.make you laugh?Do people usually win Yes, they do.prizes on quiz shows?What sort of Talk shows.programme often has famous people on it?What sort of How to doinformation do you get something in your on a hobby leisure time.programme?What’s the difference News is happeningbetween the news and now, but aa documentary? documentary is

about events in thepast or present.

Is a soap opera about No, it isn’t. It’s aboutsoap? people living their

normal lives.Do you turn on the Answers depend ontelevision when you the students.get home?What time do you turn Answers depend onoff the television at the students. night?

This is a deep-end strategy activity. Students may struggleto answer the questions. Allow them to help each other tocome up with a suitable answer in each case.


Exercise D

Ask students Which country had regular TV programmesfirst? Explain the word regular as every day. Elicit ideas, butdo not confirm or correct. Refer students to Table 1. Askthem if they can identify any of the countries. Once again,do not confirm or correct. Set for individual work andpairwork checking. Play the tape. Feed back, eliciting thenames of the countries in order.

Answers

12345

UK 1936USA 1939USSR 1939France 1948Brazil 1950

Tapescript

Presenter: D Listen and complete Table 1.Voice: There were televisions in the UK, in the USA

and in Germany from the 1920s, but the firstcountry to have regular TV programmeswas the UK. The service started in 1936.Regular programmes began in the USAthree years later, in 1939. In the same year,regular broadcasts began in the USSR. Thiswas the name of Russia at that time. TheSecond World War, from 1939 to 1945,stopped the spread of regular TVbroadcasts, but in 1948, they started inFrance. Two years later, Brazil started aregular TV service.


Answers

1, 2 weather mapmusic showtalk show

Listening 1


format first appearanceadvertisement July 7th, 1941cartoon July 7th, 1941comedy show Oct 11th, 1949documentary Nov 18th, 1951film May 31st, 1938music show 1928news May 2nd, 1944play Sept 11th, 1928quiz show Feb 28th, 1940soap opera Oct 2nd, 1946sports programme July 12th, 1928talk show 1928weather map Aug 18th, 1926

Exercise E

1 Refer students to Table 2. Ask them to discuss inpairs. Elicit, but do not confirm or correct.

2 Set for individual work and pairwork checking. Playthe first part of the tape. Feed back, eliciting thecorrect order and the dates.

Set the second part of the activity for individual workand pairwork checking. Play the rest of the tape. Feedback, ideally onto an OHT of Table 2.

Tapescript

Presenter: E 2 Listen and check your answers. Then complete the rest of the table.

Part 1Voice: Regular TV broadcasts started in the UK in

1936 and in the USA in 1939. But longbefore that, there were a small number oftelevision programmes. For example, thefirst weather map appeared on television onAugust 18th, 1926. Perhaps this was thefirst ever real TV programme. In 1928, sometelevision stations made music shows and,shortly after, talk shows.

Part 2Voice: The first live sports programme appeared

on July 12th, 1928. It was a tennis match.The first play appeared a few months later,on September 11th, 1928. It was called TheQueen’s Messenger.It was a long time before television stationsproduced a new kind of programme. Thefirst film appeared on May 31st, 1938. Thetitle of the film was The Return of theScarlet Pimpernel. The first quiz showappeared two years later, on February 28th,1940. It was a spelling quiz. The firstadvertisement on TV, for watches, appearedon July 7th, 1941, and on the same day,people watched the first cartoon. It was thechildren’s story Jack and the Beanstalk.

Most people are surprised to find out that thefirst news broadcast did not appear until 1944,May 2nd of that year. The first soap operaappeared on October 2nd, 1946. It was calledFaraway Hill. The name soap opera comesfrom the advertisements in the middle of theprogramme. They were advertisements forsoap powder. Not soap for washing yourself.Soap for washing clothes. Another surprise isthe first comedy show on television. It did notappear until October 11th, 1949. Finally, thedocumentary. The first documentary appearedon November 18th, 1951.

1 The word format appears in the table, but it is notnecessary to dwell on it. It should be clear from thecontents of the column that it means ‘type ofprogramme’. Students must be taught to tolerateambiguity in this way, i.e., I have not been taught this,but I can work it out.

Methodology notes


Listening 1


2 This is revision of identifying and reproducing fulldates.

Closure

Ask students mixed questions about the table. See if theycan identify perfectly the two types of question andanswer them with the correct information and correctforms.


Listening 2



Introduction

ho hobbycom /kÃm/ comedypro /prəυ/ programmemu musicmen documentarysoa /səυ/ soap opera


Methodology note

Exercise A

1 Refer students to the pictures. Give students time tolook at all of them. Ask the question and elicitanswers. Confirm. They are all hobbies.

2 Students will have to guess where the stress lies, sosuggest they work in pencil.

3 Play the tape. Feed back, getting the words on theboard with the correct stress.

4 Play the tape again. Ask students to number thepictures.

Tapescript

Presenter: Listening 2A 3 Listen and check.

Voice: pho'tographyDo-It-Your'selfco'llecting'gardening'model-making

Presenter: A 4 Listen and number.Voice: 1 I like gardens, but I don’t actually like

gardening.2 Millions of people are now interested in

photography.3 I think everyone has done some model-

making at one time in their lives.4 People like collecting all sorts of things –

coins, stamps, postcards, even carnumbers.

5 There’s a Do-It-Yourself shop in everymajor town in Britain.


Listening 2


common. Every hobby involves makingsomething. Sometimes it is easy to see theresult of the hobby.

For example, in model-making [PAUSE],there is a model at the end. But manypeople get more enjoyment from makingthe model than from looking at it or playingwith it.

In photography [PAUSE], there is, of course,a photograph, although nowadays, withdigital photography, the picture issometimes deleted and never printed.

Sometimes, with Do-It-Yourself [PAUSE]there is a clear result. People make things,like tables and cupboards. But most Do-It-Yourself is just repairing something –plumbing, electrical work – or simplypainting a room. You are still makingsomething, though. You are making the tapwork, or the lights work, or you are makingthe room look nicer.

Gardening [PAUSE] is similar to Do-It-Yourself. You make a space look morebeautiful.

But what about collecting [PAUSE]? Whatare you making in this case? Stampcollectors don’t make stamps, coincollectors don’t make coins. But they domake something. They make a collection.They put their stamps, for example, in a bigbook, in alphabetical order of country.

Presenter: B 2 Listen again. Put your hand upwhen the speaker changes subject.

[REPEAT OF EXERCISE B1]

Answers

1 They are all hobbies.2, 3 pho'tography

Do-It-Your'selfco'llecting'gardening'model-making

4 1 D gardening2 A photography3 E model-making4 C collecting 5 B Do-It-Yourself

Students may well get the stress wrong on the first three.In particular, the more common word, 'photograph, has adifferent stress from the abstract noun. Point this out inthe feedback.


Exercise B

Explain that students are going to hear a short talk aboutthe items in the pictures. They must number the items inthe order they are talked about. They will not actually hearany numbers. But if the speaker talks about photographyfirst, they should mark that.

1 Set for individual work and pairwork checking. Do notfeed back at this point.

2 Set for individual work. Play the tape again, pausingwhen a significant number of students have put uptheir hands. Review what the speaker has just said.

Tapescript

Presenter: B 1 Look at the pictures and listen.Write a number under each word.One equals first subject.

Voice: A hobby is something you do in your leisuretime. There are many different hobbies inthe world, but they have one thing in


Listening 2


Answers

1 model-making2 photography3 Do-It-Yourself4 gardening5 collecting

On this occasion, students are allowed to hear the tape fora second time. As you know, the basic methodology of theUAE English Skills course is that students should hearspoken language once only, as this mimics real life. Here itis useful to allow them to hear the tape again so you cansee if they are really sensing the change of subject.

Methodology note

Exercise C

Set for pairwork or groupwork. Monitor and assist,especially with the structure make + object (+ verb /adjective). Refer students to the speech bubbles if they getstuck with this structure. Feed back orally.

Possible answers

1 They all involve making something.2 Students should be able to remember some

of the ideas from the talk.3 Answers depend on the students, but if they

say things like reading, point out that this isan interest rather than a hobby because itdoes not involve making things.

Closure

Get students to identify key words from this lesson andListening 1 from the stressed syllable.


Speaking 1


Revise the main vowel sounds with words related to sportsand leisure.


Introduction

1 2gardening (stamp)TV film

quizsports photographymall modelcartoon comedynewsmusicperson documentaryturn (on/off) collecting

leisuretalk watch hobby

shopping opera

( ) = notformallypresented inthis course

1 2(prize) play

makeradio

show aboutsoap(joke)programme

diphthongs


1 Say a word from each pair several times. Do not letstudents say anything, e.g., gardening – stamp.








Speaking 1


Say a vowel sound and ask students to think of words withthat sound. Here are the sounds you must make(contained in a word as an example).

1 2bad bardbed birdbid beadbod boardbud booedbook

bake bikeboat boutboil tier tear tour

Exercise A

Give students plenty of time to study the pictures andwork out what they show.


2 Set for pairwork. Make sure students realise that theyhave to use the name of the programme-type word,not the letter, e.g., The talk show is probably live. Givesome language for students to use, e.g., I don’t thinkthe documentary is live. I agree, but the music showmay be live. Feed back.

Answers

1 Row 1:sports programmecomedy showsoap opera

Row 2:quiz showtalk showdocumentary

Row 3:music shownewshobby programme/Do-It-Yourself programme

2 Possibly the sports programme, the talk show,the music show and the news

Exercise B

Make sure students are ready, as you can only usefullyplay the sounds once. Ask students to put up their handswhen they can name the type of programme, but not tospeak. Ideally, all or most hands should shoot up at thefirst strains. Invite students to name the type ofprogramme.

Possible answers

1 a comedy programme2 an opera3 the news 4 a quiz show5 a soap opera6 a sports event7 a talk show8 a documentary9 a DIY programme

Tapescript

Presenter: Speaking 1B Listen. Which type of TV

programme?Sound effects: 1 a comedy programme

2 an opera3 a news sting4 a quiz show5 a soap opera6 a sports event7 a talk show8 a documentary9 an extract from a DIY programme


Speaking 1


words. I turn the sound down, orsometimes, I turn it off altogether.

Voice 5: There are some good ones on television,but most of them are not really funny. Theydon’t make me laugh at all. I sit there with asmile on my face, but I never actually laugh.

Voice 6: I really like this kind of programme,especially the ones about nature or animals.My favourite is called Violent Planet and it’sabout all the terrible kinds of weather theyget in different countries. I find it reallyinteresting, but it makes me glad to livehere!

Exercise C

Refer students to the TV screens again.

1 Set for individual work and pairwork checking. Do notallow students to shout out. Ask them to listen,identify the TV programme, then check their ideaswith a partner each time. Pause after each descriptionfor students to discuss. Do not feed back at this point.

2 Set for pairwork. Feed back orally. Allow students tostruggle a bit with the use of words, correcting eachother ideally, but eventually model a correct answer.

Answers

1 1 a quiz 2 a sports programme3 the news4 a talk show5 a comedy programme6 a documentary


Exercise C2 is a deep-end strategy, to see how much of theform as opposed to the content students have actuallyheard while focusing on the content.

Methodology note

Tapescript

Presenter: C 1 Listen. Which type of programmeis each person talking about?

Voice 1: I quite like this kind of programme. I findthe questions very interesting. They makeyou think. Sometimes I feel stupid because Iget a simple one wrong, but I feel veryclever when I get it right, and thecontestant gets it wrong.

Voice 2: I hate this kind of programme. They are onall the time and I find them so boring! Iwant to watch a documentary or a talkshow and my brothers turn over to watch afootball match or a tennis game.

Voice 3: I watch it every evening although I find itdepressing. You’ve got to know about theevents in the world, though, haven’t you?

Voice 4: I love this kind of programme. Well, at leastI love the ones with famous people. I find itinteresting when they talk about their livesand their latest film or book. I don’t like theones with ordinary people. They make meangry. I hate all the shouting and the rude

This is principally a speaking lesson. The listeningpassages here are partly to revise identifying targetvocabulary in the stream of speech, but mainly to providemodels for the next speaking activity.

Methodology note

Exercise D

Give students time to read the Skills Check. Point out thedifferent ways you can change expressing likes and dislikes,then ways to explain. Drill the sentences. Highlight the factthat make can be used with an object and a verb, or anobject and an adjective, but find can only be used with anobject and an adjective. In addition, you use -ing adjectiveswith find, but -ed adjectives with make. Get students toconvert from one kind of sentence to another, e.g.,You say: It makes me bored. (interesting)Students say: I find it interesting.


Speaking 1


Students probably do not really know enough -ed- / -ing-type adjectives to fully exploit this now, so you may wish toquickly check or teach the following:

interested/interestingbored/boringfrightened/frighteningexcited/exciting

Teach the following as alternatives to known words:depressed/depressing instead of sadamused/amusing instead of funnyannoyed/annoying instead of angry

Methodology note

Exercise E

Elicit sentences about two of the types of programmesfrom good students, then set for pairwork. Monitor andassist. Feed back, getting students to say some of thegood explanations – in terms of content as well as form –to the whole class.

Give students some more language in case they cannotwork out anything, e.g.,

It’s difficult to say.I don’t really know why.I can’t explain.I just do.

Methodology note

Exercise F

Run together some sentences about one of the TV typesand give your own personal talk, using some of thepatterns from this lesson. Set for individual work andpairwork checking. Monitor and assist.

Closure

Get a few students to give a short personal talk about theirfavourite or least favourite type of TV programme.


Speaking 2


Begin a sentence and get students to finish it in as manyways as they can, e.g.,

Quiz shows make me … laugh/scream at the TV/cry/feel stupid.I find the news … boring/interesting/frightening/isthe same every day.

Elicit the procedure for a survey from the students, i.e.,

1 Look at the list of types of TV programmes in Table 1.

2 Speak to everybody in your class or group. Ask themto put the types in order of preference (1 = favouritetype). Write their answers in Table 1.

3 Calculate the total for each student.

4 Calculate the order (lowest number is 1, samenumber is =).

5 Calculate the percentage for favourite type (e.g., if twopeople out of five say soap operas = 1, percentage is40%).

6 Compare your results with the other people in yourclass or group. They should be the same!

7 Complete Table 2.

9 Complete Figure 1. Label it.

Introduction

Students may need further help with understanding theinstructions for the survey. If so, you could showcompleted Table 1, plus the results table and figure.

Methodology note

Closure

Feed back, getting groups to give their results.

Make a composite table and pie chart with the total resultsfor the whole class. Display it.




with the Prime Minister. Then, at 6.30, wehave our weekly game show, Play and Win.

Meanwhile on Channel 2 at 6.00, we havethe Chat Show with Michael Jones.Michael’s guests this evening are thephotographer Jenny Ash and the sportsmanTim Pike. So that’s Michael Jones andguests from 6.00 to 7.00 on Channel 2.

Do you like football? If so, you must watchChannel 3 this evening from 6.00. We havea live match between England and Kuwait.That takes us up to 8.00 on Channel 3.

Back to Channel 1. At 7.00, there’s our dailysoap opera set in The City. And today wehear about new problems for John andAngela. The City is from 7.00 to 8.00.

If you don’t like soap operas, turn over toChannel 2 at 7.00. You can watch the nextepisode of our documentary about the livesof animals. That’s Wild Planet on Channel 2at 7.00.

Finally, there’s a choice of viewing at 8.00.Does Jill Penn make you laugh? Well, she’son Channel 1. Do you like cooking,gardening, DIY? We’ve got our hobbyprogramme, Just Do It, on Channel 2.Meanwhile, on Channel 3, at 8.00, there’smusic. Classical music and jazz from 8.00on Channel 3.

Exercise A

Ask students what they can see in the pictures. Elicit somekey vocabulary. Point out that they are all types oftelevision programme.

1 Refer students to the pictures. Set for pairwork. Feedback orally.

2 Set for pairwork. Monitor and elicit ideas fromdifferent pairs.

3 Repeat procedure. Feed back by getting a few pairs togive their likes and dislikes and reasons.

Answers

1 news documentary comedyhobby sports music

programmesoap opera game/quiz chat show

show

Exercise B

Make sure the students understand what they are going tohear. Make sure also that they realise they only have torecord information about programmes they want to watch.It could be only one. (Hopefully not none!) Refer them tothe pictures again and the space for notes underneath. Setfor individual work. Play the tape, pausing betweensections for students to write.

Tapescript

Presenter: Workbook: Listening and Speaking B Listen and write.

Voice: We have a few minutes before the news, soI’m going to tell you a little bit about ourprogrammes for the first part of thisevening. First, on Channel 1, we have thenews, as I said, at 6.00. In tonight’sprogramme we have a special interview

Answers





Answers to Exercise B

Answers depend on students but this is the full schedule.

6.00 6.30 7.00 7.30 8.00Channel 1 News Game Show Soap Opera ComedyChannel 2 Chat Show Documentary HobbyChannel 3 Football Music

Exercise C

Set for pairwork. At the end, allow students to checkinformation with you if they are still stuck. The fullschedule is in Exercise B Answers.

Exercise D

1 Show students how to mark stress with a smallvertical stroke in front of the stressed syllable. Workthrough the first two or three as examples. Set forpairwork.

2 Play the tape. Feed back, getting students to say thewords with the correct stress.

Tapescript

Presenter: DVoice: 'channel

'comedy'dailydocu'mentaryto'night'later'evening'hobbyinter'viewpro'gramme'soap opera

Exercise E

Tell the students what you are going to watch.


2 Set for pairwork.

Feed back, getting a few students to tell you about theirviewing plans.


Reading 1


Get a copy of the local listings magazine or the listingspage from the local English language newspaper.


ball shoppingbeach sportcinema stadiumfilm surfingfootball swimmingleisure televisionmall tennismusic theatreplay watchradio

Special note

Introduction

Use the flashcards of the TV programme words, includingfilm and play.

Give out the flashcards to pairs or groups of students.Each pair or group must hide their card and think of asuitable mime for this type of programme. Students thenperform their mimes for other students to guess. When theguessing is finished, students hold up their card for othersto read and check.

Exercise A

Show students the listings for television. Refer students tothe listings magazine. Check or teach this expression. Itintroduces the word magazine which is needed in the nextlesson. Ask What’s on CH 1 (or Channel 1) at 6 o’clock?Elicit the News. Continue with other channels or times atrandom. Choose some which students have to guess, e.g.,The Londoners could be a documentary or a soap opera.Remind students of guesswork language as follows:

I (don’t) think ‘The Londoners’ is a soap opera.Perhaps ‘The Londoners’ is a soap opera.‘The Londoners’ is probably a soap opera.

Set for pairwork.

Feed back. Ask students which programme(s) they would(not) like to watch.

Exercise B

Do this as a teacher-paced activity (see the Methodologynote), i.e., you say one, students read number 1 andimmediately find the correct TV genre name. Then you saytwo, etc.

When you have gone through all of them at high speed,set for pairwork.

Feed back by saying the genre name and getting studentsto quickly find suitable sentences and read them out.


Reading 1


Answers

1

23

4

5

6

78

910

Music and, sometimes, musicinterviews with musicians. programmesPeople win money or prizes. game showsThey are about ordinary people with problems.

soap operas

They make people laugh. cartoonscomedy shows

You learn about the eventsof the day.

the news

You learn about famous people.

talk shows

You learn about the past. documentariesYou learn how to do hobby something. programmes It is always live newsThey are sometimes live. music

programmestalk shows

1 This is a reading activity. In principle, students shouldhave a clear representation of meaning for the TVgenre words, but can they read and associate adescription with the word? Ideally, this should bedone as a teacher-paced, high-speed readingactivity.

2 This activity contains revision of learn about/learnhow to.

Methodology notes

Exercise C

Explain that students do not have to write the words. Theycan just complete them in their heads. Set for individualwork and pairwork checking. Feed back orally. Explainabout native speaker ability (see the Methodology note) ifyou wish.

Answers

There was a good programme on television lastnight. It was a documentary. It was about theweather. They had film of a terrible storm. It wassomewhere in North America. After the film, theytalked to people.

As you know, native speakers can recognise a word incontext from the first letters only. They can also recognisea word in context from the first and last letter only.Language learners must acquire a similar facility withwords in order to be able to read at or near native-speaker speed.

Methodology note

Closure

Ask students what is really on television tonight and whatthey are going to watch. If they do not know, hand outcopies of the listings from the local area.


As before, ask students not to read the text on page 99before the next lesson.


Reading 2


Ask students What did you watch on television last night?Elicit the types of programme rather than the actualprogrammes themselves. Ask follow-up questionsappropriate to the type of programme, e.g.,Talk show: Who was on? What did they talk about?Sports programme: Which sport? Who was playing? etc.

• Read the heading. Can you answer the question? No!• Read the subheading. Can you answer the question

now? No, because it is not actually a question. It isadvice or a suggestion.

• Read the introduction. What is the text about? Hobbiesand hobbyists – presumably people who do hobbies.

• Look at the pictures. What is each paragraph about?Cars? Gardens? Stamps (Stamp-collecting)?

Ask students to quickly check the topic of each paragraphby reading the first (topic) sentence. Do not allow morethat 20 seconds for this.

This reveals:Para 1: DIYPara 2: gardeningPara 3: stamps, so therefore stamp-collectingPara 4: photographs, so therefore photography

Get the four topics/hobbies on the board.

Introduction

Exercise A

Ask students to cover the text.

Follow the usual procedure for reading preparation,teacher-paced as before, i.e., set each subtask, allowstudents a set period of time to look at that part of thetext, keeping the rest covered, if appropriate. Ask achecking question after each subtask.


Reading 2


Exercise B

Put students into groups of four. Ask them to choose onehobby each. Ideally, it should be a hobby they are actuallyinterested in. Refer students to the headings of the notes.Set for individual work. Monitor and assist.

This is the first time that students have not been givenconsiderable help in selecting what items to put in notes.They must decide what information is key in the Historysection. Point this out.

Methodology note

Exercise C

Work through the Skills Check.

Elicit why it is easy to find names, places and dates.• Names and places have capital letters in English.• Dates have numbers and capital letters.

Get students to give you a name and a date from theirtopic.

1 Refer students back to the Skills Check on page 31with because/so. Go through the examples.

2 Write the two sentences on the board and point outthat there is a missing word, because, between them.The reader must put this in. Give a few moreexamples which involve a missing because or so.Show each pair of sentences and elicit the missinglogical connector, e.g.,

He was bored. (so) He turned on the television.He watched a programme about animals.(because) He was interested in animals.The news came on next. (so) He turned off thetelevision.He turned off the television. (because) He foundthe news depressing.He was tired. (so) He went to bed.

There is something in philosophy called the post hocfallacy. This comes from the Latin expression post hoc ergopropter hoc (‘after this therefore because of this’). Thefallacy is based upon the notion that, simply because onething happens after another, the first event was a cause ofthe second event. In everyday life, post hoc reasoning isthe basis of many superstitions and false assumptions.However, in the English language, the reasoning that twoadjacent sentences are causally related is often goodreasoning. Imagine The alarm went off. He woke up with astart. We would almost certainly deduce that he woke upbecause the alarm went off. Writers do not feel the needto put because/so in situations like this. They allow thereader to put the causal relationship in while they arereading/listening. L2 readers must have this specificallypointed out, as it may not be true in other languages,where it may be necessary to always state logicalconnections.


Exercise D

Refer students back to their own texts to find reasons.Monitor, but do not assist.

Exercise E

Bring together all the students from each hobby topic tocompare notes. Try to ensure that students are makingshort notes, not copying whole sentences. Try also toensure that they have found all the reasons.

Exercise F

Make sure students return to the groups in Exercise B.They must ask about the other hobbies and make notes,but they must not show each other the notes they havemade/are making. Monitor. At the end, allow students tocompare notes. Make sure they explain at least one newword which they have guessed from context.

Feed back by building up a model set of notes on theboard.


Reading 2


Answers

Possible notes:

Hobby DIY Gardening Stamp-collecting PhotographyHistory people did things almost as old as 1st stamp = 1840 Niepce = first

themselves; then paid agriculture – in photograph – Junepeople; then did not Egypt, Greece, 1827have enough money Rome, etc.

First 1955 + TV 1820 1856 1884magazine programme 1960sHobbyists ? ? 200 million most people have aworldwide one of the most camera

popular hobbiesWhy do have to; relaxing beautiful; learn fascinating; remindpeople do it? satisfying; feel good about the world you of places

Possible words to guess from context:DIY – fix = make work again/properlyexpensive = costs a lot of moneygardening – crops = things to eatkeen = liking a lotstamps – spread = go to lots of placesvalue = what something is worth; pricephotography – expensive = costs a lot of moneythe rich = people with a lot of money


Reading 2


DIYWhy did people start paying professionals to do Because they had more money.things in the home?Why did they stop after the Second World War? Because they did not have much money.Why does Carol do DIY? Because it is too expensive to pay someone.Why doesn’t she like it? Because she make lots of mistakes.Why does her husband enjoy it? Because he finds it very satisfying./

Because it makes him feel good.GardeningWhy are gardening and agriculture very similar? Because you put something in the ground and it grows.Why do people grow crops? Because they have to.Why do people grow flowers? Because they want to.Why does Gill love gardening? Because it is relaxing./Because she does not think

about anything else in her garden.Stamp-collectingWhy was the first stamp called the Penny Black? Because it was black and it cost a penny.Why did stamp-collecting spread round the world? Because stamps spread round the world.Why does Tom collect stamps? Because they are beautiful./Because he learns

a lot about the world.PhotographyWhy is it called photography? Because ‘photo’ means ‘light’ and ‘graph’ means

‘writing’ in Greek – it means ‘writing with light’.Why was photography only for the rich at first? Because it was very expensive.Why does Andre take hundred of pictures? Because they help him remember places and people./

Because he finds it fascinating.

Closure

Ask students – those who read or those who heard – togive the reasons for information in the texts as follows:


Writing 1



Introduction

Exercise A

This activity focuses on the fact that one vowel sound hasmany spellings, sometimes involving consonants which arenot directly sounded.

1 Set for pairwork. If students are struggling, do the firstrow as an example. Do not let students write anythingat this point. Feed back orally.

2 Set for individual work and pairwork checking. Feedback, building up the table on the board.

Practise each set of words, emphasising the commonvowel.

Answers

*Note the common pronunciation /et/.

leisure bread ate* guest /e/build women live married //ask grass can’t art /ɑ:/turn worse heard girl /«:/beach between feel people /i:/sports ball quarter water /ɔ:/fruit blue move news /u:/

It is likely that words are stored as sounds as well asspellings. Therefore, students need plenty of practise inturning a sound in their heads into the correct spelling.

Methodology note

Exercise B

1 Set for pairwork. Do not allow students to write at thispoint. Explain the word design.


Feed back, highlighting the change of tense as the storymoves between present fact, to history, back to presentfact and opinions.

Answers

Nowadays, you can buy a doll’s house in anytown. However, at one time, you only foundmodel houses in architects’ offices. Architectsmade the models. They wanted to check thedesign. These models became dolls’ houses.People started collecting them in Germany in the16th century. Alison is interested in Victorianhouses. ‘I find them fascinating,’ she told me.‘They help me understand* about life at that time.’

*To understand is also possible with the verbhelp.


Writing 1


Exercise C


Answers

1 They wanted to check the design.2 She finds them fascinating and they help her

understand about life at that time.

This is reinforcement of the idea from the Reading lessonsin this theme. The reasons are in the text, but notspecifically cued with because.

Methodology note

Closure

Dictate words related to sport and leisure.


Writing 2


Ask students to tell you words from this theme with thefollowing words inside them. Write the words on the boardand elicit the full words, perhaps by getting students tocome up to add the extra letters on the board.

Introduction

all mall; ballat theatrecome comedyeach beachgram programmegraph photographhe theatre hot photograph

in magazinemen documentarynew newsper operaso soapsure leisurethe theatre

Exercise A



Feed back, checking that the students have understoodthe differences.

Answers

1 See Skills Check 1.

Answers


Answers


Exercise B




Feed back, checking that students have understood thedifferences and the key points under the Skills Check.

Exercise C




Feed back, checking that students have understood thedifferences and the key points under the Skills Check.


Writing 2


* = two possible structures

Exercise D


Answers

Possible matches:

1234567

I can’t afford it. It’s too expensive.I can’t do it. It’s too difficult.I can’t reach it. It’s too high.I can’t find it. It’s too small.I can’t fix it. It’s too old.I can’t drive. I’m too young.I can’t hear it. It’s too quiet.

Possible answers

1234

567

It’s too expensive. I’m not rich enough.It’s too difficult. I’m not clever enough. It’s too high. I’m not tall enough.It’s too small. My eyes aren’t goodenough.It’s too old. It’s not new enough.I’m too young. I’m not old enough.It’s too quiet. It’s not loud enough.

Exercise E

Set for individual work. Monitor and assist. Space isprovided on page 54 of the Workbook. Feed back, elicitingideas from different students.

Closure

Drill the three forms from Exercises D and E, i.e., you giveone of the forms and words from another form, studentssay the alternative sentence, e.g.,You say: I can’t afford it. (expensive)Students say: It’s too expensive.You say: richStudents say: I’m not rich enough.

As a final check, say one of the words in italics. Studentshave to say the whole sentence.

I can’t afford it. It’s too expensive. I’m not richenough

I can’t do it. It’s too difficult. I’m not cleverenough.

I can’t reach it. It’s too high. I’m not tallenough.

I can’t find it. It’s too small. My eyes aren’t good enough.

I can’t fix it. It’s too old*. It’s not newenough.

I can’t drive. I’m too young. I’m not old*enough.

I can’t hear it. It’s too quiet. It’s not loudenough.




Exercise A

1 Give students 30 seconds to look at the heading andthe introductory paragraph. This should also givethem time to glance at some of the pieces ofinformation. Then get students to cover the text again.Set for pairwork.

2 Continue with the pairwork. Feed back.

3 Do as whole-class activity.

Answers

1 Students should notice that the text is abouttelevision and children. They should alsonotice there are facts and figures, presumablyabout this subject.

2 Answers depend on students.3 Answers depend on students.

Exercise B


Possible answers

? gives advice – one piece of informationcontains advice but mostly it is facts andfigures

3 gives information 3 makes you thinkx says ‘Television is bad’– it asks the reader to

think about this rather than telling him

Exercise C

Note: To help kineasthetic learners, you could photocopyand cut up the page and give out the individual pieces ofinformation.

Put students into groups of 3, 4 or 5.

1 Get students to divide the pieces of information upbetween them. Tell students to try to memorise theinformation. Go round and test individual students.

2 Make sure students realise they have to do this asthey go along.

3 Set for groupwork.

4 Set for groupwork. Feed back.

Answers

1 Answers depend on students.2 Possible words and meanings:info word n, v, adj meaning3 development n getting better3 explore v look around and

find out newinformation

6 violent acts adj + n one person hittingor killing anotherperson

6 guys n people7 research n studying the world,

asking questions8 violent adj + n pictures of one

pictures person hitting orkilling anotherperson

9 habit n something you doall the time

10 junk food adj + n e.g. burgers

1 Answers depend on students.2 Point 4 is different – it is positive when all

the others are negative or potentiallynegative.




Exercise D

Set for individual work.

Exercise E

1 Go through the example. Set for groupwork.

2 Continue the groupwork. The order depends onstudents, of course.

Possible answers

points information orderTV and video games may slow down development. 3Children see violent acts and copy them. 6Children become frightened of the real world. 7, 8Children don’t know adverts are adverts. 10Too much television makes you fat. 5Children see bad habits and copy them. 9

Exercise F

1 Work through the introduction.

2 Set for individual work. Allow students to complete forhomework.

Additional work

You might like to ask students to make a list of goodpoints about television for children.


Vocabulary 1


Explain that this lesson is revision of vocabulary learnt inthis course. On this occasion, there is only number work inthe introduction.



To revise Theme 3, ask students for the number of hoursthey watched television in the last seven days. Make a liston the board. Get students to calculate mean, mode andmedian. You could point out that people often lie whenyou ask for this kind of information because, for example,in this case, they do not want to look like couch potatoes.



Introduction

Exercise A

Set for individual work and pairwork checking. Feed back,building up the table on the board.

colour redschool subject Historyseason springemployment sector Agriculturelife event birthform of travel bicycletype of book Crimetype of weather rainplanet Mercurycontinent Africahobby gardening

Exercise B

Set for pairwork. Feed back, checking spelling as you addwords to the table on the board. Erase the table and askstudents to close their books. Make a statement with agroup word and see if students can give you words fromthe same group, e.g.,You say: It’s a colour.Student says: Red?You say: No.Student says: Green?, etc.

Continue until they run out of words or get to the end ofthe possible list.


Vocabulary 1


Answers

colour red orange yellow green blue indigo violet black whiteschool History Geography IT Science Mathematics Religious subject Studiesseason spring summer autumn winteremployment Agriculture Construction Finance Government Leisure Manu- Retail Transportsector facturinglife event birth marriage deathform of bicycle ship / boat bus car motorbike plane traintraveltype of Crime Sci-fi Auto- Biography Comedy Historical Horror Adventurebook biographytype of rain fog wind thunderstorm snow sun cloudsweatherplanet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Plutocontinent Africa Australia Asia North South Europe Antarctica

America Americahobby gardening photography model- DIY stamp-

making collecting

Exercise C

Ask students at random each of the questions. Set forpairwork. Ask students about their partner, e.g., What’s hisfavourite colour? What’s her favourite type of book?

Closure

Work through the point in the Skills Check.

Possible prompts are:

word group favourite?rose flowerlion animal4 X 4 car jazz musicpalm tree


Vocabulary 2



Introduction

Put students into three groups if you wish to do ExercisesA, B and C as groupwork. Let each group work throughtheir points, then put students into threes with an A, B andC in each group. They must close their books and explaintheir points to the other students. Space is provided onpage 54 of the Workbook.

Feed back, getting students who heard rather than readthe information to explain the pattern.


Answers

Exercise A1 They use the same verb and have the same

basic S V O pattern.2 The meaning of the verb is different: make =

‘build’, make = ‘do’.3 Refer students to Skills Check 1.4 Depend on students, but possibilities for the

second one are extremely limited. (See theLanguage and culture note.)

Exercise B1 They use the same verb.2 They have different meanings: find = ‘feel’,

find = ‘get again something that was lost’.They also have different basic patterns, i.e.,

S V O A (= adjective) vs S V O A (= prepositional phrase)

3 Refer students to Skills Check 1.4 Depend on the students, but, e.g., I found it

interesting; I found it at home.

Exercise C1 They have the same basic meaning.2 They have different kinds of adjective:

-ed/-ing.3 Refer students to Skills Check 2.4 Depend on the students but, e.g., I am

frightened by horror films; Horror films arefrightening.

There is no obvious logic to many of the collocations withmake or do. Here is a list which the students may haveencountered with make:• make friends• make your bed• make a list• make plans• make a difference• make an effort• make time



Vocabulary 2


Exercise D


Answers

Possible meanings:

age how old period of timebank building with money side of a riverchicken meat animalfeel think touchfly travel in the air insectland piece of ground come down to earthlast final continue for a period

of timeleft past of ‘leave’ not rightlie be on the ground not tell the truthorange colour fruitplay have fun piece at the theatrepoint use your finger sub-topicpresent gift not pasttrain form of transport teach

Exercise E


Answers

The complete words:

1 interesting interested2 boring bored3 surprising surprised4 frightening frightened5 exciting excited6 amusing amused7 fascinating fascinated8 depressing depressed9 relaxing relaxed

10 satisfying satisfied

Closure

Ask students to think of sentences for the adjectives inExercise E.


Grammar 1



Introduction

Answers

teaching area

1

2

3

4

‘The comedy film was too vs veryvery good …

… but it was very long.’ too vs very

‘I found the ending boring.’ find + O + adjective (-ing)

‘Did it make you laugh?’ make + O + V (infinitive)

5 ‘No. The story wasn’t thing = be + adjectiveamusing. + -ing

6 I wasn’t surprised by person = be + adjective anything … + -ed

7 … and the jokes weren’t negative + adjective +funny enough.’ enough

8 ‘Really? I thought they negative + adjective +were very funny.’ enough

9 ‘What are we going to revisionlearn today?’

10 ‘I’m going to explain revisionPythagoras’ theorem to you.

11 Yesterday, we learnt revisionabout the area of a square.

12 Today I’m going to tell revisionyou how to find the area of a triangle.’

13 ‘Do you want us to take revisionnotes?’

14 ‘Yes. Make notes of the revisionmain points.’

15

16

‘Did it rain last night?’ revision

‘No, but it was very revisionwindy.’


Grammar 1


Closure

Dictate words from the text on hobbies on page 99.

17 ‘Which is the wettest revisionmonth in your country?’

18 ‘I think it’s July. That is revisionalso the hottest month.

19 The month of July has revisionabout 200 mm of rain on average.

20 The temperature is over revision35°C.’


Grammar 2



It can be done in class or, in most part, set for homework.If done in class, here is a possible approach.

Introduction

Exercise A

Set for individual work and pairwork checking. Feed back,ideally onto an OHT or datashow of the Students’ Bookpage.

Answers


Table 2: Adjective: -ing or -ed?

Note that in the case of the adjectives, these areexamples only.


S V adv adjectiveinteresting.

The programme was very amusing.too long.

S V (be) not adjective enoughI am rich He cleverShe is not old enough.It funny They are tall

S V (be) adjectiveThe horror film

wasfrightening

I frightened.

S V O adv adjective

Ifind bird-watching relaxing.found the documentary last night fascinating.


Exercise B

Set for individual work. Monitor and assist. Make sure thatstudents have used an adjective with too that can be usedto mean ‘more than desired’. Get some of the goodsentences on the board.

Exercise C

Set for individual work. Monitor and assist. Get some ofthe good sentences on the board.


Grammar 2


Exercise D


2 Set for individual work. Monitor and assist. Get someof the good sentences on the board.

Answers

1 S V O adjectiveS V O adverb adjective

Exercise E

Set for pairwork. Monitor and assist. Make sure studentsnotice that in Table 5 the first verb is a full verb, i.e., it canbe put into different forms. The second verb is infinitiveand does not change.

1 The word make is not the only verb that fits thispattern. The word help also fits, although the secondverb can also be in the infinitive with to.

2 We also have the S V O A pattern with make, whereA = adjective, e.g., He made me angry.


Closure


Test



UAE ENGLISH SKILLS GRADE 8 – THEME 8: Nutrition and Health 299

Theme Eight

Nutrition and Health


Theme EightNutrition and Health


Theme EightNutrition and Health


Nutrition and HealthT H E M E

8

300 UAE ENGLISH SKILLS GRADE 8 – THEME 8: Nutrition and Health

General notesThis is a revision theme in terms of skills.

During Listening 1 and 2, the majority of the following skills points will be directly or

indirectly revised:

End focus: Important words are often at the end of sentences.

Examples and lists: Speakers often use a word or phrase, then give an example.

Guessing meanings: From other words in the text.

Guessing pronunciation: Say new words in your head.

Guessing spelling: Consonant sounds usually have one common spelling, vowel

sounds can have many spellings.

Identifying multi-syllable words from the strong sound.Identifying questions: Do/did/is/are/was/were or when/where/who/what.

Listening and reacting: When speakers give you alternatives, think which is the

best way?

Joining words and prediction: Understanding the value of and, but, or.

Predicting the content of a talk: What is the lecturer going to talk about/say

next?

Predicting the structure of a talk: Speakers sometimes help us to predict the

structure of a talk.

Recognising change of subject.Using the correct short form: Listen to the form at the start of a Yes/No

question and use it in your answer.

During Speaking 1 and 2, some of the following skills points will be directly or

indirectly revised:

Answering questions: Answer information questions with information and

Yes/No questions with Yes or No + S + am/have (not).

Asking about regular events: Usually, ever, often.

Asking about the weather.Comparing notes: Names and numbers.



Comparing two things: Most German children study English, but most Australian

children study Japanese.

Improving your pronunciation: Identifying difficult sounds, checking the stress.

Starting a conversation (1): Leaving words out, i.e., It’s, It’s a, What a.

Starting a conversation (2): Talking about travel.

Stressing long words: Most words with 2 or 3 syllables have the stress on the

first syllable.

Talking about likes and dislikes: I quite like history. Do you? I do, too.

Talking about possibilities: Changing fact into a possibility.

Talking about quantity: All children study …, 10% of children study …

Talking about reasons for likes and dislikes: Answering the question Why?

Talking about regular events: Frequency adverbs.

Talking about the weather: Different patterns with different weather words.

Talking about the past with ago: Time period + ago.


isolation and in context, the following words linked with food and drink items and

their packaging. They should also be able to say and write them with reasonable

pronunciation, especially stress in multi-syllable words, and use them in simple S V O

sentences.

bottle can jam pepper

bowl cup meal restaurant

breakfast glass menu salt

Students should be familiar with the following words from the lexical set:

bread eat juice sandwich

butter egg meat sugar

cheese fish milk tea

chicken food potato vegetable

coffee fruit rice water

drink ice-cream salad


Listening 1



bread juicebutter meatcheese milkchicken potatocoffee ricedrink saladeat sandwichegg sugarfish teafood vegetablefruit waterice-cream

If you are in any doubt, check that all the students canidentify and produce these words in isolation. Check orteach group word plus members, i.e.,

Then give a group word/phrase and elicit a member, thenvice versa.


Introduction

hot drinks coffeetea

cold drinks juicewatermilk

meat chickensalad vegetablesfood bread

butter, etc.

Exercise A

Refer students to the picture. Elicit that this is breakfast.Give students plenty of time to look at everything in thepicture

1 Play the tape of the words in isolation.

2 Explain that for the sentences this time, they aregoing to hear pairs of words that commonly gotogether. They must point to both items in the pair.Play the first one as an example.

Tapescript

Presenter: Theme 8 Nutrition and HealthListening 1A Listen and point.

Voice: breadbuttercheesecoffeeeggsfruitjuicemilkpotatoessugarteawatersalt


Listening 1


pepperjammenurestaurant

Voice: Can I have some bread and butter, please?Would you like coffee or tea?Do you want milk and sugar?Where’s the salt and pepper?Would you prefer water or juice?I love bread and jam.My favourite food is bread and cheese.Could I see the menu?What’s the name of this restaurant?

Presenter: Table 3Male guest: Excuse me.Waiter: Yes, sir.Male guest: Can I have the salt and pepper, please?Waiter: Yes, certainly.

Presenter: Table 4Female guest: More coffee, please.Waitress: Sorry? More tea?Female guest: Coffee.Waitress: Oh, sorry.

Exercise B

Set the situation clearly, perhaps acting out a waiter-guestscenario with a good student. Point out that they mustwrite the number of the table – table in a restaurant, nottable of information – next to the items which are ordered.Play the first one up to the order of eggs as an example.Continue with the rest.

Tapescript

Presenter: B Listen and number.Table 1

Waiter: What would you like to eat?Male guest: I’ll have eggs, please. Just eggs.Waiter: Boiled, scrambled or fried, sir?Male guest: Fried, please.Waiter: And what would you like to drink?Male guest: Coffee, please, no milk or sugar.Waiter: Certainly, sir. Orange juice?Male guest: Yes, please.

Presenter: Table 2Waitress: What can I get you, madam?Female guest: Just tea, please, with milk and sugar.Waitress: Nothing to eat?Female guest: Um, let me see. No, thank you.

Answers

eggs 1coffee 1, 4juice 1tea 2milk 2sugar 2salt 3pepper 3

Exercise C

Make sure students understand the scenario. Play out oneof the two mini-conversations with good students. Makesure students see that there are two types of question.Play the tape. Do not let students shout out the answer,but hold them then allow one student to respond. Play thetape again, indicating in advance which student shouldanswer each question.

Tapescript

Presenter: C Listen. You are a waiter or waitress. Answer the guest.

Voice: Is there any coffee?[PAUSE]Where’s the sugar?[PAUSE]Is there any milk?[PAUSE]


Listening 1


Exercise D

Explain the difference between fresh (raw) food andcooked food. Perhaps use mime.

1 Set for pairwork. Elicit ideas, but do not confirm orcorrect.

2 Play the tape of the introduction.

Tapescript

Presenter: D 2 Listen. Check your ideas. When thelecturer pauses, say the next word.Introduction

Lecturer: At one time, people had to use fresh foodand cooked food very quickly. They couldnot keep it for more than [PAUSE] one ortwo days. But we have two things in ourhomes to help us keep [PAUSE] fresh foodand cooked food. Firstly, we have the[PAUSE] refrigerator. In 1856, an Australiancalled James Harrison produced the firstrefrigerator – a box with a constanttemperature of around [PAUSE] fourdegrees centigrade. Secondly, we have[PAUSE] plastic wrapping for food. In 1933,an American called Ralph Wiley discoveredPVC. After the Second World War, peoplebegan to use it to wrap [PAUSE] fresh food

Exercise E

Refer students to Table 1. Do not elicit the names of thefoods and drinks – this is a listening lesson. Explain nolimit. Make sure students see the colour coding.

1 Set for pairwork. Elicit, but do not confirm or correct.


3 Set for individual work and pairwork checking. Playthe next part of the talk. Feed back, ensuring thatstudents have got the correct information for 1 dayand no limit.

4 Play the remainder of the talk.

Feed back, building up the table on the board or using anOHT or datashow.

Tapescript

Presenter: E 3 Listen to the next part of the talkand check.

Voice: So how long can we keep fresh food andcooked food for? Well, for some things,there is really no limit, if we keep them in acool dry place. Salt, for example, and coffeeand tea. At the other end of the scale, wecan only keep cooked meat and fish for oneday, wrapped, in a refrigerator.

Presenter: E 4 Listen to the final part andcomplete the table.

Voice: We can keep fresh meat and fish for longer –two days for fish, three to four days formeat. Vegetables also keep for three to fourdays, cooked rice keeps a little longer, fourto five days. Milk should keep for five days,while bread, butter and soft cheese keep for

Where’s the salt?[PAUSE]Are there any eggs?[PAUSE]Where’s the milk?[PAUSE]Are there any potatoes?[PAUSE]Is there any jam?[PAUSE]Have you got any fruit?[PAUSE]Do you have apples?

and cooked food. The refrigerator andplastic wrapping mean we can keep freshfood and cooked food for quite a long[PAUSE] time.


Listening 1


Answers

food days (max)bread 7butter 7coffee no limiteggs 21cooked fish 1hard cheese 90jam 180cooked meat 1raw meat (fresh) 3–4 raw fish (fresh) 2milk 5potatoes 180cooked rice 4–5salt no limitsoft cheese 7tea no limitvegetables 3–4

Closure

Ask students mixed questions about the table. See if theycan identify perfectly the two types of question andanswer them with the correct information and correctforms.

about a week – seven days. Hard cheese, bythe way, is different. It keeps for up to threemonths – that is, ninety days. Eggs keep ina refrigerator for quite a long time – threeweeks, or twenty-one days. Finally, jam andpotatoes keep for six months or onehundred and eighty days.


Listening 2



Introduction

bo bottlebreak /brek/ breakfastmen menurest restaurantsa saltta /te/ potatochi chickenveg vegetablewa /wɔ:/ watersu /ʃυ/ sugarco /kɒ/ coffee


Methodology note

Exercise A

1 Refer students to the pictures. Set for individual workand pairwork checking. Do not feed back.

2 Set for individual work and pairwork checking. Do notfeed back, but remind students about common vowelsounds for each vowel (Skills Check in Theme 2Listening 1). That should help them with two of thesounds – bottle and can.


4 Play the tape. Feed back, getting students to say thewhole words, then each vowel sound in isolation. Drillthe words.

Work through the points in the Skills Check.

Answers

'bottle /ɒ/ – bottles'carton /ɑ:/ – cartonscan /{/ – canscup /Ã/ – cupsglass /ɑ:/ – glasses

Tapescript

Presenter: Listening 2A 5 Listen and check.

Voice: 'bottle [PAUSE] 'bottles'carton [PAUSE] 'cartonscan [PAUSE] canscup [PAUSE] cupsglass [PAUSE] 'glasses


Listening 2


This is a listening lesson, but unless you can predict thesound of a word you have seen and not heard, you maynot recognise it when you hear it. Similarly, if you thinkthat one spelling pattern only has one sound, you willpredict wrongly and wait in vain for /bred/, /wɔ:tə/ and/fu:d/ in a lecture on nutrition and health. Finally, if youare not expecting the plural s to make the sound /z/ or/z/, once again you may not identify the word in context.

Methodology note

Exercise B

1 Set for pairwork. Ask the question and elicit answers,but do not confirm or correct.

2 Point out that there is a connection, but there are alsotwo groups here. Repeat the procedure fromnumber 1.

3 Play the tape. Feed back, eliciting as much of thecontent of the tapescript as possible.

Answers

1 They are all containers for liquids.2 You sell things in bottles, cans and cartons.

You serve things in, and drink things from,glasses and cups.

Tapescript

Presenter: B 3 Listen and check.Voice: Milk, water, juice, coffee and tea are all

liquids. That means you must put them incontainers to sell them, or serve them in arestaurant. We use some containers to sellliquids. We use bottles, cartons and cans.Bottles are made of glass, cartons are madeof plastic, and cans are made of metal. Weuse different containers to serve liquids in arestaurant. We use cups for hot drinks andglasses for cold drinks.

In British and America culture, we talk about a cup of tea,not a glass of tea. This is mainly because tea is served inchina, not glass, but it has also become a fixed phrase,even if the container is made of metal or plastic.


Exercise C


2 Play the tape. Feed back orally.

Tapescript

Presenter: C 2 Listen and check.Voice: What can you put in each container in the

pictures? In the Western world, we sell milkand water in bottles. We also sell milk incartons. So we talk about a bottle of milk ora carton of milk, and a bottle of water. Wesell soft drinks and fruit juice in cans. Wealso sell juices in cartons. We serve tea andcoffee in cups. We serve milk, fruit juice,water and soft drinks in glasses. Somepeople drink soft drinks like cola from cans.

Answers

bottle carton can cup glassmilk milk soft drinks coffee milkwater fruit juice fruit juice tea fruit juice

watersoft drinks


Cola [PAUSE] has lots of sugar. Sugar canbe bad for you. Drink only one can of cola aday.

Fruit [PAUSE] is very good for you, but fruitjuice [PAUSE] in cartons often has lots ofsugar, too. Drink only one glass of fruitjuice.

What about milk [PAUSE]? Many years ago,everybody thought that milk was very goodfor you. Now we know that many peoplecan’t drink milk. Perhaps two thirds ofpeople in the world feel bad after drinkingmilk. So perhaps the answer is: Don’t drinkmilk at all if it makes you feel bad. If not,drink only one glass a day.

Let’s look at hot drinks [PAUSE]. The mostpopular hot drink in the world is coffee[PAUSE]. Ninety percent of hot drink salesin the USA are coffee. But coffee can bevery bad for you. Drink only two cups a day.Tea [PAUSE] is also very popular. Sixty-sixpercent of hot drink sales in Britain are tea.But tea is very similar to coffee in manyways. So drink only two cups of tea a day.

Finally, we come to water [PAUSE]. Thirtyyears ago, an American nutritionist, DrStare, said ‘You need six to eight glassesevery day.’ But he did not mean drink six toeight glasses. He said ‘You get water incoffee, tea, milk and soft drinks. You alsoget water from fruit and vegetables.’ In fact,you can drink too much water. Some peoplehave died after drinking more than twentyglasses of water. So how much should youdrink? The latest research says you shouldprobably drink four to five glasses a day.But remember! This research is from a coolcountry. The people did not have manualjobs. If you live in a hot country, and if youdo a lot of exercise, you need more water.

Listening 2


Exercise D

1 Set for pairwork. Give students plenty of time to makepredictions about each item in Table 2.

2 Explain that they are going to hear a short talk aboutliquids and health. This time, they must identify thechange of subject and move to the correct place inthe table to enter the information. Set for individualwork and pairwork checking. Play the tape. Feedback, building up the table on the board.

3 Set for pairwork. Elicit some ideas. Then play the tapeagain, pausing when the speaker changes subject.Review what the speaker has just said.

Point out to students that you will often get lost in a talk. Ifyou have predicted the content, you can wait for the nextsubject to come along.

Methodology note

Students who come from cultures where they are used tobeing told unequivocal ‘facts’ should probably be told atthis point that this is just research. It may not be true! Tellthem to go and type into a search engine: Milk/Tea/Water,etc., is good for you., and see what happens. They will findsites which say Yes and sites which say No. They need todecide what to believe, based on the origins of theopinion.


Tapescript

Presenter: D 2 Listen and check your ideas.Lecturer: How much cola do you drink every day?

What about fruit juice, milk, coffee and tea?You probably drink too much of theseliquids, according to recent research.Perhaps you drink too much water, too.Let’s look at the latest research by theUnited States Food and Nutrition Board andothers.


Listening 2


Answers

2

3 Sometimes the speaker launches straight intoa new subject, e.g., Cola … has lots of sugar.Sometimes the speaker asks a rhetoricalquestion, e.g., What about milk?Sometimes the speaker asks you to look atsomething new, e.g., Let’s look at hot drinks.The speaker introduces the broad subject offruit, then refines it to fruit juice.The speaker uses a sequencer at the end, i.e.,Finally, we come to water.

liquid per daycoffee 2 cupstea 2 cupscola 1 canwater 4–5 glassesfruit juice 1 glassmilk 1 glass

Exercise E


Closure

Get students to identify key words from this lesson andListening 1 from the stressed syllable.


Speaking 1


Revise the main vowel sounds with words related tonutrition and health.



1 Say a word from each pair several times. Do not letstudents say anything, e.g., glass – can.







Say a vowel sound and ask students to think of words withthat sound. Here are the sounds you must make(contained in a word as an example).

Introduction

1 2glass saladcarton sandwich

canjam

cheese chickeneat fishmeat drinktea milksalt coffeewater bottle

1 2food cupjuicefruitsir menu(research) bread

vegetablesrestaurant

1 2bad bardbed birdbid beadbod boardbud booedbook

( ) = not formally presented in this course

Exercise A

Give students plenty of time to study the pictures andwork out what they show. Set for pairwork. Feed back. Inthe feedback, make sure they understand that there aretwo bottles, two cartons, etc. Do not worry about full andempty at this point.


Speaking 1


Feed back. Get the two kinds of sentence on the board asfollows:

How much waterdo you drink every day?

How many glasses of water

Answers

bottlecartoncancupglass

Exercise B

Set for pairwork. Monitor and assist. Feed back. Askstudents, e.g.,

Where’s the bottle of milk? At the top on the left.Where’s the milk bottle? At the bottom on the left.

Exercise C

Give an example. You could use a milk bottle for a flower.Show on the board.

Set for pairwork. Monitor. Feed back, getting students totell the class about the most imaginative uses.

This fun activity emphasises the fact that a liquid containeris empty, therefore you can use it for something else.

Methodology note

Exercise D

Remind students of the word researcher.

1 Set for individual work and pairwork checking. Playthe tape. Give students plenty of time to work out thetwo types of questions. Monitor and assist, but do notfeed back.

2 Set for pairwork. Monitor and assist, but do not feedback.


Point out that water is uncountable, but glass is countable.

Drill the much/many distinction and the relationshipbetween containers and liquids as follows:You say: WaterStudents say: How much water?You say: GlassesStudents say: How many glasses of water?You say: MilkStudents say: How much milk?

etc.

You say: MilkStudents say: How many glasses of milk?You say: CoffeeStudents say: How many cups of coffee?

etc.

Tapescript

Presenter: Speaking 1D 1 Listen. She asks two kinds of

questions. What are they?Researcher: Can I ask you some questions about your

drinking habits?Subject: Yes, of course.Researcher: How much water do you drink every day?Subject: Mmm. Well, I know you should drink eight

to ten glasses, but I don’t. I probably drinktwo or three.

Researcher: Thank you. And how many cans of cola orsoft drinks?

Subject: None. I hate sugary drinks.Researcher: Fine. What about milk? How much milk do

you drink?Subject: None, oh, well, no. I drink milk in coffee and

tea.Researcher: How much coffee do you drink every day?Subject: Oh, I love coffee. I drink far too much.

Perhaps ten cups.Researcher: How many cups?!Subject: Ten, or perhaps twelve!


Speaking 1


Exercise E

Set for pairwork. Monitor and assist. Remind students thatthe best way to record this kind of research is a tally chart.If there is time, get students to turn the results into a barchart.

Closure

Feed back on Exercise E, getting students to tell you abouttheir partner.


Speaking 2


1 If possible, take in a number of menus from differentlocal restaurants. Hand them round and get studentsto try to identify items on each menu.

2 Mime different kinds of food and drink for students toidentify – the sillier the better!

3 Ask students to do some mimes of food and drinkitems.

3 Set for individual work and pairwork checking. Playthe tape. Feed back, checking that students havecorrectly identified each method.

4 Set for pairwork. Feed back, getting the words on theboard and checking the spelling.

Introduction

Exercise A

1 Refer students to the pictures. Elicit items for eachmethod of cooking. Try not to say the method at thisstage. Use The first way, the second way, etc., e.g., Youcan cook cakes the first way.

2 Set for pairwork. Do not confirm or correct.

This is not really an exercise in teaching new words.Rather it is revision of the skill of guessing spelling fromcommon patterns of sound-sight. These words conform tocommon sound-sight relationships so students should nothave great difficulty working out the spelling. If necessary,suggest similar known words for them to copy, e.g.,

bake = takefry = cry; tryboil = oil; coin This is the hardest. They may notknow a similar word.grill = ill; fill

Nouns and adjectives follow spelling patterns whichstudents have learnt.

Methodology note

Tapescript

Presenter: Speaking 2A 3 Listen. Number the methods in

order.Voice: There are four main ways to cook food.

Firstly, we can put the food in water andboil the water. That means heat the water toone hundred degrees centigrade. So we canhave boiled eggs, for example, or boiledpotatoes. We can also boil vegetables.

We can put the food in butter or fat andheat it. This is called frying. We can havefried eggs or fried fish. We can fry somekinds of meat, too.

The third way is called grilling. We put thefood under or over the heat. We don’t needwater or butter for grilling. We can grill fishor meat. We can also grill vegetables.


Speaking 2


Finally, there is baking. We put the foodinside an oven and heat it. We can bakepotatoes or meat or fish. We can also bakecakes and biscuits.

Answers

3 C 1 boilB 2 fryD 3 grillA 4 bake

4 A B C Dbake fry boil grillbaking frying boiling grillingbaked fried boiled grilled

Exercise B

Refer students to the menu. You may have to explainsausages, beans and toast. Set up the role play carefully.Monitor and assist. Feed back by asking the waiters ineach case what the guests ordered. Swap roles.

Exercise C

Point out that students can write anything, in their ownlanguage, on the menu blank. But they must give onechoice for the main meal. Monitor and assist. Ask a goodstudent what is on his/her menu. Ask for an explanation.Demonstrate how you can explain a strange food, e.g.,

It’s a kind of meat. It’s grilled.They are boiled vegetables.

Exercise D

Set up the pairwork. Monitor and assist. Ask students toswap roles.

Closure

Get some of the best pairs to demonstrate in front of theclass.




Exercise A

1 Refer students to the heading. Set for pairwork. Feedback. Write ‘make you ill’ on the board and then put ‘= poison you’.

2 Refer students to the Did you know …? section. Askstudents to guess the missing statistics. Feed back,but do not confirm or correct.

3 Refer students to the Remember! section and repeatprocedure.

4 Refer students to the Fact section. Ask What is abacterium/bacteria? Elicit a few ideas. Ask students toguess the missing number. Do not confirm or correct.

The word for ‘bacteria’ in Arabic is … bakteereeaa, soprovided student recognise the word they should knowsomething of the meaning.


Exercise B

1 Set for individual work and pairwork checking. Playthe tape. Students fill in the missing numbers in theDid you know …? section.

2 Set for individual work and pairwork checking. Playthe tape. Ask students to discuss the advice again,using information from this part of the tape. Elicitsome ideas, but do not confirm or correct.

3 Set for pairwork. Refer students to the illustrations onthe poster which should help them to guess theadvice. Notice that, on the tape, there is informationbefore the advice which should make the adviceobvious. Pause after so … to allow students todiscuss, then after the advice to allow students towrite.

4 Set for pairwork. Play the final part for students towrite the number.

Tapescript

Presenter: Workbook: Listening and speaking B1 Listen to the introduction. Fill in the

missing numbers in Did you know …?Voice: You need food for energy. If you don’t eat,

you will get ill. But you must be careful withfood, because food can make you ill, too. Iffood makes you ill, we say it poisons you. Inthe USA, over 30 million people get foodpoisoning every year. Nearly 10,000Americans die from food poisoning everyyear. So it is a serious problem.

Presenter: 2 Listen to the next section. Think about the advice in Remember!

Voice: Food will poison you if it has a lot ofbacteria in it. Bacteria are tiny livingcreatures. They get into food and multiplyvery quickly. Bacteria like warm, wetconditions. They grow best in temperaturesbetween 5 degrees Celsius and 60 degreesCelsius. But bacteria don’t like it too hot.They start to die at temperatures of 70degrees, and at 100 degrees 99.9 percentare dead.

So bacteria in food can make you ill. Butluckily, it is quite easy to stop bacteriagetting into food, or to kill the bacteria infood before you eat. Just follow thesesimple rules.

Presenter: 3 Listen. Complete each piece ofadvice, then check.

Voice: Firstly, bacteria like it hot and they like itwet, so [pause] … keep raw food cool anddry.

Secondly, bacteria need time to multiply, so … [pause] don’t keep food for too long.

Thirdly, there are bacteria on dirty hands, so … [pause] wash your hands before youcook food and, fourthly, of course, washyour hands … [pause] before you eat food.




Next, bacteria like heat so they multiplywhen you start cooking food. But when thefood is really hot – above 75 degreesCelsius – they start to die, so … [pause]cook food for long enough.

Finally, bacteria multiply as the food coolsdown, so … [pause] eat food soon aftercooking

Presenter: 4 Listen. Complete the Fact.Voice: Bacteria are all around us – on our hands

and in the food before we start to cook it,so be careful. The figures are frightening.One bacterium in food can become2,000,000 bacteria in just seven hours in theright conditions.

Answers

1 30,000,00010,000

2 No answers at this stage, but students shouldnotice that bacteria like heat and moisture, soif we keep food cool and dry, it should stopbacteria growing or growing so quickly. Alsothey should notice that high temperatures killbacteria, so we should cook at hightemperatures and for long enough.

3 Target items in italics:• Keep raw FOOD cool and dry.• Don’t keep FOOD for too long.• Wash your hands before you cook FOOD.• Wash your hands before you eat FOOD.• Cook FOOD for long enough at a high

temperature.• Eat FOOD soon after cooking.

4 2,000,000

Exercise C

This is a revision activity.

1 Set for pairwork. Monitor but do not assist.

2 Play each conversation, getting students to check.

3 Set for pairwork. Monitor and assist. Deal withpronunciation problems. Get a few students to doeach conversation for the class.

Tapescript

Presenter: CVoice 1: Is Princess Diana dead?Voice 2: Yes, she is.Voice 1: When did she die?Voice 2: About ten years ago.

Voice 3: There has been an accident on the mainroad.

Voice 4: Oh dear. What happened?Voice 3: A car hit a bus.Voice 4: Is it serious?

Voice 5: What type of books do you like?Voice 6: Adventure stories.Voice 5: Why do you like them?Voice 6: I find them exciting.

Voice 7: I saw a good film last night.Voice 8: What was it about?Voice 7: It was a love story.Voice 8: So, did it end happily?

Voice 9: Excuse me. Voice 10: Yes, madam?Voice 9: Can I have some more tea?Voice 10: Certainly, madam. Milk and sugar?


Reading 1


1 Use the flashcards of the food and drink words.

Give out the flashcards to pairs or groups of students.Each pair/group must hide their card and think of asuitable mime for this type of food or drink. Studentsthen perform their mimes for other students to guess.When the guessing is finished, students hold up theircard for others to read and check.

2 Get students to find common pairs of words and saythem in order.

Here are some possibilities:bread and buttertea and coffeemilk and sugarfruit and vegetablesmeat and potatoesfish and chips

salt and pepperfood and drink (n)eat and drink (v)

Introduction

Sometimes two words go together in a particular order,although there is no obvious reason for this fixed order.The fixed phrases here fit into that category, i.e., it doesnot sound very English to say, e.g., butter and bread, sugarand milk, drink and food.


Exercise A

1 General discussion.


Answers

1 It is a piece of advice, often simple and short.2 Depend on the students.

Exercise B

Set for individual work and pairwork checking. Elicitanswers, but do not confirm or correct.

Answers

After Exercise C.

On the face of it, all the answers are true in that they areall stated or implicit in the text. Some are true in the sensethat they are stating the same information in a differentway. However, even if we accept all the statements as fact,the implication that all the water we need must be actuallydrunk as water is nonsense. We take in water in otherdrinks and in food. We have seen this earlier in this theme.

Methodology note


Reading 1


Exercise C

Set for individual work and pairwork checking. Feed back.Students may question the statement in the secondsentence. Tell them that the information is probably out ofdate. They may also see that water comes in other foodsand drinks.

Answers

1

2

345678

You use about 2,000 calories a day. This is presumably true, although we should check with other websites.

You need one ml of water per calorie. Is this true? In fact it comes from a very old report tothe American Nutrition Board, 1945.

You need about 2,000 ml of water every day. If 1 and 2 are true, this must be true.Two thousand ml is two litres. This is definitely true.You need to drink two litres of water. If 1 and 2 are true, this must be true.Two litres is eight glasses. This is definitely true.You need more water if you do a manual job. This is probably true – it seems logical.You need more water if you live in a hot country. This is probably true – it seems logical.

At one time, if we read something in a book, we could bereasonably sure that it was true – or, at least, that it wasaccepted fact at the time. But now, with so much researchdone on the Internet, which is not controlled in the sameway as book publishing was and is, we cannot be sure ofits veracity. See the next lesson for ideas on how to dealwith this.


Closure


As before, ask students not to read the text on page 113before the next lesson.


Reading 2


Do some more work with the flashcards.

Flash the first word in a common pair and get students togive you the second word, e.g., bread – and butter.

Introduction

1 On one level, the texts in this lesson are above thelevel of the students. However, they should be able tocope with them because they have a clear task andthey are allowed to look up words and discuss withcolleagues. This mimics the situation in the real worldwhen you are doing research. Point out that they willfind the texts difficult, but reassure them that theywill be able to get the necessary meaning from them.

2 Once students realise that they can find the requiredinformation, they may think the exercise is too simple – it is mostly close copying. But close copyingof factual information is a key research skill. Studentsmust be able to record information such as names ofinstitutions and dates with complete accuracy,otherwise the data will be useless later.

General methodology notes


Reading 2


Exercise A

Ask students to cover the text.

Follow the usual procedure for reading preparation,teacher-paced as before, i.e., set each subtask, allowstudents a set period of time to look at that part of thetext, keeping the rest covered, if appropriate. Ask achecking question after each subtask.

• Read the heading. Can you answer the question?Maybe – or at least, I have some ideas.Elicit some health tips from the students.

• Read the introduction. What is the text about? Healthtips – five of the top ones.

• Look at the pictures. What is each paragraph about?Smoking, sugar, etc.

Ask students to quickly check the topic of each paragraphby reading the heading. Do not allow more than 20seconds for this.

This reveals:Don’t smoke.Don’t eat too many sweets.Don’t lie in the sun.Take exercise every day.Go to bed early twice a week.

Get the five topics on the board.

Ask students to use their general knowledge to work outwhat the advice might be. Set for pairwork or generaldiscussion. Elicit ideas, but do not confirm or correct.

Exercise B

Put students into groups of five. Ask them to choose onepiece of advice each. Ideally, it should be advice they areactually interested in. Refer students to the headings ofthe notes. Set for individual work. Monitor and assist.

Exercise C

Work through the Skills Check.

Point out that the source of information is sometimesgiven in brackets, with a date. Note that this is missingfrom the website article about water, which means thatthis information is less trustworthy.

Answers

At the end of the lesson.

Note that there is multiple research in threecases. The following layout might be best inthese cases:

TopicGeneral adviceResearch results 1 2 3Who said?When?My opinion

Exercise A

Refer students back to their own texts to check. Monitor,but do not assist.

Exercise E

Bring together all the students from each advice topic tocompare notes. Try to ensure that they are making shortnotes, not copying whole sentences. Try also to ensurethat they agree on the value of the advice. They shouldcomplete the my opinion section.


Reading 2


Exercise F

Make sure students return to the groups in Exercise B.They must ask about the other advice and make notes, butthey must not show each other the notes they havemade/are making. Monitor. At the end, allow students tocompare notes. Make sure they explain at least one newword which they have guessed from context or looked up.

Feed back by building up a model set of notes on theboard.

Closure

Ask students – those who read or those who heard – toexplain some of the advice they heard (not read).

Answers

? = mayPossible words to guess from context/look up in a dictionary in bold above.

Topic General advice Research results Who said? When?Do not smoke. harms you, friends, harms nearly every National Cancer Apr, 2004

children; can kill you part of body Institute, USAkills 5m people p.a. WHO 2003live with a smoker = British Medical Journal 199724% rise in chance oflung cancer

Do not eat too lots of sweets = bad for v. fat = ? serious National Health and 1988–1994many sweets. teeth; makes you fat illness = 30 illnesses Nutrition Examination

= obesity Survey, USA dark chocolate = ? Dutch National 1997prevent cancer + Institute of Publicheart disease Health

Do not lie in sun = Vitamin D, but skin cancer Norway + Norwegian Cancer ?the Sun. too much = dangerous; 350% m / 440% w: Institute

sun = few minutes = ? 1957–1984skin cancer 1960s/70s = sun cream

Take exercise walk half an hour a makes heart stronger American Heart ?every day. day = body works Association

properly; feel bettermakes memory better Journal of 20/09/2005 (but = mice!) Neuroscience

Go to bed get average = 8 hrs a tired = 1,500 deaths in National Highway 1999early once or night = body works road accidents in Traffic Safetytwice a week. properly USA p.a. Administration, USA


Writing 1



Introduction

Exercise A

As in the last theme, this activity focuses on the fact thatone vowel sound has many spellings, sometimes involvingconsonants which are not directly sounded.

1 Set for pairwork. If students are struggling, do the firstrow as an example. Do not let students write anythingat this point. Feed back orally.

2 Set for individual work and pairwork checking. Feedback, building up the table on the board.

Practise each set of words, emphasising the commonvowel.

Answers

come study cup does /Ã/cook should put could /υ/play sail grey baby /e/rice fly island behind /a/show boat below hotel /əυ/how south cloud brown /aυ/

Exercise B

1 Set for pairwork. Do not allow students to write at thispoint.


Feed back, highlighting the fact that uncountable wordsand plural countable often do not need articles.

Answers

Eat an apple a dayThere is an old saying in – Britain: ‘An apple aday keeps the doctor away.’ We know that – fruitis good for you, but are – apples better than –other fruit?Research has shown that – apples can help stop– cancer (Cornell University Study, June, 2000)and – strokes (European Journal of ClinicalNutrition, May, 2000) and – heart disease(University of California Study, 1999).

Exercise C

Set for individual work and pairwork checking. Point outthat students can look up words in a dictionary. Monitorand check especially that students have copied the namesand dates correctly. Feed back orally. Find out whatstudents think of the source of the research and the dates.


Writing 1


Answers

Topic Eat an applea day.

General fruit = goodadvice for you Research ? stops ? stops ? stops heart results cancer strokes diseaseWho Cornell European University ofsaid? University Journal of California

Study Clinical StudyNutrition

When? June, 2000 May, 2000 1999Myopinion

Exercise D

Write the sentence on the board in the way shown. Elicitpossible items for box 1 and box 3. Refer students back tothe text in Exercise C and the texts in Reading 2. Highlightthe fact that there is a statement and then an introductionto the statement. Sometimes the introduction makes thestatement stronger, sometimes it makes it weaker.

Answers

1 2 3Research has apples can help stop shown cancer.We know fruit is good for you.Another study

thatdark chocolate may help

shows stop cancer.People think sun cream makes them

safe.

Closure

Dictate sentences containing words from the theme.


Writing 2


Ask students to tell you words from this theme with thefollowing words inside them. Write the words on the boardand elicit the full words, perhaps by getting students tocome up to add the extra letters on the board.

Introduction

am jam; creaman restaurant; canand sand as glassat eat; meat; potato; waterate water but buttercar cartonfast breakfastget vegetable (note change of consonant sound)he cheeseice juice; rice in drink

is fishit fruitme meatmen menuof/f coffeeper pepperread bread (note change of vowel sound)rest restaurantto potato

Exercise A

1 Set for individual work and pairwork checking. Do notfeed back at this point.



Feed back, checking that students have understood thedifferences.

Answers

1 Exercise will make you feel better.Dark chocolate may prevent cancer.


Exercise B

Repeat the procedure for Exercise A.

Answers

1 If you smoke a lot, it will probably kill you.If you sunbathe regularly, you may get skincancer.



Writing 2


This is a preview of the first conditional structure, dealtwith fully later in this theme.

Methodology note

Exercise C

Get the three forms on the board in order of probability asfollows:

100% = This will happen.70–80% = This will probably happen.30–40% = This may happen.

Explain that they must choose between these three formsin each case.

Set for individual work and pairwork checking. Feed backorally. Deal with any disputes about the correctness of thechoice in the Answers below.

Answers

1 If you have a road accident, you may die.2 If you are in a plane crash, you will probably

die.3 If you smoke, you will smell terrible.4 If you are tired, you may make mistakes.5 If you keep food for too long, it will go bad.6 If you eat bad food, you will probably get ill.

Exercise D


Closure

Dictate some of the first conditional sentences from thislesson.




Exercise A

1 Give students 30 seconds to study the heading, thesubheading and the introductory paragraph. Thisshould also give them time to glance at thesubsections. Set for pairwork.

2 Continue with the pairwork. Feed back.


Answers

1 Students should notice that the text is aboutfood poisoning by bacteria and that thestrange names are types of food poisonbacteria.

2 Answers depend on students.3 Answers depend on students.

Exercise B


Although these are strange words and the studentscertainly don’t need to learn them, they do obey the rulesof English pronunciation, including stress within words.Any native speaker would pronounce them the sameway, i.e.:/'kaempailo'baekta//saelmo'nela//lis'tearia//i: 'kolai/


Exercise C

Note: Do not cut up the text on this occasion, as studentswill then miss the important sub-skill of looking across atthe inset on pasteurization.

Put students into groups of four.

1 Set for individual work. Explain that there is one extrapiece of information – called an inset – whichstudents will have to read.

2 Set for groupwork.

Feed back on any new words – although there should notbe any in this particular set of texts.

Answers

See after Exercise D.

Exercise D

Set for individual work.




Answers

Model notes.

bacteria how serious? foods solutioncampylobacter 2.5 million cases in US chickens; raw milk cook chicken; pasteurize milk

p.a. + 500 diesalmonella 10% of cases; 500 die in US raw, badly cooked eggs; cook properly; pasteurize milk

chickens; raw meat; dairy products

listeria 2,500 in US + 500 die; ice-cream; hot dogs; burgers; cook long enough at high 28% of all deaths raw fish; raw meat; vegetables temperature; pasteurize milk

E. coli 10 bacteria = fatal fast foods; apple juice cook long enough at hightemperature; pasteurize juice

Exercise E

Set for individual work. Allow students to complete forhomework.

Closure

Ask students before they leave what they have learntabout food safety in this lesson.


Vocabulary 1


Explain that this lesson is revision of vocabulary learnt inthis course. On this occasion, there is only number work inthe introduction.



To revise Theme 3, ask students for the number of softdrinks they drank in the last seven days. Make a list on theboard. Get students to calculate mean, mode and median.You could point out that people often lie when you ask forthis kind of information because, for example, in this case,they do not want to look like unhealthy drinkers.



Introduction

Exercise A

Set for individual work and pairwork checking. Space isprovided on page 62 of the Workbook. Feed back, buildingup the table on the board.

Answers

After Exercise C.

By not printing the proper nouns with capital letters, thisactivity also reinforces when a capital is needed in English.

Methodology note

Remember that the rules for using capital letters withwords are not universal. Even languages as close toEnglish as French, Italian and German have different rulesso students have to remember the rule in English ratherthan apply a general logic, e.g., it is a month so it must becapitalized.


Exercise B

Set for individual work. Space is provided on page 62 ofthe Workbook. Feed back, checking spelling as you addwords to the table on the board.

Answers

Depends on students.


Vocabulary 1


Exercise C

Set for individual work and pairwork checking. Space isprovided on page 62 of the Workbook. Feed back, addinggroup words/phrases to the table.

Answers to Exercises A, B and C

word 1 word 2 possible word 3 group word or phraseorange brown green coloursR.S. I.T. History school subjectsautumn summer spring seasonsAgriculture Construction Finance employment sectors birth marriage death life eventstrain plane car forms of travelnovel autobiography biography types of bookrain snow fog types of weatherMars Venus Neptune planetsAsia Australia Africa continentsbird-watching stamp-collecting photography hobbies May October June monthspre-school primary secondary types of school managers office workers manual workers types of employmentmother son father familyabove under behind prepositions of placenews soap opera game show types of TV programme Horror Crime Love story types of film/story

Exercise D

Work through orally, then set for individual work andpairwork checking. Feed back orally.

Answers

1 coffee2 sugar3 drink4 vegetables5 drink6 pepper7 women8 girls

9 gentlemen10 white11 bottom12 far13 rain14 west15 south

Closure

Erase the table from Exercises A, B and C. Ask students toclose their workbooks and student’s books. Make astatement with a group word or phrase and see if studentscan give you words from the same group, e.g.,

You say: It’s a colour.Student says: Red?You say: No.Student says: Green?, etc.

Continue until they run out of words or get to the end ofthe possible list.


Vocabulary 2



Introduction

Put students into two groups, if you wish, to do ExercisesA and B as groupwork. Let each group work through theirpoints, then put students into pairs with an A and a B ineach group. They must close their books and explain theirpoints to the other students.

Feed back, getting students who heard rather than readthe information to explain the patterns.

Exercises A and B

Possible answers

Exercise A1 The key word is cake = uncountable noun.2 is/a little/much + the need to have something

to put the uncountable item into, or to divideit into individual pieces, to answer the finalquestion.

3 Refer students to Skills Check 1.4 Depend on the students.

Exercise B1 The key word is strawberries = countable

noun.2 are/a few/many + no need to have something

to put the countable item in to answer thefinal question.

3 Refer students to Skills Check 2.4 Depend on the students.

Exercise C

Set for pairwork. Monitor and assist. Space is provided onpage 63 of the Workbook. Feed back, getting the twoconversations on the board. Note that students have tochoose something to use to count the cheese, e.g., piece.

Answers

Model conversations:

UncountableA: Is there any more cheese?B: There’s a little. Would you like some?A: Yes, please.B: How much would you like?A: A small piece, please.

CountableA: Are there any more carrots?B: There are a few. Would you like some?A: Yes, please.B: How many would you like?A: Two, please.


Vocabulary 2


Exercise D


Answers


Closure

Drill the conversations from Exercises A and B.


Grammar 1



Introduction

Answers

teaching area

1

2

3

4

If you smoke … first conditional: if +present

… you will smell terrible. first conditional: will +infinitive

If you are tired … first conditional: if +present

… you shouldn’t drive. modals + infinitive

5 If you don’t takeexercise …

6 … you won’t feel very well.

7 If you get cancer, you may may or willdie.

8 The food made me ill. make + O + adjective

9 Don’t eat too much sugar. much + uncountable

10 Don’t eat too many sweets. many + countable

11 What are you going to be revisionwhen you leave school?

12 How often do you go to revisionthe mall?

13 Would you like to work revisionin a hotel?

14 What will the weather revision be like tomorrow?

15

16

Mount Everest is 8,850 revision metres high.

Hillary climbed Everest revision50 years ago.


Grammar 1


Closure

Ask students which piece of advice from this theme theyare going to follow.

17 Calment died in 1997. revision

18 Have you ever had an revisionaccident?

19 ‘Hello,’ she said. revision

20 The novel made her laugh. revision


Grammar 2




comma and pause when they get to the end of the Ifclause.

3 Set for general discussion. Highlight the fact that youdo not need a comma if you begin with the mainclause (Table 1B).

4 Set for pairwork. Feed back orally.


Introduction

Exercise A

1 Set for individual work and pairwork checking. Feedback, ideally onto an OHT or data show of thecoursebook page. Make sure students realise that theV is in the infinitive in the main clause (Table 1B).

2 Set for individual work and pairwork checking. Spaceis provided on page 63 of the Workbook. Feed backorally, getting students to read out their completesentences. Make sure students have written the

Answers

1 Table 1A: Sentence pattern 78

If S V other

If youare tired , …smoke a lot of cigarettes

S modal V othershould go to bed.

… you will do some things badly. may get cancer.

Table 1B: Sentence pattern 79

2 Depend on students.3 Yes, you can, but you do not need the

comma after the main clause.4 It depends on the verb:

If you are not tired … BUT If you don’tsmoke …

5 Put the negative marker not between themodal and the infinitive.

Conceptually, this is probably the most difficult pattern inthe whole of the course. The two events are talking aboutthe future, but the subordinate clause (Table 1A) is in thepresent because of rules of clause joining in English.



Grammar 2


Exercise B

Set for individual work. Monitor and assist. Make sure thatstudents have used information from the theme in alogical way. Feed back orally.

Exercise C

1 Set for pairwork. Monitor and assist. Feed back.

2 Set for pairwork. Get some of the good sentences onthe board.

Answers

1 The pattern is S V O V.2 Depend on the students.

Exercise D



3 Set for pairwork. Monitor and assist. Get some of thegood sentences on the board.

Answers

1 The pattern is S V O A. A = adjective.2 The last item = adjective, not V.3 Depend on the students.

Exercise E

Set for pairwork. Monitor and assist. Give some examplesentences containing the target words for students to saywhether they have chosen correctly or not.

Answers

countable uncountablewords potato/es cheeseis 3 3

are 3

many 3

much 3

some 3 3

any 3 3

a little 3

a few 3

Closure


Test


Possible answers

1 If you live with a smoker, you will also smoke.2 If you eat lots of sweets, you may will probably

get bad teeth. You may/will probably get fat,too.

3 If you sunbathe regularly, you may get skincancer.

4 If you wash your hands after using the toilet,you will kill billions of germs.

5 If you get an average of eight hours’ sleep anight, you will help your body work properly.

6 If you do half an hour’s exercise, you will feelbetter.

7 If you are tired, you should not drive a car.8 If you leave food in your teeth, they may go

bad.


Word Lists: Thematic


THEME 1

Education

college (n)

dictionary (n)

explain (v)

Geography (n)

History (n)

IT (n)

learn (+ about/

that/how to) (v)

Mathematics (Maths) (n)

primary (adj)

Religious Studies (n)

Science (n)

secondary (adj)

spell (v)

study (v)

teach (v)

university (n)

THEME 2

Daily Life

always (n)

autumn (n)

early (adj)

half (n)

late (adj)

later (adj)

midnight (n)

minute (n)

never (adv)

noon (n)

o’clock (adv)

often (adv)

past (adv and n)

quarter (n)

season (n)

sometimes (adv)

spring (n)

summer (n)

the Earth (n)

the Sun (n)

tomorrow (n)

tonight (n)

winter (n)

yesterday (n)

THEME 3

Work and Business

agriculture (n)

company (n)

construction (n)

e-mail (n)

employ (v)

employment (n)

envelope (n)

file (n)

finance (n)

government (n)

leisure (n)

letter (n)

manager (n)

manual (n)

manufacturing (n)

professional (n)

retail (n)

shelf (n)

supermarket (n)

transport (n)

website (n)

worker (n)

working hours (n)

578 09 UAE Grade 8 TB Endmatter.qxd 18/5/06 15:25 Page 338


THEME 4

Science and Nature

dry (adj)

flower (n)

fog (n)

foggy (adj)

forest (n)

heavy (adj)

high (adj)

light (adj)

lightening (n)

low (adj)

rain (n and v)

river (n)

sea (n)

strong (adj)

temperature (n)

thunderstorm (n)

water (n)

weather (n)

wet (adj)

wind (n)

windy (adj)

THEME 5

Culture and Civilization

age (n)

born (adj)

congratulations (n)

dead (adj)

die (v)

family (n)

group (n)

guest (n)

married (adj)

party (n)

present (n)

single (adj)

thank (v)

thank you

THEME 6

They Made Our World

accident (n)

airport (n)

arrive (v)

bus stop (n)

bus station (n)

driver (n)

land (v)

leave (v)

passenger (n)

pedestrian (n)

pilot (n)

port (n)

railway station (n)

sailor (n)

street (n)

take off (v)

traffic (n)



THEME 7

Sport and Leisure

comedy (n)

documentary (n)

film (v)

game show (n)

hobby (n)

magazine (n)

music (n)

news (n)

newspaper (n)

programme (n)

show (n)

soap opera (n)

sports (n)

talk show (n)

turn off (v)

turn on (v)

THEME 8

Nutrition and Health

bottle (n)

bowl (n)

bread (n)

breakfast (n)

butter (n)

can (n)

cheese (n)

chicken (n)

cup (n)

dentist (n)

eat (v)

egg (n)

fish (n)

food (n)

fruit (n)

glass (n)

ice-cream (n)

jam (n)

juice (n)

meal (n)

meat (n)

menu (n)

milk (n)

pepper (n)

potato (n)

restaurant (n)

rice (n)

salad (n)

salt (n)

sandwich (n)

sugar (n)

tea (n)

vegetable (n)

water (n)



Word Lists: Alphabetical

accident (n)

age (n)

agriculture (n)

airport (n)

always (adv)

arrive (v)

autumn (n)

born (adj)

bottle (n)

bowl (n)

bread (n)

breakfast (n)

bus stop (n)

bus station (n)

butter (n)

can (n)

cheese (n)

chicken (n)

college (n)

comedy (n)

company (n)

congratulations (n)

construction (n)

cup (n)

dead (adj)

dentist (n)

dictionary (n)

die (v)

documentary (n)

driver (n)

dry (adj)

early (adj)

eat (v)

egg (n)

e-mail (n)

employ (v)

employment (n)

envelope (n)

explain (v)

family (n)

file (n)

film (v)

finance (n)

fish (n)

flower (n)

fog (n)

foggy (adj)

food (n)

forest (n)

fruit (n)

game show (n)

Geography (n)

glass (n)

government (n)

group (n)

guest (n)

half (n)

heavy (adj)

high (adj)

history (n)

hobby (n)

ice-cream (n)

IT (n)

jam (n)

juice (n)

land (v)

late (adj)

later (adj)

learn (v)

leave (v)

leisure (n)

letter (n)

light (n and adj)

lightening (n)

low (adj)



magazine (n)

manager (n)

manual (adj and n)

Manufacturing (n)

married (adj)

Mathematics (Maths) (n)

meal (n)

meat (n)

menu (n)

midnight (n)

milk (n)

minute (n)

music (n)

never (adv)

news (n)

newspaper (n)

noon (n)

o’clock (adv)

often (adv)

party (n)

passenger (n)

past (adv and n)

pedestrian (n)

pepper (n)

pilot (n)

potato (n)

port (n)

present (n)

primary (adj)

professional (adj and n)

programme (n)

quarter (n)

railway station (n)

rain (n and v)

Religious Studies (n)

restaurant (n)

retail (n)

rice (n)

river (n)

sailor (n)

salad (n)

salt (n)

sandwich (n)

Science (n)

sea (n)

season (n)

secondary (adj)

shelf (n)

show (n)

single (adj)

sometimes (adv)

soap opera (n)

spell (v)

sports (n)

spring (n)

street (n)

study (v)

strong (adj)

sugar (n)

summer (n)

supermarket (n)

take off (v)

talk show (n)

tea (n)

teach (v)

temperature (n)

thank (v)

thank you

the Earth (n)

the Sun (n)

thunderstorm (n)

tomorrow (n)

tonight (n)

traffic (n)

transport (n)



turn off (v)

turn on (v)

university (n)

vegetable (n)

water (n)

weather (n)

website (n)

wet (adj)

wind (n)

windy (adj)

winter (n)

worker (n)

working hours (n)

yesterday (n)


Answers to

Student Test Booklet

UAE ENGLISH SKILLS GRADE 8 – Answers to Student Test Booklet 345

578 10 UAE Grade 8 TB Answers 18/5/06 15:26 Page 345

346 UAE ENGLISH SKILLS GRADE 8 – Answers to Student Test Booklet



Exercise A

Students should listen to the whole of eachsentence before trying to write it. This putspressure on short term memory, which is a keypart of language learning. Feed back orally.

Tapescript and answers

Listen and write.1 We have Mathematics at twelve.2 What did we do in Science last week?3 What time is History?4 What’s the capital of Brazil?5 Do you do IT at your school?6 When do children in your country go to secondary

school?

Exercise B

Go through the example. Set for individual workand pairwork checking. Say or play theremaining sentences. Feed back orally.

Answers

1 Did you go 5 to study?2 When did you start 6 to be after university?3 What subjects are 3 at the moment?

you doing4 Are you going 1 to pre-school?5 What are you going 2 primary school?6 What do you want 4 to go to university or college?

Tapescript

Listen and write.1 Did you go to pre-school?2 When did you start primary school?3 What subjects are you doing at the moment?4 Are you going to go to university or college?5 What are you going to study?6 What do you want to be after university?

Exercise C

Go through the example. Point out that therecan be more than one answer. Set for individualwork and pairwork checking. Say or play theremaining sentences. Feed back orally.

Answers

Possible answers1 history2 Brazil3 colours4 flowchart5 The Koran6 triangle

Tapescript

Listen and write.1 So we’ve reached the nineteenth century in American …2 Last week in Geography, we looked at the country of …3 In Science at the moment, we are answering the

question ‘How does the eye see …’4 Can you turn to page 36 in your IT books. There’s a

diagram of a …5 We are talking about religious books this semester, for

example … 6 Does anyone know how to find the area of a

right-angled …

Exercise D

Elicit possible endings for the first phrase. Setfor individual work and pairwork checking.

Answers

Possible answers1 the queen of … England2 the king of … Saudi Arabia3 the president of … the United Arab Emirates4 the capital of … Australia

EducationT H E M E

1EducationT H E M E

1



5 the area of … a circle6 the population of … Abu Dhabi7 the month of … June8 the end of … the lesson9 the subject of … today’s lecture

10 the problem of … global warming

Exercise E

Students are familiar with this format if they didUAE English Skills Grade 7. Together withExercise C and the Closure, the pattern is:

• Text to Note• Note to Text• Transfer to Text in own situation – if you wish

Set for individual work and pairwork checking.Feed back, getting a model set of notes on theboard.

Work through the text, dealing with any pointsof difficulty.

Answers

Model notes

ChinaPre-school 3, 4, 5-6 (42%)Primary 6-12Secondary Junior: 12-15

Senior: 15-18/19University/college 18/19-22/24 (c10%)

Exercise F

Refer students to the notes about India. Getthem to notice differences between the twosystems. Elicit a few sentences to get themstarted. Set for classwork and/or homework.

Exercise G

1 Elicit points for some of the sections, pens down. Set for individual work and pairwork checking.

2 Set for individual work. Monitor and assist.



Exercise A

Set for individual work and pairwork checking.Play the tape. Feed back, getting students todictate their sentences back to you for writingon the board.

Answers and tapescript

Listen and write.1 Summer is the wet season.2 It is very dry in winter.3 The summer season lasts from June to August.4 Tomorrow will be hotter than today.5 I always meet my friends on Fridays.6 She sometimes has a break from 12.45 to 1.45.

Exercise B

Give students time to look at all the sentenceendings. Set for individual work and pairworkchecking. Play the tape. Feed back orally.

Answers

1 How often do you go 4 your favourite season?

2 Where do you go 5 in winter in your country?

3 What do you do 6 for breakfast?4 What is 3 at Eid?5 When does the sun set 1 to the mosque?6 What do you usually have 2 at the weekends?

Tapescript

Listen and write.1 How often do you go to the mosque?2 Where do you go at the weekends?3 What do you do at Eid?4 What is your favourite season?5 When does the sun set in winter in your country?6 What do you usually have for breakfast?

Exercise C

Set for pairwork. Monitor and assist. Feed backby asking a few students each question.

Answers


Exercise D

Set for individual work and pairwork checking.Feed back orally getting students to tell you thefull sentence. Note that there are many possibleanswers to #6.

Answers

Possible answers1 hemisphere.2 trees.3 February.1 time of year.2 seasons.3 9?/10?/10.30?

Tapescript

Listen and write.1 Europe is in the Northern …2 Look at the big red flowers on the …3 The winter months in the UK are December, January

and …4 Vermont is very beautiful at this …5 Most parts of the world have four …6 I often go to bed early, at about …

Daily LifeT H E M E

2



Exercise E

Set for individual work and pairwork checking.Feed back orally. Note that there are sometimesalternative answers.

Answers

Possible answers1 Yesterday was a hot/cold/wet/dry etc. day.2 We have hot/cold nights in June.3 Could you give me some more/extra information

about this?4 When is the hot/dry/wet/cold season in your

country?5 That is not the main/only reason.6 Do you ever/often sleep in the afternoon?7 I visit him every week.8 They go to a restaurant once/twice a month.9 He usually gets up at quarter to/past six.

10 The rain was very heavy so we didn’t go out.

Exercise F

Students are familiar with this format if they didUAE English Skills Grade 7. Together withExercise G and H, the pattern is:

• Text to Note• Note to Text• Transfer to Text in own situation

Set for individual work and pairwork checking.Feed back, getting a model set of notes on theboard.

Work through the text, dealing with any pointsof difficulty.

Answers

Model notesManauscap. of Amazon just s. of Equ.= v. hot all yearno sum. or win.wet = Nov - Maywetter = Jun - Oct

Exercise G

Refer students to the notes about Brazzaville.Get them to notice differences between the twocountries. Elicit a few sentences to get themstarted. Set for classwork and/or homework.

Exercise H

Ask students to write a text about the seasons intheir own country.

1 Make notes first in a table like the one in Exercise F.

2 Write a text with some of the features of the one in Exercise F.



Exercise A

Set for individual work and pairwork checking.Play the tape. Feed back, getting students todictate their sentences back to you for writingon the board.


Listen and write.1 I have a good friend.2 She left school last year.3 She works in a supermarket.4 She puts things on the shelves.5 She is going to leave that job next year.6 She is going to go back to school and get some

qualifications.

Exercise B

Give students time to look at all the sentenceendings. Set for individual work and pairworkchecking. Play the tape. Feed back orally.

Answers

1 Does your mother have 5 have?2 What does she 6 at university?3 Does she work for 1 a job?4 Does she like 3 the government?5 What qualifications does she 2 do?6 What did she study 4 the job?

Tapescript

Listen and write.1 Does your mother have a job?2 What does she do?3 Does she work for the government?4 Does she like the job?5 What qualifications does she have?6 What did she study at university?

Exercise C

Remind students about the power of joiningwords. They tell you what sort of information iscoming next. Set for individual work andpairwork checking. Tell students to write a fewwords to remind them of a possible ending ineach case. Feed back orally getting students totell you the full sentence. Note that there aremany possible endings to each sentence.

Answers

Possible answers1 Last year, Ellie left school and … got a job in a

supermarket.2 She puts letters in files and … prints out the e-mails.3 You should do homework and take exams

because … they will help you in the future.4 Most companies don’t want managers with low

qualifications or … no qualifications at all.5 Get more qualifications and … you get a better job.6 He usually takes small things but … sometimes he

takes big things.7 Paul should not take things from school because … they

are school things not his things.8 His mother doesn’t work and … his father doesn’t have

a job at the moment.9 I don’t want to get him into trouble but … he should not

take things.10 Perhaps Paul will listen to you and … stop taking things.

Tapescript

Listen and write.1 Last year, Ellie left school and …2 She puts letters in files and …3 You should do homework and take exams because …4 Most companies don’t want managers with low

qualifications or …5 Get more qualifications and …6 He usually takes small things but …7 Paul should not take things from school because …8 His mother doesn’t work and …9 I don’t want to get him into trouble but …

10 Perhaps Paul will listen to you and …

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Exercise D

Set for individual work and pairwork checking.Feed back orally. Note that there are sometimesalternative answers.

Answers

Possible answers1 The area of a circle is pi r squared.2 Rome is the capital of Italy.3 The people of Brazil speak Portuguese.4 King Abdullah is the ruler of Saudi Arabia.5 The ruler of the UK in 1850 was Queen Victoria.6 The population of the UAE is about two million.7 The wet season in north west India is June to

September.8 Most people in my country work for the government.9 Doctors earn more money than teachers in my country.

10 He works in the leisure industry. He’s a receptionist.

Exercise E


Answers

Target items in italicsMy mother and father don’t have much money. My fatherdoesn’t have a job at the moment and my mother doesn’tearn very much in her job. She is a secretary in aninternational company. I would like to get a summer job soI can earn money to help them, but they say I should have aholiday. I can get a full-time job at a supermarket or a part-time job at a hotel, but I don’t want to upset my parents.What should I do?

Exercise F


Answers

Model replyI think you should get a job and have a holiday. Get a parttime job and have fun the rest of the time. However, I thinkyou should tell your parents before you get the job. Explainyour reasons to them.

Exercise G


Answers

Depend on students.



Exercise A

Set for individual work and pairwork checking.Make sure students listen to the whole sentencebefore they start writing.

Tapescript and answers

Listen and write.1 The windiest place in the world is Antarctica.2 On average, the winds are 300 kph on this continent.3 Cold air flows down the mountains.4 Antarctica is also the driest place.5 There is no rain here because it is so cold.6 Water in the air freezes and becomes ice.

Exercise B

1 Set for pairwork.

2 Set for individual work and pairwork checking. Play the tape.


Answers

1 It’s hot today. 5 I hope so.2 Hotter than yesterday. 6 I don’t like it this

hot, no.3 Will it be as hot tomorrow? 2 Oh, I think so.

Much hotter.4 Have you heard a forecast? 1 Yes, it is. It’s

boiling.5 So it should get a bit cooler. 4 Yes, I have. They

say it’s going to rain.

6 You don’t like the heat, then? 3 I don’t know.

Tapescript

Listen and write.It’s hot today.Yes, it is. It’s boiling.

Hotter than yesterday.Oh, I think so. Much hotter.Will it be as hot tomorrow?I don’t know. Have you heard a forecast?Yes, I have. They say it’s going to rain.So it should get a bit cooler.I hope so.You don’t like the heat, then?I don’t like it this hot, no.

Exercise C


2 You might prefer to do the writing as a whole class activity then set the practice for pairwork.

Answers

2 Model answerIt’s cold today.Yes, it is. It’s freezing.Colder than yesterday.Oh, I think so. Much colder.Will it be as cold tomorrow?I don’t know. Have you heard a forecast?Yes, I have. They say it’s going to be sunny.So it should get a bit warmer.I hope so.You don’t like the cold, then?I don’t like it this cold, no.

Exercise D

Two-word phrases are very common in English.Here are some which have been used in the firstfour themes of this course.

You can do this as individual work and pairworkchecking, pairwork, groupwork or whole class.

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Answers

adjectives nounsbright sunshinecompulsory subjectforeign languageheavy rainrough seamanufacturing industryreligious studiesthick fogwell-paid jobwet season

Note that there are some collocations which are possiblebut it is extremely unlikely that students will know theme.g. heavy industry so there is only one set of commoncollocations.

Exercise E

Students should be encouraged to look at thenotes for the sunniest place before they starttrying to make notes on the foggiest. Set forindividual work and pairwork checking. Feedback, building up model notes on the board.During the feed back, highlight the fact that thefirst record is in the present – because it is a‘fact’ and an average, whereas the secondrecord is in the past – because it is an event inthe past.

Answers

Place 1 Cape Disappointment; Washington State, (NW USA)

Info. 2,552 hrs p.a. = 106 days p.a.Place 2 Wellington (cap. NZ)Info. 5 days (Feb ’05)

Exercise F

Help students to reconstruct the text orally fromthe notes, pens down. Set for individual workand pairwork checking.


In this theme, students are taught the usage ofthis and these to refer back to specific nouns. Inthis activity, the use of that to refer back to anidea or a fact, rather than a specific noun, ispreviewed. It is dealt fully later in the course.

Feed back, building up a model text on theboard.

Answers

Model textOn average, the sunniest place in the world is Yuma. It is inArizona in the southwest of the USA. It has an average of4,055 hours of sunshine a year. That is over 11 hours a day.However, Yuma does not hold the record for the longestperiod of sunny days. St. Petersburg in Florida recorded 768consecutive days of sunshine between February 9th andMarch 17th 1969.

Exercise G

Set for homework. Students can work on theirown or in pairs/groups to do the research andbring it to the next class. Start students writingthe text individually. Even if students didresearch together, they should not write acollaborative text. Monitor and assist. Feed back,getting students to read out some of the besttexts. Display good texts if this is appropriate inyour classroom.



Exercise A

The sentences are getting longer and longer inthese dictations but it is still essential thatstudents listen to the whole sentence beforeattempting to write it. However, there is a pausein the middle of the longer sentences.


Listen and write.1 Diana Spencer was born in 1961. 2 She was not very good at school [Pause] and she left

when she was 16. 3 In 1979, she started work in a pre-school.4 In 1981, she married Prince Charles of the United

Kingdom.5 She had two sons, [Pause] William in 1982 and Harry

in 1984.6 On 31st August, 1997, she died in a car accident

[Pause] in Paris at the age of 36.

Exercise B

Make sure students realise that they have towrite something, not just the name for the typeof information - i.e. a place - but of course theycan write any real item that fits. Go through atleast the first one as a clear example of this.

Set for pairwork. Play the tape for each promptand give students time to discuss possibleendings and write something down. Then play thenext prompt. Feed back by going through all ofthe prompts again and eliciting possible endings.

Answers

1 a place or a year or a month2 a date3 a job4 have a job/work5 a school subject 6 a college or university

7 a job, with or without the indefinite article e.g. a doctoror president of …

8 had three children or similar9 he separated from his wife./his wife died.

10 a job with the indefinite article e.g. a doctor

Tapescript

Listen and write.1 I met him in …2 He was born on …3 His father was …4 His mother didn’t…5 At school, his favourite subject was …6 After school, he went to …7 Five years later, he became …8 He got married in 2002 and …9 They got married in 2002 but …

10 Now, he works as …

Exercise C

Remind students about silent letters and give afew examples e.g. January, friend, guest.


2 Play the tape.

Feed back, writing the sentences on the boardand deleting the silent letters.

Note that there is an idiolect point here. Somenative speakers would not make some of theletters silent. Note also that you can make acase for saying final ‘e’s are silent, as are final‘r’s. If students want to point this out, that’s fine.

Answers

1 I know you are wrong.2 Listen and write the right answer.3 We often have History, Science and Mathematics on

Wednesday.4 My favourite season is autumn.5 The meeting is on February the twelfth.6 Who climbed onto the island?

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Tapescript

Listen and check.1 I know you are wrong.2 Listen and write the right answer.3 We often have History, Science and Mathematics on

Wednesday.4 My favourite season is autumn.5 The meeting is on February the twelfth.6 Who climbed onto the island?

Exercise D

Set for individual work and pairwork checking.Feed back, building up model notes on theboard. During the feed back, point out thechange of tense in the final sentence.

Answers

Model notesUK

birth presentschild = toy / moneypartysong ‘Happy Birthday to you’

marriage man = ring to woman4th finger, l hand

death stone = name, DOB, date of deathsentence about a person

Exercise E

If students are from one culture, they could workin groups on making the notes. Clearly, youcannot know what the students are going towant to say. Move around helping buildnecessary vocabulary.

Exercise F


Feed back, eliciting information from differentpeople, ideally from different cultures.



Exercise A

These sentences are quite short but the structureschange and some of the spellings are difficult.Students should listen to the whole sentencebefore attempting to write it. However, there is apause in the middle of the longer sentences.


Listen and write.1 A fire has started on the ship.2 The passengers are getting off.3 The sailors are helping them.4 There has been a terrible accident.5 A plane has crashed at an airport.6 Some people have survived.

Exercise B

Go through at least the first one as a clearexample.


Answers

Possible endings1 What is the safest method of transport OR travelling?2 Actually we can’t answer that question …3 … before we answer another one.4 How can we measure safety?5 One way is to look at the number of accidents for each

method.6 In America in 2002, the largest number of accidents

involved cars.7 There were nearly two and a half million car accidents.8 In second place were accidents involving pedestrians.9 Pedestrians are people walking near roads or crossing

roads.10 In third place we have accidents involving bicycles.

Tapescript

Listen and write.1 What is the safest method of …?2 Actually we can’t answer that …3 … before we answer another … 4 How can we measure …?5 One way is to look at the number of accidents for

each …6 In America in 2002, the largest number of accidents

involved …7 There were nearly two and a half million …8 In second place were accidents …9 Pedestrians are people walking near roads or …

10 In third place we have …

Exercise C

Remind students about guessing words fromcontext, working out the part of speech beforetrying to guess the word.


2 Set for pairwork. Monitor and assist. Feed back.

Answers

Possible definitions1 gauge = verb = measure2 suffered = verb = received3 vehicles = noun = methods of transport4 serious = adjective = bad5 fatal = adjective = causing death6 led = verb = caused

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Exercise D

Set for individual work and pairwork checking.Feed back, writing possible sentence endings onthe board.

Answers

Possible answers1 The car was travelling at 150 kph when it crashed.2 The plane was flying very low when it hit a tree.3 The man was crossing the road when a car hit him.4 When the car hit the wall, the driver died.5 When the plane crashed, it caught fire.6 When the boat sank, the passengers drowned.

Exercise E

Refer students to the illustration. Teach the wordairship. Get students to tell you that it is filledwith gas – hydrogen in this case – which isinflammable – they should be able tocircumlocute that.

Refer students to the notes. Set for individualwork and pairwork checking. Feed back, buildingup model notes on the board. During the feedback, point out the tense selection especially useof the past continuous for interrupted actions –i.e., It was going to New Jersey – it didn’t reallymake it; It was landing – it didn’t land.

Answers

Model notesHindenburg

From FrankfurtTo New JerseyPass./Crew 36/61Action landing

(03/05/1937)Interruption caught fireResult fell/groundpass./crew d. 36/22

Exercise F

Refer students to the illustration. Elicit what ishappening. Teach the word iceberg. Elicit whathappened.

Refer students to the notes.

Set for individual work. Monitor and assist. Feedback, asking students to try to remember themain facts of the two disasters.

Answer

Model textThe most famous sea accident in history involved theTitanic. The Titanic was the largest passenger ship inhistory. It sailed from the port of Southampton. It was goingto New York. There were 1,316 passengers and 913 crew.On 14th April, 1912, it was sailing in the North Atlanticwhen it hit an iceberg. It went down in just under threehours. Eight hundred and eighteen passengers and sixhundred and ninety-eight crew died.



Exercise A

Students should listen to the whole sentencebefore attempting to write it. However, there is apause in the middle of the longer sentences.


Listen and write.1 I can’t bear game shows.2 There are so many hobby programmes on television now.3 Soap operas are very silly but I love them.4 There aren’t many good music programmes on at the

moment.5 The new comedy show on Channel 2 doesn’t make me

laugh at all.6 I like talk shows when they get interesting people on.

Exercise B



Answers

Possible endings

1 Gardening is almost as old as agriculture.2 Ancient civilizations had gardens crops.

as well as fields of3 Gardening and agriculture are very similar.4 You put something in the ground and it grows.5 However, there is a big difference.6 People grow crops because they have want to.

to, but they grow flowers because they7 Rich people in Britain have always had gardens8 … but, in the 1800s, even quite poor ground/

people had a small piece of land.9 Gardening became a national hobby.

10 In the 1820s, several magazines appeared.

Tapescript

Listen and write.1 Gardening is almost as old as …2 Ancient civilizations had gardens as well as fields of …3 Gardening and agriculture are very …4 You put something in the ground and it …5 However, there is a big …6 People grow crops because they have to, but they grow

flowers because they …7 Rich people in Britain have always had …8 … but, in the 1800s, even quite poor people had a small

piece of …9 Gardening became a national …

10 In the 1820s, several magazines …

Exercise C

Set for individual work and pairwork checking.Feed back orally.

Answers

1 Did that comedy programme laughmake you …

2 He found the novel … interesting3 He was very … in the story. interested4 The documentary was … good. very5 The tea is … hot to drink. too6 She’s not old … to drive a car. enough7 I watch the news every night … because

it is important8 They like do it yourself programmes too

and cookery programmes, …

Exercise D


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Answers

1 We learnt about Turkey in Geography yesterday.

2 There are no seasons at the Equator.3 The tilt of the Earth is the for the seasons.

main reason4 There are winds of 300 kph on the continent of

Antarctica.5 Dallol in Ethiopia has an of 24.6ºC.

average temperature 6 Most people in Roman by the age of 28.

times were dead7 The average life to 33 in the Middle Ages.

expectancy rose8 In 1899, Edwin Sewell was down a steep hill.

driving his car9 He was travelling with a passenger called

Richer.10 Sewell crashed and out of the car and died.

Richer fell

Exercise E

Refer students to the illustrations. Point out thatthese are hobbies. Elicit the names if possible –otherwise teaching bird watching and stargazing. The bird is in fact an ibis which ismentioned in the text. Set for individual workand pairwork checking. Monitor and assist. Feedback, getting the model notes on the board.

Answers

Model notesBird watching (ornithology)

History old as civilizationAnc. India (1500 BCE) studied birdsAristotle (Gr. C4th BCE) = 170 types(10,000 types!)Gr. ‘ornitha’ = chicken‘logos’ = science

1st magazine ‘Ibis’ (1859)Why do they relaxing;do it? birds = interesting

Exercise F

Refer students to the second illustration again.Refer students to the notes.


Answer

Model textAstronomy is as old as civilization. People in Ancient Indiastudied the stars and the planets in 1500 BCE. The Greekphilosopher Aristotle said the planets went round the Earth.Nowadays we know that the planets go round the Sun. Thename comes from two Greek words. The word ‘astron’means law and the word ‘nomos’ means stars. The firstmagazine for amateur astronomers appeared in 1929. It wascalled ‘Amateur Astronomer’. People study the planets andthe stars because they are beautiful. Amateur astronomersalso find new stars and planets sometimes.

Closure

Set Exercise G for homework if you thinkstudents will be able to do it.

Otherwise dictate words from the texts on birdwatching and star gazing.



Exercise A

Students should listen to the whole sentencebefore attempting to write it. However, there is apause in the middle of the longer sentences.


Listen and write.1 How long can you keep fresh food for?2 For some things, there is no limit, for example, salt,

coffee and tea.3 But we must keep them in a cool dry place.4 However, we can only keep cooked meat and fish for

one day.5 And we must wrap it and keep it in a refrigerator.6 An Australian produced the first refrigerator in 1856.

Exercise B



Answers

Possible endings1 The most popular hot drink in coffee.

the world is …2 But coffee can be very … bad for you.3 Drink only two cups … a day.4 Tea is also very … popular.5 But tea is very similar to coffee in many … ways.6 So, drink only two … cups of tea

a day.7 What about cold … drinks?8 You probably drink too much juice.

cola and fruit …9 Cola and fruit juices contain lots of … sugar.

10 So each day you should only glass.drink one …

Tapescript

Listen and write.1 The most popular hot drink in the world is …2 But coffee can be very …3 Drink only two cups …4 Tea is also very … 5 But tea is very similar to coffee in many …6 So, drink only two …7 What about cold …8 You probably drink too much cola and fruit …9 Cola and fruit juices contain lots of …

10 So each day you should only drink one …

Exercise C


Answers

1 By 2050, average life will be 85.expectancy

2 Do you think I should continue my education?3 Get good qualifications will probably get a good job.

and you4 How much can you remember about

the History lesson on Monday?

5 If you are tired, you won’t drive very well.6 If your friends can’t help you, ask the

teacher.7 If you smoke, you may get lung cancer.8 Research has shown can help stop cancer.

that apples9 The most famous adventure could be ‘Tom Sawyer’ by

story in English literature Mark Twain.10 What would you like to do when you

leave school?

Exercise D

Set for individual work and pairwork checking.Feed back orally. Write one word in each space.

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Answers

1 Write a summary of the important words.2 This is not the real reason for the seasons.3 Research shows that higher qualifications

are linked to higher earnings.4 On average, the coldest place in the

world is Plateau in Antarctica.

5 The Amazon sends This/That is one fifth of the fresharound 120 million water in the oceans of thelitres of fresh water world.into the Atlantic Ocean every second.

6 At the start of the 20th probably because the houses werecentury, average life cleaner, the water wasexpectancy started to cleaner and the food wasrise quickly. cleaner.

7 Many people came to including William Huskisson, awatch the competition member of the Britishbetween railway Government.engines,

8 Perhaps the most famous horror story in English literature is Frankenstein, by Mary Shelley.

9 At first, stamp collectors also started collecting.were children, but soon, adults

10 We need sunlight to too much sun is verymake Vitamin D, but dangerous.

Exercise E

Refer students to the illustrations. Elicit what thisis. Explain that they are going to read anotherhealth tip. Set for individual work and pairworkchecking. Monitor and assist. Feed back, gettingthe model notes on the board.

Answers

Model notesTopic Wash your hands with soapGeneral advice many health problems germs;

soap kills germs so wash hands with soap;If wash hands = kill billions of germs

Research results regular washing = ? save 1m lives p.a.Who said? London School of Hygiene and

Tropical MedicineWhen? 2003

Exercise F

Refer students to the second illustration again.Refer students to the notes.


Answer

Model text

Brush your teethMany health problems start with germs. However,toothpaste kills germs so you should brush your teeth aftereating or drinking. If you leave food in your teeth, they willgo bad.Research has shown that …… you should use a soft toothbrush. You should brush forthree minutes. Most people only brush for one minute. (TheAmerican Dental Association, 2005)

Closure

Ask students which piece of advice from thistheme they are going to follow.
