Talk 2 a Lot
Teacher’s Guide Talk a Lot Book 2 Teacher’s Guide © 2013 Compass Publishing
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical photocopying, recording, or otherwise, without prior permission in writing from the publisher.
Acquisitions Editor: Matthew Broadhurst / Project Coordinator: Julie Kim Designer: Ji Eun Lee http://www.compasspub.com email: [email protected]
10 9 8 7 6 5 4 3 2 1 16 15 14 13 CCONTENTSO N T E N T S
UNIT 01 Daily Life ...... 4
UNIT 02 Giving Directions ...... 11
UNIT 03 Sickness & Health ...... 16
UNIT 04 Cooking ...... 22
UNIT 05 Around the World ...... 28
UNIT 06 Making Comparisons ...... 33
UNIT 07 Telling Stories ...... 38
UNIT 08 Sports ...... 44
UNIT 09 Eating Out ...... 49
UNIT 10 Crime ...... 55
UNIT 11 Unreal Situations ...... 61
UNIT 12 Future Plans ...... 66
Appendix Talkopoly Review ...... 72 UNIT 01 Daily Life Talking About Things we do every day Speaking Success! Casual greetings Vocabulary Simple past action verbs Language Focus Telling the time
* Warm Up Close the book. Tell students the title of the chapter. What does it make them think of? What do they do in their daily life? Write down topic-related vocabulary on the board as they speak. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What are these people doing? When do you eat breakfast? What do you eat for breakfast?) Get students into pairs and have them ask each other the Warm Up questions.
Sample Answers I tend to wake up at around 9:00 a.m. on weekdays. Not all of my classes are in the mornings, though. Sometimes I wake up late because I’m up late every night! Yes, I always try to eat breakfast. If I don’t, then I’m sleepy and grumpy until lunchtime.
Talking About This unit will focus on things we do every day. As a class, ask students to list things that they do every day.
1 Model Dialog Listen and practice the dialog with a partner. Track 1 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Optional Ask true/false questions about the dialog. 1. Patrick went to bed around 2:00 a.m. yesterday. (False, he went to bed around 3:00 p.m.) 2. Patrick did not go out last night. (True) 3. Coffee makes Veronica sick. (True) 4. Patrick missed his second class today. (False, he missed his first class.) 5. Veronica never sets an alarm. (False, she always sets an alarm for 7:00 a.m.)
Ask students to practice the dialog together in pairs. Play the track again so that they can hear the intonation of a native speaker. Ask one pair to perform the dialog for the class.
Speaking Success! Introduce the diff erent greetings mentioned in the box. Can they find an example of them in the text? When would they use these expressions? Are they formal or informal? Can they think of any other ways to say hello? Ask students to make a short conversation that begins with one of these greetings.
4 2 Vocabulary A. Rewrite the expressions, changing the verbs to the simple past form. Explain that the verbs and expressions used here can all be used to talk about things that we do in our daily lives. Ask students to work alone to try to fill in the simple past tense forms of the words. Go around the class and help students who are struggling. Find the words that are causing the most difficulty, and point those out on the whiteboard.
Tip If the class as a whole seems to be struggling with this activity (as it relies on prior knowledge of the verbs), let students work in pairs or groups. Alternatively, turn this into a dictation exercise. Play the track for Activity B (track 2) first and have students attempt to write what they hear.
B. Listen to each word in the simple past. Check your answers. Track 2 Tell the class that they will now listen to the answers. Play the track and check the students’ answers at the front of the class. Have students mark their own books with a diff erent color pen.
Answers 1. listened to music 2. drove 3. played tennis 4. went shopping 5. washed dishes 6. slept 7. watched TV 8. met friends
C. Work with a partner. Use these expressions to talk about your own experiences. Use either the past or present tense. Instruct students to use either the past or present forms of the above words and create sentences with them. They can be examples from their own lives, or completely made up. Encourage students to share some of their sentences with the class.
Sample Answers 1. I listen to music in the evenings. 2. I drove my dad’s car last weekend, and almost crashed it! 3. Sarah plays tennis with her sister. 4. I went shopping with a friend last Saturday. 5. Mom washed the dishes tonight, but Dad usually does it. 6. Tim slept for ten hours last night! 7. I watch TV mainly on the weekends. 8. Lori meets friends after class.
3 Language Focus A. There are certain expressions that we can use when telling the time. Look at the expressions below and practice both ways of telling the time. Talk the students through the different expressions used to tell time. Draw a clock on the whiteboard. Draw the hour and minute hands to show the various times shown in the book. Talk about how we can use diff erent expressions to talk about the time.
Daily Life UNIT 01 5 Expansion Explain in more detail that there are few set expressions for talking about the time. For any time up to thirty minutes past the hour, we can say “(number of minutes) past (hour),” e.g., ten past five, twenty- past six. We can also use “(number of minutes) to (hour)” to express time after the thirty-minute mark. Here, we are counting how many minutes are left in that particular hour, e.g., five to eleven, twenty to one. 00:15, 00:30, and 00:45 are “a quarter past,” “half past,” and “a quarter to” the hour. We can also simply say: “(hour) (minutes past the hour),” e.g., twelve twenty-two, four fifty-six.
Optional Draw a clock on the board, and add an hour and minute hand. Ask the class what time it is. The person with the correct answer can come to the front and draw a new time. They can then choose a classmate to answer.
B. Work with a partner. Practice asking and telling the time, using the information above. Say each time two ways. Have students work with the person sitting next to them. Have them look at the times and ask each other to read them aloud. Encourage them to say each answer in the two ways you have outlined above.
Answers 1. It’s eleven oh five. It’s five past eleven. 2. It’s ten ten. It’s ten past ten. 3. It’s three fifteen. It’s a quarter past three. 4. It’s twelve (a.m.). It’s midnight. 5. It’s seven thirty. It’s half past seven. 6. It’s nine forty. It’s twenty to ten. 7. It’s five forty five. It’s a quarter to six. 8. It’s twelve (p.m.). It’s noon. 9. It’s six fifty-five. It’s five to seven. 10. It’s two fifty. It’s ten to three.
C. Work with your partner. Mention a time as you talk about the vocabulary expressions above. Tell your students to look again at the expressions from Vocabulary Activity A. Now have the students make sentences using the above expressions and any time that they can think of. Have pairs give an example of their best sentence to the class.
Sample Answers 1. Carl listens to music at seven thirty while he rides the bus to school. 2. Finley drove to work at six forty-five this morning. 3. I played tennis at six forty five. 4. We went shopping at midday. 5. Yolanda washed the dishes at eight oh five. 6. I went to bed at eleven oh five last night. 7. Sue and Tommy watched TV at five fifty on Tuesday. 8. Ricky met friends at half past one last weekend.
4 Listening A. You have been doing some unusual things! Work in groups. Think of an excuse for each of these strange activities. Write the best excuse in the chart. This is a role-play activity. Get the students excited about getting into character. Let them get into their own groups of around four students.
6 Sample Answers 1. Because I had lost my key, and I wanted to see if the neighbor was in. 2. Because he landed badly, and I was scared. 3. Because I am a snake charmer. 4. I had just been robbed. 5. It was a fancy dress party. 6. I was really sleepy after my meal.
B. Brian really did these things! Listen to his excuses. Write them in the chart above. Track 3 Play the track and ask students to write down the answers. Talk about them with the class. Did they expect these answers? Were they surprised? Why?
Answers 1. I saw a light and I wondered what it was. I wanted to check that no one was breaking in, so I went across to have a look. 2. I’m really afraid of flying, and when the plane started turning I thought we were going to crash. 3. Because I’m in a play and the play needed the props, and the props were the snake and the chair. 4. Because my girlfriend just broke up with me, and I really liked her. 5. Because it’s Halloween, and everyone dresses up on Halloween. 6. Because I felt really sick after eating my meal, and needed to lie down.
C. Work with a partner. Ask and answer questions about what Brian was doing. Ask students to get into pairs. Have them ask questions about what Brian was doing and give answers. Students should answer with full-sentence answers.
D. Work in your groups. Discuss some strange things that you have done. Why did you do them? Have students get into the groups they were in for Activity A. Tell them that they should now think about their own lives. They have to come up with some funny or strange things that they have done. To encourage them not to be embarrassed, share a story yourself.
Sample Answers I talked to my mother’s plants once. She told me that it helped them to grow, so I started doing it every morning as I watered them. One day, my brother recorded me, and played the video to my boyfriend! I was so embarrassed.
Have students tell some of their stories to the class. Ask students to ask questions to the speaker, to find out more about his/her story.
5 Survey
Grammar Point Look at the grammar rule on the top of the page: the past progressive. On the board, write out the “Subject + was/were + verb+ing” structure. Explain that we use the past progressive to talk about a specific time in the past. Give the students some simple past progressive sentences (e.g., I was drinking orange juice when my brother came in the door. She was sleeping until 10:00 a.m. this morning). Ask students to come up with their own sentences. How many can they think of? Ask them when they think the past progressive would be a useful tense to use. Now tell them that they will practice this tense in the following activity.
Daily Life UNIT 01 7 A. Find two classmates. Ask them what they were doing at the times below and write their response. Use the past progressive tense. Have students look at their books. In the charts there are eight different times throughout the day. There are spaces for them to talk to two students about what they did yesterday and last Saturday. Tell them that they are to practice using the past progressive. The question they will have to use is, “What were you doing at (time) (yesterday/last Saturday)?” Write this structure on the board. Have students walk around the room and ask the questions to two classmates. Tell them that they can ask you if they want. Walk around the class and listen to the questions and responses. Correct any mistakes that you hear.
Sample Answer
Name Susie Name Helen Time Yesterday Last Saturday Yesterday Last Saturday I was reading a I was driving to the 6:00 a.m. I was sleeping. I was sleeping. book. beach. I was eating I was watching a I was on my way to I was eating 8:15 a.m. breakfast. movie. work. breakfast. I was taking my I was building 12:30 p.m. I was eating lunch. I was waking up! break. sandcastles. I was eating a late 4:00 p.m. I was eating dinner. lunch. I was still at work. I was having dinner. I was working on my I was packing the 5:00 p.m. assignment. I was taking a nap. I was leaving work. car. I was still working I was getting ready 6:30 p.m. on my assignment! to go out. I was arriving home. I was driving home. I was playing I was sleeping on 9:00 p.m. computer games. I was at the movies. I was watching TV. the couch. I was reading a I was having a drink I was sleeping in my 11:00 p.m. book. with friends. I was sleeping. bed!
When the activity is complete, ask students what their classmates did. Which are the most common answers? Which are the most unique? Fill in a chart on the board, using as many different students as possible.
Grammar Point Now that students are familiar with the past progressive, tell them how easy it is to use the present and future progressive tenses. The present progressive can be made using the following structure: “Subject + am/is + verb+ing.” Give the class some example sentences (eg. I am eating lunch now, They are walking home from class). Ask them to come up with their own. Explain that we use the present progressive tense to talk about actions that are happening right now, and that are continuing. Then introduce the future progressive. Before giving the class the correct sentence structure, ask the class if they can work it out themselves, using their knowledge of the past and present progressives, and of the simple future tense. Then write the future progressive on the board: “Subject + will be + verb+ing.” Give some examples (e.g., I will be seeing the movie on Saturday. They will be coming back from vacation on Sunday). Ask the students for some further examples and write them up on the board. Explain that they will now practice their knowledge of both these tenses.
8 B. Work with a partner. Use the times above to talk about today and tomorrow. Ask students to get into pairs and look again at the times from Activity A. Now they are to practice using the future progressive to talk about what they will do at those times today and tomorrow.
Expansion Make this a review of all the progressive tenses. Students can ask each other what they will do tomorrow and what they did yesterday, to practice the future and past progressives. To practice the present progressive, show them some fl ashcards with various images on them. Ask the students “What is he/she doing now?” and check their responses. Alternatively, use the images on pages 12 and 87 of the student book.
6 Partner-Up A. Work with a partner. Partner A looks at this page, and partner B looks at page 87. Tell your partner what you did yesterday. Use the simple past tense. Get the class into pairs. Show them the activity on this page and the one on page 87. Designate all partners on the left to be partner A, and all on the right to be partner B. Tell them that they are to create a short dialog about the twelve activities they did today. Encourage them to speak from 1 to 12 without taking large pauses. This is to practice their extended speaking skill. Ask the student who is listening to check his partner’s answers and pay close attention. Students should use sequence markers and the prepositions of time given in the book.
Grammar Point Tell students that they are to use sequence markers to help their dialog flow. Explain that this is to show how one event leads into another, and also to help make their speech sound more natural. List the examples in the book on the board (First, Then, After that, Next, Afterwards, Later, Finally). Group the markers into three categories: Those they did first; those that continue on from something else; and those that come last. How many more sequence markers can the class think of?
Ask some students to stand up and talk about what their character did yesterday. Let them have the book open in front of them.
B. Close your book. Try to remember what your partner did yesterday. Ask students to close their books. Can they remember what their partners did yesterday? You can have all partner As close their books while partner B tries to remember what they did. Then swap around. See if students are able to remember what their own partners did. Have the class close their books and try to recall the things their partner did.
C. Works with your partner. Talk about what you will do tomorrow. Use the future progressive tense. Tell students that this activity is to check if they were paying attention to the last page! Can they remember how to use the future progressive tense? Ask them to work in their pairs and talk about what they will do tomorrow, in the future progressive. Alternatively, have them apply the future progressive to the images on page 12 and 87.
Daily Life UNIT 01 9 ◆ Integrated Learning A. Work in groups. Read the passage below. Take turns reading it aloud. Explain to students that they are going to read a passage now about someone’s daily life. Tell students to look at the reading passage in the book. Ask them to read it in silence. Then ask some volunteers to read it aloud. Correct and pronunciation errors you notice. Now, talk about the passage. Does this sound similar to anyone’s daily routine? Do any students know anyone with a similar routine? What job might this person do?
B. Read again. Answer the questions. Use full sentences. Ask students to read the passage again and answer the following questions. Check the answers as a class.
Answers 1. Jessie usually gets up at 7:30 a.m. 2. She usually has cereal and toast for breakfast. 3. Jessie drives to work. 4. Jessie’s lunch hour is from noon to 1:00 p.m. 5. She usually watches TV for two and a half hours. 6. She goes to sleep at 11:00 p.m.
C. Write about your own daily routine. Use Jessie’s letter as an example. Tell students that now they are going to write about their own daily routine. They can choose to write about a regular weekday or weekend, but it should be something real, not made up. Tell them to use the sequence markers they have learned, as well as prepositions of time. They should write this in the simple present and in full sentences. Go around the class and help students who are having difficulty. After students have done this, ask some to read their daily routine out to the class. You can choose to take their books at the end of class and grade their writing.
Sample Answer On weekdays I wake up at 7:00 a.m. I eat breakfast at 7:15, cereal and a cup of tea usually. I get the bus to work at 7:45, and get to work around 8.45. Lunch is at noon for an hour. In the afternoon I might take a break around 4:00 p.m. I leave work at six, get home around 7:15, and eat dinner at 7:30 p.m. I go on the computer for a few hours or watch some TV. Sometimes I go to the gym, but not often enough! I go to bed around 11:00 p.m.
Work in your groups. Read out your daily routine. Answer any questions people may have. Get the class into groups. Ask them to look at each other’s writing and ask questions about it. Why does this student wake up so early? Why does this one have such a short lunch break? Encourage students to be curious. Have students make groups and complete the activity.
Review Ask students to go home and speak to three friends or family members. They should ask them about their daily routine. At the start of the next lesson, ask students to share what they have found. Ask questions about their findings. What time do most people wake up in the morning? What do people do after work/class? What do people do on the weekend?
10 UNIT 02 Giving Directions Talking About How to give directions to people Speaking Success! Asking someone to repeat him/herself Vocabulary Prepositions of place Language Focus Repeating information
* Warm Up Close the book. Ask students questions about chapter title: When have they needed directions? When have they given directions? Write down topic-related vocabulary on the board as they speak. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What is the man doing? What is he using? What do you use to help you find a place?) Put students into pairs or threes and have them ask each other the Warm Up questions.
Sample Answers I sometimes ask for directions on the street if I’m lost. / I don’t ask for directions on the street because I usually check before I go out. I am good at giving directions since I have a good sense of direction. / I’m not very good at giving directions. I don’t pay attention to where I’m going, I just think about the final destination.
Talking About This unit will focus on how we give and listen to directions. As a class, ask students for common places in the area that someone might need directions to fi nd. Write down preposition vocabulary on the board.
1 Model Dialog Listen and practice the dialog with a partner. Track 4 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Optional Have students close the book. Ask true/false questions about the dialog. 1. Sara was talking to a police officer. (True) 2. Sara was trying to get to the beach. (False. She was looking for the Sea View Shopping Arcade.) 3. The officer told her to first go straight up the road, and turn left. (False. He said go straight up the road until she reaches the intersection.) 4. The arcade is across from the bank. (True) 5. After hearing the directions, Sara was sure she could find the arcade. (True)
Ask students to practice the dialog together in pairs. After they complete one turn, have them switch roles. Check each pair’s intonation as they practice. Ask a few pairs to perform the dialog in front of the class.
Speaking Success! Introduce the different greetings mentioned in the box. Can students find an example of them in the text? When would they use these expressions? Which of the expressions are formal or informal? Can students think of any other ways to ask for clarifi cation? Talk with students about short conversation examples that begin with these expressions.
Giving Directions UNIT 02 11 2 Vocabulary A. Look at the picture below. Complete the sentences with the correct prepositions of place. Demonstrate the prepositions by placing a common object, such as an eraser or book, around a chair in front of the classroom. Place the object according to each preposition and ask students where the object is. Have students complete the sentences with the correct prepositions of place.
Tip Introduce phrases using “right” and “left.” If students have quickly completed the vocabulary activity, write down the additional phrases “to the right” and “to the left” on the board. Have students look at the picture again on page 15 and give incomplete sentences to practice using “right” and “left,” (e.g., “The spoon is to the right of (the bowl). The sink is to the left of (the refrigerator).” Pair students up and have them make their own incomplete phrases to review “right” and “left” with their partners.
Answers 1. on 2. under 3. above 4. in 5. behind / next to 6. next to 7. in front of
B. Work with a partner. Look around the room. Make sentences using the words above. Write the names of common classroom objects on the board. Have students stand up and move around the classroom, making sentences where the objects are located. Have students include objects that are not included on the board.
Sample Answers Jamie sits behind Lee. My desk is next to the door. The professor stands in front of the whiteboard. The projector is on the ceiling.
3 Language Focus When someone provides information during a conversation, the listener can repeat the information given to show that it has been understood. Model the example. Explain to students that conversation usually occurs in a pattern of statement/ question and response. Repeating the statement serves two purposes: to show a person understands something, and (more fundamentally) to supply a response. Have students ask and answer the questions. Have the same student asking the question repeat the answer.
Expansion Give students examples in everyday conversations where information is needed to repeated to verify: 1. We’ll meet at the library at 4:30. 2. That sale will end tomorrow. 3. Your reference file number is 35-67. 4. I’ll have a medium pepperoni and green pepper pizza. Ask students how they would repeat the information to show they understand.
12 Sample Answers 1. “It’s just there, by the doughnut place.” Over there, by the doughnut place, thanks. 2. “It’s not too far. Keep going straight and it’ll be opposite the department store.” Go straight and it’s opposite the department store, great. 3. “The post office is right next to the charity store.” Next to the charity store? Thanks. 4. “The elevator is behind that hot dog stall.” Behind the hot dog stall, got it.
4 Listening A. Look at the map and discuss it with a partner. Which places would you like to go to? Is it similar to your town? Students should tell each other where they want to go, and locate places that are also in the neighborhood. Together with the class, give a simple direction of a place outside of the classroom to model Activity B.
B. Listen to the four people asking for directions. Starting from the same place every time, write the number of the dialog in the correct box on the map. Track 5 Play the track and ask students to write down the number of the dialog in the correct box. Repeat the dialog for students to check the numbers before giving their answers.
Special Answers Electronics N Movie Star Hotel Theater Coffee Shop 12
FIRST AVENUE MARKET ST. QUEEN ST. MAPLE ST. PEARL ST. Supermarket Liquor Store Frosty’s Donuts Parking Lot
SECOND AVENUE 34 You Mandy’s Burgers Mandy’s are The Coffee Cup Bank here
C. Look at the map. Complete the sentences with the correct answers. Have students complete the sentences, and check their answers together in pairs.
Answers 1. across from / opposite 2. Coffee Shop 3. First Avenue 4. on
Grammar Point Prepositions of Location (Locatives) Explain to students that when giving directions, we tend to focus on three main points: 1. movement (e.g., “Go . . .”, “Turn. . .,” “Take a right/left”) 2. a region, or area (e.g., “on First Street,” “at the intersection,” “in the park”), and 3. where something is in relation to another place (e.g., “next to,” “across from,” “in front of,” “by,” etc). Suggest to students that they focus on these three main points of giving directions, and to keep the directions as brief as possible to avoid confusion.
Giving Directions UNIT 02 13 D. Work with your partner. Ask for and give directions to different places on the map. This is preparation for the Role-Play activity. Have students alternate asking each other questions about diff erent places on the map.
Sample Answers “Where is The Coffee Cup?” Take the first right and walk for two more blocks. The Coffee Cup is on your right, on the corner of Pearl Street and Second Avenue. “How do I get to the supermarket?” Take your first left, and walk straight. The supermarket is on your right, opposite the Washington Hotel.
5 Role-Play A. Work with a partner. One person will pretend to be a police officer. The other is a tourist who has just arrived in Honolulu, Hawaii. Ask for directions to the following places. Use the dialog on page 14 if you need help. Model the question-response pattern on page 17. Give the complete answer for the response so students have a clear understanding of giving brief directions (e.g., Go straight on Kalakaua Avenue for five blocks, then turn left. It’s on the corner of Kalakaua and Kapahulu Avenue).
B. Have you ever been lost in a strange place? Work in a group. Discuss how it felt to be lost and how you solved the problem. Put students in groups of three and four. Have them speak about being lost. Go around the classroom to listen to the groups’ conversations. Summarize the activity by having volunteers from each group talk about their experiences.
6 Partner-Up A. Listen to the dialog and perform both roles with a partner. Track 6 Have students first listen to the dialog. Put the class into pairs and have them practice the exchange. Students will then exchange roles. Be sure to have students not simply read the text, but to have them look at each other to better retain the pattern of speech.
B. With your partner, practice the dialog with the following details. Point out to students that the bold text in Activity A will be substituted with the information from Activity B. Model the first two lines so students can understand where the substitutions will be.
Optional As an extension, label each pair of students “A” and “B.” When the first activity is completed, have all B students stand up and move to a new A partner nearby, to simulate asking a stranger for directions. When all three dialog variations are completed, prompt three more familiar places outside the classroom that were mentioned during Listening Activity A. This will prepare students to create their own dialog for Activity C. Have students return to their seats.
14 C. Make up your own directions and practice the dialog again. As a class, brainstorm some other places outside of the classroom. Then solicit students for simple directions. This is to give students the opportunity to help one another generate original directions. Then have students get into pairs to give directions of at least three places.
◆ Integrated Learning A. Work with a partner. Look at the clues and the map below. Write the correct number next to each store. This is a simplified logic puzzle for students to solve. If students are unfamiliar with this type of activity, give them some guidance. Turn each statement into a question and repeat part of the question in the response. This makes the activity more like a conversation. (E.g., “Where is the movie theater?“ The movie theater is next to the bus station. “Where is the karaoke club?” The karaoke club is across from the bus station.) Put students in pairs and make sure that they write down the most likely numbers for each place, as the hints are read. Go around the classroom to check that students are progressing. When the activity is completed, read each statement as a class and fill in the numbers together to reinforce comprehension.
Answers Movie Theater 4 Karaoke Club 3 Post Office 6 Pharmacy 8 Flower Shop 1 Department Store 2 Library 5 Clothing Store 7
B. Choose a place that you go to often. Write a letter to a friend that explains how to get there. Ask students if they are more likely to write a letter, an email, or a text message to their friends. Have a short discussion of how they would send a friend a sample message. Read the sample letter next to the blank lines and ask students to write a similar note featuring a favorite place they like to go to. Walk around the class to check students’ letters.
Sample Answer We should go to this great little ice cream place that I know. Come out of this building and take your first left. Walk straight for two blocks, and turn left onto Queensway. Are you with me? Now you’ll go straight up this road to the music store, and the ice cream place is next to the music store, across from the French Embassy. Let’s go!
C. Work in a group. Present your writing. Ask and answer questions with your classmates. Put students into groups of three or four. Have them read their letters to the group. When every student in the group has had the chance to read, have the entire class discuss some of their favorite places to go with their friends. Have students ask each other questions about their favorite place and the best way to get there. This is also a good time to discuss alternate routes or short cuts in an open discussion.
Sample Answer “How often do you go to this ice cream place?” Oh, about once every month. I’ve tried every flavor they have! “Do you ever get lost in this city?” Oh, definitely, especially if it’s an area I don’t go to very often. “Do you like giving people directions?” I like to help out, sure, but I always feel that my directions are too confusing!
Giving Directions UNIT 02 15 UNIT 03 Sickness & Health Talking About Being healthy and getting sick Speaking Success! Non-specific periods of time Vocabulary Body parts Language Focus Modals for giving advice: should, ought, must
* Warm Up Close the book. Ask students questions about the words “sickness” and “health.” When were they last sick? What advice do they have to stay healthy? The questions from Integrated Learning Activity A can also be used to preview the subject. Write down topic-related vocabulary on the board as they speak. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What is the woman doing? What kind of sickness do you think she has? What is the best thing to do when you feel sick?) Put students into pairs or threes and have them ask each other the Warm Up questions.
Sample Answers When I feel sick, I try to get as much rest as possible. I usually feel better after a day of rest. If I don’t feel better, I usually take an aspirin and have chicken soup. When I feel sick, I go to the doctor immediately. I don’t want to have a contagious sickness, which might infect someone else.
Talking About This unit will focus on giving advice about getting and staying healthy, especially when sick. As a class, ask students for common sicknesses and symptoms. Then ask them what kind of behavior is conducive to having a healthy lifestyle. Write down vocabulary about sickness, health, and exercise on the board.
1 Model Dialog Listen and practice the dialog with a partner. Track 7 Tell students that they will listen to a conversation between two people about being sick. Ask them to read along as they listen to the audio. Play the track.
Optional Have students close the book. Ask simple information questions about the dialog. 1. How has Trevor been feeling? (Trevor has been sick for the last few days.) 2. What three symptoms does Trevor mention? (He had a headache, a runny nose, and a stomachache.) 3. Why did Trevor go to class today? (He had an exam.) 4. What does Miss Anderton hate? (She hates sick people.) 5. What does Ellie most likely think is causing people’s sickness? (She probably thinks that a virus that is going around and making people sick.)
Ask students to practice the dialog together in pairs. After they complete one turn, have them switch roles. For students that have completed quickly, have them substitute different symptoms.
16 Speaking Success! Introduce the concept of non-specific time mentioned in the box by writing down the question stem, “How often do you _____?“ Then provide examples below: “exercise,” “go to the movies,” “study English.” The question/answer structure serves as a starting point to refer to the first two phrases (a few days, a couple (of) days) in the box. Write another question on the board: “When will you be ready?” to use as a prompt for the last two phrases in the box (“a moment,” “a while”). Use these examples to demonstrate that usage of these terms (non-specific periods of time) depend on the duration of time.
2 Vocabulary Work with a partner. Write the number of each body part next to its name.
Tip Use a process known as “TPR” (Total Physical Response) to help students familiarize themselves with parts of the body. Have students stand up, and point to parts of the body that are shown in the illustration on page 21. Repeat this exercise until students are comfortable. Start slowly at first, then pick up speed as the students get more comfortable. A variation is to play the game “Simon Says.” Students only follow the request if it is begins with the
phrase “Simon says . . .” After a few minutes, have students complete the activity.
Answers face 1 forehead 2 eyebrow 6 eyelashes 7 eye 8 nose 9 ear 3 cheek 4 mouth 5 lip 10 tooth 11 chin 12 neck 13 arm 17 shoulder 14 armpit 16 chest 15 elbow 19 wrist 18 finger 22 fingernail 23 thumb 24 stomach 20 hips 21 back 31 bottom 32 leg 25 thigh 26 knee 27 ankle 28 heel 30 toe 29
3 Language Focus When giving advice, there are a number of expressions that can be used. Should and ought to are used to give suggestions and advice. Must is much stronger than should or ought to. It is a command. Give brief examples to explain that advice becomes a command depending upon the urgency of the event. 1. I’m tired. 2. I’ve been gaining too much weight. 3. I can’t turn off the tap! “Should” usually works with most types of advice. “Ought to” can be used interchangeably with “should”, but tends to be used more when stressing obligation. “Must” is the strongest of the three, and is used when there is little or no other option available. Stress to students that the strongest command is a simple imperative, e.g., “Turn it off!” “Get back!” “Don’t touch that!” Short imperatives are to be used in emergencies.
Sickness & Health UNIT 03 17 Expansion Draw a small chart featuring the phrases “Should,” “Ought to,” and “Must.” Ask for actual problems that students or their friends may have. Brainstorm at least nine phrases to be written on the board. Have students get into pairs or groups to discuss how advice should be given by writing down the problems under the appropriate category.
Should Ought to Must
4 Listening A. Listen to Dean talking about his habits. Write a number next to each question in the order it is asked. Track 8 Have students read the sentences before listening to the activity to become familiar with the phrases. Check the answers together after the first listening.
Answers a. 7 b. 9 c. 6 d. 4 e. 8 f. 1 g. 10 h. 2 i. 5 j. 3
B. Listen again to the questions in the correct order. Does Dean answer “Yes” or “No” to these questions? Circle “Yes” or “No” below. Have students listen again to the recording. Make sure they focus more on what the speakers are saying or about to say rather than dwelling on what the speakers have already said. Students who focus excessively on earlier items tend to miss upcoming questions in a dialog.
Answers 1. Yes 2. Yes 3. Yes 4. Yes 5. No 6. No 7. Yes 8. Yes 9. Yes 10. Yes
C. Look at the points system above, and Dean’s answers from Activity B. Work out how many points he gets. How healthy is Dean? Give students a few minutes, then look over the point system as a class. Now discuss if Dean is healthy or not. Ask students to use specific examples to support their reasoning. Afterwards, put students into groups of three or more to ask each other how healthy they are, and what things they do to stay healthy. Choose random speakers to share with the rest of the class some interesting facts they discovered about their classmates.
Sample Answers Dean scores 6 points. This means that he is healthy, according to this chart. That seems about right. I eat too many sweets and drink too many soft drinks, so I don’t think I’m that healthy. I exercise regularly, eat healthy foods, and get enough rest. I’m a very healthy person.
18
Grammar Point Write down the modals used for advice in the unit: “should,” “ought to,” and “must.” Write down the following pattern: (Subject) + (modal) + (base verb) + (object). Emphasize to students that the base form of the verb is used after the modal, and third person or past or future tense verb forms should not be used. Use the following incorrect examples, and ask students as a class to correct them: 1. You should ate (eat) more vegetables. 2. Sarah ought to will see (see) an eye doctor. 3. All students must handed (hand) in their homework by tomorrow.
5 Survey A. Work with a partner. Talk about and match each symptom to the related illness. Put students in pairs and have them refer to the pictures on page 23. Point out that English has different words for pain, and “ache” is a common word for a lingering, typically dull type of pain. “Sore” is often used as a synonym for “ache”, but some combinations use one more than the other. Give examples: “sore tooth,” “toothache”/ “sore throat,” but not “throat ache.” Have pairs complete the activity, then review the answers as a class.
Answers 1. a sore throat 2. an allergy 3. an earache 4. a stomachache 5. a headache 6. a backache 7. a fever 8. a toothache
B. Find two classmates. Ask the following questions. Write their responses. Put students into groups of three. Model the activity by having one student ask you a question: “How good is your eyesight?” “It’s not so good, I am very near-sighted.”) then write down the response on the board. Activity variation: have students stand and move around in the classroom asking two different students to answer each set of questions. Check the responses to make sure the activity is being followed correctly.
Sample Answers
Name Wilma Name Andrew It’s pretty good, I’d say. I don’t How good is your eyesight? need glasses. Terrible. I’m long and short-sighted. When was the last time you I rarely throw up. Maybe the last time threw up? Maybe last week . . . I had a fever. I was really sick, a few years ago. If I’m on the computer for too How often do you get a long, then I get a headache. Rarely. headache? Maybe once a month or so. I get a little bit of a fever from Yeah, I’m allergic to peanuts. It’s Do you have any allergies? time to time, but nothing serious. pretty serious. What’s the highest Erm, I’m not really good with number. I had a temperature of 108° Fahrenheit temperature you’ve ever had? I had a really bad fever once. once. That was a pretty bad fever! Do you ever get motion On a boat, maybe. If it’s small and sickness? it’s really swaying. Not really, no. What’s something that Spinning round and round on Maybe if I was spinning round in a makes you feel dizzy? theme park rides, definitely. circle for ages. What’s something that Spinning round and round on makes you feel nauseous? theme park rides! Raw egg is gross.
Sickness & Health UNIT 03 19 C. Work in a group. Discuss your answers to the questions. When the activity is completed, ask a student about a response to one of their questions. Move to another student until each question has been asked. Allow time for short free discussions with each question.
Sample Answers I said that I have really good eyesight. That might sound arrogant, but it’s true! I can read things from quite a long distance away. It’s not quite 2.0/2.0, as my right eye is a little weaker, but it’s pretty good!
6 Partner-Up A. Work with a partner. Look at the crossword below. One of you is partner A, and the other is Partner B. Cover up your partner’s clues. Give each other clues and attempt to complete the crossword. Put students together in pairs. Have each partner ask the questions aloud to practice pronunciation. Move around the class to check students’ answers. Focus on the written answers as well as how students are speaking.
1 Answers N 2 A LLERGY U 3 S T EH 4 O D IZZY UG 5 6 S ORE THROAT E M 7 C P 8 H EADACHE IV R CI A CT T 9 10 F LU Y C OUGH PR 11 E ARS E
B. Work in a group. Compare your answers. Have students move into larger groups of four to six students. Have students check their answers and mark any answers that do not match their own. Go around the classroom to make sure students have the correct answers.
C. Your teacher will give you the correct answers. How many did you get correct? Call on students to give the correct answers. Review the answers with the class.
20 ◆ Integrated Learning A. Listen to Hayley talk about the health problems that she has experienced. Write down her answers to these questions. Track 9 This is an activity to review two of the target language points of the unit: non-specific periods of time and ailments. Be sure to preview vocabulary that may not have been discussed earlier, such as “allergies,” “feeling nauseous,” “feeling dizzy,” and “malaria.” To reinforce comprehension, have students listen to the dialog with books open and pencils down to identify newer vocabulary words. Then have students listen again to complete the activity.
Answers 1. She gets a cold usually once a year. 2. She gets headaches usually every week. 3. The last time she had the flu was last year. 4. She does not have any allergies. 5. Hayley was in the hospital because she had suspected malaria. 6. Shellfish makes her feel nauseous. 7. She feels dizzy when she goes really fast in her car.
B. Work in a group. Discuss Hayley’s health, and compare it to your own. Model the activity by using the dialog answers. Refer to answer #1: “Hayley gets a cold usually once a year. How often do you usually get a cold?” Put students in groups of three to six and have them ask one another the questions based on the question model. After a few minutes, ask individual students one question and have them comment on their own health.
Sample Answer I think Hayley is reasonably healthy. She seems to have had many illnesses, but who hasn’t had the fl u? And I get headaches quite a lot, too. I think it’s because I spend too much time on the computer. I just know that it’s really bad for my eyes.
C. Let’s play a game! Play in a group. Put students into groups of three to six students. Have each student look at the action on page 25 to act out. More words can be used (e.g., “headaches,” “flu,” etc.) from the crossword activity on page 24. The student who correctly guesses can receive a point. The student with the most points wins!
Review Put students into pairs. Write the health problems that were discussed earlier on the board: headaches, fl u, sore throat, sore back, nauseous, cold,etc . Write the question “What should I do?” below the list. Role play: have students pretend that they are a patient and doctor. The patient pretends that he/ she has one of the problems listed and asks the question on the board. The doctor asks another question, and gives advice starting with You should, You ought to, or You must. Listen to answers and check pronunciation.
Sickness & Health UNIT 03 21 UNIT 04 Cooking Talking About Describing foods and how to cook them Speaking Success! Turning a statement into a question Vocabulary Cooking verbs Language Focus Tastes and textures
* Warm Up Close the book. Ask students questions about foods: Do they prefer vegetables or meat? What kind of fl avors do they enjoy the most? Do they like to cook? Write down topic-related vocabulary on the board as they speak. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What vegetables do you see? What kind of meat do you think this is? What type of dish is this?) Put students into pairs or threes and have them ask each other the Warm Up questions. Make sure to have one group representative report to the class.
Sample Answers My dad usually cooks for us. He makes lots of food on the weekend and then we keep it in the fridge and heat it up when we come home. I can cook ramen noodles! I can boil the water, cook the noodles . . . I’m a great chef!
Talking About This unit will focus on food and cooking. As a class, ask students for foods that students know how to prepare or cook. Write down words related to describing and preparing foods on the board.
1 Model Dialog Listen and practice the dialog with a partner. Track 10 Tell students that they will listen to a conversation between two people about food. Preview the words “yummy,” “scrambled,” “whisk,” and “crack” (verb) to check their comprehension. Ask them to read along as they listen to the audio. Play the track.
Optional Use the model dialog as a starting point to talk about different words describing the taste and preparation of food. Draw a chart, with the headings below, to describe different terms describing the taste or texture, preparation of and the style of eggs, using key words from the dialog. Texture usually requires an example from another food group. A potato chip being crispy is one example. Put students into small groups to brainstorm. Try to get at least three terms under each category.
22 Taste/Texture Preparation Style -yummy -crack open -scrambled -delicious -beat -fried -runny (texture) -whisk -poached -salty -fold -boiled -bland -season -pickled
Speaking Success! Introduce the terms used for clarifications. Give examples when a person might need clarification in order to better understand a statement, the primary reasons being following specifi c directions (e.g., recipes, classroom assignments) and listening to advice (e.g., studying, relationship, and personal tips).
2 Vocabulary A. Match the cooking verbs to the correct picture. Demonstrate the activity verbs by silently acting the terms out to check if students can guess the correct words. After confirming that students understand the vocabulary, have students complete the activity.
Answers 1. boil 2. simmer 3. fry 4. bake 5. chop 6. grate 7. peel 8. stir 9. beat
B. Work with a partner. For each verb, think of two foods that can be cooked in that way. With the entire classroom, go over the pictures of food (e.g., eggs, pies, fruit, cheese, and vegetables) shown in Activity A, and ask the students the different types of ways that foods can be prepared.
Sample Answers You can boil potatoes and eggs. You can bake pies and cakes. Peel? You can peel apples and oranges. Most fruits, actually! Onions and carrots can be chopped. Many vegetables are chopped before they are boiled or baked. Water and soup can be boiled. It can also be simmered, which is a less powerful boil.
Extension Ask students to bring in pictures of different types of dishes to discuss how foods are prepared. Students can describe their favorite dishes and how they are prepared to review the vocabulary words. If possible, a small cooking lesson, such as making pancakes, can also be done with a portable heating pan and a few ingredients. Make sure conditions are completely safe and sanitary for an in-class cooking demonstration.
Cooking UNIT 04 23 3 Language Focus A. Look at these words for different flavors and textures of foods. Next to each one, write “taste” or “texture.” This activity is related to this unit’s optional Model Dialog activity. Preview some of the potentially diff icult vocabulary words by giving examples. “A vegetable stew is savory.” “Maple syrup is really sticky.” Associating a flavor/texture vocabulary word to a food will help students recall the meaning more efficiently than simply memorizing the adjective alone. Check answers together as a class.
Answers 1. taste 2. taste 3. taste 4. taste 5. texture 6. texture 7. taste 8. taste 9. texture 10. taste
B. Work with a partner. Talk about types of foods that you like and those that you don’t like. Put students in pairs. Have them describe the general type of foods they enjoy eating.
Sample Answers I love spicy food; the spicier the better! I really don’t like chewy foods. They hurt my jaw. I love crunchy foods like potato chips. My sister eats really bland food. She doesn’t like any salt or spices! She’s such a baby.
Expansion Connect the food with the taste/texture pattern in Language Focus. Have students mention a particular dish they enjoy and then have their partner describe its taste and texture. After they have completed describing the foods, have pairs gather in larger groups of four to six students to play “Guess the food.” Give the students five minutes to prepare, where each student secretly writes down a food on a sheet of paper with three basic descriptions: (e.g., This food is spicy and orange. It is a soup. It has a lot of noodles. (Answer: ramen.)) Then a student will give one description at a time. The first student who guesses the food gets a point. The student with the highest score at the end wins.
4 Listening A. Look at the picture. What do these people do? Would you like to do their job? Have students look at the picture. Asking them what they are doing, and connect the actions with the job that the people in the picture are doing.
Sample Answers These people are chefs, I think. They have the right uniforms and they look like they are focused on making that meal perfect. They aren’t covering their hair, though! I’d love to be a chef, however I’m a bit of a disaster in the kitchen. I’ll just go to their restaurant!
B. Listen to some foods being described. Try to guess the foods. Write them below. Track 11 Have students listen to the dialog twice. The fi rst listening will help students understand the sequence of dialog and allow them to ask questions about any difficult vocabulary. The second time they can do the activity. Go around the classroom to check for spelling.
24 Answers 1. grapefruit 2. honey 3. milk 4. sugar 5. ice cream 6. fl our 7. coconut 8. raisin 9. butter 10. popcorn 11. potato chips 12. yogurt
C. Compare your answers with a partner. Then listen and check your answers. Track 12 Have students get into pairs to check their answers. If time allows, listen to the dialog once again as a class and check the answers together.
D. Choose one of the foods below. Describe it to your partner. Your partner will try to guess which food you are talking about. Think of your own foods as well. This is a review activity of adjectives describing food. Give students time to think of two to three descriptions of the foods mentioned in the activity. Have students think of another food that is not on the list to extend the activity.
Sample Answers “These are kind of round, and they can be red or green. They are crunchy and sweet, too—” Apples! “This is a circle. It’s made from bread, and it topped with cheese and—” Pizza! “Wow, that was fast.” “This fruit comes in bunches. They—” Bananas! “Oh, no. Keep trying. They are small and round, and they can be red or green.” Oh, grapes! “Correct!”
5 Interview A. Choose a partner. Ask him/her the following questions and write the responses in full sentences. Have students select a new partner. Make sure that students write down the responses in full sentences so they can report their findings to a larger group or the rest of the class.
Sample Answers 1. Yes, I can cook pretty well. 2. I can make soups, I can bake a sponge cake, I can make a stew, and I make a great bacon sandwich! 3. I think I’m an OK cook. I’m nothing special, but I’ve never poisoned anyone! 4. I do like it, yeah. It really relaxes me. 5. I don’t like the washing up. I always try to get someone else to do it! 6. My mom, defi nitely. She taught me everything I know. 7. My favorite meal? My mom’s home-cooked beef stew with thick buttered bread. So good! It reminds me of being a kid and eating a second portion while it rained really hard outside. 8. I like eating out, as I don’t do it often and it feels more special. I do like knowing what I’m cooking though, which is why I maybe prefer eating at home. 9. I do like spicy foods, but not too spicy. I often feel that all I can taste is the spice, and not the other ingredients! 10. I have a sweet tooth, I admit it. Despite loving to cook and eat exotic foods, I love nothing more than eating a whole tub of chocolate ice cream!
B. Work in a group. Discuss your partner’s responses. Put students in larger groups of four to six. Have each student report their interview findings to the rest of the class. Emphasize that it is not necessary for students to report every question, but to focus more on summarizing the responses. To encourage more conversation, have students include information about themselves as they speak.
Cooking UNIT 04 25 Sample Answers William says he does not like cooking, but I love it! I can cook a few things, but I love to experiment. In the kitchen I feel that any time I might invent a great new dish! It doesn’t always work out like that, but it’s fun to try.
6 Partner-Up A. This is a recipe for potato salad. Work with a partner. Look at the pictures. Number the instructions in the correct order. Put students into pairs for this activity. Have each partner first read the numbered sentences aloud, and then put them in the correct order. Move around the class with the answers and give clues if students have any difficulty.
Answers 1. Boil potatoes in salted water until soft. 2. Peel and cube boiled potatoes and put in a large bowl. 3. Pour vinegar over potatoes. 4. Boil eggs for fifteen minutes, peel and chop. 5. Peel onions and chop finely. 6. Chop celery, slice olives, and shred carrot. 7. Add onion, celery, carrot, and sweet relish. 8. Add mayonnaise mixture to potatoes and stir lightly. 9. Mix mayonnaise, Italian dressing, and mustard. 10. Carefully stir in eggs and olives. 11. Add salt and pepper to taste. 12. Cover and chill for three hours.
B. Now, cover the steps and tell your partner the recipe. Look only at the pictures. Have students practice their pronunciation and intonation by reading the instructions to each other. Students can also alternate the directions to promote more conversational interaction.
Sample Answer Ok, first you have to boil some potatoes. Then you gotta chop the potatoes and put them in a bowl. Oh! Peel them first. Next, put in a drop of vinegar. Then you should boil some eggs for fifteen minutes. Peel and chop them, too.
◆ Integrated Learning A. Look at Susan’s potato salad recipe. Think of a dish that you can cook, or make one up. Write the recipe below. Students can have the option of working alone or with a partner for this activity. First, discuss dishes that have a limited number of ingredients and instructions. Give students time to first discuss the ingredients, then talk about the recipe. Finally, allow enough time to have students write the recipe down. Go around the class to check students’ writing.
26 Sample Answer Name: Mike’s Famous Finger-Lickin’ Chicken Soup Ingredients: Chicken breast, cooked, 3 pieces Chicken stock, 2 cubes Onions, 1/2 Carrots, 2 Water, 1 liter Salt and pepper to taste Recipe: First, chop the carrots, onions, and leeks. Heat up a frying pan, pour in some oil. Add the carrots and onions, gently brown them. Meanwhile, boil the water in a large pan. When the water is boiling, turn the heat down and add the chicken stock. Simmer gently. Remove the vegetables from the pan. Add in the chopped vegetables to the water, and cover. Leave for fifteen minutes. Next, chop and add in the cooked chicken. Cover and leave to simmer for a further fifteen minutes. Pour in salt and pepper to taste. Serve!
B. In small groups, describe how to make your recipe. Use the sequence markers from page 12 to help you. As a class, review sequence markers before moving students to larger groups of four to six. Make sure that they understand that the markers help organize the recipe in order, which makes the recipe easier to remember. Go around the classroom to listen to speakers.
C. Present your recipe to the class. Have each group select one or two students to present their recipe to the rest of the class. Allow a brief question and answer period where listeners have the chance to clarify meaning.
Extension Ask students to go back and review the different words and phrases having to do with flavor and food preparation. Put students in a group and two sentence models on the board: 1. A (food) tastes (flavor or texture). 2. A (dish) is made by (cooking). Below sentence model #1, write down some food examples: strawberry, cup of coff ee, ham sandwich. Have students respond, “A strawberry tastes tart.” Below sentence model #2, write down three more dish examples: hotdog, omelet, peanut butter sandwich. Give students time to respond, “A hot dog is made by frying a wiener with onions, and adding it to a hot dog bun.” Have students add their own food and dish entries to practice the pattern and talking about different kinds of foods and dishes.
➢ TALKOPOLY REVIEW: Please refer to the instructions on page 72.
Cooking UNIT 04 27 UNIT 05 Around the World Talking About Diff erent cultures and countries Speaking Success! Exclamation points Vocabulary Countries and nationalities Language Focus Yes/No questions
* Warm Up Close the book. Tell students the title of the chapter. What does the phrase “around the world” mean to them? What places around the world would they like to see? Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., How many flags can you name? What countries have you visited? What people do you know from these countries?) Get students into pairs and have them ask each other the Warm Up questions.
Sample Answers Asia, Europe, South America, North America, Oceania, Africa, Antarctica. Erm, wow. OK, in Asia I can name Korea, Japan, China, Hong Kong, Taiwan, Thailand, and . . . Russia? Does that count?
Talking About This unit will focus on different cultures and countries around the world. As a class, ask students about what makes their culture unique. Make sure that students understand what culture is.
1 Model Dialog Listen and practice the dialog with a partner. Track 13 Have the students listen and practice the dialog with a partner. Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Optional Ask true/false questions about the dialog. 1. It was Muhammad’s favorite day of the year. (True) 2. On Ramadan, Muhammad eats many dishes during the day. (False. He does not eat during the day.) 3. Muhammad said that Eid is similar to Lent for Christians. (True) 4. Gemma invited Muhammad over for a nice big meal. (False. Muhammad invited Gemma.) 5. Muhammad said that his mother makes too much food. (True) Ask students to practice the dialog together in pairs. Play the track again so that they can hear the intonation of a native speaker. Ask one pair to perform the dialog for the class.
Speaking Success! Point out the use of exclamation points, which are used for strong emotions. Write examples in which exclamations can be used, (anger, surprise, sarcasm, etc.) and model the expressions with the emotions: “Oh I am!” (angrily); “Oh I am!” (surprised); etc. Have students practice saying the phrases with the emotions. As a class, have students give examples of situations where they would use the expressions.
28 2 Vocabulary A. Look at the list of different nations. Turn the nations into nationalities. Work with a partner if you get stuck. Have students get into pairs to complete the activity. Walk around the classroom to check students’ spelling. Check the answers together as a class.
Answers 1. Japanese 2. German 3. Chinese 4. Australian 5. Taiwanese 6. Russian 7. American 8. Spanish 9. New Zealander 10. Brazilian 11. Mexican 12. English
B. Listen and check your answers. Track 14 After the listening, have students say the answers aloud. Focus on the intonation, and explain to students that the stress of the word will sometimes change when an ending is added, as in Japan- Japanese, Taiwan-Taiwanese, China-Chinese.
C. Work with your partner. Talk about these countries. What do you know about their cultures? Put students in pairs to discuss some of the countries in Activity A. Encourage them to talk about diff erent parts of culture such as cultural behavior, food, and the arts. It is not important how much they know, but how they express their knowledge to their classmates.
Sample Answers I know that many stores in France and Spain close for up to two hours to have lunch. It sounds great! Russia is the largest country in the world, I think. It’s really cold there. Germans are stereotyped as being very efficient and not very funny. But I have a German friend and he always makes me laugh!
3 Language Focus Yes/No questions are made by taking a statement and moving the auxiliary verb to the front of the sentence. If there is no auxiliary verb in the statement, add the correct form of do to the start of the sentence. Give students some examples by modeling some statements and forming questions: He is from France. Is he from France? They love to eat German food. Do they love to eat German food? Explain to students that the statement/question form is sometimes used for clarifi cation or in cases of surprise or disbelief: He has a perfect score in this. Does he have a perfect score in this class?
A. Listen to the questions and write ”Yes” or “No” for each. Track 15 Have students listen to the dialog and write the correct answer. If time permits, allow students to listen to the dialog again when checking the answers together as a class.
Answers 1. Yes 2. No 3. No 4. Yes 5. Yes 6. No 7. Yes 8. Yes 9. Yes
Around the World UNIT 05 29 B. Turn these statements into Yes/No questions. Have students write down the statements into Yes/No forms. When they have completed the activity, have students move into pairs to practice speaking the statement/question forms.
Answers 1. Is Dad watching the news? 2. Does the movie start at 6:20 p.m.? 3. Have I/you been to Hong Kong? 4. Is Seoul the capital of South Korea?
Expansion Have students remain in pairs to write five statements in the pattern of statement, followed by the Yes/No question. Go around the classroom to check and make sure that the grammar is correct. Once completed, have students move and present their statements to their new partners. The partners should respond with the related Yes/No questions.
4 Listening A. Look at these cultural foods below. Which countries do they come from? Write the country underneath the picture. Check with a partner. This activity is designed to recycle the vocabulary about food from Unit 4. Put students into pairs and have them look at the dishes to discuss how the foods taste. Then have them choose the origin of each dish.
Answers 1. Mexico 2. China 3. India 4. Italy 5. Korea 6. Thailand
B. Listen to Rebecca answer questions about the cultural foods above. Write her responses. Track 14 Play the track and ask students to write down the correct response for each question. Have students repeat the dialog to other students to check their answers.
Answers 1. Mexican food is her favorite. 2. Rebecca can make tacos and nachos. 3. She throws in some cheese and salsa with the nachos, and melts it. 4. She lived in China for a year. 5. Noodles and dumplings. 6. She can make pasta and pizza. 7. She has never tried Korean or Indian food.
C. Work in a group. Talk about Rebecca’s responses. Give your own opinions. This activity is for students to increase their proficiency. Put students in a group of four to six students to talk about their impressions about Rebecca’s experiences in the previous dialog.
Sample Answers Rebecca has never eaten Indian food, but it’s my favorite! I love curry and naan and onion bhajis! They’re so crunchy and yummy. She can make nachos, too. I’ve never made them, but I guess it would be pretty easy.
30 D. Which country’s food is your favorite? Discuss in your group. Have students remain in their groups to talk about their favorite foods. Have them describe the flavor, how they prefer to have the food prepared, and where they can get their favorite dish. After everyone has had the chance to speak, have each group share with the rest of the class their favorite dishes.
5 Quiz A. Work with a partner. First, add two more trivia questions to your list. Then take turns asking and answering the questions. Have students individually create two trivia questions about a country that they know something interesting about. Then put students into pairs to ask each other the questions. Have students record the answers to keep track.
Sample Answers Where does falafel come from? (Egypt) In which country does the pope live? (Vatican City) Which city is called the “City of Dreaming Spires”? (Oxford) In which country could you find the Terracotta Army? (China)
B. Listen to the answers. Discuss them with your class. Who got most answers correct? Track 17 Play the track and have students check their answers with the audio. Which question did students find the easiest? Which was the most difficult. Discuss the answers as a class.
Answers Partner A: 1. Germany 2. Italy 3. Chinese and English 4. Asia 5. Mandarin Chinese 6. Indonesia 7. Portuguese Partner B: 1. Thailand 2. New Zealand 3. India 4. Mexico City 5. Greenland 6. South Korea 7. Australia, Canada, New Zealand, USA, Hong Kong, Singapore, or Taiwan
6 Partner-Up A. The people below are speaking in their native languages. Where are they from? What languages are they speaking? Work with a partner. Put students into pairs, and have them review the four captions on page 38: Where’s (name) from? He’s/ She’s from (place). What language does he/she speak? He/She speaks (language). The students should practice the patterns during the activity.
Answers Ernesto Mexico, Spanish Riza Philippines, Tagalog Ahmed Egypt, Egyptian Gai Thailand, Thai Ravi India, Hindi Gyeong-mi Korea, Korean Peter Australian, English Mandisa South Africa, Afrikaans
Around the World UNIT 05 31 B. Let’s play a game! Play with your partner. The copies of the cards from page 88 should be cut out before the game begins. Have students get into groups of four to fi ve students. Give a pack of country cards to each group. Have them go over the rules before the game begins. Point out to students that the sentence patterns on page 37 can be used to make similar statements about the countries used for this activity.
◆ Integrated Learning A. Work with a partner. Read the passage below. Take turns reading it aloud. This is a pronunciation and listening activity for students to practice speaking and listening comprehension. Put students into pairs and have them take turns reading the passage in Activity A. Encourage students who are listening to write brief notes on the information they hear.
B. Read again. Answer the questions. Use full sentences. Keep students in pairs to co-write answers in full sentences. Check answers for accuracy.
Answers 1. Saint Patrick is the patron saint of Ireland. 2. Saint Patrick’s day is March 17th. 3. People wear green on St. Patrick’s Day. 4. Saint Patrick used a shamrock as a symbol. 5. Yes, Saint Patrick’s Day is a public holiday in Ireland. 6. Guinness is a thick, creamy, and bitter-tasting beer. It is black.
C. Write about a cultural event that is specific to your own country. You can write about another country’s festivities if you know of any. As a class, brainstorm some possible ideas of cultural events around the world. Students can write about the same event, as long as they do not copy each other’s passage.
Sample Answer Saint George’s Day is a cultural event in England. It is on April 26th. Like Ireland and St. Patrick, St. George is the patron saint of England. His most famous legend is when he killed a dragon! Every English child knows his story, and the flag of England is called “St. George’s Cross.” However, St. George’s Day is not a public holiday, and people do not really celebrate it. I think this is sad.
D. Work in a group. Present and discuss your writing. Tell students that they will have two to three minutes to talk about their writings. Once the presentations are completed, have a general discussion with the class about new country facts they have learned from the presentations.
Sample Answer Hello everyone. I’m going to talk about Saint George’s Day, which is a cultural event in my home country, England. It is on April 26th. Like Ireland and St. Patrick, St. George is the patron saint of England.
32 UNIT 06 Making Comparisons Talking About Comparing and contrasting things Speaking Success! Nicknames Vocabulary Opposites Language Focus Comparative and superlative adjectives
* Warm Up Close the book. Write down three pairs of words: 1. apple/oranges, 2. laptops/tablets, 3. milk/juice. Ask students to talk about the difference of each pair. Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., Which fruit is lighter? Which tastes sweeter? Which is crunchier?) Get students into pairs and have them ask each other the Warm Up questions.
Sample Answers This notebook is thicker than this ruler. The ruler is longer than the notebook, however. The notebook is pink. It is a brighter color than the ruler, which is grey.
Talking About This unit will focus on comparing and contrasting two things. As a class, ask students to bring up different objects in or outside of the class that can be used for comparisons.
1 Model Dialog Listen and practice the dialog with a partner. Track 18 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Optional Have students close the book. Ask simple information questions about the dialog. 1. Who was busier this semester compared to last semester? (Thomas was busier this semester compared to last semester.) 2. Why did Pamela compare Thomas to a tomato? (Thomas’s face turned red.) 3. What did Pamela change? (She had a haircut.) 4. What did Pamela say that was a joke? (She said that Thomas’s face is rounder.) 5. What did Thomas say to Pamela that upset her? (He said Pamela’s hair definitely looks better than before.)
Speaking Success! Introduce the different nicknames mentioned in the box. Do the students have nicknames? What are some other nicknames that they know?
Making Comparisons UNIT 06 33 2 Vocabulary A. Match the words below with their opposites. Preview the adjectives by writing some noun examples on the board: 1. truck/bicycle, 2. mountain/ valley, 3. doughnuts/apples 4. studying medicine / collecting stamps. Provide a model sentence, “A truck is large. A bicycle is small. Ask students if they can make other sentences with the examples. This helps preview the adjective meaning. Have students complete the activity, and check their answers.
Answers 1. large 2. fast 3. expensive 4. tall 5. warm 6. diff icult 7. light 8. beautiful 9. loud 10. bad 11. dangerous 12. weak
B. Work with a partner. Use the opposites above to make comparisons. Use the preview activity of Activity A for examples in Activity B. Have students connect sentences to use as a model, (e.g., A truck is large and a bicycle is small.). Put students in pairs, and have each student create at least three comparisons.
Sample Answers Mice are small, and elephants are large. Playing chess is safe, and playing with fire is dangerous! The sky at 12:00 p.m. is light, and 12:00 a.m. it is dark.
3 Language Focus It is easy to turn an adjective into a comparative. For words of one syllable, add –er to the end of the word. Use than when comparing two things.
Grammar Point Introduce the use of syllables to help students decide whether an adjective requires an -er/-ier ending or more/less before the word. Explain that one-syllable words generally require an ending, adjectives with three or more syllables require a word before an adjective, and two syllable words most likely use the ending, but there are some cases (e.g., handsome, tired, funny) where a word before the adjective can be used.
A. Write the comparative form of these adjectives. Ask students to write the comparative form of each adjective. If they have difficulty, remind them of the information in the Language Focus above.
Answers 1. smaller 2. slower 3. stronger 4. taller 5. lighter 6. heavier 7. hotter 8. colder 9. more handsome 10. uglier 11. quieter 12. louder 13. more expensive 14. easier 15. more diff icult
34 B. Work with a partner. Make sentences with these comparatives. Give students a short amount of time to tell their partners at least three to five comparative sentences. Encourage them to make the sentence as interesting or original as possible.
Sample Answers A tortoise is slower than a cheetah. A bear is stronger than a human. The sun is hotter than the moon. I am more handsome than you!
4 Listening A. Listen to Bella talking about herself. Complete these questions with the correct comparatives. Track 19 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Answers 1. shorter 2. funnier 3. older 4. thinner 5. more athletic 6. messier 7. more difficult 8. better
B. Listen again and write “T” (true) or “F” (false) next to these statements. Put students into pairs and have them listen to the conversation again. Once they have completed the activity, have them take turns reading aloud the statements for pronunciation practice.
Answers 1. T 2. F 3. T 4. F 5. F 6. T 7. T 8. T
C. Work with a partner. Ask and answer the questions from Activity A. Keep the students in pairs. Have students practice changing the statement to a question: “So, Bella is taller than her mom. How about you? Are you taller than your mom?” Go around the classroom and correct poor intonation.
Sample Answers 1. I am shorter than my mom. In fact, my mom is even taller than my dad! 2. My dad is always cracking jokes. He thinks he’s so funny! But actually, so do I! He is funnier than me. 3. My best friend is a few months younger than me. Just like Megan, he loves to remind me of this!
D. Work in a group. Talk about your answers. Move students into groups of three to six, and have them present one or two facts about themselves. If time permits, encourage other students to make their own follow-up questions.
Sample Answers My mom is really tall! So, compared to her, I am definitely shorter. In fact, so is my dad!
Making Comparisons UNIT 06 35 5 Comparisons Game Let’s play a game! Play in small groups. Have students play the “Comparisons” game, which is a review activity of comparative adjectives. Ask students to find a marker such as a pen cap, a coin, or an eraser. Put students into groups of three or four to play the game. This activity promotes sentence fluency, so allow the students to navigate through the instructions, as they have done with the Talkopoly game. Make suggestions only if there is any confusion. Allow at least twenty minutes of classroom time to complete the game.
6 Quiz A. Work with a partner. Ask and answer the questions below. Put students with a partner. Have student A read the question aloud to student B, then encourage students to discuss possible answers. Each partner will finally answer the question. Have students record the answers to keep track. Move around the classroom to check intonation. Check answers together as a class when pairs have completed answering their questions.
Sample Answer Partner A: 1. I think maybe that is Tokyo? 2. Seoul is freezing in January! London just has a bad reputation, haha. 3. I think I read somewhere that that is kiwi. 4. Tom Cruise! Everyone knows he’s really short. 5. Elephants are bigger, so they live longer, I think. 6. Umm . . . the Eiffel Tower? 7. Mercury, Venus, Earth, Mars . . . it’s Venus! Partner B: 1. Snowboarding is pretty recent, so I think that is skiing. 2. Erm . . . Arnold is pretty old, so I’ll say him. 3. Spanish? 4. Umm . . . I think that the match is more recent, actually. 5. Titanic won loads of Oscars! 6. Korea is much smaller. 7. Cheetah!
B. Listen to Matt and Hayley ask each other the questions above. Check your answers. Who got more questions correct, you or your partner? Track 20 Play the track again to let students check their answers. Encourage them to discuss the audio with a partner.
◆ Integrated Learning A. Read the grammar note below, and then read about the best day of Susan’s life. Have students read the grammar note, and check if there are any questions. Then have students read the passage about Susan’s life and have them point out the superlative forms in the text.
Grammar Point Point out to students that superlatives are generally preceded with the word “the”, (e.g., the best, the worst, the highest, etc.) while the comparative forms do not (better not the better, worse, not the worse).
36 B. Read the passage again. Write down the three comparative and three superlative adjectives that Susan uses. Have students write down the superlative adjective forms of the text that they found, and have them look for the comparative adjective forms.
Answers Comparative: more afraid smarter better speller Superlative: best most difficult happiest
C. Write about the best or worst day of your life. Try to use at least three comparative and three superlative adjectives. Have students write down the best or worst day of their life. Go around the class to check grammar and spelling.
Sample Answer The best day of my life? OK, I don’t know . . . Oh! Maybe it was in high school. I made a short movie in my fi lm class, and it was shown outside at a local film festival. My movie wasn’t all that great, but it was better than most of the others! At the end of the movie, a few people cheered, and some people stood up and clapped! I was pretty proud of myself that day.
D. Work in a group. Read out your writing. Answer any questions people may have. Put students into pairs to talk about what they wrote. Allow some time for follow up questions. If time allows, have some volunteers talk about their best/worst day to the rest of the class.
Sample Answer Did you win an award for that film? No, I didn’t. It wasn’t a competition, just a chance to show off what we had made.
Review Write down the sentence “Which do you like better?” on the board. Write down a short list of choices on the board: 1. soft drinks/juice, 2. mornings / evenings, 3. parks/beaches, 4. horror movies / comedies, 5. an exciting time out / a relaxing time at home. Put students in pairs and have them write three more choices. Finally, put students in larger groups and have them ask each other the questions. Students should ask at least one follow up question. Allow 20 minutes to complete the activity.
Making Comparisons UNIT 06 37 UNIT 07 Telling Stories Talking About Things that have happened to us Speaking Success! Idioms and phrasal verbs Vocabulary Regular simple past verbs Language Focus Irregular verbs in the simple past and present
* Warm Up Close the book. Tell students the title of the chapter. What does it make them think of? Do they like to tell stories? What kind of stories do they like to hear? Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What are these people doing? What kind of story do you think the lady is telling?) Get students into pairs and have them ask each other the Warm Up questions.
Sample Answers Last Saturday I went into town to get a Christmas present for my mom. I knew what I wanted to get for her, but I couldn’t remember where I had seen it! Finally I remembered, but by the time I got to the store, which was in a museum, it was closed! Luckily they hadn’t locked the doors yet, so I ran inside and the woman there was nice enough to sell it to me. Phew!
Talking About This unit will focus on talking about past events that have happened to us. As a class, ask students what they did during the weekend. Then ask them about anything interesting that happened to them during the weekend. Write down vocabulary using past tense verb forms.
1 Model Dialog Listen and practice the dialog with a partner. Track 21 Tell students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Explain the word “manicure” to the students. Play the track.
Optional Ask true/false questions about the dialog. 1. Cheryl went to the beach during the weekend. (False. She went to the Sea View Arcade.) 2. Josh got fired during the weekend. (True) 3. Josh had an alarm clock with dead batteries. (True) 4. Cheryl went to get a massage. (False. She had a manicure. 5. Josh went on a blind date, but did not meet the person. (True) Ask students to practice the dialog together in pairs. Play the track again so that they can hear the intonation of a native speaker. Ask one pair to perform the dialog for the class.
Speaking Success! Introduce the three phrasal verbs to students. Explain that they are called “idioms” when describing something non-literally. Ask students when they would use these expressions. Do they seem formal or informal? Are there other words that can be used to describe the situation? Ask students to make some examples using these terms.
38 Grammar Point Explain to students that phrasal verbs usually consist of one verb with one preposition. Explain that phrasal verbs are often used in informal speech, and that there are usually companion words, which have a similar meaning, but are considered more formal. Give some examples of phrasal verbs with their counterparts: hand out (distribute), hand in (submit), go on (continue), come in (enter).
2 Vocabulary A. Listen to the pronunciation of these regular simple past verbs. Write each verb in the correct column according to its pronunciation. Track 22 Explain to students that English word endings have a different pronunciation according to the ending of the base verb. Also note that North American pronunciation diff ers from British pronunciation. Some words like “promised” and “walked” may have a softer tone between /d/ and /t/ with some American English speakers. Have students listen to the audio. Give students time to put words under the correct column.
Answers /d/ moved played performed showed cried /t/ promised laughed walked brushed liked /id/ visited graduated
B. Work with a partner. Make sentences with these words. Have students practice using the words in sentences.
Sample Answers I promised to see my grandmother on the weekend, so I visited her on Sunday. My mom showed me her favorite movie last night. I laughed and laughed!
3 Language Focus Irregular verbs are verbs which do not follow a strict pattern. There are three types of irregular verbs. Some verbs don’t change in the past tense. Some verbs change only their vowels Some verbs change their form altogether. Match these irregular simple past verbs to their simple present form. Model the examples again by using the words in the activity in sentences: When I was going to my friends house last weekend, I got lost. Sheila sang a wonderful song yesterday. My father taught in India many years ago. Put students into pairs to complete the activity. Then check their answers with the class.
Answers 1. told 2. taught 3. drove 4. ate 5. cut 6. did 7. left 8. spoke 9. got 10. sang 11. wrote 12. drank 13. fit 14. swam 15. had
Telling Stories UNIT 07 39 4 Listening A. Listen as Lewis talks about some things he did yesterday. Check “True” or “False” for each item. Track 23 Play the track and ask students to check “True” or “False” for each item. Repeat the dialog for students to check their answers.
Answers
True False 1. He got up before 9:00. 2. He ate breakfast. 3. He checked his email. 4. He did laundry. 5. He washed his car. 6. He worked out at the gym. 7. He played basketball. 8. He went shopping. 9. He went to a movie. 10. He went to bed before midnight.
B. Turn the above statements into Yes/No questions. Ask a partner what Lewis did yesterday. This is a review activity of changing statements to Yes/No questions. Put students into pairs and have them alternate asking and answering the questions.
Answers 1. Did he get up before 9:00? No, he didn’t. 2. Did he eat breakfast? No, he didn’t. 3. Did he check his email? Yes, he did. 4. Did he do his laundry? No, he didn’t. 5. Did he wash his car? Yes, he did. 6. Did he work out at the gym? Yes, he did. 7. Did he play basketball? No, he didn’t. 8. Did he go shopping? Yes, he did. 9. Did he go to a movie? No, he didn’t. 10. Did he go to bed before midnight? Yes, he did.
C. Think of some more Yes/No questions. Ask your partner about the past. This is an activity used to promote more fluency. Put students into smaller groups of three to four students. In each group have each student take turns asking a question. Everyone has the opportunity to ask at least one question.
Sample Answers “Did you watch television yesterday?” Yes I did. I watched a soap opera. “Did you go outside?” No, I didn’t! I was sick so I stayed in. “Did you cook yesterday?” No, I just ordered pizza.
40 5 Story Time A. Work in a group. Look at the two stories below. In your groups, take turns adding new sentences to the stories. Make sure to use the simple past. Move students into groups of four to six. Have one student read the first sentence, then move clockwise to the next student to add a sentence. Each group should appoint a “secretary” to write down the new sentences. Each story should contain approximately ten to twelve sentences. Have each group read their stories to the rest of the class.
Sample Answers It was a hot, humid night. A man walked into a restaurant. When he sat down, he saw a beautiful woman sitting across the room. She was drinking coffee. He started speaking to her, even though he was nervous. She seemed to like him, and they left the restaurant together. It was so hot outside! The man started sweating really badly. He got really embarrassed, which only made him sweat more. The woman noticed, and starting holding her nose. The man panicked and ran away! Ruby just finished working twelve hours. She walked to the station and got on a jam-packed train. She was exhausted, and she soon fell asleep on the train. She woke up at the last stop on the line. When she looked down, she saw that her bag was gone! She saw a man running up the stairs. Ruby ran through the train doors just as they were closing. She ran up the steps as fast as she could go. The man was turning the corner. He was going to get away! She took her phone out of her pocket and threw it! It hit the man on the head and he fell over. He dropped her bag. She picked it up and security guard arrested the man.
B. Look at the pictures below. Work with a partner. Choose at least two of the following pictures. Make up a story using these images and the words provided. Put students into pairs and have them choose one picture to create a story in the manner of Activity A. These stories should be approximately half as long as the group stories. Encourage students to be funny or interesting in their stories.
Sample Answer Sally took a bath on Tuesday night. She had just got relaxed and comfortable when the phone rang. It was her best friend Winston. He swam in the ocean that afternoon, when he saw a shark! He swam as fast as he could, and made it back to the beach safely. He was pretty scared, though.
C. With your partner, tell your story to the group. Have partners present their stories to the rest of the class. Either students can alternate saying each of their sentences or one can read the sentences while the other partner acts out the story. Encourage students to have fun!
Sample Answer My story starts on a Tuesday night. Sally had a hard day at work. She took a bath to relax. She had just got relaxed and comfortable when the phone rang . . .
Telling Stories UNIT 07 41 6 Partner-Up A. Mr. Parker is very angry. Yesterday his students behaved very badly during class! Write the simple past forms of these verbs. This activity is an extension of the Language Focus activity. Have students change verbs into their past tense forms. Go around the class to check for spelling errors. Then check the answers with the class.
Answers 1. talked 2. slept 3. read 4. listened 5. played 6. chewed 7. put on 8. copied 9. blew
B. Work with a partner. Look at the image and talk about what each person did wrong. Use the simple past. Put students together with a partner and have each student comment about what they see in the picture. After students have pointed out at least five activities, partners should ask a question pointing at a specific person in the picture while the other partner answers the question in simple past tense.
Sample Answers What did this girl do wrong? She talked on the phone. What did this boy do wrong? He ate a hamburger at his desk. What did she do? She copied this boy’s work. What did they do? They listened to music.
C. Now do the same, using the past progressive tense. Look at page 11 if you need a reminder. Ask students if they remember what the past progressive tense is. If not, write down the basic pattern on the board: (past tense be) + (verb base+ing). Add a few examples: I was looking. She was talking. He was reading. Encourage students to use the same question/answer sequence, this time with past progressive form.
Sample Answers What was he doing? He was sleeping at his desk. What was Mr. Parker doing? He was shouting. What was this girl doing? She was talking on the phone.
D. Did you ever do anything bad at school? Discuss in a group. Put students in groups of three to six students, and encourage a free discussion about doing something bad in school. After all students have gotten the chance to speak, have students in each group choose the most interesting or entertaining story. The student with the chosen story shares it with the rest of the class.
Sample Answer I was mostly a very good student in middle school, but one day I really didn’t want to work. I was talking to my friend instead of listening to the teacher. This teacher was always very angry! When she lectured me, I couldn’t help myself. I laughed in her face! I felt bad afterwards, but I just wasn’t in the mood for working. She made me stand up for ten minutes.
42 ◆ Integrated Learning A. Read the story below. Fill in the blanks with the simple past form of these verbs. This can be a classroom activity to use as a review of common simple past form verbs. Have a student read the story with what they believe the answer could be. Check with other students to confirm, then give an answer. After the last answer, have the remaining students of the class read the story so everyone can read the story cohesively at one time.
Answers 1. was 2. saw 3. had 4. was 5. was 6. was 7. had 8. had 9. went
B. Complete the story, using your own imagination. Draw pictures and describe what is happening in each panel. Make sure to use the simple past. This can be assigned as homework, so students have the chance to think about the story. Have students write down and draw (or paste) pictures of the described action. Encourage students to be creative.
Sample Answer
He saw a toupee that he liked. He bought it. It looked great! Everyone started laughing at It looked like his hair when he That Friday he went to another him. They knew it wasn’t his was younger! party. real hair. The man learned to love himself.
C. Work in a group. Present your story. Put students into groups of three to six. Students present their story to the remainder of the group. Go around the class to check pronunciation. Students should select an interesting story to be presented to the rest of the class.
Extension Free conversation: write down the phrases “a funny time,” “a scary time,” and “an embarrassing time.” Put students into groups of three to four, and have each student tell a story about either a funny time in their lives, a scary time, or an embarrassing time. Each student should ask at least one follow-up question. Allow 20 minutes for the discussion.
Telling Stories UNIT 07 43 UNIT 08 Sports Talking About Sports we like to watch and play Speaking Success! Slang words Vocabulary Sports Language Focus Use(d) to
* Warm Up Close the book. Ask students to tell give you examples of sports they know. Write their answers on the board. Ask them about sports that are only played in certain countries. Open the book. Ask students to look at the picture. (E.g., Which sport does the person in the picture play? Have you ever played baseball? Did you enjoy it?) Put students into pairs or threes and have them ask each other the Warm Up questions.
Sample Answers The last sporting event I watched was a soccer game. My favorite team, Arsenal, was playing. We won! They were pretty lucky, because Arsenal’s best player scored a great goal. I love watching sports!
Talking About This unit will focus on sports we like to watch and like to play. As a class, ask students to list all of the sports they have played. Ask students which sports they are good at.
1 Model Dialog Listen and practice the dialog with a partner. Track 24 Tell the students they will listen to a conversation between two people. Ask them to read along as they listen to the audio. Play the track.
Optional Have students close their book. Ask simple information questions about the dialog. 1. What did George ask Sally for help with? (George asked for help with his homework.) 2. Why could Sally not help him? (She had to go to her soccer match.) 3. What sport did George try out for? (He tried out for basketball.) 4. What sport is George good at? (He is good at darts and has won a competition.)
Ask students to practice the dialog together in pairs. After they complete one turn, have them switch roles. Check each pair’s intonation as they practice. Ask a few pairs to perform the dialog in front of the class.
Speaking Success! Introduce the different slang words mentioned in the box. Can they find examples of them in the text? Ask students to think about different ways to use the words in their daily life. Ask students to create short dialogs where they can use the slang words.
44 2 Vocabulary A. Match the descriptions of these sports with their names. Have the students work alone to match the description with the name of the sport. Explain the different sports and how they are played. Ask if there are any sports they had never heard of.
Answers 1. basketball 2. golf 3. soccer 4. swimming 5. tennis 6. volleyball 7. badminton 8. archery
B. Work with a partner. Which sports do you like? Which can you play? Ask students to find a partner. Have them talk about sports they enjoy playing. Ask them about sports they enjoy watching, but cannot play.
Sample Answers I love watching basketball, but I can’t play it. I am quite a strong swimmer, though. My favorite sport is soccer. I find badminton really boring to watch, but it’s kind of fun to play.
Tip Provide students with a different picture for each sport. Ask students if they have ever played the sport shown. Test their vocabulary and ask what sort of equipment is needed for each sport. Also ask how many members are on the team or if the sport is played solo.
3 Language Focus Used to is used when we are talking about something that happened often in the past, but doesn’t happen anymore. Sentences are made like this: Subject + used to + infinitive Model the examples.
Rewrite these sentences by adding used to or use to.
Answers 1. I used to play baseball in high school. 2. Alice used to go to Japan with her family. 3. Did you use/used to watch Funny Families when you were young? 4. I didn’t use/used to like pizza, but I love it now! 5. She used to be good at chess.
Expansion Ask students to write down three things they used to do, but do not do anymore. Then ask students to find a partner and ask, “What is something you used to do? Why don’t you do it anymore?”
Sports UNIT 08 45 Sample Answers 1. I used to play basketball, but now I play tennis. Tennis is more fun because I can play alone. 2. I used to like badminton, but now I like swimming more. Being in the water is fun. 3. I used to be good at volleyball, but I hurt my ankle.
4 Listening A. Listen to Edward talking about sports. Write down his responses. Ask students to listen to the track.
Answers 1. I like basketball and skateboarding. 2. My favorite sport is basketball. 3. I don’t like golf. 4. A. I used to play football, softball, and I was on the swimming team. B. I did judo in junior high school. 5. I like to watch basketball, table tennis, and football. 6. I prefer baseball to soccer.
B. Listen again and number these sports in the order that Edward mentions them. Play the track and ask students to write down the order of when the sports are mentioned. Ask students if there are any sports they had never heard of. If there are, ask students who know the sport to either explain or show how it is played.
Answers 1. 10 2. 7 3. 3 4. 1 5. 4 6. 8 7. 9 8. 2 9. 6 10. 5
C. Work with a partner. Talk about Edward’s interests in sports. Ask students to get into pairs. Tell them to give full sentence answers.
D. Work with your partner. Ask the questions in Activity A to each other. Ask students to interview their partner. Also ask them to explain why they do or do not like a certain sport. Then put the students into groups of four. Have each pair introduce their partner to the other pair using the audio as a guide.
Sample Answers 1. What sports do you like? I like soccer, rugby, and tennis. 2. What’s your favorite sport? My favorite sport is soccer. I can’t play it, though! 3. What sports do you dislike? I don’t like basketball. I think it’s too fast, so fast that it gets kind of boring! 4. a. What sports did you play in elementary school? I didn’t play in any teams while in elementary school. b. What sports did you play in junior high school? I played rugby in junior high, and I was on the school athletics team. 5. What sports do you like to watch on TV? Any sport, really. 6. Which do you prefer, baseball or soccer? I prefer soccer. I don’t really see the appeal of baseball.
46 5 Survey A. Talk to your classmates. Ask them about their favorite sports teams and athletes. Write their responses below. Have students look in their books. Tell them to interview four of their classmates. Explain that they should use complete sentences to ask the questions. They will need to ask the following: What is your favorite sport? / What is your favorite team? / Who is your favorite athlete? Model the activity with a couple of students so that they understand. Walk around the class and listen to their questions and responses. Correct any mistakes you hear.
Sample Answers Name Favorite sport Favorite team Favorite athlete Jacob rugby London Wasps Steve Thompson Roxanne soccer Arsenal Robin van Persie Lucas hockey Bristol Flamers Barry Longhorn John volleyball Power Hitters Susan Thompson
B. Work in a group. Discuss what you found out about your classmates. Ask students to talk about one person they interviewed. Choose a few students to introduce their interviewee to the class.
Sample Answers Jacob likes rugby. His favorite team is the London Wasps, and his favorite player is Steve Thompson.
C. Let’s play a game! Play in your groups. Put students into groups of four. Make sure they are working with other students they have not interviewed. Give students slips of paper with a sport written on them. They should not show their group. They will silently act the sport out. The person who guesses correctly will act out the next sport. Be sure to include many different sports from other cultures. E.g., archery, baseball, soccer, judo, ice hockey, ice skating, cycling, wrestling, sumo, diving, swimming, skiing, etc.
6 Partner-Up A. Listen to the dialog below and read it with a partner. Put the class into pairs. Play the track and have them follow along silently. Then assign each person a role. Play the track again and ask them to read their role aloud.
B. With your partner, practice the dialog with the following details. One person will be Shawn. Tell the class that the other partner will choose their character. They will answer Shawn’s questions using the examples listed. They will substitute the answers in bold in the original dialog with statements made about the other sports in this activity.
Sports UNIT 08 47 Answers Shawn: Annette / Emma / Margaret, what’s your favorite sport? Clara: My favorite sport? That’s . . . hmm, I don’t know. I don’t really play or watch any. Shawn: Oh, you don’t? I love all kinds of sports! tennis / football / boxing, bowling / darts / golf. . . Clara: Bowling / Darts / Golf? I used to play that! I was really good! Shawn: Oh, yeah? Did you play on a team? Clara: Yeah, I played for my local club, the Eleventh Pin / Red Arrows / Par Threes. I was captain for a while. Shawn: Wow! You said you didn’t like sports! Clara: Well, I got a(n) elbow / shoulder / back injury that stopped me from playing. It’s sad. Shawn: Oh, so it upsets you to watch bowling / darts / golf now? Clara: Yeah, kind of. I like collecting stamps / writing short stories / knitting now. It’s my new hobby!
C. Have you ever played in a sports team? Are there any sports you are/were very good at? Discuss with your partner. Put students into pairs. Ask students to discuss which sports they are good at or used to be good at. If they no longer play a sport, ask them to give reasons why they do not play that sport anymore. Ask a few students to share their answers with the class.
Grammar Point Explain to students that used to can be used with many different things, not just sports. It can also be used for something that was true, but is no longer true. I used to eat a lot of chocolate, but now I’m on a diet. / I used to have long hair, but now my hair is short. / I used to eat tomatoes, but now I don’t like them. Call on students to tell you things they used to do, but do not do anymore. Write their answers on the board. Ask students, “Who used to ______?” Have them raise their hands if it is true of them. Ask some students to share what they used to do and what they do now.
◆ Integrated Learning A. Work with a partner. Look at the sports below. Choose two sports at random and compare them. Continue until you have compared all of the sports. Explain to the students that they will discuss many different types of sports. Review the vocabulary to make sure they understand all of the sports. It may be helpful to have photographs of sports they may not be familiar with. Also review how to use comparatives.
B. Let’s play a game! Play with a partner. Put students in pairs. Have students open their books to page 89. One person will choose a card. Their partner will try to guess which sport is on the card.
Sample Answers A: Is he playing golf? B: No, he isn’t. A: Is he kicking a ball? B: No, he’s not. A: Is he . . .
➢ TALKOPOLY REVIEW: Please refer to the instructions on page 72.
48 UNIT 09 Eating Out Talking About Eating at a restaurant Speaking Success! Hyperbole Vocabulary Restaurant words Language Focus Formal and informal English
* Warm Up Close the book. Ask students questions about the title. What does “eating out” mean? Ask them to name places where they have eaten out. Open the book. Ask students to look at the picture. Ask them about the image. (E.g., What are the two women doing? What are they using? Where are they?) Put the students into pairs and have them ask each other the Warm Up questions.
Sample Answers The last restaurant I went to was . . . McDonalds. I ordered just a hamburger and small fries, no drink. I had a bottle of water with me. It’s the healthiest thing I’ve ever had there!
Talking About This unit will focus on eating at a restaurant. As a class, ask students to name restaurants they have eaten at recently. Write the names on the board. Next, ask what kind of food is served at the restaurants. Write this next to the names of the restaurants.
1 Model Dialog Listen and practice the dialog with a partner. Track 27 Tell students that they will listen to a conversation between two people about restaurants. Ask them to read along as they listen to the audio. Play the track.
Optional Have students close the book. Ask simple information questions about the dialog. 1. Melody is hungry. What does she want to do? (Melody wants to go out.) 2. What is the fi rst place Melody suggests? (She suggests Chinese food.) 3. Why does Melody not want to eat Indian food? (It is too spicy for her.) 4. What do they end up eating? (Billy eats Indian, and Melody has Chinese food.) 5. Where do they eat? (They eat at home.)
Speaking Success! Introduce the word “hyperbole” to the class. Explain that it is used to exaggerate a story. Review the examples in the box. Provide a personal example of hyperbole, such as, “I have 500 English tests to grade tonight.” Ask students if they have ever exaggerated anything. Have them provide examples to share with the class.
2 Vocabulary A. Look at the menu for Buster’s restaurant below. Fill in the menu with the correct words. Review the words in the box with the students. Call on students and ask them questions about specific foods. (E.g., Have you ever eaten teriyaki steak? Do you like to eat tuna sandwiches? Do you like to drink coff ee or tea?)
Eating Out UNIT 09 49 Tip Before the class begins, collect pictures of different food items. If there are vocabulary words you think they may not know, provide pictures of the items. For example, some students may not know what a roast is. They may not know the difference between cooked and uncooked food.
Answers 1. Main Meals 2. Chicken 3. Roast 4. cooked 5. Sandwiches 6. Desserts 7. Beverages 8. Chocolate
3 Language Focus English has both formal and informal language. Formal language is used in business situations, meetings with strangers, and by people in the service industry. Ask the class to think about how people greet them when they walk into a restaurant, shop, or store. Review the examples in the box. Ask them to think about a time they have said the same kind of things in their native language. Were they formal or informal? Who were they talking to?
Answers 1. d 2. c 3. b 4. a
Expansion Ask students to work with a partner. Ask them to write down examples of what people say when they walk into a restaurant or shop. Remind them to think of as many different examples of informal and formal language as they can. Ask them to share some of their answers with the class.
Sample Answers How may I help you, sir/ma’am? How are you doing today? Do you know what you would like to order? Can I help you? What’s going on? What do you want to eat?
4 Listening This activity will focus on questions and answers. Explain that in Activity A they need to focus on the questions being asked. In Activity B, students should listen to Anne’s responses. Students will work individually and write the answers they hear in their books.
A. Listen to Anna talking about the places she likes to eat. Complete the questions that she is asked. Track 28 Ask students to listen to Anna speak and complete the questions with the missing words that they hear. Play the track again if some students have difficulty.
Answers 1. restaurants, usually 2. well-known 3. kind of food 4. beverage, dinner 5. order, dressing 6. dessert, often 7. cash, credit card 8. always, 15% (fifteen percent)
50 B. Listen again. Write down Anna’s responses to the above questions. Play the track again. If some students have finished Activity A before others, ask them to listen for the answers while the rest of the class is still answering A.
Answers 1. When I eat out, I usually go to Thai restaurants. 2. I really like BBQ House. 3. They have a lot of barbeque food. 4. I usually just get water. 5. Usually I get ranch dressing. 6. I always use cash. 7. I’m a waitress, so I leave more like a twenty to twenty-five percent tip.
C. Ask and answer these questions with a partner. Put students into pairs. Have them answer the questions listed. Check answers with the rest of the class.
Sample Answers What’s a dessert you often order? I often order cheesecake, or maybe tiramisu. I like both. What kind of restaurant do you usually go to? I go to many kinds of restaurants. Mainly cheap ones!
D. Anna always leaves a large tip. Do people tip in your country? What do you think about tipping? Discuss in a group. Place students into groups of four. Ask them to discuss the questions listed. Call on one person in each group to share their answers with the class. Also ask students to think of other countries where they do things differently.
Sample Answers People in my country don’t leave tips. I see why people do it, but I think that it is unfair on the customer. Someone like me, who hasn’t got a lot of money, goes to a restaurant as a treat. So the price of the food is already expensive! I think that the restaurants should pay more to waiters and waitresses, rather than making me pay their wages!
5 Interview A. Talk to a classmate. Ask him/her the following questions about eating out, and write the responses. Have students choose a different partner. Make sure that students write down the responses in full sentences so they can report their findings to a larger group or the rest of the class.
Sample Answers 1. The strangest food that I have ever eaten? Erm . . . I had fried scorpions in China. It’s a delicacy there, but for me it was just gross! I had never eaten bugs before. 2. The nicest place? Hmm. . . I went to a great Argentinian restaurant. It was called Buenos Aires and there was a tango performance after dinner! It was great. 3. I usually go to Italian restaurants. 4. I had a meal that came late, and really cold. When I complained, the waiter was really rude to me. So I just left, and had a sandwich at home. 5. It was Buenos Aires: that was a lot of money! But it was worth it. 6. I prefer ordering takeout most of the time. I like being at home! 7. a. An expert has prepared my meal for me. b. I can enjoy foods that I cannot make at home. c. I don’t have to clean up or spend time and effort making food. 8. a. I know what I am eating, as I have made it all. b. It’s a lot cheaper to buy fresh ingredients and prepare them myself. c. Home-cooked food just tastes better!
Eating Out UNIT 09 51 B. Work in a group. Talk about what you found out about your classmates. Put students in larger groups of four to six. Have each student report their interview findings to the rest of the group. Emphasize that it is not necessary for students to report every question, but to focus more on summarizing the responses. To encourage more conversation, have students include information about themselves as they speak.
C. Debate: Divide your class into two groups. One group will argue that eating out is better, and the other will argue for cooking at home. Your teacher will judge which group made the better argument. Put students on opposite sides of the room. Have students write down their reasons for why their argument is better. Give them a time limit to write as many ideas as possible. They should choose one person to represent their group.
Sample Answers We think eating at home is better, because it is cheaper. Also, by cooking at home, you know everything that is going into your food. Restaurants often add lots of horrible additives to food, and who knows how clean their kitchens are?
6 Partner-Up A. The person below is making a reservation at a restaurant. Use the words below to fill in the dialog. Explain to the students that some popular restaurants require making reservations. To make a reservation, one must know the day, time, and number of people.
Answers Host: Good evening, this is Keo’s. May I help you? Customer: Yes, I’d like to reserve a table for this Friday at 7:00. Host: Certainly. For how many? Customer: For three people. Host: OK. Would you like smoking or non-smoking? Customer: Non-smoking, please. Host: And could I have your name, please? Customer: My name’s Bill Swanson. Host: Thank you, Mr. Swanson. I’ve reserved a table for three on Friday at 7:00. Customer: Thank you. Goodbye. Host: Goodbye, see you on Friday!
B. Listen to the recording and check your answers. Repeat the dialog with a partner. Track 29 Have students listen to the recording. Place them into pairs to practice the dialog.
C. Look at these other restaurants, and make a reservation with your partner. Use the dialog above as a guide. Point out that students may use the dialog in Activity A as a guide. They will use the information in the boxes as a template for completing the activity.
52 Answers Host: Good evening, this is Hee Hing. Can I help you? Customer: Yes, I’d like to reserve a table for this Saturday at 9:00 p.m. Host: Certainly. For how many? Customer: For seven people. Host: OK. Would you like smoking or non-smoking? Customer: Smoking, please. Host: And could I have your name, please? Customer: My name’s Patty Pearson. Host: Thank you, Ms. Pearson. I’ve reserved a table for seven on Saturday at 9:00 p.m. Customer: Thank you. Goodbye. Host: Goodbye, see you on Tuesday! Thank you for choosing Hee Hing.
◆ Integrated Learning A. Work in a group of four. One person is a waiter/waitress. This person must take an order from each customer and total each check. Each customer must order a main meal, a beverage, and a dessert, and leave a tip. Explain to the students that they will practice ordering from a waiter/waitress. Refer to the menu on page 61 to place an order. Review the expressions listed in the book so that they have a guide. Ask for a volunteer to help model taking an order.
Sample Answer Waitress: Good evening, sir. May I take your order? Customer: Hello. Erm . . . what is today’s special? Waitress: Today’s special is our seafood carbonara with a green salad. Customer: That sounds good. I’d like that please. Waitress: What about drinks, sir? Customer: Well, what would you recommend? Waitress: I would recommend our house red with the carbonara. Customer: OK, yes that sounds good. Waitress: And a dessert? Customer: Chocolate sundae, please. Waitress: Very good. . . . Waitress: Did you enjoy your meal, sir? Customer: Yes, very much. I would like to pay the bill now, certainly. How much is it? Waitress: That will come to $34. Customer: excellent, do you accept debit cards? Waitress: Yes, we do. Customer: Excellent. Here is a 15% tip, you’ve been wonderful. Waitress: Thank you very much. See you again.
B. Think of your own restaurant. Create a menu for it. Ask students to think about their favorite food and drinks. Ask the class to name different things that would go on a menu. Put their answers in the different categories.
Eating Out UNIT 09 53 Sample Answer Name: Taste Factory Starters Price Dessert Price Mushroom Soup $6 Ice Cream Scoop $4 Garden Salad $7 Irish Coff ee $5 Main Course Price Drinks Price Smoked Salmon $15 Cola $3 Gorgonzola Pizza $17 Draught Beer $5 Rack o’ Ribs $22 Sparkling Water $3.50
C. Have a partner order from your menu. You will be the waiter/waitress. Put students in pairs. Ask them to trade menus. Explain that they will make an order from each other. Monitor students to make sure they are using a variety of the expressions available.
Sample Answer How may I help you today, sir? Yes, I would like to have this mushroom soup to start. Are these mushrooms organic? Yes, ma’am, all of our ingredients are certified organic. What would you like as a main dish? I would like the smoked salmon, please, and a draught beer. Very good. Will that be all? Yes, please. No dessert for me!
Review Write down five examples of a hyperbole on the board: 1. The shot heard around the world, 2. He’s as strong as a bull, 3. She was buried in a mountain of paperwork, 4. I’m so hungry, I could eat a horse, 5. I studied so hard last night, my brain is fried. Put students into pairs, and ask them to explain the meaning of each sentence. After sharing answers with the class, ask students to use a hyperbole in their native language, translate it to English, and explain the meaning.
54 UNIT 10 Crime Talking About Crime in our society Speaking Success! Expressing sympathy Vocabulary Crime and the law Language Focus The passive voice
* Warm Up Close the book. Ask students questions about the title of the chapter. What do they think causes crime? Open the book. Ask students to look at the image. Where do they think the image was taken?
Sample Answers I don’t think that any one thing causes crime. Good people can commit crimes as much as any other people. I think that some point people stop being scared of what will happen if they are found out, and they do bad things. I have not, luckily. I am very careful!
Talking About This unit will focus on crime in our society. Ask students to name crimes they know.
1 Model Dialog Listen and practice the dialog with a partner. Track 30 Tell students that they will listen to a conversation between two people about crime. Ask them to read along as they listen to the audio. Play the track.
Optional Ask true/false questions about the dialog. 1. Franco just returned from vacation. (True) 2. Franco’s radio was stolen. (False. His TV was stolen.) 3. Someone got hurt during the robbery. (False. No one got hurt.) 4. The police caught the burglars. (False. They have not caught the burglars.)
Ask students to practice the dialog together in pairs. Play the track again so that they can hear the intonation of the native speaker. Ask one pair to perform the dialog for the class.
Speaking Success! Introduce the diff erent sayings to express bad news in the box. Ask students to find examples in the text. Emphasize the importance of intonation and tone when expressing sympathy. Ask students if they can think of other examples. Write their answers on the board.
2 Vocabulary A. Write the correct number next to each crime word. Ask students to look at the pictures below. Explain that all of them represent some aspect of a crime. Ask students to work alone to complete the exercise.
Crime UNIT 10 55 Answers a. 3 b. 6 c. 2 d. 4 e. 1 f. 5
B. Complete the sentences with the correct words from above. Tell students they will now use the words they have learned in the sentences. After they are done, ask them if they can make new sentences with each of the words.
Answers 1. prison 2. thief, steal 3. police officer, handcuffs
Tip There are many synonyms for different crimes and people associated with it. As a class, ask students to provide other names for some of the vocabulary. For example, another word for a police officer is cop, a prison can also be called jail.
3 Language Focus When the doer of an action is less important than the receiver, or when it is unknown, we use the passive voice. In a passive sentence, the subject is the receiver of the action. The passive is formed like this: Subject (+ auxiliary verb) + be + past participle Explain that in passive voice something is done to someone or something. For example, active voice can be, “I did something.” Passive voice can be, “Something was done to me.”
Answers 1. Rice is eaten by people all over the world. 2. A lot of wine is made by people in France. 3. My apartment was robbed by someone. 4. The bathroom ought to be cleaned by someone.
Expansion Explain to students that there are many different ways to express doing something. The passive voice is used when focusing on the person or thing affected by an action. Put students into pairs. Ask them to write down three examples of something they did. Have them work together to make the sentence passive. (E.g., Dinner was cooked by me. The lamp was fi xed by the electrician.)
Grammar Point Explain to students that a passive voice is often used to describe artistic or scientific events. (The Starry Night was painted by Vincent Van Gogh.) It is also used to explain rules or directions. (The game of poker can be played by many players.) It also allows for the emphasis to be placed on the receiver of the action. (My car was stolen by someone.)
56 4 Listening A. Look at the picture. What do you think this person’s job is? Would you like to do what she does? What do you think a normal day is like for her? Ask the class about the picture. If they do not know what the person in the picture does, point out the star on the hat. Ask the class if they have seen many female police offi cers.
Sample Answers Well, she looks like a police officer to me. My grandfather and my father were both policemen. When I was younger I really wanted to be a policeman, too, but these days . . . I’m not so sure. It seems like a really tough job, and dangerous, too.
B. Listen to the police officer talking about her job. Write “T” (true) or “F” (false) in the box. Before playing the track, ask students to look at the statements. Ask them to take a guess at the answers. There are no incorrect answers here, the students are being encouraged to use their imagination. They will now be more engaged when you play the track.
Answers 1. T 2. F 3. F 4. F 5. T 6. T
C. Listen again. Complete Jane’s responses. Play the track again. Make sure the students have answered correctly.
Answers 1. two years 2. definitely 3. treated, differently 4. impressed 5. feel, helping
D. Jane Grant is a police officer. Do you want to be a police officer? Could you do it? Discuss in a group. Put students into groups of four. Tell them that they should think about whether or not they could be a police officer. Why or why not? Do they feel it would be too dangerous? Do they feel that they could catch criminals? Ask a few students to share their answers with the class.
Sample Answers I think I would be a great police officer. They should be fit and healthy like me! I could chase any criminals who tried to run away! I couldn’t be a police officer. It would be too dangerous! I’d prefer to do a boring off ice job, somewhere where I wasn’t in danger of being attacked every day.
5 Debate A. Divide into small groups of up to six people. Choose one of the following topics to debate. Explain that the students will debate different topics. Review each statement to make sure the students understand the vocabulary.
B. Create two teams within your group. Each team will argue for or against one of the debate topics. First, fill out the chart below to plan your arguments.
Crime UNIT 10 57 Sample Answers
Topic: Is prison the best way to deal with criminals? Yes No 1. Keeps criminals away from society 1. Criminals kept near to other criminals 2. Can reform 2. Prison is unlikely to change the minds of many criminals 3. Punishment 3. For certain crimes, punishment doesn’t seem enough 4. Become better people 4. Doesn’t deter criminals
C. Debate your chosen topic. Have students debate their topics in their groups. Put teams on opposite sides of each other.
Sample Answers I think that prison is the best way to deal with criminals. Prisons keep criminals away from other members of society so they cannot commit further crimes. I disagree! Criminals in prison are kept away from innocent people, sure, but they are also kept near other criminals. These criminals create gangs, and are often bad influences for other prisoners.
D. Choose one member of each group to present your ideas to the class. Have students choose one person in their group. The chosen person should take notes on his group’s opinion. Then he/she should use their notes to create an argument.
6 Survey A. Ask the following questions to your classmates. Write their names in the chart. Explain to students that they will conduct a survey. They will gather information about the opinions of their classmates. Have the students stand up and ask others to take a stance on each statement.
Sample Answers
Statement Agree Disagree 1. Every criminal is a bad person. Will, Nancy, Nathan, Violet, Mick Patrick, Jacob, Hannah 2. Everybody breaks the law sometimes. Mick, Tommy, Simon, Hannah Violet, Ben, Simon, Mick 3. Once someone has been to prison, we should forgive him/her for his/ Mick, Tommy, Christina, Hannah Jacob, Mick, Matt, Julie her crimes. 4. Convicted criminals should be allowed to vote. Tommy, Simon, Mick, Hannah Nancy, Nathan, Violet 5. Police officers are not an effective way of preventing crime. Nathan, Peter, Matt Rob, Tyler, Peter, Hannah 6. Young people should be punished in the same way as adults. Rob, Jon, Brandon Sarah, Susie, Jacob, Hannah
58 B. Choose one of two classmates you spoke to above. Write a short paragraph talking about his/her opinion. Follow the example below. While the students speak, ask students to write notes about the person’s opinion.
Sample Answers Hannah doesn’t think that every criminal is a bad person. She believes that everybody breaks the law sometimes, and that criminals should be forgiven once they leave prison. She also thinks convicted criminals should be allowed to vote. She doesn’t think that police officer are an effective way of preventing crime, however, and she thinks that young people should be punished differently from adults.
C. Work with a partner. Discuss the statements above. Support your opinions with a reason. Write “Pros” and “Cons” on the board and explain that they will write good and bad things about the topics.
Sample Answers I don’t think every criminal is a bad person, because people break the law for many reasons. It is not fair to lump everyone together in the “criminal” category. A murderer is not the same as someone struggling with money, who lied on his tax reports. Not that I’m saying that breaking the law is OK! That is another question . . .
◆ Integrated Learning A. Work with a partner. Read the passage below. Take turns reading it out loud with a partner. Explain to the students that they are going to read a letter written to a mayor from a citizen. Put students into pairs. Each person will read the passage to their partner. Ask students questions about the passage. Who wrote the letter? Why? Do you feel afraid in your town?
B. Answer these questions about the letter. Use full sentences. Ask students to answer the comprehension questions about the letter.
Answers 1. Joseph has lived in this town all of his life. 2. Last week, a friend of Joseph was mugged while walking home. 3. He is afraid to leave his house because he is scared of being attacked.
C. Joseph Biggs is worried about young people attacking him at night. Why do you think these youths might be violent? What can be done to prevent this? Put students into small groups of four. Ask them to brainstorm some reasons youths might be violent. Have them write the answers down.
Sample Answer I think these young people might be bored. They need things to do in the evenings. Many countries don’t have a lot of activities for the younger members of society. These people find that the only way for them to break from this boredom is by breaking the law. It is also a matter of respect.
Crime UNIT 10 59 D. Work in a group. Discuss the problems with crime in society. What can be done to prevent it? Use all of the knowledge you have gathered from this unit. Put students into different groups. Ask them to list different crimes. Ask them how they can be safe. Allow them to review their books to create examples.
Sample Answer Crime is a big problem, and there is no simple answer. Our group thinks that there are many factors that cause crime, and therefore many things that need to be addressed. A lot of people don’t have any respect for the police, or for the law. They feel that these people are trying to arrest them for no reason. Maybe if they spent a day as a police officer they would see what it’s like!
60 UNIT 11 Unreal Situations Talking About Imagined events Speaking Success! Sentence fragments Vocabulary Emotions Language Focus Second conditional: if . . . then
* Warm Up Close the book. Ask students to name things that cannot happen. Write their answers on the board. Open the book. Ask students to look at the picture. Ask questions about the image. (E.g., What is the man doing? What is all around him? Does he look happy or sad?)
Sample Answers If I won 50 million dollars? Wow, I don’t know what I’d do! I would quit my job, I would buy a huge house, I would buy an expensive car . . . I would also give money to all of my family and friends, and give a lot to charity, definitely.
Talking About This unit will focus on imagined events. Explain to the class that these are things that have not happened.
1 Model Dialog Listen and practice the dialog with a partner. Track 32 Tell students they will listen to a conversation about an imagined event. The people on the track are talking about something that has not happened.
Optional Have students close the book. Ask questions about the dialog. 1. What does Scott ask Fran about? (Scott asks Fran about bad breath.) 2. Does Fran’s breath smell bad? (No, Fran’s breath does not smell bad.) 3. Why did Scott ask the question? (Someone who likes him has bad breath.) 4. What does Scott decide to do? (Scott will buy some gum.)
Speaking Success! Introduce the idea of sentence fragments. They are phrases that are common in informal speech, but are not used in formal writing.
2 Vocabulary A. Write the correct vocabulary words under each picture. Review the vocabulary words with the class. Explain that the words are used to express emotions.
Unreal Situations UNIT 11 61 Answers
nervous relieved bored sad scared excited suspicious
B. Work with a partner. Discuss a recent time when you felt each of these emotions. Model an example response. (E.g., Last week, I know many of you were nervous about the English test.) Put students into pairs. Ask them to give an example of when they felt one of the emotions used above.
Sample Answers Last week I saw a horror movie at home. I watched it alone, and I was so scared! I always get really excited for Christmas, starting around October! I love it! I was really relieved the other day—I missed my bus and thought I would be late for my first day of work! Luckily I was just on time.
Tip There are many other emotions to describe. Ask students to provide other adjectives. Write these on the board. Ask them to repeat the exercise above using the new words.
3 Language Focus We can construct sentences with if . . . then when one thing depends on the other. The word then can often be omitted in these sentences. When talking about situations that we know not to be true, the verb after if is in the past tense. The verb after then uses the modal verb would. Explain that conditional sentences have two parts. The first part states that there is a possibility that something is true. If it is true, the second part states there is a conclusion.
Answers 1. If I ate too many sweets, then I would be fat. / If I ate fewer sweets, then I would not be fat. 2. If Pat didn’t do his homework, then his grades would be bad. / If Pat did his homework, then his grades would be good. 3. If you watched too much television, then your eyes would hurt. / If you watched less television, then your eyes wouldn’t hurt.
Expansion Ask students to think about things in their own lives. Prompt them by writing, “If I did . . . then I would . . .” Also write, “If I didn’t do . . . then . . .“ Ask them to write three statements. Ask for volunteers to share their answers with the class.
62 4 Listening A. Listen to Oscar and Rose talking about some unreal situations. Write a number next to each question in the order it is asked. Track 33 Tell the students that they will listen to some situations that are not real. They will need to place the questions in the correct order.
Answers • 4 What if you woke up one morning and discovered you could speak English like a native speaker? • 3 Suppose you were taking an exam and someone tried to copy your answers. What would you do? • 5 If you could have any job in the world, what would you do? • 1 What would you do if you woke up in the middle of the night and you saw a big spider on your bedroom wall? • 6 You are at school. When you bend over to pick something up, your pants tear wide open in the back. What would you do? • 2 What if you threw a baseball through your neighbor’s window by mistake?
B. Listen again. Complete Rose’s responses. Play the track for the students again. Students will fill in the blanks. It may be necessary to play the track more than once.
Answers 1. scream so loudly, find 2. my neighbor and offer 3. raise my hand and ask 4. Australia 5. a travel photographer, take pictures 6. hurry back to my dorm
C. Work in a group. Discuss Rose’s answers. Ask students to read Rose’s response again. Put students into groups of four. Ask them to discuss what they would do if they were in the same situation as Rose. Ask students if they are afraid of spiders. Have they ever been bitten by a spider? Have they ever caught a spider?
Sample Answer Rose would scream if she saw a spider at night. I would probably just go back to sleep. Spiders don’t scare me! She also says that she would go to Australia if she suddenly found out that she could speak English like a native. That’s a good idea! I’d probably go to New Zealand, because it’s a beautiful country!
Grammar Point Explain that in if . . . then clauses, if one thing happens, it is very likely that the condition will be fulfilled. There is the second type, as well. If one thing happens, it is very unlikely that the condition will be fulfilled. Emphasize that the verb needs to be past tense in the second conditional. (E.g., If it rains, I will take an umbrella. If it rained, I would take an umbrella.)
Unreal Situations UNIT 11 63 5 Discussion A. Get into small groups. Talk about the situations below. Explain that students will need to imagine what they would do if faced with the given situation. What does your group think? Write any interesting points below.
Sample Answers 1. I would think carefully about it. I know my parents are very wise, and they just want the best for me. If I really liked the job, though, that would be more important to me than simply money. 2. I would hit the roof! I would be mad! I would find out where he lived and go and shout at him! I would ask him what he thought he was doing! I wouldn’t be mad at my sister, though. 3. I would feel horrible. Then I would have to tell him what had happened. If I tried to hide it any longer, I would get in trouble! 4. I would go with my heart. 5. I would listen to them. They do feed me and clothe me! I would also look for somewhere else to live, though.
B. Discuss these questions with your whole class. The teacher will lead the discussion and write responses on the board.
Sample Answers “I would really listen to what my parents had to say about my job.” “You would? Not me! It’s not their choice, it’s mine! If I’m old enough to work, I’m old enough to decide where I want to work.” “Yeah, but they only want the best for you!” “That may be true, but it’s my decision!” “It’s your mistake!” “It’s my mistake to make. I appreciate everything my parents have done for me, but I need to make my own way.”
6 Partner-Up A. Talk about the following situations with a partner, and write his/her responses. First, think of two more situations. Ask students to look at the situations. Then ask them to think of their own if . . . then clauses. Tell them to be as imaginative as possible. Then get them into pairs and have them ask and answer the questions.
Sample Answers 1. . . . then I would not be a Scrooge! I would take enough money for myself and I would help those in need. 2. . . . then I would love my spouse very much. I would always try to keep our relationship strong and happy. 3. If I were a woman then I would be scared of having a baby! 4. . . . then I would never want to touch the ground! Being able to fly is my biggest wish, though I know it will never come true. 5. . . . I would love it at first! I would play video games and eat ice cream all day long! I would probably get pretty bored after the fi rst week, though. 6. . . . I would buy one! 7. If I could never tell a lie . . . then I would probably try not to say anything! I am always holding my tongue so I don’t off end people. 8. If I could have any superpower . . . then I would want to be able to teleport! I would break into banks and steal all their money! No, not really, I promise. It would be fun, though.
64 B. Work with your partner. Ask and answer the questions from page 74. Discuss each other’s answers. Tell students that now they are going to ask and answer Oscar and Rose’s questions from page 74. There is a chance that the students already thought of their own answers to these questions at the time, so have them be as thorough as possible with their responses.
C. Choose one of the situations from this unit. Imagine that it came true. Write a diary entry to yourself about how you felt and what you did. Give students a short amount of time to brainstorm before they begin writing their diary entries.
Sample Answers Something amazing happened to me yesterday! I got married! Wow, I’m so happy. I never thought that I would want to get married, but I just met the most amazing person. We only met last week! But it feels so right! I know that we will be happy for a long time.
D. Present your writing to the class. Have students spend a short amount of time sharing their entries with the class. Encourage students to ask one follow-up question to promote more interaction.
◆ Integrated Learning A. Read the questionnaire below. Answer the questions. If you answer “other,” you must think of a unique answer. Have students read the questionnaire and answer the questions truthfully. If they answer “other,” tell them they must think of their own response. Encourage them to be creative.
B. Now, ask three different classmates these questions and note their responses. Have students go around the class and ask the questions to their classmates. Encourage them to speak to students they don’t often converse with. Encourage them also to ask follow-up questions.
C. Work in a group. Did most people give the fi rst or second answer? Do you think people are generally good or bad?
Sample Answer Most people answered with the second option. Apart from question #3, the second answer is the unhelpful one. I don’t know if that means that people are necessarily bad. It can often be too frightening to help a stranger. You never know if a homeless person is really in trouble, or what they will do with your money. If you let an old lady sit down, she might be offended! She might not think she is that old. There is no easy answer!
Unreal Situations UNIT 11 65 UNIT 12 Future Plans Talking About Things that haven’t happened yet Speaking Success! Saying goodbye in casual speech Vocabulary Action verbs, will, and be going to Language Focus Future with present continuous
* Warm Up Close the book. Tell the students the title of the chapter. What are your plans for the weekend? Where do you see yourself in five years’ time? Open the book. Ask students to look at the picture. Ask them questions about the image. (E.g., What is the person holding? What are they writing? Do you own a daily planner?)
Sample Answers This weekend I am going to take it easy! I might go to the movies, too. Nothing special, really. Oh, I don’t really have a plan for the future! I would like to be happy in whatever I’m doing, though. That’s as much as I can think about it.
Talking About This unit will focus on things that haven’t happened yet. As a class, ask students what they would like to do when they grow up.
1 Model Dialog Listen and practice the dialog with a partner. Track 34 Tell the students that they will listen to a conversation between two people. Ask them to read along as they listen to the audio.
Optional Have the students close the book. Ask questions about the dialog. 1. What are Susie and Leon doing next week? (They are going on vacation.) 2. What is Susie going to do? (She is going to go snowboarding.) 3. What is Leon going to do? (He is going to stay at home and play video games.)
Speaking Success! Introduce the different ways to say goodbye in casual speech. Can they fi nd examples of them in the text? When is it appropriate to use these expressions? Can students think of other ways to say goodbye informally?
2 Vocabulary A. Work with a partner. Make future sentences using the verbs below. Review the vocabulary with the class. Students must understand the meanings of the words in order to put them into sentences. Review the explanation of different ways to construct sentences using simple future: will and be going to. Will is used to talk about something that the speaker will do willingly (or not), or that is not defi nite. Be going to is used to talk about a person’s plan for the future.
66 Sample Answers I’m going to go swimming after class today. I’m going to visit my uncle this weekend. This is going to be the best day ever! I will help you as much as I can. I will try to help you answer these questions. I’m not going to recommend that restaurant to anyone—it was awful! Can you write that down? Otherwise, I’ll forget it! I’m going to have to work this Saturday. We will arrive at our destination at 9:15 p.m. local time.
B. Look at these pictures. Write the correct number next to each picture. Ask the students to describe each of the pictures. This will help them understand the exercise.
2 4 1. I promise it won’t happen again!
2. I’ll have the pasta, please.
3. I’ll give him the message. 1 3 4. I’ll be home about 8:00.
Tip Ask students to name things that they will do in the future. Write them on the board. Using their answers, provide students with the two different ways to construct sentences using will and be going to.
3 Language Focus When talking about the future, we can also use the present continuous tense. This is used most often when talking about fixed plans. Point out to the students that present continuous uses –ing.
Answers 1. I am staying at my friend’s house. 2. She is starting her new job on Monday. 3. The train is leaving in half an hour. 4. I won’t be finishing until this afternoon.
Expansion Put students into pairs. Ask them to write down examples of things they know they will do in the future. (E.g., I am playing basketball today after school. I am visiting grandpa this weekend.) Monitor their work. Choose some students to give examples. Write them on the board so that students have a visual guide. Point out the use of –ing.
Future Plans UNIT 12 67 Grammar Point Sometimes, simple future can have no plan. (Hold on, I will get a pen.) Other times, there can be a prediction of what we think will happen. (It will snow tomorrow.) Point out to students that it can also be used as an off er to help. (I will help you find your lost kitten.)
4 Listening A. Listen to Charlie being interviewed by Nancy. Does he answer “Yes” or “No”? Check the correct answer. Track 35 Have students read the sentences before listening to the activity to become familiar with the phrases. Play the track. Check the answers together after the first listening.
Answers 1. No 2. Yes 3. No 4. No 5. No 6. Yes 7. Yes 8. Yes 9. No
B. Listen again. Write down the extra information that Charlie gives for each question. Tell students to listen to the audio again, this time listening carefully for the extra information that Charlie gives in addition to his Yes/No response.
Answers 1. Today is Saturday, so he is not going to do homework. 2. It’s Saturday! 3. He is going to go to the cafeteria, and they are going to wash his dishes! 4. He doesn’t have a TV. 5. He needs to save money. 6. He hasn’t done it for a month. 7. That’s what vacations are for. 8. He’s going to visit his cousin. 9. He doesn’t want to get married.
C. Talk with a partner about Charlie’s plans. Put students in pairs. Have them check their answers with their partners. Ask each student to explain every other number in the exercise above.
Sample Answer Charlie isn't going to do homework today, because it is Saturday. He doesn’t do homework on Saturday. Me neither, I try to get all of my homework done in the week, so that my weekends are free.
5 Survey A. Ask the following questions to three classmates. Write their responses. Have students look at their books. They will ask each classmate all of the questions. They should write their names at the top. Students should also write the answers down in complete sentences or phrases. Monitor the progress of the students.
68 Sample Answers
Are you going to . . . Name Ulrich Name Arthur Name Brian . . . do homework Yes, I have an No, I always do mine at Oh, no! I have to fi nish tonight? assignment to do. school. a research project! . . . stay up past Yeah, working on my I always do! No, not tonight. midnight? assignment . . . wash dishes No, it’s not my turn. Oh, I never do that. My mom will do it. tomorrow? . . . watch TV tomorrow I have a game tomorrow, I watch TV every night. Yep! night? so no. . . . eat out the day Tomorrow is Friday, so Not this week, I’m out It’s my friend’s birthday, after tomorrow? yes I will. of money. so yes! . . . do laundry this Nah, I’ll do it next week. Yeah, I think so. My mom will do it! week? I’m going on a skiing . . . take it easy next Yeah, I’m gonna be on a No, I have to work. vacation, not really vacation? beach somewhere. relaxing! . . . go anywhere next Yes, I’m going to To see my cousin by the Not this time. summer vacation? Germany. sea. . . . get married before Hopefully! Never! Maybe . . . you’re 25?
B. Find someone else in your class. Ask him/her the questions below. Have students find a new partner. Review the phrases in the boxes next to the questions. Remind students that their answer will depend on how sure they are of their responses. For example, “definitely” means that something will happen.
Sample Answers 1. I think so. It’s so hard to buy a house these days, so I might live with my parents for a bit longer. 2. If I do get married, I want my wedding to be huge! Hundreds of people, so much food, dancing, singing! Everything! 3. I hope to have three kids; two girls and a boy. 4. I hope not! 5. That would be amazing. Sadly, I don’t think it’s going to happen. 6. Yeah, I hope to one day. Not for a while, though! 7. I’d love to, yeah. 8. I would like to think so. Why not? 9. Hmm, maybe one day, but with the economy I don’t think it’s the right time. 10. I would hope so, but cancer is so complicated I don’t think there can be any one cure.
C. Work in a group. Discuss your classmates’ answers. Present your ideas to the class. Put students into groups of four. Ask students to share their ideas with their group. Call on students to discuss one question about the person they interviewed. Then ask them to give their opinion as a comparison.
Sample Answers Susan thinks that she won’t be living in the same place five years from now. I think I will be! It’s so tough to make enough money to move these days.
Future Plans UNIT 12 69 6 Partner-Up A. Work with a partner. Ask and answer the following questions. Write their responses. Put students in pairs. They will ask the following questions and write their answers in complete sentences.
Sample Answer 1. I’m going to the mall with my friends, then I will do my homework. 2. I’m going to have dinner around 7:00 p.m., I think. 3. I’ll probably try to defrost a pizza or something. 4. No one, not tonight. It will just be me, and maybe my roommate. 5. I’ll watch TV for a while, have a shower then get into bed and read. 6. I’m going to go to lectures in the morning, and then I have a doctor’s appointment in the afternoon. 7. That would be . . . Saturday. I’m going to go shopping for my mom’s birthday present. 8. I haven’t thought of that! Take a break, hopefully, as this has been a diff icult semester. 9. In three more years, hopefully! 10. I’ll maybe look to get a master’s degree.
B. Talk to someone else in your class. Tell him/her about your partner’s future plans. Pair students with someone that they do not usually speak to.
Sample Answer Andrew is going to do his homework after class today. He is going to have dinner at around 7:00 p.m. tonight; frozen pizza! I guess he will cook it first, though. I’m going to try and make a recipe from my new cookbook tonight—I’m not sure if it will be a success or not!
◆ Integrated Learning A. Read Juliet talking about her thoughts on the future. Tell students that they will read a passage about Juliet, a young college student who is talking about the future. Ask them to read in silence first. Ask some volunteers to read aloud.
B. Read the passage again. Answer these questions. Use full sentences. Ask students to take turns reading the passage. Have them discuss the answers with a partner. Ask them to write the answers in full sentences. Check the answers with the class.
Answers 1. Juliet is studying accounting at university. 2. She can only think as far as the weekend. 3. The future scares her. 4. She mentions being an accountant. 5. She is not sure. She is only studying the subject because she is good at math. 6. She will be married at some point. 7. She wants to have kids.
C. Write about your own plans for the future. If you don’t have any plans, explain why not. Tell students that they will write about their own future. It would be helpful to write things to think about for the future on the board to prompt their writing. (E.g., Will you attend university? If you go to university, what will you study? What kind of job do you want? Will you get married?)
70 Sample Answer I’m like Juliet. I’m not sure what I want to do in the future! I have just finished my studies and I have a part-time job. I don’t like to plan too much, as I don’t feel like things ever go as planned. I’d much rather be surprised with how my life turns out than disappointed.
D. Present your writing to the class. Answer any questions people may have. Put the class into groups of four to six. Ask them to review each other’s writing. They should ask clarifying questions if they do not understand what they read. Encourage students to ask many questions about the future.
Sample Answers “When I am older, I think that I will just do whatever happens! I don’t have a big plan for the future, and I’m not going to worry about something that hasn’t happened yet.” “But you should prepare a little! Haven’t you planned anything?” “Not at all. Maybe I should . . .”
Review Open discussion. Write down the title “Your Plans.” Underneath write a numbered list: 1. This weekend 2. Next month 3. Next year 4. In Three Years 5. In Five Years. Put students in groups of three to six to discuss their plans to members of their groups. After everyone has the chance to speak, encourage students to share some of their personal hopes and plans for the future.
➢ TALKOPOLY REVIEW: Please refer to the instructions on page 72.
Future Plans UNIT 12 71 Appendix Talkopoly Review
Let’s review! We will play Talkopoly. The object of this game is to move around the board and try to win as many points as you can. The first player to reach 1,000 points is the winner!
➢ How to Play 1. Work in a group of three or four. Make a marker and put each marker on “START” before the game begins. Markers can be small squares, or bits of paper with the students’ initials on them, different coins for each student, various pencil tops that students have, etc. The only important thing is that each student in the group has a unique marker for the game. 2. Each player starts with 100 points. 3. To move around the board, students roll a die and move the number rolled. If you don’t have a die, you can fl ip a coin, and then move four spaces for heads and one space for tails. If you don’t have a coin, all players in the group count to three and then hold out none, one, or two fingers. Add up the all of the fi ngers held out, and the player moves that many squares. 4. When a player lands on a question square, follow the instructions. The player wins the points stated on the square—but only after you have completed the activity! 5. Write down how many points each player has after each turn. 6. Players can land on the same square more than once and win points again, but they must give a diff erent answer from before. 7. If a player lands on “Oh My Gosh!” he or she must pay the stated points to the bank. If a player lands on “Lucky You!” he or she wins all the points currently in the bank. 8. Each time players pass “GO,” they win 25 points. 9. If a player takes longer than thirty seconds before he or she starts to answer, the player LOSES the number of points on that question square!
The game continues until one player has reached 1,000 points. The other players can keep going until they reach 1,000 points as well if time allows.
NOTE These instructions also appear in the student book in Appendix 1. Refer students to that page if they can’t remember what to do during the game.
72