Focus Ss on the photos. Ss match the posters to their names. Check the answers with the class. KEY : 1.d 2.c 3.b 4.a

B. Listen to the interview between the DJ and Rick Baker. Find: “What’s Rick Baker’s job?” (GO. L.1) Ss focus on the dialogue. Play the recording and Ss find what Rick Baker’s job is.

KEY : He is a special effects make-up artist.

With the help of this activity, Ss understand basic everyday conversations provided the speech slowly and clearly articulated.

RECORDING 1B.3 DJ : Hi again from Joy Radio. Today’s topic is “Different jobs, different lives”. My guest is Rick Baker. He’s the man behind the masks of several faces in the film industry. Welcome, Mr Baker. It’s great to see you again. Rick : Thank you. I’m happy to be in this studio. DJ : Yes, Mr Baker. What do you exactly do? Rick : I’m a special effects make-up artist. DJ : So you’re responsible for the cool Do your best ! characters and creatures in the movies. Rick : Exactly. I create different masks, A. Look at the photos below. Match them to the witches, aliens and creatures for the films. films. As a make-up artist, you’ll use Before doing this activity, ask Ss whether the your creativity and you will have fun at make-up of the characters in the photos is normal the same time. It’s a great job. or not. Ask them what we call the person who does DJ : What will we do if we want to become a special effects make-up artist? make up to the artists. Ask Ss who they know as Rick : First, you will love make-up and the idea “an special effect make up artist”. of creating different masks. Next you will go to the workshops and TEACHER’S TIP conferences for special effects make-up artist. And last you will A make-up artist is an artist whose medium is the practise, practise and practise. human body, applying makeup and prosthetics DJ : Right. This is the key for success. One for theatrical, television, film, fashion, magazines more question, Mr Baker. Will the people and other similar productions including all make enough money when they become aspects of the modeling industry. Awards are a special effects make-up artist? given for this profession in the entertainment Rick : Well, try to become number one in your industry . job. If you do this, the money will come Famous special effect make up artists: for your services. Rick Baker, Dave Elsey, Adrien Morot, Gregory DJ : Absolutely true, Mr Baker. Whatever we Funk, Lynn Johnson, Edouard F. Henriques, do, we must do our best. And the last question. Could you give the names of Yolanda Toussieng, Martial Corneville, Matthew some of your works? W.Mungle Rick : Sure. Star Wars, Men in Black, Nutty Professor 2 and Micheal Jackson’s Thriller video. 37 DJ : Wow. That’s cool. Whenever I watch that video, I’m scared to death and I’m dancing at the same time. That’s why TEACHER’S NOTES you’re called as the king. Thanks very much, Mr Baker. Rick : You’re welcome.

C. Listen to the interview again and tick the sentences you hear. (GO. L.2 / CO.L.4) Ss listen to the recording again and tick the sentences they hear.

KEY : 1, 2, 3, 5, 7

This activity enables Ss to understand the general points of the speech given simply and clearly. They also appreciate what they lsten.

D. Work in pairs. Ask and answer as in the example. (GO. SI.11) Ss work in pairs. They focus on the dialogue. They read the dialogue and try to make similar dialogues about their future. Ask volunteers to act their dialogues out.

KEY : Ss’ own answers

With the help of this activity, Ss express their opinions and suggestions orally on the topics they are interested in.

E. Now write. What would you like to be in the future ? Why? (GO. W.10 / CO.W.6-7) Ss write about what they would like to be in the future and explain why.

KEY : SUGGESTED ANSWER I would like to be a sports journalist because I’m interested in sports. I’d like to talk to the athletes and the footballers. I like watching sports events. Sports is everything to me.

This activity helps Ss answer the questions related to what they would like to be in the future. They use the range of words about personal details and needs of a concrete type according to their functions and genre appropriately and accurately such as I’d like to be..... because I’m interested in......

38 TEACHER’S TIP Copy the following on the board. This weekend Where to go / How to get there / Who with / What to do To the cinema / by bus / my cousin / watch a film Get Ss to copy this, and then in pairs Ss write two more things in each column. Get feedback and write Ss’ answers under each heading. Make sure you preteach weekend activities before doing the activity.

C. Work in groups. Ask and answer questions about your plans / wishes for the weekend. (GO. SI.4) Ss work in groups and make similar dialogues about their weekend activities. Pairs act out their dialogues.

KEY : Ss’ own answers With the help of this activity, Ss learn to ask questions to get information.

D. Ask your classmates and find someone in the class who... (GO. SI.12) C - A GOOD PLAN IS A GOOD BEGINNING Ss work individually. They wander around the class and they ask questions to their classmates. They take notes while asking. Then Ss prepare a Get Ready report and present it to the class.

A. Look at the photos and complete the blanks KEY : with the verbs below. Ss’ own answers Ss focus on the verbs and the nouns that go together with them. Ask them to compare the The aim of this activity is to give examples answers with each other before checking with the from everyday life during the conversation. class. Then elicit answers.

KEY : 1.have 2.go / buy 3.stay 4.spend 5.watch 6.take 7.cook

B. Match the phrases to the photos. Ss match the phrases to the photos. Ask them to compare their answers with each other before checking the answers. Then elicit answers with the class.

KEY : a.5 b.1 c.6 d.7 e.2 f.3 g.4

39 KEY : A.2 B.3 C.1

With the help of this activity, Ss distinguish the specific information while reading.

C. Read the bubbles again and underline the plans and predictions of the people and write them in the right columns. Ss read the bubbles again and underline the plans and predictons in the bubbles. KEY : Plans Deborah is going to do a degree in art and she is planning to have her own exhibition. Jeremy is planning to retire early and to run his own restaurant before he is 45. He is going to make wonderful dishes. Martin and Julia are planning to spend about a year travelling.

Predictions Deborah hopes her readers will love her paintings. Jeremy is sure his restaurant will be the number one in the city. Martin and July are sure they’ll have a great time.

D. Read again and tell. Is there anybody around My dreams and plans you who is planning to retire and do something different as in exercise “A”? Discuss with A. What are your plans for the weekend? your friends. (GO. SI.1 / CO.S.6 / GO.R.9) Ss answer the question and tell about their plans Ss think of the people around them. They report for the weekend. his / her plan to the class. Choose the most interesting plan.

KEY : Ss’ own answers KEY : Ss’ own answers B. Read these people’s plans when they retire. The aim of this actvity is to help Ss talk Match the people to the bubbles. appropriately for different situations in (GO. R.2 ) everyday relations and to pronounce the words Before doing this activity, ask Ss to look at the accurately. They learn how to pronounce “be photos. Ask them to guess what their plans could going to” and “gonna”. be. Ss write all the guesses on the board . The aim of this activity is to relate the written e.g. text to the examples from daily life. A B C live by the sea travel work for charities E. Work in pairs and take turns. Ask and Then Ss read the bubbles and match the people answer as in the example. to their bubbles. They check whether their Ss work in pairs. They make a similar dialogue and guesses are correct or not. Check the answers act it out. with the class. KEY : Ss’ own answers

40 TEACHER’S TIP Role-plays enable Ss to take on different personalities in various situations in order to use new language. The goal is fluency and the focus is on getting Ss to speak freely about a topic. Before starting, make sure Ss have clear instructions, set a time limit and give Ss time to think about what they are going to say.

Pronunciation (CO - L.1) Draw Ss’ attention to the pronunciation of gonna. The words gonna (going to) and wanna (want to) apeear in the songs. Explain that these are often used in informal speaking. Remind Ss that they should not write these words, except in very informal texts, e.g. online chats, emails between friends, textmessages.

RECORDING 1C-1 We’re going to retire next month. We’re gonna retire next month.

TEACHER’S NOTES I’m going to take photos

A. Choose the correct verbs in these phrases. Ss work individually and choose the correct word for the phrases.

KEY : 1. take photos 2. live abroad 3. learn Spanish 4. spend time with someone

Extra activity Ss make sentences about themselves using these expressions. Allow Ss to find as many expressions as possible. Write them on the board.

B. Listen and and write the descriptive words. (GO. L.6 / CO.L.1) Before doing this activity, tell Ss they will listen to some people’s plans. Some adjectives are missing in this text. Allow them to guess these descriptive words. Ss listen and write the missing words. Check answers with the class.

41 KEY : 1. interesting 2. beautiful 3. wonderful TEACHER’S TIP 4. pretty 5. delicious 6. new When Ss don’t understand something, encourage them to stop you politely and ask This activity enables Ss to distinguish the you to slow down or to repeat. Ss use these descriptions in the recorded material. Ss also expressions such as: pay attention to stress, pronunciation and May I ask you a question? Could you speak more slowly, please? intonation while listening. Sorry, could you repeat that? etc. Sorry sir / madam, can we listen to part three RECORDING 1C-2 again? Text 1 Is it possible to listen to the recording again? We’re going to visit Budapest and Vienna first. Julie’s planning to write an interesting book about our journey and I’m going to take lots of beautiful photos. I think our colleagues will D. Read and find. “What’s Catherine going to do admire us. in Mallorca, Spain?” (GO. R.3) Text 2 Focus Ss on the text about Catherine’s plan for I’m going to learn French because I’d like to go summer. Ss find where she is going to go, what to Paris one day and visit all the wonderful art she is going to do in Mallorco, Spain. Elicit answers galleries. I’m also planning to spend more time from the Ss. Check the answer with the class. with my pretty grandchildren. I’m sure we’ll have fun together. Text 3 KEY : I’m planning to go to İzmir next summer She is going to scubadive. because I’d like to learn Turkish cuisine. I’ve got a next door neighbour from Turkey and she This activity helps Ss read to get information. makes delicious dishes. They’re really tasty.I’m going to cook the new dishes in my restaurant and my customers will love them I guess. TEACHER’S TIP Palma de Mallarco is the major city and port on C. Listen again. Which people in the photos A - the island of Majorca (Mallorca) and capital city C on page 23 said them, do you think? Write of the autonomous community of the Balearic the names. (GO. L.1 / CO.L.5) Islands in Spain. As of the 2009 cencus, the Ss focus on the photos in reading text “My Dreams population of the city of Palma was 401.270. and plans” in exercise “A”. They try to remember their plans so they guess who said these things. E. Tell about your summer plans. (GO. SP.1) Ask Ss about their summer plans. They tell about KEY : their plans using the questions. Elicit the answers 1. Martin and Julia from the Ss. 2. Deborah 3. Jeremy KEY : With the help of this activity, Ss understand Ss’ own answers basic everyday conversations provided the speech slowly and clearly articulated. If Ss This activity enables Ss to share opinions and have difficulty in understanding some certain suggestions. points, encourage them to ask questions and give them further explanation. F. Now write about your plans for summer. (GO. W.3 / CO.W.12) Ss imagine they’re planning their summer holidays. They write about their destinations and what they are going to do there. They give their reasons. Ss swap papers. They check and correct their partner’s mistakes. Highlight the items in the“Peer Correction Code”. Check the answers with the class. Remind Ss they put their 42 writing in their portfolios.

TEACHER’S TIP A portfolio is a purposeful collection of student work that exhibits the student’s effors, progress and achievements in one or more areas of the curriculum.

KEY : Ss’ own answers

With the help of this activity, Ss try to make descriptions in their writings and they report the sentences they heard or read in the written text.

TEACHER’S NOTES

A REAL LEGEND A. Do you know these? Read the sentences and choose the right option. Allow Ss to think about the questions and let them work in pairs. Check the answers with the class.

KEY : 1.a 2.b 3.a 4.b 5.a

B. Search the Net for some interesting facts about Atatürk and some interesting photos of him. Share it with your classmates. Ss search the Net for interesting facts about Atatürk. Check the answers with the class.

KEY : Ss’ own answers

C. Read the poem and fill in the blanks with the words below. Ss work individually and try to fill in the gaps using the given words.

43 KEY 1. morning 2. lives 3. golden 4. blue 5. kiss

CHECK YOUR PROGRESS Students self check themselves as one of the ways of developing independent learners. Observing oneself also promotes critical thinking abilities and allows learners to be aware of their strengths and weaknesses.

TEACHER’S NOTES

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