r: - Alaviana Achim Ecaterina Comi,el Felicia Dinu . 1Loretta Mastacan Ruxandra Popovici Elena Teodorescu I

Oxford University Press, Great Clarendon Str eet,Oxford OX2 6DP , United Kingdom

Oxford University Press, Educational Centre SRL,43 .Iorga Str eet , Bucharest, Romani a

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OXFORD and OXFORD ENGLISHare tr ad e marks of Oxford Univers ity Press

ISB 0193120399

Oxford Universi ty Pr ess 1997

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All rights reserved. No part of this publication maybe rep roduced, stor ed in a retrieval system. ortransrn. cted, in any form or by any mean s . elec tronic,mechanical, photocopying, recording or othe rwise.with out the pri or written permission of OxfordUnivers ity Press.

Thi s book is sold subject to the condition that it sh allnot, by way of trade or oth erwise, be lent. resold, hiredout . or otherwise circula ted with out th e publish er'sprior consent in an y form of binding or cover otherthan that in which it is published and without a similarcondition including this condition being imposed on thesubse quent purchaser.

CO ' S ULTANT S

Sue Moham ed. Freelance teacher trainer and writer. UKRod Bolith o. .'ntemationai Education Centre, UniversityCoileq of S t Mark and St John . Pbpnouth, UK

PROJECT CO-ORDI I ATORSRuxandra PopoviciEcaterina Cumisel

Print ed in Romania

ContentsIntroductionUnit 1Unit 2Unit 3Unit 4Round Up 1Unit 5Unit 6Unit 7Round Up 2Unit 8Unit 9Unit 10Round p 3TestsTest 1 Units 1-4Test 2 Units 5-7Test 3 Units 8-10Answer key

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~I a 1 (IJ

Introduction

~8I' 0 1:>

Diaries

Lesson 1

Tapescrlpt

Liz Who won the first "adventure trail'?

Steve Er .. . Janet. We had to crawl th rough ~e tunne lin five minutes and she did it in three.

Liz Janet? I didn't know she was so sporty and fit.

Steve It only happened because the boys were tir ertAnd her e we are on a fishin g trip on the lake.

Uz Did you real ly catch anything?

Steve No, actually, it was Janet aga in. I don't knowhow. Beginne r's luck. That's her with the firstfish she cau ght.

Liz This one looks nice.

Steve Oh, it's the river crossing our campsite. Andthere in thed"istance, can~? I t's five or sixof us just before the canoeing trip ,

Liz Ah! .. Was it difficult? Who won tha t one?

Possible onswer: I had an ordinary holiday.but Mary had an exciting one because shelearnt how to rid e horses and climbe d thehighest mountain peak in th e country.

2a) and b) Ask students to express the irpr eferences and to give reasons.Don't spend too long on this activity.

3 Play the tape.Ask students to listen to th e tap e to findout the answer.

Liz These are great.

Steve What? Oh, the holiday snaps. We went toWoodlands, in South Devon. It was reallysomething. Let me show you. That ,.. that'sthe ... first 'adventure trail' . We all iouk funny,don 't we? They gave us those special glasses toprotect our eyes uud er the water, But we onlywore them for an hour or so, John and I followeda rope through water, He got all wet and stayedin bed with a cold for the rest of the day,

Liz Yes, he told me. He was very unh appy that hecouldn't go up the hill with you.

Steve But he was aUright for the run , the race thefollowing da y and came second. Look at his face.All smiles.

1

. . l ~

.][], UNIT

Skills covered: LISTENINGSpeakingWriting

Gra m ma r: Simple past [re cyclinglQuestion-tags (simple past)

Vocabulary:active: relaxing, boring, exciting, amusing,

interesting, ordinary, awful. etc.passive : adventure trail, to follow, rope,

through, to crawl, tunnel

Possible answers: nice; terrible; fan tastic;bad ; sp ecial; strange; lovely, etc.

Title: Holiday snaps

Comm unica tive aims: Describing pas tactivitiesGiving pr eferences and rea sonsAsking for information and confirmation

You may want to brainstorm adj ectivesspec ific to: people (kind, helpful, etc.).wea the r (wet, hot , cool, etc.), food(tasty, etc. ).

1b) Ask stu dents to describe aspects of th eirholidays using som e of th e v-ords they learntin 1a) . Take responses from 4 or 5 students .

lc) an d d) Ask students to write in the ir not ebooksone or two sentences for each adj ective toexpla in wh y th ey chose it.Then , ask each student to exchange hislhernotebook with another student's to find outahout hislher partner's holiday.Ask students to compare their holiday withthe .,: partner's and report to the class.

13) Ask students to read the words describingholid ays . Quickly check their comprehension .Make sure th ey und erstand th e meaning ofthe word 'ordinary' .Bra instorm other words from the same lexicalse t.Wr ite the words on the board. Students writethem in th eir noteb ooks .

....................

2 UN IT I

Liz I bet it was . And what's this ...

Answers: cycling; walking; swimming.

Steve Wasn't very difficult ... Er ... Susan, John's sistercame first. It was really good fun.

Communicati ve aims: Expressing feelingsDescribing past eventsGiving reasons

Skills covered : READINGSpeakingListeningWriting

Grammar: Simple past [recycling]Vocabulary:active: diary, mother, father, brother. sister.

grandm other, grandfather + otherfamily re lationships they know,Thursday, Frid ay, Saturday, Sund ay,Monday + othe r days of the week th eyknow

passive: fatigu e, exhausted, worn-out , boneidle , appointment. sarcastic, sympathy,to miss , to go/fall asleep

Pronunciation: Word-stress on familyvocabulary

TItle: Dear Diary

3a) Check if the students are familiar with thedifferent types of books mentioned in th eactivity.Ask students to read the two ext . acts silently.Elicit the right answer and very briefly askfor the reasons the students had for matchingthe extract to one particular type of book.

Answers: Extract 2 w ac; written on the day ithappened ('When I got up this morning ...')Extract 1 was written later (One morning Irealised ...']

3b) Ask students to read each text again lookingfor any clues as to wheri the text was writtenby its author.Ask students to report their answers to theclas s also mentioning very briefly the cluesthey found .

Answer: 1 e); 2 c)

Answer: c) a diary

2 You may want to sta rt this activity by as kingstudents if th ey keep a diary.Tell students to work in pairs.Don't spend too long on this ac tivi ty.Take 2 or 3 responses from the class.

Lesson 2

1 Ask students to read the text silently and saywhat kind of book the text refers to .

This activity is suitable for homework .Ask students to use simpl e past to writecomplete se ntences about th eir holiday.

6

Sb) Help students remember som e of the rulesthey know for the forming and intonation ofquestion tags and help them understandsimple past - question tags.Tell students to work in pairs.Ask students to refer to the Language Focusbox and use question tags to check theirnotes with their partner's.Make sure they form question tags correctlyand they use a falling intonation when askingfor confirmation,Ask students to write their questions in theirnotebooks,

Possible answers: followed a rope throughwater; went up the hill; ran in the race;crawled through a tunnel; wen t fishing ; wentcanoeing.

Answer: Steve is showing Jane some holidayphotoslholiday snaps.

Sa) Ask students to look at the notes aboutSteve's holiday.Explain to th em the differ ence betw een not esand complete sentences.Ask them to go on taking notes while listenin gto th e ta pe aga in.Don't expect students to note down all Steve'sactivities .Ask 2 or 3 of them to re port to the classbriefly.

Answers: follow a rope through water; crawlthrough a tunnel.

4b) Ask students to read the captions first.Try to make students rememb er some of th eactivities Steve mentions.Ask students to write the answers in theirnotebooks.

4a) Ask students to look at the words expre ssingactivities ,Make snre they understand th e words.Play th e tape again.Ask students to put down any words theyneed for the task in their notebooks.

4a) Before begin ning the exercise, you could givethe students the following information.

BACKGROUND INFORMATION

Adrian Mole is the hero of a well-read series ofbooks. by the humorous British novelist SueTownsend (1946-).The Secret Diary of Adrian Mole, aged 13%(1982) was the first and most famous in theseries. It was followed by later sequels.The extract in the book is taken from The AdrianMole Diary 1986 (1985).

Ask stude nts to read the words in th e twocolumns and to try to match the new words tothe ir explanations.Elicit th e righ t answe rs.You may want to ask the students for or givethem a se ntence as a contex t for the newwords,You could tell students that the word'sympathy' is a 'false friend ' for Romaniansan d is not used with the general mean ing of'kindness' . Some students may kn ow othe rmeanings of the word 'miss' (miss the poin t,miss th e target, miss some body) and youshould acc ept and explain these if they ask.

Answers: 1 d); 2 e); 3 b); 4 I); 5 c);6 a); 7 h); 8 g).

UN IT 1 3

5b) Play the tape again.Ask students to repeat the words they hear.Mak e sure they can distinguish the number ofsylla bles as well as the main st re ss in eachword.To show th e number of syllables , countthe thumb and fingers on your left handwith your right hand index finger. Beat thestress so th at the main word stressbecomes obvious.Ask them to answe r the qu estions.

Answers: Th e words mother.father, brother ,sister, daughter have 2 syllables. The firstsyllable is th e strongest.

The words: grandf ather, grandmother,granddaughter have 3 syllables. Tb e firstsyllable is the strongest.

5c) Befor e the activity, make sure the studentsassociat e the number of boxes in one columnwith the number of syllables in one word andth e bigger box with the stressed/stronges tsyllable.Ask students to put the family words in theright column ac cording to th e syllablepattern.

Thi s activity is suitabl e for homework .Ask students to fill in the blanks in order tocomplete a few lines in a diary they mightkeep .Encourage them to be original and cr eative.

Ask students to sa y the members of the familythey live with.Make sure they stress words cor rectly.Depending on tim e this could be a pair-workactivity.

4b) Ask students to skim th e text and find theanswer.

Answer: Adrian 's problem is that he is verytired (worn-out)lhe feels like sleeping all th etime.

40) Ask students to read the text again and scanfor the answers.Work on dates is not the focus here.

Answers:1 Adr ian didn 't write on Tuesday

(30th of September), Wednesday(lst of October) and Thursday (2ndof October) .

2 The people mentioned in the extract are;Adrian 's mother, his teacher of EnglishMs Fossington Gore, Dr Gray and Adrianhimself.

sa) Play the tape.Ask students to write the words they hear asdictation , stopping th e tape after each word;

Tapescrlptmother. fathe r, brother. sister, daughter. grandfathe r.grandmother, grandda ught er

5d)

6

Answers:1st column:

D omotherD o

fatherD o

brotherD o

sistero 0

daughter

2nd column;o 0 0

grandmothero 0 0

grandfathero 0 0

granddaughter

4 UN IT 1

Lesson 3

1

2

3

Title: This book belongs to ...

Communicative aims : Asking and talkingabout past eventsContradictingExpressi ng reas ons and results

Skills covered: WRITINGSpea kingRead ing

Grammar: because for reason versus so forresultSimple past - negative [recyclingl

Vocabulary: to spend time, to visit places , tomake friends, to enjoy doing som ething

Ask stude nts to read the line from AdrianMole's diary.Encourage them to ask as many questions asthey can think of in ord er to find out more inrelation to the idea expressed in the line .Accept any reasonab le idea.

Possible answers:What time did you go to bed , Adrian?\Vas it earlier or later than usual?Why did you go to bed without eating yourusu al biscui ts?Which are your usual biscuits?

Explain to students that negative sentencescan be used for contradicting positivestatements and positive statements forcontradicting negative ones.Ask students to complete the dialogue.

Possible answers:She didn 't stay with her friend 's family.She didn't visit interesting places.She didn't spend most of her time with them.She made a lot of new friend s.They didn't enjoy swimming most of all .They didn 't go to see them th ree times .

Ask students to write the questions in theirnotebooks.

Answers:Was it your idea to go to theseaside?/\Vhose idea was it to go there?Why did you stay so long?Where did you stay?/Who did you stay with ?Did you visit interesting places?Who did you spend most of your time with?Did you make many new friends?What did you enjoy doing most?Did your parents come to visit often?

4

5

6

Make sure the students understand the ideaof 'result' and that of 'reason'.You may start the activity by giving someexamples paraphrasing because with' .. . forthe reason that ...' and so with' ... and as aresu lt .. .'.Ask students to associate each of the linkwords with either 'result' or 'reason'.

Answers:Because introduces reaso n.So introduces result .

Ask students to look at the pictures.Draw their attention to the f;lct that these aregrou ped two hy two.Ask them to make sentences about eachpicture in the group of two and express therelationship between them, using either so orbecause .

Answers:- The museum was closed , so the childre n

went to the Zoo.The children went to the Zoo because themuseum was closed.

- They called the doctor, because th e childwas ill in bed.The child was ill in bed, so they called thedoctor.

- The boy is buyinglbought a pr esent,because it is/w as his friend'slhis sister'sbirthd ay.It is/was the girl' s birthday, so the boy isbuyinglbought a present for her.

- It is raining heavily, so they can' t gooutside/play outside .They can't play outside because it's ra iningheavily.

This is a four-step activity named processwriting.

Allow students 2 or 3 minutes to think abouta day in their holiday.Tell them to refer back to activity Sa) inLesson 1 an d make some notes about th atday.

Possible answers:- John and I went fishing.- his Uncle George and his cousin Bobby.- liked: Uncle George's jokes, I caught the

first fish.- didn 't catch any more fish for the rest of

the day, tr ainers gOI wet.- learned how to hold the fishin g rod, refused

to take fish home.

Explain to students that a paragraph is a notvery extended piece of connec ted wr iting .that it contains comp lete sentences an d linkwords.Ask students to use their notes to write apa ragraph .Remind th em to use th e link words: so andbecause.

Possible answer: That day John had an idea:for him and me to go fishing on the riverone mile away from the village . I agreed.an d we started immediately because it wasalready late. We arrived in half an hour andto my surprise we found John's uncle andhis cousin on the hank. holding fishing rods.Bobby was a bit sad because he had no fishat the end of his line . Uncle George was verycheerful, he asked me if! liked jokes. I saidyes, so, he started telling one joke afteranother. I was almost in tears with laughter.Suddenly, I felt my rod shaking, I pulled, andthe re was a fish, the first that day, so I wasextremely happy. But after that. uncleGeorge, Bobby and even John startedcatching one fish after another and I didn't.My trainers got wet and I didn't like that atall. John's uncle taught me how to hold andmove the fishing rod better and so I caughtanother fish , a very small one. Bobbyoffered to give me some fish to take backhome but I refused.

6

j

6 UNIT 1

Lesson 5

2b) Ask students in two different groups to gettogether in order to play the gam e.Stude nts from one group (A) tell the fortuneof students from the other group (B) using th edialogue in the book as a possible model.Then , they change roles .Tell students to include th e per sonal dat afactfiles and to stick the oracle cards in theirgro up factfile. You may suggest to yourstudents th at they attach an envelope to theirfactfile in which th ey can keep the 'p aperoracle' ca rds. This can be used anytime th eproduct of their project cannot be includ ed assuch on a page in their factfile.

1*

Story: Charlie and tbe Chocolate Factory

Chapter 1: The Mystery of Mr Wonka 'sFactory

Draw the students' attention to theillustration.Ask them to predict what the chapter isabout. .Make sure the students realise that picturescan help them understand some of th eunknown vocabulary, but otherwise theyshould try and deduce the meaning of thenew words from context.Refer them to the pre-set question to guidetheir reading.Encourage students to re ad this part of theon-going story silently in class . If possible tryto create an atmosphere conducive to this(e.g. soft ba ckground music) .As they finish reading, put stud ents togeth erto check their answer to the pre-set questionand to pr epare what they would like todiscuss with th e other students. When theclass is ready, check th e answer to th e pre-setquestion and encourage discussion based ontheir reactions to the content of th e story.

2

It is not intended that stude nts should analysethe vocabulary or the grammar inth e text.

Possibl e answ ers:More than two hundred new kinds ofchocolates and sweets were invented in MrWonka's factory.No ordinary people are working in hisfactory.

Ask students to listen to the exce rpt and readit silently at th e sa me time .Play the tape.If time allows you could use the text forfurther practice in pronunciation. mainlysounds . stress and intonation.Select a part of the text that the stude nts willwork on, after they stop listening.For this chapter we suggest you shouldchoose the part beginning with : 'One eveningCharlie .. .' and ending with : '... to think aboutit.'Ask students to read it in pairs and decideupon the right pronunciation of the wordsand the intonation of the sentences.Direct their attention towards the words thatare new to them or are difficult to pronounce .For example, you could write on the boardthe words: proprietor and fanta stic.Ask: Which do you think is the correctpronunciation oj the fir st word?Which part oj the second word is stressed(stronger)?Which are the stressed (stronger) words inthe sentence/paragraph?Take 2 or 3 answers round the class .Play the selected part of the text again.Ask students to check that they pronoun cedthe words correctly.Ask 1 or 2 students to read the selected partout loud .

"For Chapters 2 onwards. ask students tosummarise orally the story so far.

2 Once upon a time ...

TapescrlptLesson 1

1 There was once an old carpenter called Geppetto.He made a puppet that looked just like a real boy.'There, you are finished . How I wish you were a reallive boy!'

That night the Blue Fairy came into Geppetto'sworkshop, wave d her magic wand over the puppetand said:

'Wake up. little boy and live !To you the gift of life I give.'The next morning. the old carpenter found the little

boy running around. 'I'm dreaming! You can't be alive!You're still made of wood!'

'But if I'm brave and good. I'll be a real live boysome day: answer ed the boy and went out to schoolfollowed by Jiminy Cricket.

(t ing')2 She came to the bed but seeing how strangely her

Grandmother looked she said to her:'Grandma. what big arms you have!''All the better to hug you with, my dear.''Grandma, what big ears you have!''All the better to hear you with. my dear.''Grandma, what big eyes you have!''All the better to see you with, my dear.''Grandma. what big teeth you have! '

Tapescrlpt

Answers:a) Merlin is a famous magician.b) He wants to take us (back in time) to th e

land of stories.c) When he uses his magic wand we will

hear a sound/part of another story.

I am Merlin, the famous magician . I'd like to take youback in time into the far away land of stories. Are youready to join me? I'll use my magic wand to take youfrom one story to another. Any time you hear the sound ofmy magic wand (tingl) you'll hear part of another story.Let's begin! (ttngt)

3 Prepare the students for a second listeningtask.Play the next part of the tape (the onerelating three excerpts from three differentstories) .If time is short, let students listen to only twostories and change the instructionsaccordingly.

Stop the tape and elicit the right answer from thestudents.

TItle: Welcome to Story Land!

Communicative aims: DescribingappearanceExpressing likes and dislikes

Grammar: Simple present: to be and to have[recycling]

Skills covered: LISTENINGSpeakingWriting

Vocabulary:act ive: face. eyes. nose . ears + other parts

of tbe body they know; jacket, hat, pairof boots + othe r clothes they know

passive: magic wand, dwarf, Puss in Boots.Cinderella, Little Red Riding Hood,Sleepi ng Beauty, Merlin, ste pmot her,hunter, Fairy Godmother, PrinceCharming , marquis, miller, ogre ,carpenter, whale

2 Ask students to read th e three questions.Prepare them for the listening exercise ,Play the first part of the tape:

la) This is a warm up activity, Don't spend toolong on it.You may start with the books closed whileas king the students questions like: Do yOll likereading books? What kind of books do yOllprefer? Do yOll like reading stories? Can uouname a story?Accept any reaso nable answer.Ask students to open the books and to look atthe picture,Tell th em to read the titles of the booksMerlin has in his hand.Help them with the pronunciation and thetranslation. if necessary : Puss in Boots =Motanul tncaltat. Little Red Riding Hood = Scufitarosie. Sleeping Beauty = Fiumoasa adormita.Cinderella = Cenusareasa,Ask tbem if th ey know these stories and ifthey remember the content.

lb) Ask different students to make up a sentencereferring to any of the mai n heroeslberoinesin any of these stories.Guide them so that th ey discuss all six stories.

..._ ..... the re was awith her cruel

stepsisters. They were~ goodnes s and beauty. and made

and day.. _an im i tation for a royal ball arrived from

.. palace. "ben the two sisters went out of thebouse. the girl started to cry because she had no dressto wear at the ball.

Sudden ly, the Fairy Godmothe r appeared: 'Don't cry.my child, you will go 10 the royal balL I'll give youeve rything you need: a coach. a dress and a pair ofglass slippers . But don' t forge t: at midnight you mustbe hack home because at 12 o'cloc k exactly the spellwill break.'

(tin~ 1)

Ask the m the titles for the three stories theyhave list en ed to.

Answers: Pinocchio; Little Red Riding Hood;Cinderella.

4a) First , as k students to re ad th e names of thecharacters they see in this exercis e.Help them with the pronunciation remindingthem th at the first syllabl e is st re ss ed infamily vocabula ry (see Unit 1. Lesson 2).Next , we suggest you discuss the types ofcharacters and then ask them to fill in the grid .Th ey should then understand the differen cebetween real (human and animal) charactersand imaginary ones better.

After eliciting two or three examples, let themfill in th e grid.

Answers: (The students may be abl e tomention more characters.Example: Th e King in Cinderella, who is thefather of Prince Charming.)

4b) Ask student s to imagine th ey are one of th echaracte rs in these stories.Let them work in pairs . While students Adescribe the way they look, the way they aredressed or their preferences for certainactivities or food/drinks, students B must tryto guess who their partners are .Th en they change parts.

Possible answers:B I'm young, thin and pr etty. I'm dressed

like an ordinary person . I spent mychildhood in a forest. I love a handsomeman who visited me in the forest. At theage of 17 I fen asleep in a castle.

A Sleeping Beauty.

A I'm little and thin. I'm wearing shorts, ashirt and a small hat. I'm made of wood.I have a long nose that becom es longerwhen i lie .

B Pinocchio.

B I'm a small young girl and I always weara red hood on my head . I like visiting mygranny who is old and sick. I have tocross the wood s to reach her house andtake her som e food .

A Little Red Riding Hood .

Title of th e story Human characters Animal characters Imaginary characters

Puss in Boots the miller, the farmers; th e king, Puss , the cat, the !!'.-e 0 gr.JLthe princess (his daughter), the lion. the mouse,Marquis of Carab (the mill er'sson)

Pinocchio Gepp etto (the old carpe nte r) the fox and the ca t. Jiminy Cricket, th ethe donkeys . the Blue Fairy, Pinocchiowhale

Cinderella Cinde re lla , the stepmothe r, th e the mice. the the fairy godmotherugly siste rs, Prin ce Charming,

Little Red Little Red Riding lIood (the the -.If IRiding Hood litt le girl) , the mother, the I~

gr andmother, th e hunter ISleeping Beauty Sleeping Beauty (th e princess). the three good fairies,

the king; the qu een , Prince the witchCharming

Snow White and the queen , the stepmother ., might the witchthe Seven Dwarfs the king, the hunter. Prince

Charming, the dwarfs -~ )

A I'm ta ll, thin and pretty. I've got blondhair. But I'm not very nicely dressed. Mystepsisters are . They have nice dressesbut not me. I do a lot of work in thebouse: I clean the floor, I dust the rooms,I cook, I ba ke, I lay th e ta ble, I doeverything my ste pmother asks me to do.

B Cinde re lla.

B I have long dark hair, black eyes andwhite skin . My lips are red like bloodand I'm young and very beau tiful. Mystepmother hates me and th at's whyI spe nd part of my life in a fores t livingwith seven dwarfs.

A Snow White .

5 Ask students to work in pairs and givereasons for the stori es they liked most orleast among those presented by Merlin .Tell th em to report their partner 'slikes/dislikes and reasons to th e class .

6 This activity is suitable for homework. First,draw students' attention to the waytraditional fairy stories begin and end.

Lesson 2

Title: Aquari us - One Last Chance

Communicative aims: Narrating pasteventsExpressing interrupted past actions

Skills covered: READINGSpeakingWriting

Gramma r: Past continuousSimple past versus past continuous(inte rrupted past)

Vocabula ry:passive: to float , to shake, heart, fuel. Moon,

broken, hole, crew, to land

1 Let the students read the words in th e box.Help th em with th e tr anslation or ariditionalexplanations. if necessary.You may wan t to ask the students to use som eof the words in the box in sentences of theirown, to make sure they have und erstood themea ning of the words correctly.Ask them to inser t the r ight won; :0 eachblank in the exe rcise.

Answers: a) fuel; b) lands; c) hole; d) float ed;e) crew.

2

UNIT 2 9

This is a skimming exercise .Ask students to go quickly through tbe textand to say which is the best title for whatthey have read.

Answer: b) Dange r in SpaceYou might like to give your students someadditional information about this rea l event.The following information is for you , tosimplify and pass on, as you see fit. toyour students .

BACKGROUND INFORMATIONIf Apollo 11 is remembered for its achievementof landing the first man on the Moon (1969),Apollo 13 is considered another mission thatleft the world equally breathless. Nine monthsafter Neil Armstrong and Buzz Aldrin's "giantleap for mankind" (first step on the lunarsurface), Apollo 13 was aboutto begin a life-and-death struggle on its wayto the Moon. Thespacecraft was launched on the 11th of April ,1970, at 13:13 Houston time. The crewwasmade up of James Lovell, Fred W. Halse, Jr andJohn L. Swigert, Jr. But they were obliged tocancel the mission very soon because of anoxygen tank explosion which destroyed theelectrical and life support system of theirspacecraft. The situation was critical, 320,000km from Earth. The mission controller inHouston made a desperate rescue plan: thethree-man Apollo crew had to shut down thecommand module and take refuge in Aquarius,the lunarmodule which was intended to land onthe Moon and was designed to support only twopeople for onlytwo days. Assuming all the risksand responsibilities, commanderLovellregretfu lly changed the trajectory of the spaceship executing a Uturn around the Moon (atonly 59 miles away from it) and headed directlyback to Earth. Frost began to form on the insideof the windows (the temperature fell to - 35degrees Celsius), and morethan once they lostradio contact. During this time, the entire worldwatched on the television the efforts of theNASAexperts and engineerswho struggled tokeep the three astronauts awake and alive. Dueto the navigating technology of the missioncontrol centre in Houston, Texas. where anotherastronaut simulated everything on the Earth inorder to find a solution for the ones in space,the crewmates in Aquarius returned to the initialcontrol module to prepare themselves for thelast part of their homeward journey: the removaland cast-off of Aquarius andthe re-entry intothe Earth's atmosphere. Passing the lastobstacle which could have been deadly if theyhad made a mistake, because they might haveburntup at anyminute, the crew splashed downnear Pago Pago, in the South Pacific Ocean onApril l ? and returned home safely to a heroes'welcome.

10 UNIT 2

Lesson 3

A What was Ted doing last night when thelights went out?

B lie was feeding th e dog.

A And what were Mr and Mrs Jones doing?B They were having supper.

B What was your aunt doing last night whenth e lights went out? .

A She was cooking.

B And what were Sally's friends doing?A They were playing cards.

A What were your grandparents doing lastnight when the lights went out?

B They were watching TV.

A And what was Irene doing?B She was doing the washing up .

B What was Tim's cousin doing last nightwhen the lights went out?

A He was cleaning th e house.

B And what was your fath er doing?A He was shaving.

Title: Riddles and Jokes

Communicative aims: NarratingAsking and answering about past events

Skills covered: READINGWRITINGSpeaking

Grammar: Simple past versus pastcontinuousConnectors :first. after that. next. finally

Vocabulary:active: read . watch TV. have a bath. cook.

have dinner. play. wash the dishes. feed.clean. shave

passive: astronaut, atmosphere. oxygen,command module, to increase, flame.parachute. to splash

Pronunciation:Stress and rhythm in past continuousse ntences

Answers:

2a) Ask students to read the next part of theApollo story.

1 Tell the students to read the example in th ebook.Ask a pair of students to read the example.Ask them to work in pair s taking it in turns tomake up questions and answers for eachpicture.

Ask somebody to read th e example in th ebook.Then ask students to do the exercise thesame way.

This activity is suitable for homework butit may start as an oral exe rcise in theclassroom.Ask students to read the example in the bookand to keep on working in this way. They aresupposed to continue speaking aboutthemselves , their sisters, friends orneighbours and to mak e up sentencesreferring to what everybody was doin g whenthe different events took place.You might like to ask them to give otherexamples of unusual things and to work inth e same way.

Answer: a) the tr avelling b) the explosion

Answers:a) The spaceship was shaking up and down

when the crew went into the smallcompartment.

b) Haise's heart was beating fast when hecalled the command module.

c) They were trying to understand thesituation when one of them identified thecause of the problem.

d) The ship was losing electric power whenCaptain Lovell went to the window to seewhat was wrong.

e) The fuel was disappearing into spacewhen the final radio instruction camefrom Earth.

o They were talking about their terriblesituation when the temp erature droppedto - 35 degrees C.

Ask students to read the explanation and theex ample in the Language Focus box .Ask questions to check students 'understanding.Explain to the students that a past action inprogress (travelling) was interrupted byanother shorter one (the explosion).

This is a scanning exercise.Tell th e students to read the text again morecarefully.Ask them to match the notes that are on theleft of th e page to the information in the boxon th e right.

Let the students read the sentence in the boxand answer the questions.

Answers: a) 2: b) 6: c) 5: d) 3; e) 7; 0 4g) 1.

6

4

5

3

5 This is a hom ework activity.

Lesson 4

Ask students to read the titles of the booksand th e names of the authors.Discuss th e nationality of the authors.Let the m read the wor ds in the box on theright and guess the nationality of each wri ter.The n they complete a page in their factfile .writing sentences about each book and thenationality of its author.

Answers:Robinson Crusoe is a book by Daniel Defoe.He was an English writer.The Adventures of Tom Sawyer is a book byMark 1\vain . He was an American writer.Gavroche et Cosette is a book by Victor Hugo.He was a French writer.Wilhelm Tell is a book by Friedrich Schiller.He was a German writer.Cuore is a book by Edmondo de Amicis. Hewas an Italian writer.The Little Match Girl is a book by Han sChristian Andersen . He was a Danish writer.

Language aims: To provide an opportunityfor the practice of the variety ofstructures . functions and vocabularyalre ady acquired by students at thislevel.

Skills covered: Integrated skills

Outcome: A story book for youn ger children.

Materials: Sheets of pap er. crayons . felt-tippens. scissors . rulers. rubbers. glue ,cardboard for the front a nd back cover.coloured pap er

TItle: Writing A Story

UN IT 2 11

end of the first clause an d falls at th e end ofthe second clause .Make sure the students do not stress theauxiliary verb. The words in italics arestre sse d.Ask them to learn it by heart.

1

4 This translation exercise is suitable forhomework, but you can let th e students readthe joke in English with appropria teintonation, for fun.Next lesson, ask whether the person they toldthe joke to in Romanian found it fuun y.If you have time enough you can encouragethe m to tell you some oth er jokes or riddles inEnglish in class, in preparation for exe rcise 5.

) This is a pronunciation exercise .Play the tape and let the students listen to th ewhole riddle for th e first tim e.After a first listening, play the tap e again andstop it at the end of each line, so that th estu dents can repeat it imit ating the rhythmlike this;

'As I was going to St. l ues .-/I met a man with seven wives.~etc.'

In past continuous interrupted sent enc esrunes 1 & 2) intonation typically rises at the

2d) Ask students to read the completedparagraph and to tell you if th e crew died inth e end.

Answer: No.

You can ask the students to retell th e end ofthe story. or to answer some question s. like:

What did they do to save their lives?Where did the command module fall?What happened to the astronauts finally?

3.1) This can be a silent reading or you ca n asksomeone to read th e riddle aloud .Give them time to think and multiply numbersif they want to .Then elicit the right answer from thestudents.

Answers:- first comes at th e beginning of th e

paragr aph;- finally comes at the end;- af ter that and next are in the middle

without any special order.

Answer: Only one was going = I! The otherswe re coming from 51. Ives .

Possible answer: The crew will die.

Tell them to give th eir opinion of what mighthappen to th e crew if some thing goes wrong.Accept any reasonabl e answe r.

Answers: first; after that/uext; next/afterthat; finally.

2e) You can do thi s exercise in the classroo m, butthis activity is also suitable for homework.This can be either a speaking or a writingactivity.Ask students to copy the text and to fill iu th egaps with th e suitable conne ctors.

2b) Let the students read the questions an danswer them.

12 UN IT 2

2 Ask students to read silently all theexplanations in this exercise .Divide the class into pr oject grou ps .Ask eac h group to choose a secretary to takenotes, write down the ideas and produ ce thefinal version of the story.Tell them to think for two or three minutes ofa story based on the four pictures in theirbooks.One student starts the story. Then eachstudent in the gro up must say a sentence inconne ction with the previous one and includereference to the pictures in their books. Thelast student in the group ends the story.Encourage them to work in a team andto make the sto ry inter estin g, clear andattractive.When the story is finished, ask them to makea cardboar d cover for their story and drawthe main character of their story on the frontcover.You might like to show the students a best-seller or any other book with an attractivelyillustrated front cover and a back cover withan advert on it. as an example.Ask them to find a title for their book , too.Tell them to write it on the front cover.Remind them to put their names on the cover,too.Ask them to write a few word s on the backcover or to draw something exciting orinter esting to advert ise the book.Ask them to show their product to the othersand to read their stories in turn.

Lesson 5

Story: Charlie and the Chocolate Factory

Chapter 2: The Announcement

1 See notes for Unit 1, Lesson 5.

Answer: Grandpa Joe thinks Willy Wonka isa magician because everyone will startbuying Wonka candy bars in the hope offinding a Golden ticket.

2 For pronunciation practice on this chapter wesuggest you should choose the part beginningwith: 'YOli see, Charlie ...' and ending with :, ... everybody f elt sorry for Mr Wanko.'

Answers: b) c) a)

Answer: Th/jmain stress is on the part of thebody, e.g. headache /hedelk/

Answers: a) 3: b) 1; c) 2; d) 4; e) 6; f) 5

headach e, toothache, stomach-ache, earache, backache

3 Ask the students to work individually andmatch each word to its definition. Check theanswers. Make sure that students have foundthe right match .

4a) Ask the students to copy the questions and totick the right answers as they are listening tothe tape.

Tapescrlpt

We have a caller on line 4.'Good morning. Dr Davis .''Hello, how can I help you?''I'm Margaret. I do a lot of running but get very sore feet.What can I do about it?''How far do you run?'

2c) This activity is design ed to generate practicewith questions and answers about health. Itcan be done in pairs. They first need to lookat the sample dialogue in 2c . Choose a coupl eof pairs to act out th e dialogue in front of theelass.

~~~se, ,'-~~....~~~"'....._~~'''''.....~.....~..........,..,.. ~.........",,-...."""--~-- . . - :::------~-_.

Clren ,)."\,u"l.uiu... \1l 'wn a v-ore "b.U,,",""),\JT ':'"tall) arm i'C)l\them to put the three pieces of advice in theorder the doctor gave th em.

Answers: I b); 2 c); 3 c); 4 a)

~.#/,I)O/'#/, ''Where do you do your running?''On the roads , near the bouse. '

jllili///.Ji:p?~~~clf1, / / ",on . a"tT'lCe. rtrst you shouldrun

thhe grass jfyou can. It hurts your feet less . Secondlyyou 5 ould only run 3 or 4 k . .better and if th d' m a day until your feet feel

ey on t get better, stop running and go toyour doctor.''OK. Thanks very much.''Goodbye.'

Health

Tapescrlpt

UNIT

3

Pronunciation: word stress on compoundwords (-ach e)

Vocabulary:active: toothache, earache, backache,

stomach-ache, a headache, a pain inthe leg, a pain in the chest, a pain inth e shoulder, a sore throat

passive: diseas e, prescription, diet, tokeep fit

Communicative aims: Asking about healthGiving advice (l)

Skills covered: LISTENINGSpeakingReadingWriting

Grammar: have got + illnessesshould (advice)

Title: What's the matter?

Ask the students to look at the pictures andanswer these questions : Where are thepeople? Why are they there? The main pointof the activi ty is to ensure that students canidentify the places and the problems. It canbe done in pa irs. Allow the students a coupleof minutes to ask and answer the questions.Tell them to change roles . Check th e students'answers for eachp)cl lffe

I Play th e tape. Students listen to thepronunciation of key words describing thepictures: 'headache', 'stomach-ache', etc .,and say where the main stress is: on the partof the body or on 'ache' .

Lesson 1

1

Answers:He is at the hospital. He.DrokeDisleg:~ekm~~~~b~f~~~ff7ffsm

keep fit. 11He is at the dentist's. He had toothache.

This activ.ity is done in pairs so that everyonecan practIse at th e same time. Ask thestudents to speak to their partners.

Ans wers:A What's the matter whh him?'i!>~...'" '\l?o'-"'"~;,~:,s>S~., '.\..''''''''~~\.

..... 7 ~>" ... > ::iik n~_

UNIT

3 HealthTapescrlpt

Lesson 1

Answers: b ) c) a)

Answers: a) 3; b) 1; c) 2; d) 4; e) 6; f) 5

4b) Ask the students to listen for the three piecesof advice wr itten in their book. Encourageth em to think of what the doctor sa id and askth em to put the three pieces of advice in theorder th e doctor gave them.

3 Ask the st udents to work individually andmatch eac h word to its definit ion . Chec k theanswers. Make sure that st udents have foundth e right match .

Answers: I b); 2 c); 3 c); 4 a)

Tapescrlpt

4a) Ask the students to copy the questions and totick the r ight answers as they are listening tothe tape.

headache, toothache, stomach-ache, earache. backache

We have a caller on line 4.'Good morning, Dr Davis.''Hello, how can I help you?''I'm Margaret . I do a lot of running but get very sore feet.What can I do about it?''How far do you run?''About 10 km a day.''Whe re do you do your running?''On the roads. near the house.''Mm ... I have two pieces of advice. First you should runon the grass if you can. It hurts your feet less . Secondly,you should only run 3 or 4 km a day until your feet feelbetter and if they don't get better, stop running and go toyour doctor.''OK. Thanks very much.''Goodbye.'

2c) This activity is designed to generate practicewith questions and answers about health. Itcan be done in pairs. They first need to lookat the sample dia logue in 2c. Choos e a coupleof pairs to act out th e dialogue in front of theclas s.

Answer: Th1jmain stress is on th e part of th ebody, e.g. headache /hedetk/

Play the tape. Students listen to thepronunciation of key words describing thepictures: 'h eadache', 'stomach-ache', etc.,and say where the main stress is: on the part

the body or on 'ache'.

Title: What's th e matter?

Communicative aims: Asking abo ut bealthGiving advice (1)

Skills covered: LISTENINGSpeakingReadingWritin g

Grammar: have got + illnessesshould (advice)

Pronunciation: word stress on compoundword s (-ache)

Vocabulary:active: toothache, ea rache, backache,

stomach-ache, a headache, a pain inthe leg, a pain in th e chest, a pain inthe shou lder, a sore throat

passive: disease, prescription, diet , tokee p fit

Answers:A What's the matter with him?B He's got a headache!toothache!

stomach-ache!earachelbackache

Answers:He is at th e hospi tal. He broke his leg.She is at a health centre . She wants tokeep fit.He is at the dentist's . li e had tooth ache.

2;a This activity is done in pairs so that everyonecan practise at th e same time. Ask thestudents to speak to their partners.

1 Ask the students to look at th e pictu res andanswer these questions : M ere are thepeople? Why are they there? The main pointof the activity is to ensure that students canidentify the places and the problems. It canbe done in pairs. Allow the students a coupleof minutes to ask and answer the questions.Tell them to cha nge roles. Chec k the students 'answers for each picture.

6a) Explain that 'had better' is used as well as'should' to give advice . Choose a pair ofstudents to mod el th e dialogu e. Ask the class .in pairs. to make similar dialogues to practise'should' and 'h ad better '.

6b) This activity is suitable for homework.

, .

14 UNIT 3

4c) Ask the students to read the Language Focusbox. Make sure they understood that shouldis used to give advice . Ask them to wri tesente nce s with 'should' or with 'shouldn't'to express the doctor's advice.

Answers: You should run on the grass. Yoush ouldn't run on th e ro ad s. You should runonly 3 or 4 km a day. You shouldn't runmor e th an 3 or 4 km a day. You should stoprunning an d go to your doctor.You sh ouldn'tcontinue running. You should go to yourdoctor.

5 Ask the students to work in pairs. Student I isin troubl e . Stu dent 2 gives a suitable piece ofadvice. They then change roles . Students ma yneed an example:SI 'I feel hot and I've got a headache'.S2 'You should stay in bed ' .

Possibl e answers:a) S1 'I feel hot and I've got a headache' ;

S2 'You should take an aspirin and stayin bed .'

b) S2 'I've got a high temperature and asore throat. '

S1 'You sho uld take your temperatureagain soon . You should drink hot tea.'

c) S1 'I've got a pain in my chest.'S2 'You should see a doctor.'

d) S2 'I've got toothache.'S1 'You should see a doctor.'S1 'You should go to the dentist .'

e) S1 'I feel weak.'S2 'You should eat more vegetables.'

t) S1 'I' ve got a broken leg.'S2 'You shouldn' t move . You should call

for help.'

6 This activity is suitable for homework .Ask one or two students to answer the firstquestions to make sure they have a goodstart.

Answers: a) Yes, it is b) S tablets c) 4 tablets.

Lesson 2

Title: A day's wait

Communicative aims: Giving advice (2)Skills covered: READING

SpeakingWriting

Grammar: had better (advice)Vocabulary:passive: forehead , fever

1

2

3

4

5

Ask the students to work in pairs. Student Ahad a ser ious cold and answers student B'squestions describing how he/sh e felt. Thenthey change roles.

Possible answers:A How did you feel?B I had a sore throat and a high temp erature.

A What did you do?B I took paracetam ol.

Ask the students to read silent ly th einformation on Britain in the box.Ask them to say wh at is different in Roman iafrom Britain.

Answers: In Romania, people measuretemperature in Centigrad e. They driv e onthe right hand side of the road and measuredistance in kilometres.

Ask the students to read the first part of thetext silently and to find and copy three wordsrelated to the boy's health.Accept all reasonable answers.

Possible answers: headache; sick; fever

Encourage th e stude nts to pr edi ct. Ask themto work in pairs to discuss the questions intheir book.

Answers:a) The boy's temperature is one hundred and

two Fahrenheit;b) Not really;c) Of course not.

Ask the students to scan the second part ofth e text, check their pr edictions an d find theanswers to 2 other questions.

Answers:a) He confuses the Fahrenheit and Centigrade

temperatures.b) i) 3TC. b) in 9S F.

Possible answers:b) He'd better stay in bed/see a doctor. He'd

bett er not go out.c) They 'd beller take a bus/hurry up. They 'd

better not wait any longer.d) We'd better stay at home/see a doctor.e) She'd bett er go to the dentist's . She'd

better not have ice-cream for dinner.

Lesson 3

Title: An appl e a day __ .

Communicative aims: Giving advice

Skills covered: SPEAKINGWRITINGReading

Grammar: will (prediction)Vocabulary:active: fruit, vegetables, meat, fish, milk

products. vitaminspassive: ability, skin , blood, bones , fats

2a)

2b)

3a)

UN IT 3 15

Ask the students to copy the grid at the /bottom of this page, and complete eac h /column with words representing food items inth e picture and add othe r suita ble answers.

/Ask the students to work in pairs. Choose apair to model t~dialOgue/Example: A What did yOllha ve f or breakfast

yesterday?B Buttered toast and tea.

Ask students to read the questions beforethey read the text silently.Ask a student to answer the first question .Ask another student to answer the secondque stion and then somebody else the thirdquestion. If students fail to give correctanswers , ask them to read the text again.

Answers:a) (i) She has her first meal at home this

evening.(ii) She has her second meal at an eatingcontest.

b) Julie doesn't care about her health. Sheeats too much.lShe has two deserts.

13) Students contribute answers. This activity ismeant to recycle food vocabulary and practise'should/shouldn't' .

Possible answers:- If you want to be healthy you should eat a

lot of fruit and vegetables.- You should drink milk every day.

lb) Ask the students to study the chart andanswer the questions. This activity is donewith the whole class .

3b) Ask the students to work in pairs. Encourageth em to make as many suppositions aspossible.

4 Ask the students to work in groups.Ask them to choose what th ey are going towrite: either a menu for Julie to get thinneror a menu for an ideal birthday party. Makesure representatives of a couple of groupsread their writing task out at the end ordisplay them for others to read.

Answers:I Vitamin B comes from brown bread, eggs

and meat.2 Vitamin A is good for our skin . It also

helps us to see beller.3 We get vitamin C from lemons, grapefruit,

oranges. etc .4 We need vitamin D for our bones .5 We get vitamins A and D from fish.

5 If ther e is not enough time to do the pairwork activity in class this exercise could beused as a writing activity suitable forhomework.

F.-\TS MILK PRODUCTS FRUIT VEGETABLES MEAT FISH

butt er milk lemons cabbage pork carp

oil yogurt oranges cucumbers chicken cod

margarine cheese grapefruit carrots beef trout

cream grapes peas

strawberries beans

green pepper

16 UNIT 3

Lesson 4

1a) Ask students to work in pairs and do thequestionnaire. Quickly check answe rs to seehow many students deserve congratulations ,how many are OK and how man y should startdoin g something for their health.Ask the students to copy th e qu esti onn aire intheir notebooks.

For pronunciation practice on this chapter wesuggest you should choose the part beginningwith : 'Look, Charlie .. .' an d ending with : '... totear off the wrapper slowly.'

Story: Charlie and the Chocolate Factory

Chapter 3: One More Golden Ticket to BeFound

See notes for Unit 1, Lesson 5.

Answer: The family gave Charlie a Wonka'sDelight as a present for his birthday.Grandpa Joe gave Charlie his last ten-centpiece to buy a Wonka candy bar.

2

2 Divide the class into project groups. Studentstalk and decide upon the information theywill put on the poster. They should draw, stickphotos. and/or postcards.For homework ask students to write a shortdescripti on of their pos ter that they couldpresent to the class during the next lesson.

Lesson 5

1b) Encourage the students to sca n thequestionnaire to find three things which aregood for their health and three which arebad. They write th ese in their factfile.Ask a couple of students to re port the thingsthey chose to the class .

1

Answ ers :You'd better not take part in ea ting contests.You should start doing some exercise.You should not eat too many sweets .You'd better have just one thing for a meal

in the evening.You should go on a diet.

TItle: A healthy mind in a healthy body

Language aims:To provide an opportunity for thepractice of the variety of structures,functions and vocabulary alreadyacquired by students at this level.

Skills covered:Integrat ed skills

Outcome:A poster to illustrate a healthy future forpeople. A hrief presentation of th edrawings

Materials:Photos, drawings, postcards

'J - , UNIT

4 The Green Planet

Lesson 1TItle: Galactic travellers

Communicative aims : Talking ahout th epresent result of a past action

Ask th em to read the text silently whilelistening to th e tape and find th e answer toth e question. Play th e tape,

Tapescrlpt

Capt. Bright What do you mean?

Capt. Bright What about its people?

Capt. Bright I see. They have se rious ecologica lproblems. Are they oriented towards self-destruction?

Capt. Bright We are approaching the Planet Earth. MrData. give me some information about thisplanet.

They are intelligent and creative, but notvery wise .

They don't seem to realise how lucky theyare to live on such a beautiful planet.THE PEOPLE ...have polluted the air. sea and landthey have used most of the Earth's oil, gasand coalthey have destroyed more than 500 kinds ofanimals, birds and plantsthey have made and used atomic bombs

PLANET EARTH :- is one of the nine planets of this SOLARSYSTEM,-n rotates around its axis in 23 hours.56 minutes and 15 secon ds.- i t revolves around the Sun once a year (in365 days),

Mr Data

Mr Data

Mr Data

The spaceship Harmony has entered our galaxy. the MilkyWay. Captain Bright and Mr Data, his robot, are galactictravellers . They have an important mission on Earth.

Skills covered : LISTENINGReadingSpeakingWriting

Grammar: Present perfect simple (presentresult)

Vocahulary:ac tive : Planet Earth, to pollute , pollution,

ecologicalpassive: the Milky Way, galactic, to approach,

wise , coal, towards, self-des truction, torotate , axis, to revolve, solar system,galaxy, names of the planets

Pronuncia tion: Sentence stress in presentperfect sentences

You may want to start the lesson hy showinga globe and conducting the short quiz on ourplanet/solar system/galaxy in the students'book.

Answers:a) Because it has a lot of green

areas . a lot of trees . plants and flowers.b) The Earth rotates around its axis.c) The Ear th revolves around the Sun.d) Mercury, Ven us, Mars , Jupiter, Saturn,

Uranus, Neptune and Pluto.e) They form our Solar System .o The Milky Way.

1

As you ask the questions, elicit/explain andwrite the following words on the hoard:

to rotate; axis; to revo lve; solar system;galaxy; the Milky Way .

Slat e the fact that our galaxy is very large,;hat it contains a lot of other solar systems, a

of other planets.- . the students' opinions aho ut poss ihle life

other planets, about possible contac ts{ween Extraterrestrials and the peoplering on the Earth.~~n the m that they are going to read a

. _nee fiction story.

Mr Data All the information we have indicates afuture disaster.

Capt. Bright Let's contact some Very Important People(V.LP.s) and make them understand thetragedy of their situation . Who knows?Maybe they will change things before it istoo late .

Answer:They will contact som e very importantpeople and make th em und er stand that th eEarth is in da nger of self-destruction.

18 UN I T 4

Tapescrlpt

People have polluted the sea .

Skills covered: READINGSpeakinglisteningWriting

Grammar: Present perfect simple +already/ yet

Vocabula ry:passive: mayor, wildlife , extinct, climate, to

mix, about, mixture, acid, species,greenho use, blanket, shuttle

Title: Pea ce and harmony in our galaxy

Communicative aims: Expressingachievementllack of achievement

Tell students to work in pairs to express thepresent result of a past action.Encourage them to use the vocabulary itemsspecific to the topic of this uni t.

Answers:a) People have cut down a lot of forests .b) They have not (haven't) planted new

trees.c) They have destroyed the rain forests .d) They have killed a lot of elephants.e) They have not (haven't) protected nature.I) They have not (haven't) been wise.

1 This exercise aims at practising the use ofpresent perfect simple (present result of apast actio n) within the fram ework of ascience fiction story. The same sequence of

Answers a) (l): b) (i)

After having done it orally in class, thisactivity is also suitable for written homework.

Answer: polluted.

9

Lesson 2

7 Play the tape.The students listen and repeat the sentenceand find out that stress falls on th e mainverb , not on the auxiliary hav e, which issom etim es pronounced / hov/.

8 Allow the students time to read the LanguageFocus box.Ask students to apply the rule in theLanguage Focus box to build sentences al -f).

Students scan the text again to find thesentences that state what people have donewrong to th eir planet.Tell students to copy th em into th eirnotebooks in ord er to notice the newstructure.Exercises 6 and 7 will draw their attention tothe meaning. pronunciation and form of thepresent pe rfect simple .

The two concept questi ons in this exerciseand the visual support are meant to help thestudents to form a new concept. to makethem aware of the meaning of a sentenceconta ining a verb in the present perfectsimple used to show th e present result of apast action.You could use them like this.Point to the first picture above and elicitanswe rs .

Ask: When did the accident happen? (In thepast.)Point to the second picture above and elicitanswers.

Ask: Is the sea wa ter clean after theaccident? (No, it isn't .)Say: Of course not . There's a lot ofoil in thewater. The poor bird is eery unhappy.Ask: IVhat haoe people done? (People havepolluted the sea.)Emphasise: When did they do that? (Inthe past.)Can we see the result of their action now?(Yes, we can.)

Ask th em to read th e dialogue between Capt.Bright and Mr Data in pairs, giving as muchexpression as possibl e.Encourage them to act out the dialogue infront of the class.

The students read the questions and thenscan the text to extract the specificinformation required by Questions ai-el.Conduct feedback.

Possible answers:a) They are coming to our planet because

they have an important mission on theEarth.

b) In their opinion Earth people areintelligent and creative, but not very wise.

c) T Yes, because the Ear th is a beautifulplanet and it offers excellent conditionsof life.

~ No, because: (i) the civilization of thepeople living on the Earth is orientedtowards self-destruction: (ii) the Earth hasserious ecological problems.

6

5

4

3

Answer: The Mayor of Plymouth.

- ask students to open their books, look at th epictures and read the sentences thataccompany them to check their guesses.

2a) The ma in purpose of this exercise is topractise the use of the two forms have andhas of the au xiliary verb have.Ask students to work in pairs.Tell them to make sent ences using theideas in column B to refer to the people incolumn A.Studen ts may predict any reasonablecombinations.Make sure th ey use has with 1 and 3 incolumn A and ha ve with 2 and 4 in column A.

And now the Devon news. Anoth er case of a missingperson has bee n reported in Plymouth, this morning.

This time the missing person is Mr Wood. the Mayor ofPlymouth.

According to the statements of a police patr olman, twoextraterrestria ls took Mr Wood into their shuttle arou nd10 a.m. The Policeman says that while he was caUing thepolice station he saw Mr Wood talk ing to theExtr at errestrials and he didn't seem to offer anyres istance to their operation.

Two teenagers. who ran away an d hid behind a tree.confirm that the two Extraterre st rials didn 't use any forceagainst Mr Wood. On the contrary they seemed to be verypeaceful and friendly.

The investigation continues.

Tapescript

UNIT 4 19

2b) Students listen to the ta pe, match the peoplewith the action they have done and checktheir guesses.Play the tape.

state leaders/WHO

~ well-known writers

TV directors

famous singers

presidents

newspaperreporters

two pictures depicting past action-presentresult has been maintained as in the previo uslesson, when this new tense was introducedfor the first time.One way of conducting this ac tivity is asfollows:- remind the stude nts that the Galacti cTravellers have an important mission onEarth, that th ey are going to contact someVIPs.- write th e question: Who are theExtraterres trials going to contact? on theboard.- with their books shut, the students makeguesses. Ask them to give reasons for theirguesses.- write some of th eir guesses on the board;one way of collecting their guesses is in th eform of a word web .Exam ple:

Tea ch the word mayor and write it on theboard.Write the first question above picture 2 on theboard: What has happened?Emphasise the pr esent results as clues towhat has happ ened. Elicit a few past actionsthat could have caused the pr esent resultsee n in the picture. Accept any reasonableanswers.

Help the students to use the pr esent perfectsimple while making a few guesses aboutwhat has hap pened.Example: There are a lot ofpolicemen in thestreet. This means that somebody has calledthem there or there has been an accident.You may like to put possible ideas on th eboard like this:

have kidnapped

3

4

Answers: 1 d); 2 b); 3 c): 4 a).

Students write four sentences to state whathas really happened as a check on accuracyof meaning and form.

Answers:1 The Galacti c Travellers have tak en

Mr Wood into space.2 The Policeman has called the police

sta tion.3 The two children have run away.4 Mr Wood has ta lked to the

Extraterrestrials.

Encourage students to use their imaginationas well as information from th e text.These wor ds and phrases might help them ifyou write them on the board.

"es talked to _ _ WHAT -- has ca'led

have usedtheirguns

Capt. Bright MrWood

important mission don't trust you

warn and help you It's none of your business

too much violence, too many wars Leave us alone!

save from destruction We know what we're doing

Green Planet So what! Nobody cares!

not alone in the Universe It's too good to be true

avoid an atomic war Somebody cares for us

It's now or neverll t will be too lat e That's very thoughtful of you

a matter of life and death I'll see what the others say about it

The students read Mr Data's Planet Report tofind the answers to the two focus questions .

Answers, The ticks show things th e peoplehave done .

Answers:1 They've alr eady planted trees .2 They haven't used natural energy yet.3 They've alr eady saved as much water as

possible.4 They haven't stopped smoking yet.S They haven't stopped hunting animals yet.6 They've alr eady thrown away less rubbish.7 They've alr eady stopp ed cutting down trees.

Answers:1 They're going to plant trees.2 They 're going to use natural energy.3 They're going to save as much water as

possible.4 They're going to stop smoking.S They're going to stop hunting animals6 They're going to try to throwaway less

rubbish.7 They're going to stop cutting down trees.

Answer:It's got a happy ending.

9 Draw the students ' attention to the LanguageFocus box and to the importance of correctword ord er when using yet and already.The students re port to th e class what thepeople have already done or haven't done yet.This act ivity is su itable for homework.

8 Ask students to read the Work Agenda andinterpret the ticks as things the people havealready done and the empty boxes as thin gspeople have not done yet.

10 Ask students to read the end of the story anddecide if it ha s a happy or sad ending.

aproximativplapumiipe cole de disparitieagriculturiielect de seraviinatoarea polliapoluaremonv. ratiune ~vietuitoare in mediul lor -'natural

Answers: Many animals, plants, birds andfish may become extinct in the future forthree reasons: pollu tion , hunting an d notenough space for them to live in.Pollution destroys our lives through acidrain and the greenhous e effect.

Answers:aboutblanketextinctfarminggreenhouse effecthuntingto pollutepollutionreason

wildlife

Give the students instructions on how to usethe Glossary on page 97 . It is a good way ofdeveloping their dictionary skills. They areencouraged to become more autonomouslearn ers by looking word s up .

Tell students to work in pairs. They look atthe work agenda on the right and make7 sentences to say how Mr Wood and th epeople of his town are going to fight polluti on.The use of the future of intention in thisexercise helps to develop the concept of thepresent perfect simple (used withyet/already) which will be focused on inExercise 9.

7

5

6

20 UN IT 4

..esson 3TItle: Save th e dolphins

Communicative aims: Giving and acceptingwarnings

Grammar: Positive and negative Imperativ es+/- always and never

Skills covered: LISTENINGWRITINGReadingSpeaking

Vocabulary:ac tive: monk ey, penguin, dolpbin, bear, lionpassive: ancient, scientists. brain.

to co-operate . in danger. threat.to tbreaten, to drown, duty

Introduce the topic of the reading text by ase ries of warm-up questions.Ask students where the dolphins live, whatthe y can do, if th ey are fish or mammals, etc.u se the picture, the information below andthe students' knowledge to make them buildup a description of the dolphin.

BACKGROUND INFORMATION

- Dolphins belong to the whale family.- They can reach 2 metres in length.- They are mammals. They have warm blood.

They breathe through their lungs, so fromtimeto time they have to come to the surface of thewater to take air. Their babies are born underwater and they are suckled by their mother.

- They are intelligent animals with a definitepersonality, but who, at the same time, areready to co-operate, to learn from others.Theycan be easily trained and taught a lot oftricks.

- They have their ownlanguage and they cantransmit messages to other dolphins. Americanscientists believe that dolphins can be taughtto understand and speak the human language.

Ask students to read, then answer the focusqu estions by reading th e text about dolph insin thei r book.You could ask th e stndents to write completesentences on th e board .

.-\nswers:- inte lligent; playful; friendly/helpful- The y are in danger because sea dolphins

may swim into fishing nets and drown .River dolphins are threatened by pollution,motorboat traffic and hunting.

3

4

5

6

7

UNIT 4 21

Draw th e students' attention to the LanguageFocus box and ask them to complete th ewarnings about th e dolphins. Accept anyreasonable answers .

Possible answers: Don't kill Yangtze dolphins,because they are special.Never pollute their water with rubbish.Always protect them .

Students complete the warnings.

Answers:Don't put your fingers through the bars.Don't throw things in the water.Don't come too near the fence.Don't feed the bears.

Ask students wh at they think about:(a) animals in captivity;(b) animals which are free .

Students look at the pictu res, re ad the wordsin the box and say which of the two picturesthe words go with .

Answers: 1 zoo; cages; captive; to feed.2 national park; natural home: naturalbeauty; free; to hunt.

Ask students to read the verses.Check th eir und erstanding of the text;explain/elicit the new words.Draw their attention to the emotionalmessage of the text.Ask students to find th e main warning th echildren give. If th e childre n know the tunefor these words, they may like to finish bysinging the song.N.B. The phrase worth to sa ve is poeticlicence. In sta ndard gramma r, it would beworth saving.

Answers:.If we don 't stop polluting nature,the world will die.

22 UN I T 4

Lesson 4 Lesson 5

Title: Animals in danger

Language aims: To provide an opportunityfor the pr actice of th e variety ofstructures , functions and vocabularyalready acquired by stud euts at thislevel

Outcome: - a factfile on an animal indanger of extinction- a poem entitled 'Th e Earth Is SadBecause ... '

Skill s covered: Iutegrated skills

Materials: Sheets of paper, pencils, crayons,rubbers

1 Divide the clas s into project groups aud givethe necessary information about the purpos eand outcome of th e proj ect: to make a factfileon animals in danger and write it in theirgroup factfile.Students read the text and the model factfile.They choose one of the rare animals underthe threat of extinction and make a factfileon it.They includ e this in th eir group factfile .

2 Students write a poem entitled: 'The Earth IsSad Because .. . .Draw their attention to the first lesson, toMr Data's presentation of the Earth and itspeople, for ideas.Explain that the lines will not nece ssarilyrhyme .Example: The Earth is sad because Man haskilled many of her children, many anima ls,birds and plants.The Earth is sad becaus e Man has pollutedthe air. the sea and the land.They write the best lines of the poem in theirgroup agenda and decorate the page.

Possible answ ers:The Earth Is Sad Because ...- Man has invent ed and used dangerous

weapons.- Man has destroyed peace on Earth.- people have disobeyed God's laws and the

ten commandments.- people have polluted themselves with

drugs, alcohol and cigarettes.- people have wasted th e Earth 's natural

resources.- people have cre ated their own 'gods' :

money and power.- people have made a bad decision: to serve

evil forces.

1

2

Story: Charli e and the Chocolate Factory

Chapter 4: Miracles

See notes for Unit 1. Lesson 5.

Possible answers:Charli e found the fifth golden ticket and onlyone day before the visit.Grandpa Joe jumped out of bed and dancedfor the first time in twenty years.

For pronunciation practice on this chapter wesuggest you should choose the part beginningwith : 'During the next weeks .. .' and endingwith: ' ... He deserves bett er than this .'

... .... ................................................... .... ,Round Ups

8 did not want9 was writing

10 ca me11 were talking12 laughing13 were decor ating14 was eating

4 took5 dropped6 saw7 was writing

You shouldn't/'d bett er not read la te at night .You shouldfd bett er go to bed ea r lier th an 12o'clock.You shouldfd better have breakfast . not just asnack at school.You shouldn'tzd better not play computer gamesin the afternoon.You shouldfd better do some sport.You shouldn 't be afraid of getting bad marks.You'd better work harder.You shouldn'tzd better not make your parentsun happy.2a) have already washed/was was hinglstarted/hasdoneb) has happened/fell3 1 have got

2 opened3 saw

Yes, I am alive today thanks tothose wonderful creatures.

Writing1a} reason: because res ult: so1b)1 first 2 after that 3 next 4 fina llyor 1 first 2 next 3 after tha t 4 finally

Reading1 c); 2 a); 3 a); 4 c); 5 a)

Mr Jennings Yes, it cam e from a group ofdolphins who were playing ne ar by.They swam round me in circles andfrightened the shark away. Weak asI was , I managed to swim to theshore.

Reporter And help did come.

Answer" 1 b); 2 c); 3 b); 4 a)

Test 1 is on p. 60.

Voca bulary1 a} medicine; b) symptoms; c) food; d) ecologicalpro blems; e) fairy tales; f) animals; g} family~ammlir)

l 1!.f!!.sible answers:.-

I

l' 4/

All I know is that I asked God tohelp me. Ther e was nothing else rcould do.

Jennings Of course, I was. I tried to get awayfrom it but I couldn't. It took a largepiece out of my surfboard. When itbit me I knew it was going to killme. I was desperate.

Jennings It all happened so quickly that Ica n't remember if I shouted forhelp or only screamed.

r Jennings Yes, that's right.

r Jennings Well, it all ha ppened in Sydney.Australia. I was sur fing quite nearthe beach when I saw a long GreatWhite Shark swimming towardsme. It was three metres long.

Reporter Were you terrified?

Reporter Mr Jennings. I understand that youare alive today thanks to a group ofdolphins who came to your helpone afternoon in February 1993. Isthat correct?

Reporter Did you call for help?

Listening

Tapescrlpt

Reporter Tell us something abo ut it . please.How did it happen?

Answers:

main purpose of the Round up units is to. e vocabulary and grammar of the preceding

IS , and to give extra practice in th e langu age. This should help the m with the test to follow.

vever, the round up itself is likely to incl udee language than that which is finally tested.

pending on the class you may prefer to do somethe se activities orally or to treat them all asOtten exercises. It's up to you.

exercise types should be familiar to theents . If necessary remind them what to do and

me first example in each exercise as a class.

ound Up 1

- .... -

~ UNIT

Books and Libraries

You may ask the students to practise theverbs lendlborrow in pairs sub stituting bookwith pen/pencil/watch .... etc.

2a) Tell the students to work in pairs.Ask th em to copy the qu estionnaire down .Th en tell them to read the questionn aireand complet e it for their partner by askingthem qu estions.Draw students' attention to the fact thatquestion number 5 refers to opinions aboutbooks and som e reasons for reading.

2b) Tell students they are going to listen to areporter asking Kate about books she likesre ading.Ask them to copy the number of eachquestion in their notebooks, first .Students listen to th e tape and write downKate's answers to the appropriate numbers .Play the tape.

Answers: a) library; bookshop; b) author;c) title; cover; d) introduction; e) chapters;f) table of content" g) illus tration; h) backcover; i) publishing house.

l b) Bring some books to the classroom and teachthe words:jront/back cover. title. author.illustration, introduction, chapter, page, tableof contents. publishing house,Students repeat the words for the parts of thebooks after the teacher.Then tell them to read the In Britain box andfind more information on The Secret Diary ofAdrian Mole and other reading preferences ofEnglish students.

le) Ask students to practise the words in context.They read th e sentences and fill in th e blanks.The activity is also suitable for homework.

Answers: 1 bookshop , shop-assistant,customer, to buy.2 library, librarian, to lend . to borrow.

5

Title: Th e books around us

Communicative aims: Expressing likes anddislikes about books.Expressing opin ions about book s.

Skill s covered: LISTENINGSpeakingRead ingWri ting

Vocabulary:ac t ive: library, bookshop, to borrow, to lend,

cover. title. author. illustr ation . chapter,publishing house, tabl e of contents,introduction

passive: fiction . topic. to cheer somebody up

Lesson 1

la) This activity is mean t to famili arise thestudents with the topic.Give students time to do the matching activitytogeth er.Then encourage discussion like this:A What is th ere in picture I?B A bookshop .A Who is there in picture I ?B A shop-assistant.A What is he doing?B He's selling a book.A Who's buying the book?8 The customer is. etc.Do the sa me with picture 2.Teach the words: borrow, lend . Take a bookfrom one of your students and ask: Can 1borrow your book? Then answer: Yes. I'll/endit to you but, give it back tomorrow.Ask th e students to repeat chorally andindividually, Point to the librarian in thepicture an d ask: Does the librarian sellbooks? Elicit the answer: No, .he doesn 't.He lends books . Point to th e boy in th epicture an d ask: What does the boy do in thelibrary? Does he lend books? Then elicit theanswer: No, he doesn 't. He borrows books.Ask the students to repeat. Th en check th emeaning : Does the boy buy books? No, hedoesn 't. He borrows books. Then ask: Can hekeep the book or does he have to give it back?Elicit the an swer: The boy "an keep it for twoweeks only.

Tapescript

............. ... '

UN IT 5 25 '

Lesson 2

Reporter Excuse me, can you answer a few qu estions?

Kate Yes. What about?

Reporter Do you like books?

Kate Er ... books , well. I love books. I read all sortsof books. llike reading romantic novels andbooks about TV series. I read at weekendswhen I want to relax. Books cheer me up.

Reporter Do you only read for pleasure?

Kate No. not only. I study French and German atschool so, in the eve ning. I read books aboutFrance and Germany.

Ans wers: 1 yes . 2 a; b. 3 a; b. 4 a; b: c. 5 a.

2c) Ask students to do the same as abo ve.Play th e ta pe.This time the students listen to the dialoguebetween the reporter and Steve.

I ..

Title; The Library - A magic pla ce

Communica tive aims: Asking for andexpressing opinions about books.Talking about general experience

Skills covered: READINGSpeakingListenin gWriting

Grammar: Present perfect simple (generalexperience) + ever or never

Vocabulary;active: a manual, a novel. a ghost story. a

fairy tale. a travel book. a science-fictionbook, a dictionar y. an adventure book.frightenin g, depressing. well-written .passive: marble. concrete , hurrican e

Pronunciati on: \Vord stress on types of books

Tapescript

Reporte r (asks Steve) What books do you like?

Steve 'I like more exci ting book s , scie nce fictio nstories or adventure sto ries. Rea ding takes meto another world.

aeporter When do you read?

e Whenever possible. And. of course, in th eevenings when I stu dy.

rter What books do you read when st udying?

Books about history and geography.

Answers: 1 yes; 2 c: d. 3 b. c. 4 a; b: c. 5 b.

This ac tivity is suita ble for homework but itmay start in the classroom.The students write a short paragraph(6 sentences) about their own readingprefere nces giving reasons .

1a) This activity is meant to lead the students intothe subject of the lesson.It is a teacher directed ac tivity: teacher -+students (T -+ S). Stud ent s answer thequestions.

Possible answersa) Yes, I have/No, [ haven't.b) I saw lots of books on the shelves , people

looking for books.c) I borrowed books/talked to the

librarian/read some books.

1b) Bring into the classr oom differe nt kinds ofbooks and have students browse throughthem for a little while .Then ask them wha t they can find in eac htype of book.Tell them th e words denoting kinds of books.Then ask them to read the sentences that saywh at you norm ally find in a book and matchthem with the covers.

Answers: 1 b); 2 I); 3 d); 4 c); 5 e); 6 a );7 h); 8 g).

1c) During this activity student s practise sayingtypes of books using the correct word stress.Play th e tape. Students repeat each word!gro up of words.

Answers: a manual. a novel; a gho st story;a fair y tale; a travel book; a dicti onary;a science-fiction book ; an adventure book.

1d) Ask the students to copy th e words denotingtypes of books and to mark the main stressusinr -s.

~ .

26 UNIT 5

Answers: a manual; a novel; a ghost story;a fairy tale; a travel booka dictionary; a science-fiction book; anadventure book.

2 This activity introduces the function of 'askingfor and expressing opinions about books' .We suggest you do it in three stages.First , demonstrate the activity acting out thesituation so that students see the need for thisparticular language strategy.Show them a well-known book and ask; Whatdo yoa think of this book?Change your voice as if it were anotherperson and answer: I think it's interesting.It's about ... In this way th e need to ask forand express an opinion is created. It alsopr epares th e students for the dialogue.Next, ask the question again to individualstudents, working T ..... S round th e class.Tell th e students to look for answers in theLanguage Focus box.Example:T What are you reading?S1 'One Way TIcket'.T What do yoa think of it?S1 I like it. It's interesting.T How do yoa like it, Sam?S2 It's all right bat there are too many

frightening things.T Do yoa like it, Pam?S3 I don 't know. It's well-written .. .. etc.Finally, ask students to work in groups ofthree in th e form of a chain S1 S2 S3 .. .practising the dialogu e in the book, changinginformation as they wish.

3a) Ask students to read the poem and think of atitle. You may accept any title that fits.

Possible answers : 'Library'; 'A Magic Place ';'A Magic World '; 'A Wonderful World' ; 'TheWorld of Books'; 'Dreamland'.

3b) Studen ts read the first verse again and findwords that describe the building material.

Answers: a) stone; b) marble; c) concrete.

3c) Students read the second verse and findwords that refer to types of books .

Possible answers :'you can ride a camel' -an adventure book or a travel book;~ou ca~ ride a train' - ~ trav~Lbo.ok ;'visit Rome, Siam or Nome' - a travel book or

a history book;'meet a king' - a fairy tale;'learn to sing ' .:manual;'how to bake apie' - aookery book;'see the moon' - a science-fiction or aE.--

a_dvent~ book; ... , etc.

4a) Remind the students of the form of th epresent perfect learned in Unit 4.You can do this by asking th e students: Whatexperiences has the author had in thelibrary?Elicit answers like these: Sh e has met aking./She has learned to sing./She has visitedspace, etc. Then say: So she has had a lot ofexperiences .

4b) Ask students to look at the Language Focusbox and find the way they can ask/answerabout their experiences up to now in life .Then ask a student to read Liz's part in thedialogue and you give the poet's answers.Work T ..... S to give 2-3 examples. Then letstudents work in pairs to continue thedialogue.Finally, ask them to take turns to act out thedialogue.Draw their attention to the place of ever/ neverwith presen t perfect when talking about ourgeneral experience up to now in life.

Possible answers:Liz Have you ever travelled to the Moon?Poet No, I haven't.Liz Have you ever been to sea?Poet No, I haven't. I have never done that.Liz Have you ever visited space?Poet No, I haven't.

Sa) Students work in groups. They practise thelanguage pattern in mini-conversationalexchanges of the type:Have you ever spoken to a famou s writer?No, I haven 't. I've never spoken to a famouswriter.Have you ever visited a famou s library?Yes, I have. I've visited the British Library.Have you ever written a poem?No, I haven't. I've never written a poem.Have you ever met an important person?Yes, I have. I've met a well-known actor/singer.

Tell students that a sec re tary in th e groupmust write the name of one person who hasdone ea ch thing or write the word 'no one'.Then everybody copies the notes.

Sb) This activity is suitable for homework but itmay start in the classr oom .Ask stud ents to use th e notes to write 4- 5sentences to report what they have found outin th eir groups, to the class. Next class,grou ps excha nge th eir reports. They maybegin their reports like this:I hav e never met an important person butAlice has met one.Nobody has ever spoken to a f amous writer.I have never written a po em but Mary andTom have written several poems inRomanian.I have visited the British Library but Tom ,Alice and Alary have never visited a fam ouslibrary.

son 3

TItle: Bookworms

Communicative aims: Asking and answeringabo ut general and specific past time

Skills covered: WRITINGListeningSpeakingReading

Grammar : Present perfect simple vs simpl epast

Vocabula ry:active : recycling vocabulary about books

from previous lessonspassive : bookworm . report . interested in,

look aft er

Start th e lesson by explaining its title .how the students 1-2 pictures representing

people reading in a libra ry among piles ofbooks. Ask: What books do you think they 've"pod ? Are they going to read the other books.'oo? Why do they read so many books?, et c.Elicit answers to lead to the explana tion of abookw orm' . i.e, a person who is f ond of

ding and spends a lot of time readingks .

UN IT 5 27

1 Ask stude nts: What do people generally read?Elicit from the students the answer:They read books they are int erested in.Refer to the first activity. Do the firstexample: 'Brenda' s hobby is collectingmoney .. . She is int erested in the bookThe Coin Atlas .. .'They read the titles of the books and people'sinterests and match them to say which bookeac h person should read .

Answers:a) The Coin Atlas; b) Survival Guide to Pets;c) Clothes and Costume ;d) The Oxford Children 's Book ofFamous

People; e) Computers .

2a) This activity aims at pr actising pr esentperfect for ge nera l exp erience vers us simplepast . We suggest you do it in two stages.Firs t tell the students to practise the modeldialogue to get information about booksthey've read. Students work in pairs.Next , as k the students if they have readcertain books . Whenever the answe r is 'yes',ask for details. Refer to the Language Focusbox and dr aw their atte ntion to th e use ofpresent perfect when they as k about generalexperience and simple past when they ask forspecific tim e or details in th e past. This is aT -+ S activity.

Possible answers:T Have you read Ghost Stories, S1?Sl No, I haven't.T Have you read ITeasure Island, S2?S2 No, I haven 't.T Have you read The Secret Diary of

Adrian Mole, S3?S3 Yes, I ha ve.T Who wrote it?S3 Sue Townsend.T When did you read it?53 Last summer. ..., etc.

2b) The aim of this activity is to train students todevelop their not e-taking skills.Ask students to take the parts of the studentsmentioned in the Notes box and answer aboutthe books they have/haven 't read. Stop aftereliciting eac h piece of information and askthe class what they will write down .

Lesson 4

3d) Stud en ts ar e asked to think about and writethe ideas for the closing paragrap h,

Draw the students' attention to the entries inthe model factfile. Whenever they wri te afactfile on hooks they have to mention th etitl e, the author, type of book, publishinghouse , characte r(s), a short description of thebook, th eir opinion of the hook .

Have a class discussion about interests ,reasons for reading and opinions on books.

Title: Books we enjoyLanguage aims: To provide an opportunity

for the practice of the var iety ofstructures. functions and vocabularyalready ac quire d by students at thislevel.

Skills covered: Int egrated skills

Outcome: A fact file on booksA book report

Materials: Different books, pap er, pens.

Possible answer: I think that those who readlots of hooks are eager to know more thingsabout our world, They enjoy being with th eirfavourite characters, joining them going todifferent places and experiencing differentthings. Reading makes us cleverer and that'swh y everyhody should try to desecve th ename of 'bookworm'.

Answers: has never done; has read; started;read; wrote; has already learned

As a homework activity the students write thewh ole re port.Draw their atte ntion to the layout of theparagr aphs, pun ctu ation and spelling.

1

3c) The exercise is meant to show the studentsthe necessity of getting the gramma r rightalong with the ideas they want tocommunicate.Ask studen ts to fill in the correct form(present perfect or simple past) of the ver bsin the second paragraph,

Teacher Have you read a hook ahout pets ,Chris*/Jane*ffom*?

Chris No, I haven 't.Jane I haven 't