641203P00

REPUBLIC OF TUNISIA

Ministry of Education and Training

Perform to learn
Perform to learn
Second Year Secondary Education
Teachers Book
Authors :
Ezzeddine AMMAR Mhammed MERDESSI
Inspector Inspector
Ali OMRANE Mohamed Habib RADDAOUI
Advisor Senior teacher
Evaluators :
Jaouida BEN AFIA Abdennour KHEMIRI
General Inspector Inspector
All rights reserved for National Pedagogic Centre
3
PART I INTRODUCTION
PART II BOOK MAP/ LESSON DESCRIPTIONS/ TEACHING HINTS
PART III
ANSWER KEY :
Diagnostic Test
Review Module
Lesson21: Crossword puzzle
PART IV
TRANSCRIPT
Bridge Over Troubled Water(Lesson4)
Interview With a Footballer(Lesson7)
Songs of Freedom(Lesson13)
Equality Offers Prosperity(Lesson16)
Whats Your Dream Job?(Lesson21)
What Will Man Be Like?(Lesson 26)
Annies Song(Lesson 29)
PART V COMMUNICATIVE FUNCTIONS AND EXPONENTS
PART VI TIMELINE
Table of contents
4
PART I
5
THEORETICAL BACKGROUND
This Teachers Book is primarily a guideline to the material and activities presented in
the Students Book. It is meant to provide the practitioners with the necessary help and self-
confidence as to how they can best deal with that material and implement the activities. By no
means is this book intended to enslave the teachers or circumscribe their autonomy, but on the
contrary, it leaves ample room for creativity and individualized learning . The practitioners
should therefore feel free to exploit the Students Book material to best serve their learners,
meet their specific needs and fall in suit with the learning objectives as defined by the official
programs.
However this quest to better serve both the teacher and the learner can and should be car-
ried out only in a principled manner to keep away from confusion and chaos. Furthermore, the
practitioners imperatively need to bear in mind some of the basic assumptions that govern the
material in the Students Book in terms of methodology and practices. What follows is a brief
recap of those features:
The learners are at the very core of the learning process. They should therefore be given
more responsibility through the various stages of the process. The Check What You Have
Learnt Today rubrics and the Progress Check lessons are exemplifications of that principle.
The Self-Reflection questionnaire, at the very start of the Students Book, is also meant to train
the learners to better assess and articulate their potential in terms of strengths and weaknesses
as learners. Doing so will enable every learner not only to find out whatever suits him/her
best in terms of study skills and learning styles , but also to decide about his/her most urgent
needs as a learner. Thus becoming the main agent of his/her learning. In addition to that, the
prevailing three-stage framework of the lessons is a reflection of the Authors firm conviction
that the teaching/learning process can be most effective when it views the learner as the
starting point, the medium and the ultimate objective of the whole process.
The teachers role is to re-create natural learning conditions in the classroom and to pro-
vide opportunities for all learners to actively participate and to become empowered, self-
reliant and self-confident. They should also stimulate and monitor class debates to make the
learners more open, daring and fluent as interlocutors. It is equally important for teachers to
ask students to justify their answers and opinions to help develop logical and critical thinking.
The English language, besides being a subject matter, is to be viewed by both teachers
and learners as a means of communication with self, peers and people at large. It is the
foundation of every human interaction. Learning is best when it builds through interaction
with peers, teachers, material and self. It is a matter of negotiation and involves hypothesizing,
processing, checking, evaluating, validating or adjusting and all of these aspects must be given
due care.
INTRODUCTION
6
COMPONENTS OF THE STUDENTS BOOK.
Some of the basic assumptions and features of the organisation of the StudentsBook
Perform to Learn are as follows:
The book is made of a book map, a preface, a diagnostic test, a review module, a series
of 30 lessons, supplementary material for Arts and for Economics and Services branches and
an appendix.
The preface highlights the principles and general organisation of the book.
The book map is a detailed inventory of the 11 themes, the lessons within each theme, the
skills and sub skills specific to each lesson, as well as the functions and the language expo-
nents under focus. Beside the 30 lessons and the progress check which make the common core
of the book, there are 20 additional lessons for the Arts and for the Economics and Services
branches.
The self-Reflection questionnaire is meant to train the learners to better assess and
articulate their potential in terms of strengths and weaknesses as learners. Doing so will
enable every learner not only to find out whatever suits him/her best in terms of study skills
and learning styles, but also to decide about his/her most urgent needs as a learner, thus
becoming the main agent of his/her learning.
The diagnostic test is a necessary step to evaluate students prior acquisitions and approx-
imately define their profile as incoming students before any further progress is started The
material covered in the diagnostic test is primarily based on the first year secondary educa-
tion program. It should not be viewed only as a mere review, but also as a logical transition
and preparation for the program of the second year secondary education. This test is not the
cherry on the cake but on the contrary teachers are invited to deal with it with utmost care.
They may ask their students to do the test at home and then have the follow up in class, or they
may ask them to write their answers on separate papers, collect the papers, correct them and
then provide students with adequate remedial work. In any case, due care and enough time are
required for the diagnostic test.
The Review module lessons are meant on the one hand to create a continuum with the
program of the first year secondary, and on the other hand to assess the students level in
English and identify their weaknesses and cater for them before any further progress is target-
ed. Due care and appropriate strategies and timing are left for the teachers to decide in the
light of the diagnosis they will have established but a minimum of two periods is required.
Some of the activities could be assigned as homework and then corrected in class. By no means
could the teachers drop the review module or the diagnostic test altogether.
The Progress Check lessons (Lessons 8, 17, and 30) are meant to encourage both teachers
and learners to assess, diagnose, remedy and adjust whenever and however necessary. They
come along with a self-evaluation questionnaire the primary goal of which is to assess the
learners progress and articulate his/her potential shortcomings in the learning process.
The Appendix contains a grammar summary, a list of new vocabulary items per lesson, a
phonetic transcription chart and an index of the irregular verbs .
To better exploit the Students Book and make the most of it, the Teachers book presents
a detailed outline of the skills, the subskills, the communicative functions, as well as the lin-
guistic exponents of the lessons. There is also an answer key to most of the activities to enable
both teachers and learners to overcome any potential ambiguities and to make the book as
user-friendly as possible.
FRAMEWORK OF LESSONS
The Lesson is usually made of 3 stages open to variety and flexibility.
Stage one activities are meant to activate, engage, explore and investigate. They generally
come under such headings as pre-reading or pre-listening. Completing spidergrams or lists,
answering targeted questions or questionnaires, matching words with definitions, sorting out
lexical items, discussing ideas and opinions or simply brainstorming, these are samples of the
activities that come in stage one. Some of them are performed individually; others are done in
pairs or in groups.
Stage two is the building phase and it generally encompasses reading or listening activities as
a follow up to the pre-reading or pre-listening activities of stage one. Reading/Listening for
gist and for specific information, answering direct questions, true/false questions, completing
sentences and gapped paragraphs, finding synonyms or antonyms to given words, matching
sentence parts , recognizing discourse markers, dealing with inference and reference ques-
tions; these are only some of the large panoply of activities incorporated in this stage. Along
with these activities which are meant to develop the learners reading/listening skills, there is
another component called language practice which comes mainly but not exclusively through
this stage and which is focussed on linguistic features, pronunciation and grammar.
Stage three is where the teacher checks learners assimilation and their ability to reinvest, and
expand the acquired knowledge. Some of the lessons may need more than one session to be
covered thoroughly. This is left to the teachers own judgement. Stage three activities are to
be viewed not only as the crowning of the teaching period but also as an opening onto further
learning. The role of the learner is particularly paramount at this stage. Students are for
instance asked to produce summaries in written or spoken form, they may be asked to engage
in discussions or debates, and they may be invited to react to the text or to a particular opin-
ion. Completing a crosswords puzzle, writing paragraphs of different genres, imagining dia-
logues and outcomes, designing a leaflet or a brochure, these are but samples of the activities
incorporated in stage three. Another component which enriches this stage is called the lighter
side.evaluate and mention the thing they liked most and the thing they liked least in the lesson.
7
Jokes, anecdotes, food for thought, on your own are some of the prominent features of this
component. In few lessons, and to further empower the students, they are asked to self evaluate
and mention the thing they liked most and the thing they liked least in the lesson.
MANAGEMENT OF SKILLS/SUBSKILLS
The four major skills and the various sub skills have been catered for in an evenly-
balanced, integrated and learner-centred way to enable the students to grow as potential users
of English and as intelligent social human beings.
Grammar is generally dealt with inductively and in an integrative manner. Students are asked
to focus on language samples taken from the reading/listening passage, and through targeted
questions, they are led to hypothesize. Next, they are asked to test their observations and
hypotheses against well-chosen examples before jumping to conclusions. To make sure the
students get the rule or the structure correctly, they are given some room to practice and then
presented with a summary. Sometimes, whenever manageable, they are asked to complete the
summary table themselves with the help of their teachers.
Vocabulary is generally dealt with in context. Key words may be elicited or presented during
the pre-reading or pre-listening stage to narrow down the students attention and enable them
to better deal with the coming activities. It may also be dealt with in stage two through
various integrated comprehension activities to help the learners better retain them. Sometimes
and for further consolidation of key structures and expressions, some activities are incorporated
in stage three.
Pronunciation main features are presented and practised mainly but not exclusively in lessons
dealing with listening. Sounds, stress, segmental and supra segmental elements are some of
the aspects dealt with. Nevertheless, the teachers are invited to expose their learners to those
aspects whenever appropriate and to give them adequate practice of the segmental and supra
segmental elements.
Writing as a process has been dealt with in its various steps on two occasions: (lessons 5,
7,9,10 and then lessons 15, 19, 20). The teachers will need to highlight these different steps
and to explain the required procedure for each one. Step one is simply a brainstorming where
the students must be encouraged to freely write all ideas related to the topic in a stress-free
manner and keep the information gathered for the coming steps. In step 2, the students will
need to sort out the information they have gathered according to main ideas and supporting
details. They will drop those which have become irrelevant. They will also need to look for
appropriate linkers to put the different ideas together. In a third step they will need to produce
their first draft and to develop the ideas into paragraphs. Exchanging work with peers for
editing is necessary to improve the writing. Producing the final draft will crown the whole
process and this will make step four. Teachers are invited to carefully monitor the work
throughout the whole process and to provide the necessary help and guidance whenever
necessary. They also need to collect the final production, give the students appropriate feed
back and tell them to keep their work in a file for future uses.
8
Project-based learning is another ingredient that has been incorporated within the stu-
dents book. In lessons 22,23,24,25 a career research project is presented in its various steps.
It is essential that teachers closely follow onto students work and lead them to fully and acti-
vely invest in the process. Going through the various steps and activities the students will
hopefully learn a lot not only about how a project can be carried out at the level of both plan-
ning and execution, but also about the field of work in general and about their dream jobs in
particular.
The following procedure can provide a sensible framework for lessons dealing with
extended reading or listening.
STAGE 1:
Engage and Expose.
In real life, whenever we listen to or read anything, we know what the context is, we are
aware of the situation, the location, the kind of conversation and the communication channel.
These factors affect our ability to understand and make sense of what we hear and read. In
class, its necessary to introduce the students to the context before they are asked to listen or
read in order to trigger their schemata and narrow down their attention onto a precise topic.
The context can be elicited or prompted from earlier lessons, the course book, pictures, realia,
discussions and even mere brainstorming. Without setting the scene, extended listening or
reading can become unnecessarily too challenging. At this stage we also need to give the stu-
dents a reason for reading or listening because in real life we always know what we are rea-
ding and why we are reading or listening. Raising students expectations or asking them to
guess and then telling them to read or listen and check their expectations and guesses can cer-
tainly enhance their motivation and give them better orientation during the reading or listening.
They know why they are reading and what they are looking for. There is no point in asking the
students just to read a text. Without making the activity purposeful, and without creating the
necessary motivation to learn and actively participate among the students by tapping on their
background knowledge and experiences, the lesson, as a whole, will end up being a real bore-
dom, a waste of time and an agony for both the learners and the teacher. . It is desirable to teach
essential vocabulary items before students begin reading or listening. This will certainly make
the oncoming activities much easier and will save valuable time later on. One of the effective
techniques to deal with vocabulary items is to elicit them from students through various
prompts such as mime, pictures, definitions or whatever seems most appropriate to the situa-
tion. Elicitation will give them a better chance to internalize the information and build on prior
acquisitions. However, it is of prime importance not to overburden the students with too much
writing on the board and not to over- spoon feed them with too much vocabulary. The more a
teacher has his/her back to the students the less communication there will be and the less lan-
guage practice the students will have.
9
STAGE 2:
Empower and Involve.
At this stage, the teacher should keep the initial momentum and enhance students moti-
vation. To do so, he/she will have to provide them with various purposeful activities, and if
need be, will supplement the textbook material with better customized activities Furthermore
if we dont set precise questions students will read all the text in detail, trying to understand
every single word and every single detail, and this will get them bogged down into unneces-
sary complications. Gist questions could be given as a start and then progressively more detai-
led information could be focussed on through various questions (true or false/ direct ques-
tions/ multiple choices/ inference and reference questions ..). Once the students are
familiar with both the context and the text, they should be given time to practice the langua-
ge exponents whether semantic or syntactic through a variety of activities. Drilling, substitu-
tion, transformation and more creative exercises are but some of these activities.
Throughout all these stages it is imperative for the teacher to check and follow up onto effec-
tive assimilation and understanding of the information. A single correct answer from a student
must not be taken as a sure sign of understanding and a reason to move on to something else.
The information must be given the necessary time to bed in the students memories through
adequate practice and convincing participation till it becomes their own.
STAGE 3:
Expand and Reinforce.
In stage three the primary goal should be to give the students a chance to consolidate,
practice and reinvest whatever knowledge, concepts and positive values they have acquired
through the previous activities. Here, the teacher needs to make sure that practice doesnt beco-
me boring and redundant but on the contrary he/she should provide the students with extra lin-
guistic dimensions to develop flexibility and autonomy. To keep students motivation at its
best and to help them develop ownership of the learning process, the teacher will have to give
them more creative activities; ones that are meant to develop the students higher order skills.
Class debates, summaries, writing paragraphs of various genres, producing and designing lea-
flets and brochures and carrying out projects are samples of the activities presented at this
stage.
We hope this book will give the practitioners a helpful insight into the ways the Students
book has been constructed and how the material can best be implemented.
The Authors
10
11
PART II
12
BOOK MAP :Theme 1
THEMES PAGES LESSONS
SKILLS/
SUBSKILLS
FUNCTIONS GRAMMAR VOCABULARY PRONUNCIATION
Family
life
1-The
image of
who I am.
Speaking : Make jud-
gements about specific
issues.
Reading:
skim a text to infer
the main idea
through beginning
and end paragraphs.
build on prior
acquisitions to
enhance learning.
guess the meaning
of unfamiliar words
through context.
* Expressing
want or desire.
* Talking
about oneself
and one's
family.
I want to
+ verb/ Id like
to + verb.
appreciation - path -
be willing to -car-
security- support -
accomplish - pro-
tection -guidance -
trouble - comment
2: The Step
mum.
+ Reading:
predict text content
from title, introduction
and caption.
main idea.
Scan for specific
information.
transfer information
onto a table.
+ Speaking:
- express ones opinion
in interactive
communication
- Narrating
past events.
- Talking
about
oneself and
about ones
family
- The irregular
verbs
- The present
perfect
- delight - clutch-
- grin- bunch
- shriek - astonished
- stare melt
weigh sob. Up.
stare
A1: Hard to
Decide
Speaking/ Reading /
Writing
Expressing
ones opinion
On the one
hand/on the
other hand/ all
things conside-
red
Financial/ intention/
lifestyle/ level-hea-
ded/ open-minded/
judicious
E1: The
Financial
Market
Reading Defining Economist/ stocks /
bond / corporation /
invest / firm
lESSON + THE lNAGE Ol vHO l AN.
SKlllS Speakng Readng.
SUBSKlllS
Speakng
to make judgements about specc ssues.
Readng
bud on pror acqustons to enhance earnng.
skm a text to ner the man dea through begnnng and end o
Paragraphs.
guess the meanng o unamar words through context.
lUNTlONS
l want to + verb
l woud kke to + verb.
ATlVE
VOABUlARY
apprecate be wng accompsh pedatrcan acheve -
condence expand care securty support.
SUGGESTED
PROEDURE
Stage +:
+- Begn the esson wth a branstormng actvty that deas wth some
vocabuary tems reated to the amy. learners w nsh the ntas
and w try to nd other nouns nked wth the gven sentence.
Here are some suggestons: are, love, Protecton and Gudance.
- Have the earners read the bubbes. Then, break the cass nto groups.
Each group w dscuss a partcuar capton . Ater that, et a the cass
exchange opnons and dscuss the derent ponts o vew.
The two tasks n stage + are a preparaton or the readng passage.
Stage :
+- The rst queston n ths stage ntroduces the topc o the readng text
whch s the mportance o amy and rends at the same tme. The
speaker (or the wrter) n the text has an opnon that s derent rom
the other three speakers n stage +.
- Ater checkng the earners guesses, ask them to compete the mssng
words n the spder gram. Support, Se-condence and Securty can be
possbe answers.
- let the earners nd the quates that vthney hurch got
rom her rends. These quates are: support, knowedge o e, vaue
o rendshp, hep and gudance.
(- The matchng actvty s meant to urther check comprehenson.
- Ths actvty heps the earner to guess the meanng o some domatc
expressons. +-b -d
- The new structure s taken rom context and meant to be deat wth n
an ntegratve way. You are requred to add more exercses or urther
practce.
;- ln ths actvty, students are supposed to react to the text and express
ther opnons oray.
N.B.: Take some tme to do the se-evauaton grd wth your students.
Snce ths s esson one, you may need to expan the grd to them.
Answer key
Stage one : care ove- protecton gudance.
Stage two : +- support se- condence securty.
(- +-d, -c, -b, (-a.
- +-b, -d,
LESSON DESCRIPTIONS/ TEACHING HINTS : Theme 1
13
lESSON TvO THE STEP NUN
SKlllS Readng / Speakng.
SUBSKlllS
Readng
predct text content rom tte, ntroducton, and capton.
skm a text to ner man dea.
scan or specc normaton.
transer normaton onto a tabe.
Speakng
express ones opnon n nteractve communcaton.
lUNTlONS
Narratng past events.
Takng about onese and about ones amy.
The rreguar verbs.
The present perect. GRANNAR
ATlVE
VOABUlARY
deght grn met shrek cutch- bunch- astonshed - stare - wegh
sob. up.
SUGGESTED
PROEDURE
utura hnts:
Nothers Day s a ceebraton n honor o a mothers. lts a day when we
pay trbute to the mothers who gave us e. ve buy our mothers gt o
candy, cards and owers to show how much she means to us.
Nore than ( countres around the gobe when they pay trbute to
mothers. lnternatona Nothers Day s aways ceebrated on Nay ++. The
U.S. and anada ceebrate t on the second Sunday n Nay. ln the U.K.,
Notherng Sunday s ceebrated on the th o Narch.
Stage one:
Have your earners do the actvty about the rreguar verbs. lt w serve
as a revew and w actate comprehenson as a verbs w appear n the
text.
The par work s an opportunty or the earner to nteract wth a peer,
to guess, and to get coser to the context.
Stage two:
Have your earners read the tte, the ntroducton, and the capton to
guess content. Ths w hep them deveop ther guesswork strateges.
The readng actvtes w hep detaed comprehenson.
The part reated to the new structure the present perect shoud be
deat wth n context and shoud be earner centred. However, your gu-
dance and assstance are needed to hep the students dea wth the ques-
tons. lt s aso mportant that the students do the practce actvtes to
urther consodate the rues reated to the use o the present perect.
Stage three:
nteractve way. A debate w be a convenent actvty.
14
ARTS + HARD TO DElDE
SKlllS Readng / Speakng / vrtng.
SUBSKlllS
Speakng
Nake judgements about specc ssues.
Support ones opnon wth arguments
Readng :
Scan or detas/transer normaton onto a tabe.
Recognze dscourse markers.
vrtng :
Renvest new words/expressons n ones wrtng.
lUNTlONS Expressng ones opnon
GRANNAR
On the one hand/on the other hand/a thngs consdered
ATlVE
VOABUlARY
lnanca/ ntenton/ estye/ eve-headed/ open-mnded/ judcous/
SUGGESTED
PROEDURE
Stage One:
Actvty+ : ln ths actvty the earners have a chance to share ther op-
nons wth a peer and ater on wth the whoe cass. They need to be tod
that there s no rght or wrong answers to make them stress ree.
Stage Two:
Actvty : lt s mportant that the teacher asks or justcatons n order
to reay assess earners eectve understandng.
Actvty( : Nake sure that the students reer back to the text to do ths
matchng actvty. Te them that the objectve s to guess meanng rom
context and thereore ask them to say whch strateges and cues heped
them get the answers.
Stage :
The guded wrtng s prmary to practse the anguage components o an
argumentatve text. So make sure the students uy master these compo-
nents
ANSvER KEY Stage :
+. a/ argumentatve
b/ because o the oowng expressons:
On the one hand, on the other hand, a thngs consdered.
(. +-c / -a / -b / (-d / -e
15
16
EONONlS + THE llNANlAl NARKET.
SKlllS Readng
SUBSKlllS
Readng
Acqure knowedge o the anguage (grammar / vocabuary).
Acqure knowedge about a gven topc .
lUNTlONS
Denng .
ATlVE
VOABUlARY
economst stocks bond corporaton nvest rm .
SUGGESTED
PROEDURE
Stage +:
Have your earners do the two actvtes .The targeted words are key
words n the topc.
Stage :
The vocabuary actvtes hep the earners acqure exca tems reated to
the topc o the day.
BOOK MAP : Theme 2
THEMES
PAGE
S
LESSONS
SKILLS/
SUBSKILLS
II/
Communi
cating
with
others
3: Friendship + Reading:
follow a sequence of
events in narratives.
infer the
communicative
function of a given
utterance.
onto a table
+ Writing:
- Produce a summary
f a text from notes.
- Talking
about
oneself and
about
friends.
- Expressing
intention
- Be going to
+ verb.
- Simple past
with ago / at
that time / then.
- lose touch
- website-intimate
- waitress - renew
- password
- incredible
4: Bridge
over trou-
bled water.
+ Reading:
predict text content
from title,
introduction and
caption.
main idea.
Scan for specific
information.
onto a table.
+ Speaking:
- express ones opinion
in interactive com-
munication
- Narrating
past events.
- Talking
about oneself
and about
ones family
- The irregular
verbs
- The present
perfect
- delight - clutch-
- grin- bunch
- shriek - astonis-
hed
- stare -melt
weigh sob. Up.
stare
A1: Hard to
Decide
Listening:
Build on prior
acquisitions to
further and enhance
learning.
Demonstrate
understanding of
various messages.
Demonstrate
appreciation of
different text types
Speaking:
class debate: use of
social skills in
interactional
contexts
Expressing
and finding
out intellec-
tual attitudes
and feelings.
Ill +verb (infi-
nitive)
To express
intention.
Weary / tears /
bridge / comfort /
feel small / dream
/ depressed / sail /
shine / bridge /
hopeless /
ease.
5.The E-
mailer
Versus the
Texter
Reading:
Classifying
vocabulary items.
Sorting out relevant/
irrelevant
information.
Acquire knowledge
about a given topic.
Recognize the
relation between
form and meaning.
Writing:
Consolidate writing
as a process.(step1:
generating ideas).
Select information
from more than one
source and reinvest
it in speech.
Describing
and analyzing
behaviours.
Cause/ Result
relationship.
needy / appeal /
smiley / desperate /
inbox / confess /
discreet / anonymi-
ty / insecure /
concise / hooked /
shy / conflict /
handle(v.)
17
18
lESSON THREE lRlENDSHlP
SKlllS Readng / vrtng.
SUBSKlllS
Readng
oow a sequence o events n narratves.
ner the communcatve uncton o a gven utterance.
vrtng.
produce a summary o a text rom notes.
Speakng:
work n pars and exchange normaton accordng to context.
demonstrate understandng o extended messages.
lUNTlONS
Takng about onese and about rends.
Expressng ntenton.
Be gong to + verb
Smpe past wth ago/ at that tme / then.
GRANNAR
ATlVE
VOABUlARY
keep n touch ose touch webste- ntmate- renew- watress pass-
word ncredbe.
SUGGESTED
PROEDURE
utura hnts:
lrends Reunted s to nd od rends, get back n touch and organze
reunons. Regster ree
wth lrends Reunted webste and read what peope youve ost touch
wth are dong now.
The word hrstmas comes rom the words hrsts Nass. hrstmas
s the ceebraton o the brth o Jesus or members o the hrstan re-
gon. hrstmas Day s December , the day when hrstans ceebrate
the brth o hrst.hrstmas s both a hoday and a hoy day. lt s one
o the bggest events o the year especa or kds and or members o
the hrstan regon
Stage one:
Engage your earners nto the par work actvty, and then have them
share ther deas wth the rest o the cass. Ths w get them coser to
the topc.
Stage two:
Te the students to skm the text n order to choose a pausbe tte.
Ths w hep them get the gst
The questons (, , (, and ) w ead to a detaed comprehenson.
A ocus on the man events w make the comng wrtng actvty n
stage more manageabe to the students.
ln actvty the smpe past s ntroduced n context. You may need to
urther practse the use o ths tense through suppementary exercses.
Stage three:
Have your earners note the man events o the text on the board
and/or on ther note-books, then have them wrte a summary o the
text. You shoud gve a speca attenton to the use o the smpe past
snce the summary s a narratve.
Answer key Stage . (: emaed each other / spoke on the phone / decded to meet
each other.
: very oten / neggent / nderent / narrow-mnded
lESSON ( BRlDGE OVER TROUBlED vATER
SKlllS lstenng / Speakng
SUBSKlllS
lstenng:
Bud on pror knowedge to enhance earnng.
Demonstrate understandng o varous messages.
Demonstrate apprecaton o derent text types.
Speakng:
Evauate normaton or deas.
lUNTlONS
Expressng and ndng out nteectua atttudes.
The uture tense wth w to express ntenton.
GRANNAR
ATlVE
VOABUlARY
to comort / to ee sma / to take ones part / to ease / to be weary /
tear (noun)/ hopeess/ depressed / brdge / sa / shne
SUGGESTED
PROEDURE
Stage+ :
Students need to rst work ndvduay then wth a peer and nay
share wth the rest o the cass. Students shoud ee ree to express
ther opnons as there are no rght and wrong answers.
Stage :
The teacher must pay the whoe song the rst tme just or appreca-
ton. The second stenng w be to compete the mssng words.
Actvtes and may be deat wth at ths stage. lor number our the
students may need to sten to the song agan.
lor actvty number the teacher may need to devote more tme to dea
wth the uture through a suppementary task. Ths w depend on the
students reacton to the questons a and b .
Stage :
Encourage the students to jot down deas reated to the ssue and pro-
vde them wth ngustc components they may need or the debate.
You may or nstance estabsh a st o verbs o opnon and thought
connectors,(l beeve / l thnk / l strongy beeve / l dont thnk / But
you consder / l see that / lrst / Thereore / As a
resut).
lor actvty ; deang wth pronuncaton the teacher w have to stop
the tape or sounds that may cause conuson.
Answer key
Stage ./+: tears / tmes/ rends / down / evenng / darkness / pan
/ gr / dreams / shne
(: +-d / -c / -b / (-a /
19
20
lESSON THE E-NAllER VERSUS THE TEXTER.
SKlllS Readng vrtng.
SUBSKlllS
Readng:
Bud on pror acquston to urther enhance earnng.
Derentate between reevant and rreevant normaton.
Guess the meanng o unamar words through context.
Acqure knowedge about a gven topc/grammar.
Recognze the reatonshp between orm and meanng.
vrtng:
onsodate wrtng as a process: step + (Generate deas through
branstormng or other technques).
lUNTlONS
Descrbng and anayzng behavors.
GRANNAR
ause / resut reatonshp.
ATlVE
VOABUlARY
smey nbox coness dscrete conct hande hooked shy
needy desperate appea.
SUGGESTED
PROEDURE
Stage+ :
Ths esson deas wth e-mas and text messages. lt treats the deren-
ces and smartes between both o them.
Stage one
As a pre-readng actvty, have your earners wrte the words reated to
communcaton. The pcture o the mobe phone may hep them nd
more words. Once the words are wrtten, you can ask the earners to
cassy them accordng to the gven tabe. The students can earn more
vocabuary words reated to the topc by crossng the ones that are not
assocated wth communcaton.
N.B.: You may need to estabsh a st on board n case students output
s mted.
Stage two
ln the readng actvty, have the earners read the text and answer the
gven questons.
ln the ast queston ((), you shoud ask or justcatons to assess
overa comprehenson.
Stage three:
Actvtes +8: you may need to do some research about messagng.
Actvty : ths s step + n wrtng as a process. Your students
are gven a topc about mobe phone as a act o everyday e.. Youre
supposed to urge them to thnk and gather normaton or deas about t.
Note that what the earners are asked to do as a rst step n wrtng
as a process .
Answer key Stage one: - cacuator hote tran journey.
Stage two: - craze =ashon=, addcted = hooked,
unnhbted = ree,
evdence = proo, nsecure = arad..
ARTS lAlRY TAlES
SKlllS Readng / vrtng
SUBSKlllS
Speakng
Acqure knowedge o the anguage about a gven topc.
Deveop autonomy n readng derent genres.
vrtng :
vrte a guded summary.
Deveop as an autonomous wrter.
lUNTlONS
React to specc content
ATlVE
VOABUlARY
Extraordnary/ wcked/ craty/ conct/ resove/ ev
SUGGESTED
PROEDURE
Beore you start ths esson you may need to te your students to read
ary taes they aready havent even n ther mother tongue. lt w aso
be hepu you brng ary taes n Engsh anguage to the cassroom and
show them to the pups. You may aso choose a we-known ary tae and
work on t as a sampe to hghght the eatures deat wth n the textbook
ncudng the wrtng actvty.(prnt handouts to pups).
EONONlS ADVERTlSlNG.
SKlllS Speakng / vrtng
SUBSKlllS
Speakng
vork n groups to perorm a task.
Gve normaton appropratey accordng to context .
vrtng
Desgn an ad / produce a poster.
lUNTlONS
Advertsng /persuadng.
ATlVE
VOABUlARY
Arouse/ purchase/ promote / brand / hre /
SUGGESTED
PROEDURE
Stage +:
Break your cass nto groups and ask each group to ocus on one state-
ment , to study t careuy and to norm the others about ts content (the
unctons and benets o advertsng) . Try to make the actvty as nter-
actve as possbe. Good montorng o the actvty s essenta.
Stage :
Now that your students have acqured enough normaton about the
unctons and benets o advertsng , we hope that they are abe to
desgn an advertsement about the gven topc . The hnts n the textbook
provde a good hep.
21
22
BOOK MAP : Theme 3
SKILLS/
SUBSKILLS
III : Social
Life
6: Travel is
fun and broa-
dens the
mind.
+ Reading:
Acquire knowledge of
the language.
Develop awareness
of aspects of target
culture.
Tap on different
sources to get specific
information/answer
specific questions.
Writing:
Produce descriptions
or captions to match
illustrations related to a
specific topic area.
Select information
from more than one
source and reinvest it
in speech or writing.
Reinvest knowledge
about text structure and
its linguistic features in
writing(parallel wri-
ting).
Expressing
possibility.
Advising
others to do
something
Either in end
position(negative).
Broaden / brochure
/ leaflet / galleries
/ sail / windsurf /
flight / excursion /
voyage / amaze /
canoe.
7: An inter-
view with a
footballer.
Listening:
Build on prior acqui-
sitions to further
enhance learning.
Demonstrate unders-
tanding of extended
messages.
acquire knowledge
Writing:
Consolidate writing
as a process.(step 2:
organizing ideas/infor-
mation).
Asking/
inquiring
about satis-
faction or
dissatisfac-
tion.
Expressing
satisfaction.
The present per-
fect progressive
League / miss /
teammates / coach
/ eager / career /
cheer / career / look
forward to / grateful
/ eager .
Syllables /
Stress
A3: Criss-
crossed
lovers
Reading/ Writing Narrating
past events/
talking
about ones
life
To propose to sob. /
to miss / heartbroken
/ impulsive / engage-
ment ring / weary
E3: Letters
of Enquiry
Reading
Narrating
past events/
talking
about ones
life
Catalogue / sample
/ trade / negotiate /
authorize
Lesson Eight PROGRESS CHECK ONE
23
lESSON TRAVEl lS lUN AND BROADENS THE NlND
SKlllS Readng vrtng
SUBSKlllS
Readng:
acqure knowedge o the anguage (vocabuary).
deveop awareness o the target cuture.
Tap on derent sources to get specc normaton/answer specc
questons.
vrtng:
Produce descrptons or captons to match ustratons reated to a
specc topc area.
Seect normaton and renvest t n wrtng.
Renvest knowedge about text structure and ts ngustc eatures
n wrtng (parae wrtng).
lUNTlONS
- Expressng possbty.
- Advsng others to do somethng.
GRANNAR
ether n end poston (negatve).
ATlVE
VOABUlARY
broaden brochure eaet- gaeres jeweery The london Aquatc
Experence- ght excurson voyage amaze.
SUGGESTED
PROEDURE
utura hnts:
london s a very ascnatng tourst pace and has a ot o andmarks and
monuments. Bg Ben s one o londons best- known andmarks and
ooks most spectacuar at nght. The Houses o Parament , otherwse
known as The Paace o vestmnster had the orgna paace but n the
rst ha o the ++th century. london Eye, Tower Brdge, Traagar
Square, +o Downng Street, Nesons oumn , the Dome are a very
nterestng monuments n the capta.
You can take pctures o a these monuments wth you and show them
to your earners. They a w apprecate the pctures, the dea and the
mportance o traveng abroad.
Stage one:
The topc o ths esson, Trave, s a contnuaton o the theme, Soca
le,. The pre-readng vocabuary actvty (gap- ng) can be treated as
a par work to ntroduce the topc o the esson and to reresh the ear-
ners memory. Have them compete the dentons by themseves.
Stage two:
+- Beore deang wth the Readng nput, have the earners understand
the ntroducton about Zed and Sm and et them pont out the vew
each one s havng about traveng.Get them aso to know the reason
or readng the extracts rom eaets.
- Have the earners ook at the eaets, read the extracts and compete
the tabe. lt mght be a good dea to check your earners answers to
make sure rea understandng s takng pace. l you get no response,
you may add or change some other questons.
- vhen the readng comprehenson s over, ask them to ocus on the
anguage structure: ether n end poston. Then ask them to answer
the gven questons.
Stage three:
Now that the earners have acqured a certan knowedge about the
topc, have them expand the hnts n stage three by producng a eaet
as a homework. The objectve behnd ths s to encourage autonomous
producton. lt woud be nterestng to nsst on oowng the gven steps
and to respect the genre to get a reasonaby convncng eaet.
Answer key Stage +: a ght a voyage an excurson a trp.
24
lESSON ; AN lNTERVlEv vlTH A lOOTBAllER
SKlllS lstenng / vrtng
SUBSKlllS
lstenng:
acqure knowedge about a gven topc.
deveop awareness o aspects o the target cuture.
bud on pror acquston to urther and enhance earnng.
Nake an outne o a passage usng key words.
vrtng:
consodate wrtng as a process.
Step Two: Organzng normaton / deas.
lUNTlONS
Askng / lnqurng about satsacton or dssatsacton.
Expressng satsacton.
GRANNAR
The present perect progressve.
ATlVE
VOABUlARY
ar pay team team-mates - career eague mss- grateu-
eager- ook orward to.
SUGGESTED
PROEDURE
Stage one:
The pre-stenng actvty ntroduces the topc o the esson. learners
may nd t amar. l not, they may work n pars to hep do the
actvtes.
Stage two:
The rst stenng s accompaned by a knd o coze test, an actvty
through whch the earners get a thorough dea o the passage. They
may work n pars or ndvduay and then exchange ndngs.
The True/lase statements are meant to hep earners get a detaed
comprehenson and ner the speakers atttude.
Stage three:
The new structure shoud be deat wth n context and the present
perect progressve shoud be contrasted wth that o the present
perect whch has aready been deat wth n esson .
The pronuncaton exercse s a good opportunty or the earners to
sten to authentc matera and denty stress pattern.
The process wrtng( step ) s a oow-up to the prevous sesson.
The earners have to oow the derent stages mentoned n the
textbook and the teachers roe here s to contro, montor and provde
hep.
Remnd your earners to keep ther work n ther es or uture use.
Answer key Stage one:
+: lllA: lederaton lnternatonae du lootba Amateur.
Stage two:
+: tweve years very gad beautu huge eorts speak Spansh.
25
lESSON 8
PROGRESS HEK +
ANSvER KEY
+- +- mobe phone - ax - e-ma (- etter.
- +- apprecate -wng - gudance (- troube - supportve
- reatves ;- or 8-why
- Nany peope enjoy sendng and recevng emas especay they share a common nterest.
vrtng emas to a rend n Engsh aows you to wrte the message and check words
that you dont know. ve advse you to wrte your emas whe youre not connected and
then connect just to type the message and send t.
(-
- nterested known correspond securty persona certan meetng
- +- s ocated - have been - moved (- earn - ddnt ast - more
;- +- generosty - but - order (- so - oered - grateu
;- recovered 8- because o
lANllY
NEANS Ol
ENTERTAlNNENT
lNTERNET lOOD
reatves
stepather
n-aw
we
grandson
securty
T.V
musc
dancng
games
chat
ema
onne
surng
cck
det
nutrton
heathy
consumpton
vegetabes
nutrents
26
ARTS RlSS-ROSSED lOVERS
SUBSKlllS
Speakng
Derentate between reevant/rreevant normaton.
loow a sequence o events.
vrtng :
Producng a guded summary
lUNTlONS Narratng past events/ Takng about ones e.
ATlVE
VOABUlARY
To propose to sob. / to mss / heartbroken/ mpusve/ engagement rng/
weary
SUGGESTED
PROEDURE
You may use the jgsaw readng technque you judge the text too ong.
heck on eectve understandng o the derent events or ese your stu-
dents wont be abe to uy cope wth the comng wrtng actvty (().
The ghter sde may be used to hghght how crcumstances can be dec-
sve actors n our ves. Encourage the students to speak out ther own
understandng o the topc and to gve exampes.
ANSvER KEY +/ a-l / b-N.N / c-T / d-T / e-l / -N.N / g-N.N / h-T
EONONlS lETTERS Ol ENOUlRY
SKlllS Readng
SUBSKlllS
Readng
Skm texts (etters) and denty ther man purpose.
Scan or specc normaton.
lUNTlONS
Enqurng / repyng
ATlVE
VOABUlARY
cataogue sampe trade negotate - authorze.
SUGGESTED
PROEDURE
Have your earners survey the two etters , nd out whch was wrtten
rst, denty the purpose o each o them, then justy ther answers.
Next, ask them to read each etter separatey and answer the questons().
Youd better dea wth the vocabuary exercse n an ntegrated way.
27
SKILLS/
SUBSKILLS
FUNCTIONS GRAMMAR
VOCABULA-
RY
PRONUNCIATION
IV-Social
Problems
9 : Violence
Speaking :
Work in pairs/ groups to
perform tasks.
Support ones opinion.
Organize ideas, follow a
model.
Writing:
Consolidate writing as a
process.
Countable/ uncoun-
table nouns
10 : Child
labour
Reading :
Tap on different sources
to getspecific informa-
tion(picture/table)
Skim a text to infer the
main idea through
topic sentences.
Speaking:
Express ones opinion
about specific issues.
Pronounce properly at
word level.
Writing:
Consolidate writing as a
process.(step 4).
Reporting /
Describing.
- The irregular verbs
- The present per-
fect
11 : Life
Without
Parents
Reading :
Predict content from
title and picture.
Transfer information
onto a table.
Guess meaning from
context.
Speaking:
Select information from
more than one source and
reinvest it in speech..
Express opinions
about concrete situa-
tions/specific issues.
Describing
people: living
conditions
Let / make / have
sb. do sth.
A4 : The
Colour of
Nutrition
Reading/ Writing Advising
about health
E4 :
letters of
Complaint
Reading/ Writing Complaining /
replying to a
complaint
-
BOOK MAP : Theme 4
28
lESSON NlNE VlOlENE
SKlllS Speakng - vrtng
SUBSKlllS
Speakng
ask or / gve normaton accordng to context.
Organze ponts, deas, oow a mode outne.
Support ones opnon wth arguments
vork n groups to perorm a task
vrtng:
onsodate wrtng as a process.
GRANNAR ountabe non-countabe nouns.
ATlVE
VOABUlARY
nsut ye hostty hoogansm exbty toerance- apoogze-
threaten- ght- conct- peace .
SUGGESTED
PROEDURE
Ths esson deas wth one o the negatve aspects o soca e. lt treats
derent types o voent behavor.
Stage one
Ask your earners to work n pars to exchange deas about what the
two pctures have n common. let them know that the descrpton o
the peope and the scenes s very mportant snce t eads them to tak
about voent behavor.
ln the second actvty, earners at ths stage are not supposed to know
exacty the meanng o a the words, but they just have to know whe-
ther the behavor s voent or not.
Stage two
The second stage s a speakng actvty. Ask the students to dscuss n
pars whether the gven statements represent voent behavor and to
justy ther answers .
Once a the statements have been deat wth , te the students to work
n groups and encourage them to voce out ther opnons reey.
Stage three
The structures treated are countabe and non-countabe nouns. ln cas-
syng the nouns, you can hep the students wth the rst two words so
that they can understand the derence between both nouns and then
ask them to contnue dong both exercses t they reach the grammar
summary tabe.
vrtng as a process: ln ths thrd step, ask your students to deveop
the deas they gathered n the prevous step and to produce ther rst
drat. l need be, you can aways hep.. vhen they nsh, ask them to
exchange ther work to proo read the rst drat.
Answer key Stage three: (- How to avod voence
+- concts -spce -bg ghts (- out o contro -
- botherng -emotons ;- sten to 8- bad anguage
,- compromse +o- a as.
lESSON +o HllD lABOUR
SKlllS Readng / Speakng / vrtng
SUBSKlllS
Readng :
tap on derent sources to get specc normaton / to answer
specc questons.
skm a text to denty the man dea through topc sentences.
Speakng:
make statements about concrete stuatons.
support ones opnon wth arguments.
renvest new words / expressons rom core vocabuary and new
structures n ones speech.
vrtng
consodate wrtng as a process.(Step (): Producng the na drat.
lUNTlONS
Reportng / descrbng
GRANNAR ountabe non-countabe nouns.
ATlVE
VOABUlARY
The superatve
SUGGESTED
PROEDURE
Stage one:
Have your earners ocus on the pcture and comment on t. Then ask
them to anayze the tabe and answer the questons beow. Ths w
enabe them to compare and contrast normaton and to draw
concusons.
Stage two:
Have your earners read the topc sentence o each paragraph. Ths
w hep them have a genera dea o the text. As or the
comprehenson questons, they add urther detas about the topc.
The vocabuary exercse can be deat wth durng the comprehenson
stage. Ths w hep the earners deveop ther guess-work strateges.
The new structure s a revew and a consodaton o the comparatve
and the superatve. Hopeuy, the earners w be abe to compete
the tabe correcty. l not, some remeda work actvtes w be
necessary.
ln the pronuncaton actvty the earners are expected to deduce the
rue wth the hep o ther teacher.
Stage three:
Assgn a group work actvty. lts a good opportunty or ntra-group
nteracton that can be oowed by an nter-group nteracton.
Stage our:
Ths s the ast step n wrtng as a process. The students are expected
to produce ther na drat. As or the teacher, he /she shoud expan
the derent actvtes and shoud remnd hs/ her earners to keep
ther na product, hopeuy corrected, or uture use.
Answer key Stage two:
: vocabuary: estmated manuacturng to endure to contrbute
: pronuncaton: Rue: The words endng wth ton have the stress
on the ast but one syabe.
29
30
lESSON ++ lllE vlTHOUT PARENTS
SKlllS Readng / Speakng
SUBSKlllS
Readng :
predct content rom tte and pctures.
tap on derent sources to get specc normaton / answer specc
questons.
scan a text or specc normaton.
Speakng
make statements about acts / concrete stuatons.
seect normaton rom more than one source and renvest t n
speech.
lUNTlONS Descrbng peope.
GRANNAR ausatve verbs (make/et/have)+ bare nntve.
ATlVE
VOABUlARY
Drop out sbngs consent oster home come to a head..
SUGGESTED
PROEDURE
Stage one:
Have your earners ocus on the tte and the pcture and answer the
questons. Then ask they can predct the content o the texts.
Stage two:
Assgn a Jgsaw readng and ask your earners to n ther
correspondng part n the gven tabe. Snce there s an normaton
gap stuaton they w need to exchange normaton to be abe to
compete the whoe tabe..
Through comparng Neserets teacher wth her step-brother, the
earners w deveop ther abty to evauate peope and normaton
and to draw concusons.
The new structure shoud be deat wth n context and the exercse on
the textbook provdes urther practce.
Stage three:
Here the students are expected to react to the text through makng
deductons. Then, theyre supposed to exchange deas and opnons n
an nteractve way.
31
ARTS ( THE OlOUR Ol NUTRlTlON
SUBSKlllS
Speakng
Predct content
Acqure knowedge about a gven topc
Judge the accuracy o normaton wth respect to readers knowedge o
the word.
vrtng :
Senstze peope to do somethng.
lUNTlONS
Actve Vocabuary
ATlVE
VOABUlARY
Nutrton/coorze/ det/ spectrum/ consumpton/ oaded wth/ chemcas/
pee (v.)/ promotng.
SUGGESTED
PROEDURE
Stage + :
Actvty+: You may need to wrte down guesses on board to gve the stu-
dents a better chance to check ther guesses ater on.
Actvty: Ths actvty s to be done oray. The am s to trgger students
background knowedge and narrow down ther ocus onto the theme o
the readng text.
Actvty: The am s not ony to remnd the students o a we-known pro-
verb An appe a day keeps the doctor away, but aso to reate the pro-
verb to the topc o the esson and check ts veracty.
Stage :
The sequencng o the actvtes s essenta here, so the teacher needs to
montor them, as suggested n the textbook. (lrom pcture to capton to
the ntroducton to the whoe text).
Actvty( s not a speakng, t s ony ntended to assess students compre-
henson.
Stage :
Ths wrtng actvty shoud be vewed as an opportunty or students to
expand and renvest the knowedge they have acqured through the
esson.
ANSvER KEY
Stage + : / An appe a day keeps the doctor away.
Stage : / a-arge range / b-menta deteroraton caused by
agng / c- a compete report / d-the power o coours.
32
EONONlS ( lETTERS Ol ONPlAlNT
SUBSKlllS
Readng
Skm texts (etters)to denty purpose .
Bud vocabuary (converson).
vrtng
ompete gapped texts.
lUNTlONS ompanng/repyng.
ATlVE
VOABUlARY
compant apoogy devery dspatch consgnment.
SUGGESTED
PROEDURE.
Stage +:
Ask your earners to read the two etters wth a ocus on the purpose and
gve justcaton. The comprehenson questons hep your earners get
detaed normaton about the two etters n a non-near way
Stage :
Nake sure you hghght the ngustc eatures o a etter o adjustment.
Answer key
( consgn dspatch apoogze
executon dever repace
THEMES PAGES LESSONS SKILLS/
SUBSKILLS
V:Attitu
des and
Values
12.Money
and Evil.
Speaking: Make judge-
ments about specific
issues.
Reading:
skim a text to infer the
main idea through
beginning and end of
paragraphs. .
0 build on prior acquisi-
tions to enhance lear-
ning.
guess the meaning of
unfamiliar words
through context.
* Expressing
want or desi-
re.
* Talking
about oneself
and one's
family.
I want to +
verb/ Id like
to + verb.
appreciation - path - be
willing to -car- securi-
ty- support - accom-
plish - protection -gui-
dance - trouble - com-
ment -
13.Songs
of
Freedom
Listening:
Skim a text to identify
main idea.
Scan for specific
information.
Infer and evaluate the
poets intention.
Demonstrate apprecia-
tion of different text
types.
Recognize the relation
between form and mea-
ning.
Instructing/
Directing
others to do
something:
Imperatives
- delight - clutch-
- grin- bunch
- shriek - astonished
- stare melt
weigh sob. Up.
stare
14. Why I
had to
leave my
job.
Reading:
Identify core vocabula-
ry items in a variety of
texts.
Predict content from
title, picture and cap-
tion.
Evaluate information
and express judgement.
Speaking:
Express opinions and
make judgements about
specific issues/topics.
Select information
from more than one
source and reinvest it in
speech.
Talking about
ones life
experience.
Expressing
agreement/dis
agreement
The question
tag
Honest / tolerant /
trustworthy / faithful
/ reliable / insincere /
jealous / suspicious /
deceitful / shameful. /
emergency.
A5: The
Fox and
the Crow
Reading Developing /
demonstrating
critical thin-
king
Trust / flatter / threa-
ten / to trick / to grab /
to bet
E5:Letter
s of
Notificatio
n and
Warning
Reading / writing warning
Persuade / overdue / to
exhaust / to consult /
attorney / threatening
BOOK MAP :Theme 5
33
34
lESSON + NONEY AND EVll
SKlllS Speakng / Readng
SUBSKlllS
Readng :
express agreement
express opnon about specc ssues / topcs.
support ones opnon wth arguments.
Speakng
ner wrters opnon.
guess meanng o unamar words through context.
lUNTlONS Expressng opnons.
GRANNAR As a resut thats why thereore: cause/resut
ATlVE
VOABUlARY
Root ev corrupton tyranny dgnty appea decent
cheatng revenge anarchy- caamty.
SUGGESTED
PROEDURE
Stage one:
Have your earners read a the statements, seect the ones they stron-
gy agree wth and be ready to justy ther choce. Hopeuy, they w
be abe to express ther opnons and support ther arguments n an
nteractve way.
Stage two:
A ocus on the topc sentences can hep earners get an dea about the
ayout o the text and at the same tme ner the wrters opnon.
Once the earners compete the normaton transer tabe, they w
have acheved a detaed expotaton o the text.
The vocabuary exercse can be deat wth durng comprehenson to
tran students to guess meanng rom context . As or the noun /
adjectve converson exercse, ts advsabe that the students do
t ndvduay then share ther ndngs wth peers.
The new structure shoud be deat wth n context. The earners shoud
deduce rues then compete the tabe preeraby wth the hep o the
teacher.
Stage three:
The cross-word puzze s meant to consodate vocabuary n a ghter
way.
35
lESSON + SONGS Ol lREEDON
SKlllS lstenng
SUBSKlllS
skm a text to denty man dea.
ner and evauate the poets ntenton.
demonstrate apprecaton o derent text types.( yrcs).
recognze the reatonshp between orm (pronuncaton) and
meanng.
lunctons
lnstructng / drectng others to do somethng: lmperatves
AATlVE
VOABUlARY
lreedom dutes rghts peace precous joy orgve.
SUGGESTED
PROEDURE.
Stage one:
Have your students compete the chart ndvduay, then share and
compare wth peers. The secret word s a key word n the song.
Stage two:
Pay the tape and ask your earners to do actvty one. The answer s
another key word n the song. To be sure your students do not read
whe stenng, te them to cose ther books beorehand.
Pay the tape agan and assgn actvtes two and three.
Books are open now. Pay the tape and have your students wrte the
mssng words. Pay the tape agan you ee a need or that. Ths
actvty s very mportant n that, t heps denty sounds and words
and deveops the stenng sk o the earners. Beore askng or the
eedback, gve your earners a chance to share and compare ther
ndngs. Once you get the answers, pay the tape or the ast tme and
have your students check ther answers and at the same tme enjoy
and apprecate the song.
Do not hestate to te your students to earn the song by heart and
why not to start wrtng ther rst yrc. They w certany enjoy that.
Stage three:
The pronuncaton actvty s a good opportunty or the earners to
sten to authentc matera and to denty and dscrmnate derent
sounds.
Answer key Stage one: The secret word s: lREEDON.
lESSON +( vHY l HAD TO lEAVE NY JOB.
SUBSKlllS
Readng
denty core vocabuary tems n a varety o texts.
predct content rom tte, pcture and capton.
skm a text to denty / ner the man dea.
evauate normaton and deas and express judgement.
Speakng
express opnon and make judgements about specc ssues / topcs.
seect normaton rom more than one source and renvest t n
speech.
lUNTlONS
Takng about ones experence.
Expressng agreement / dsagreement.
ATlVE
VOABUlARY
Honest toerant trustworthy athu reabe nsncere jeaous
suspcous decetu shameu- emergency..
SUGGESTED
PROEDURE
Stage one:
Have the students compete the words o the spder gram. Ask them
to share and compare ther ndngs wth ther peers beore they gve
you the eedback. (A the words reate to the topc o the day).
- Step (cassyng) s meant to hep the students dscrmnate between
these words.
Stage two:
Have the students ocus on the tte, the pcture, and the capton and
ask them to guess the content o the text. Ths w hep them deveop
ther predctve sk.
Once the students check ther guesses, set them on the
comprehenson questons through whch they w hopeuy get a
thorough understandng o the text.
The new expressons / doms n actvty ( are hghghted n the text.
They can be deat wth durng the comprehenson stage or ater. The
mutpe choce actvty s sutabe or guessng.
ln actvty the earners are supposed to make judgements about the
two man characters n the text usng the words and expressons they
have just earnt.
Stage three:
Ths actvty s a oow up to the readng comprehenson. The
students are supposed to renvest the core vocabuary theyve just
acqured n ther speech. Have them ocus on the gudenes and the
suggested procedure. Dong so w hep them express ther opnons n
a reevant and we organzed way.
Answer key
Stage one:
+: mmora decetu nderent toerant corrupt trustworthy
reabe nsncere suspcous jeaous.
36
37
ARTS THE lOX AND THE ROv
SKlllS Readng
SUBSKlllS
Readng
Recognze the reatonshp between orm and meanng
lUNTlONS
Deveopng/demonstratng crtca thnkng
ATlVE
VOABUlARY
Trust / atter / threaten / to trck / to grab / to bet.
SUGGESTED
PROEDURE
utura hnts:
labes and ok taes are short ctona narratves whch ustrate a mora,
or a esson. They are an ndrect means o teng truths about e.
Thus they have a eve o meanng beyond the surace story. The story s
a smpe event, but t mpes thngs about peope and the arger word. ln
ths abe, the esson s: Do not trust atterers.
You need to make sure the students understand the tte. Snce they a,
most key, know the story, ths w hep them compete the text.
Take the necessary tme to dea wth avctvty (questons) n an
nteractve manner.
The part deang wth humour s a chance or the students to get
acquanted wth the topc, so make sure they understand the derences
and encourage them to gve exampes o ther own to ustrate the
derent types o humour.
38
EONONlS lETTERS Ol NOTlllATlON AND vARNlNG
SUBSKlllS
Readng
Transer normaton onto a tabe.
lner normaton.
Evauate normaton : Express judgement.
vrtng
Use semantc and syntactc connectors to acheve coherence.
lUNTlONS varnng.
ATlVE
VOABUlARY
Persuade overdue to exhaust to consut attorney threatenng.
SUGGESTED
PROEDURE.
Stage +:
Nake sure actvty one s done as a par work.
Stage :
lt shoud certany hep you prepare the students or the comng
readng actvty (Set them n the approprate context).
Encourage the earners to react to actvtes b, c and d n stage two and
to express ther opnon: ths w show ther understandng o the text.
Stage :
Nake sure you hghght the ngustc eature o a etter o compant.
Ask the students to gve whatever cues heped them organze the
etter.
39
THEMES
PAGE
S
LESSONS
SKILLS/
SUBSKILLS
VI:Righ
ts and
Duties
15: Human
Rights
Reading:
Tap on different sour-
ces to get specific
information (picture).
Categorize informa-
tion
(vocabulary items.)
Identify the commu-
nicative value of a text.
Speaking:
Describe ones opi-
nions/ feelings about a
particular situation
(slavery.)
Writing:
Consolidate writing as
a process(step1).
Talking about
ones
life(autobio-
graphy.)
Expressing
displeasure /
dissatisfac-
tion.
The passive
voice
Present/ past
tenses.
Master / property
/ slave / whip-
ping / burial /
hardship / penal-
ty / restless /
evidence / trader
/ hire.
16:Equality
offers pro-
sperity
Speaking:
Make statements
judgements about
facts/concrete situa-
tions.
Listening:
Writing:
a given topic.
Guess meaning of
unfamiliar words
through context.
Recognize the rela-
tionship between form
and meaning.
Expressing
intention.
A little+
uncountable
noun.
A few + coun-
table noun.
A lot of +
countable/unco
untable noun.
Empowerment /
promotion / com-
mitment /
oppression /
millennium / gen-
der.
A6: Men
and Women
Speaking/Writing Expressing
opinion
Career / house-
hold / ensure /
law
E6: Job
Hunting
Reading / Writing
Advertising /
responding to
ads.
Training / vacation
/ application / qua-
lify / appointment
/ available
Lesson Seventeen PROGRESS CHECK TWO
BOOK MAP :Theme 6
40
lESSON + HUNAN RlGHTS
SUBSKlllS
Readng
produce descrptons to match ustratons reated to a specc topc.
skm a text to denty / ner man dea.
Speakng
renvest new words rom core vocabuary n ones speech.
express opnon / make judgements about specc ssues / topcs.
vrtng
(Steps++: Gatherng normaton and organsng deas).
lUNTlONS Descrbng, narratng and reportng.
Expressng dspeasure / dssatsacton.
GRANNAR The passve voce: present / past tenses.
ATlVE
VOABUlARY
Save master own beat restess ed-hand whppng- bura
trade - hre..
SUGGESTED
PROEDURE
Stage one:
Engage your earners nto pcture descrpton. The words they nd
are to be added to the tabe beow. Ths w expand ther knowedge o
reated vocabuary.
Stage two:
Have your earners survey the text to denty the wrter and the text
type.
The comprehenson questons hep the earners get nto urther
detas. As or the vocabuary exercse, t heps guess the meanng o
unamar words rom context. lt can be deat wth ntegratvey or at
the end to check comprehenson.
The new structure, the passve voce, shoud be deat wth progres-
svey. The exercse that oows serves or consodaton and the tabe
or recaptuaton.
Stage three:
The earners are supposed to judge the statements, choose two o
them, dscuss wth peers and justy ther choce, then expan ther
vewpont to the rest o the cass.
ln process wrtng, have your earners read the topc careuy and
branstorm and gather as much normaton as they can.
Remnd them to keep ther work n a e or uture use.
Answer key Stage one:
: nouns: save trader owner hardshp.
verbs: se hre expot suer.
adjectves: gnorant expotatve terate appang.
Stage two:
: a + ( , b + ; , c + , d + , e + 8 , + , g ++.
-c: +: thought : were wearng : heard (: was robbed : was
drven : drove ;: was stoen 8: was hurt ,: were shown
+o: have not been caught.
41
lESSON + EOUAllTY OllERS PROSPERlTY
SKlllS Speakng / lstenng
SUBSKlllS
Speakng :
make statements/judgements about acts / concrete stuatons.
lstenng
skm a text to denty / ner the man dea.
acqure knowedge o a gven topc.
recognze the reatonshp between orm and meanng.
lUNTlONS Expressng ntenton.
GRANNAR A tte + uncountabe noun.
A ew + countabe nouns
A ot o + countabe / uncountabe nouns.
ATlVE
VOABUlARY
Empowerment promoton commtment oppresson mennum
gender.
SUGGESTED
PROEDURE
Stage one:
Have your earners examne the statement and dscuss t n pars,
then have them do the verb / noun converson exercse. Both
actvtes serve as a good preparaton or the stenng.
Stage two:
Have your earners read the ntroducton n ther textbooks to get an
dea about the topc and get ready or the stenng.
Once they answer the comprehenson questons, the students get a
thorough dea o the passage. Ths w be consodated through the
gap-ng actvty that oows.
The matchng exercse can be deat wth through comprehenson or
at the end o the stenng or a checkng purpose. As or the
pronuncaton exercse, t heps students dscrmnate between
sounds through stenng to authentc matera.
Stage three:
The structures are not strange to the students. ve hope the
consodaton exercse w hep them nd out the rue.
Answer key
Stage one:
: decaraton commt oppresson promote empower ear.
42
ARTS NEN AND vONEN
SUBSKlllS
Speakng
Express agreement / dsagreement.
Support ones opnon wth arguments.
Renvest rea word knowedge and experence n ones speech.
Speak uenty n nteractve stuatons wthout worryng too much
about mstakes.
vrtng
Deveop as an autonomous creatve wrter: vrte a haku.
lUNTlONS
Expressng opnon.
ATlVE
VOABUlARY
career - househod - ensure - aw.
SUGGESTED
PROEDURE
Stage one:
Have your earners ocus on the tte and the ustratons and try to
predct the topc / theme.
Ask your students to cassy the statements accordng to the gven
headngs. Once they do so, they w be prepared or the oowng
stage.
Stage two:
Aocate enough tme to ths actvty. Have your students branstorm,
then reer them to the expressons / phrases gven whch w hep them
express ther opnons and stand or them. Nake the actvty as
nteractve as possbe.
ln the wrtng actvty n the ghter sde, the steps mentoned n the
textbook oer great hep to the students to wrte ther rst haku.
Aso, the roe o the teacher s very mportant n makng ths actvty as
peasant and stress-ree as possbe. lts hopeu the earners w
apprecate ths type o poetry.
43
EONONlS JOB HUNTlNG
SUBSKlllS
Readng
Scan or specc normaton (rom derent sources).
vrtng
Renvest rea word knowedge and experence n ones wrtng.(parae
wrtng).
lUNTlONS Advertsng / respondng to ads.
ATlVE
VOABUlARY
tranng vacaton appcaton quay appontment avaabe.
SUGGESTED
PROEDURE
Stage +:
The pre-readng actvty serves as a warmng up that prepares the
earners or the readng actvty .
Stage :
Today, your earners are deang wth a type o text they are not amar
wth ,whch requres a speca readng strategy : scannng. Ask them to
read each statement separatey and scan the ads to nd out the specc
normaton.
Stage :
Natura ogc repy to a job advertsement s o course an appcaton or
a job .So, have your students choose one advertsement and appy to t.
The hnts on the textbook are hepu.
44
lesson +;
PROGRESS HEK
Answer key
+- +- acked - nourshed - worse (- nhabtants - o
- death ;- react 8- access
- partcuary empoyees obedent asked economca produce
- +- was gven - stop - has never tod (- how much
- was nd - was beaten ;- but
(- the hardest happer more nterested more reaxed
the most wonderu cearer
- a- dgnty b- reabe c- dever d- comort
- Two men were taken to hospta. They were stabbed n the eary hours o Sunday. The
njured men coapsed ungs n the ncdent. A poce spokeswoman sad: Ths was a
voent attack on two men. The two men suered serous njures. They were beaten by
a group o teenagers. Anyone wth the normaton about the crmnas s asked to
contact the poce .
;- ln +,,(, voence n Rwanda ended n death. One mon Rwandans ded n +oo days o
appang voence. Oxam (a regstered charty) provded sae water and santaton or
the thousands orced to escape rom ther homes.
45
SKILLS/
SUBSKILLS
VII:
Education
18:School
Uniforms
Reading :
Describe illustrations
and answer questions
about them.
Skim a text to identify
its type through begin-
nings of paragraphs.
Speaking:
Express and support
opinions.
Make judgements about
specific issues.
Writing:
Consolidate wriring as
a process.(step 3).
Expressing
opinions
The reflexive
Pronouns.
19. Coping
with Exams
Reading:
Tap on different sour-
ces to get specific infor-
mation and answer spe-
cific questions.
Scan for specific
information.
Writing:
Consolidate writing as
a process( step4.
Producing the final
draft.
Giving advice /
Expressing
fear and worry
Ought to/ need-
nt/ had better/
Should have/
Shouldnt have
A7: Pushy
Parents
Speaking/ Reading Expressing
opinion
E 7:
Inflation Reading / Writing Defining
BOOK MAP :Theme 7
lESSON +8 SHOOl UNllORNS
SKlllS Readng / Speakng / (vrtng)
SUBSKlllS
Readng :
descrbe ustraton and answer questons reated to t.
skm a text to denty ts type through begnnngs o paragraphs.
tap on derent sources to get specc normaton.
recognze the reatonshp between orm (pronuncaton) and
content.
Speakng:
express opnons / make judgements about specc ssues.
support ones opnons wth arguments.
vrtng:
consodate wrtng as a process. ( step : Producng the rst drat).
lUNTlONS Expressng opnons.
GRANNAR The Reexve pronouns.
ATlVE
VOABUlARY
Dstngush smart suppress to conorm to- unorm..
SUGGESTED
PROEDURE
Stage one:
Have your earners ocus on the tte and the pcture, answer the
questons and gve ther opnons about the ssue.
Stage two:
Ask your earners to read the begnnngs o the paragraphs to ner
the text type and to get an dea about the topc.
The lnormaton Transer tabe and the Natchng tabe enabe
the students to get nto specc detas. As or the vocabuary
exercse, t w hep the students guess the meanng o unamar
words through context and the pronuncaton exercse w hep
them dscrmnate between sounds. Have your students do these
actvtes ndvduay. Then, ask them to share ther ndngs.
The new structure s not new to the earners at ths eve. The gap
ng and the tabe ng actvtes are good opportuntes or
practce.
Stage three:
Once the readng s over, the students w hopeuy have a good dea
about the advantages and the dsadvantages o schoo unorms.
They can add other deas o ther own and express ther opnons
oray. Break the cass nto two groups. Some w work on the
advantages and some others on the dsadvantages. Then organze a
debate. lts a good opportunty to deveop nteracton sks.
Stage our:
ln ths step o process wrtng, the students are expected to start
producng. Once ther rst drat s over, have them exchange ther
paragraphs or proo-readng.
Answer key Answer key Stage two:
: Rache: or , Anta: or , Emma: aganst , Kate: aganst , Sue: or ,
Sarah: or + aganst.
: +: c + d , : a , : b , (: + h , : e , : g.
46
47
lESSON +, OPlNG vlTH EXANS
SKlllS Readng / wrtng
SUBSKlllS
Readng :
tap on derent sources to get specc normaton and answer
specc questons.
wrtng:
(Step (: producng the na drat)
lUNTlONS
Expressng ear and worry.
Advsng others to do somethng.
GRANNAR Had better
+ Shoud + verb === advce
Ought to
+ Neednt + verb === ack o necessty / unnecessary acton.
ATlVE
VOABUlARY Take / pass an exam a check (vb) cope bank.
SUGGESTED
PROEDURE
Stage one:
Have your earners read the two questons, jot down ther deas,
dscuss ther deas n pars, then ask or ther eedback. The resut s
a short speakng actvty that prepares or the esson.
Stage two:
Have your earners ocus on the ustratons, read the captons and
answer the questons that oow. Then, ask them to do the matchng
exercse ether n pars or ndvduay provdng they share and
compare ther ndngs.
The anguage actvty s an opportunty or the students to recyce
and practse the structure oray then through mutpe choce and
the tabe enabes them to dscrmnate between the derent modas
and denty ther specc meanngs.
Stage three:
Ths s the ast step n the process wrtng and your earners are
expected to naze ther paragraph. Ask them to prooread t one
more tme beore you coect ther papers.
Remnd them to keep ther corrected papers n ther e or ater uses.
Answer key Stage two- : a: Jane b: Andy c: Pau d: Steve e: Terry
: hunk g: Nary.
Stage two- (: + a: shoudve b: w c: shoudnt have d: neednt
e: had better - : must g: ought to
+ a: regret b: uture c: reproach d: unnecessary
acton
e: advce : deducton/ogca concuson g: advce.
48
ARTS ; PUSHY PARENTS.
SKlllS Speakng / Readng
SUBSKlllS
Speakng
Express opnons / make judgements about specc ssues / topcs.
Readng
Skm a text to denty the man dea.
Evauate normaton / deas.
lUNTlONS
Expressng opnons
ATlVE
VOABUlARY
Pushy - osprng - A-eve - sht - shepherd (verb) - G..S.E.
SUGGESTED
PROEDURE
utura hnts
Snce the text deas wth Brtsh cuture, you need to expcty gve the
students cutura hnts to hep them understand. The acronyms G..S.E.
and A. eve pertan to the Brtsh educatona system. G..S.E. stands or
the Genera ertcate o Secondary Educaton and t s the equvaent o
the Bac Dpoma n Tunsa.
A. eve stands or Advanced eve as opposed to O. eve whch stands or
Ordnary eve and whch s amost the equvaent o second secondary n
Tunsa.
Stage one:
Nake sure your students express ther opnons and stand or them.
lnteracton here s o prme sgncance.
Stage two:
The tte s expressve and heps the students predct the content o the
text.
Once the students do the matchng actvty, they w have a good dea
about the atttudes o the parents and w be abe to evauate them.
ln the gap-ng actvty (par. ), make sure your students justy ther
choces.
Stage three :
The gap-ng actvty s a good opportunty to practse vocabuary n
context and to deveop wrtng sks.
Answer key
Stage two:
- +-c -c -b (-c
- aects to stand to ncrease to wake up
(- . c . c
Stage three: : shoud tod you waste o tme to be dropped
useess a as soon as shoudnt
weare
49
EONONlS ; lNllATlON
SUBSKlllS
Readng
Bud on pror acquston to urther and enhance earnng.
ldenty mpct ogca reatons.
Acqure knowedge o the anguage (vocabuary) .
vrtng
Express opnons ,make judgments about a specc ssue.
Produce a pece o wrtng.
lUNTlONS
Denng
ATlVE
VOABUlARY
lnaton penson cost o vng expenses vaue goods.
SUGGESTED
PROEDURE
Stage +:
Have your earners do the matchng actvty. You can ask them about the
reason o ther choce.
Stage :
Te students to read the text to check ther answers n stage one .Then
ask them to do the rst actvty and te them that a the words they
w use are not n the text.
Actvty (gap-ng ) can be treated ndvduay or n pars to check
the comprehenson o the target vocabuary words.
Stage :
Go through the derent steps o the wrtng actvty. You can hep n
case o need. Be sure that they exchange ther work or correcton and
mprovement.
Answer key
Stage +: +-c -a -d (-b
Stage : +- ncrease goods vaue
- expenses cost o vng penson
estyes depressed
50
SKILLS/
SUBSKILLS
FUNCTIONS GRAMMAR VOCABULARY
PRONUN-
CIATION
VIII :
Professio
nal Life
20 :I had
no choi-
ce.
Reading :
Build on prior acquisitions to
further and enhance learning.
Classify information.
Infer the writers attitude and
feelings about a particular
topic/situation
Speaking:
Evaluate the writers attitude
Express opinion/ make judge-
ments about specific issues.
Talking about
ones life.
Should +
perfect infi-
nitive
Guilty /
relieve /
fond of /
look after /
settle down /
self-sufficient
/ pick up.
21.
Whats
your
dream
job?
Listening:
Build on prior acquisitions to
further enhance learning.
Scan for specific purposes.
Acquire knowledge of the
language.
Pronounce properly at word
level.
Enquiring
about inten-
tion.
To + infini-
tive / In
order to +
infinitive /
So that +
clause(Purp
ose).
Degree /
Physician /
surgery/ a
diplomat / a
check -up /
stitches /
competitive /
training / to
earn /
internship
22: A
success
Story.
Reading:
Tap on different sources to
answer specific questions/ per-
form specific tasks.
Evaluate the writers attitude
about a specific topic.
Writing:
Produce a piece of writing
using appropriate genre.
( interview.)
Talking about
ones life
experience.
Used to +
infinitive(
habit in the
past.)
Fed up /
pitch / scho-
larship /
concert /
deafness /
hearing aid /
handicap
A8:
Students
Part-time
jobs
E8: The
Budget
Dollar
Reading/ Writing
Reading/writing
Expressing
opinion
Analyzing
graphs
Defining
Part-time /
unfortunate /
deliver /
financial /
assistance /
income / fair
Income /
fund / fiscal
/ insurance
BOOK MAP :Theme 8
51
lESSON o l HAD NO HOlE
SKlllS Readng
SUBSKlllS
Readng :
bud on pror acquston to urther and enhance earnng.
evauate normaton or deas and express judgement.
denty the communcatve vaue o utterances.
lUNTlONS Takng about ones e and ones experence.
GRANNAR Shoud + have + past partcpe - Regret
ATlVE
VOABUlARY
Nanager guty drop be ond o pck sb. up prot dect
se-sucent.
SUGGESTED
PROEDURE
Stage one:
ln ths pre- readng stage, have your earners read the questons,
branstorm, and cassy ther deas accordng to the tabe. Then, they
may compare ther ndngs wth ther peers. Ths w prepare them
or the readng actvty.
Stage two:
Have your earners read the text and do the actvtes + + to get a
detaed normaton o the text.
Actvty heps them denty the communcatve vaue o the two
utterances.
Actvty ( enabes them to ner the speakers atttude /eeng n
derent stuatons.
Actvty s an opportunty or them to react to the text and to make
judgement. ln the ght o the students reacton, ths actvty may
deveop nto a speakng.
Stage three:
lts hopeu that the earners w denty the structure shoud +
have + past partcpe and ts meanng through context.
The exercse s an opportunty or practce and the tabe s a cear
recaptuaton.
Answer key Stage two- :- How coud you' = dsapprova
- He woud make hmse beans and toast = habt n the past
Stage two- (: a: proud b: guty c: reeved d: envous/jeaous
e: guty : sorry.
52
lESSON + vHATS YOUR DREAN JOB'
SKlllS lstenng
SUBSKlllS
lstenng
Scan or specc purposes.
Acqure knowedge o the anguage (vocabuary, pronuncaton
and grammar).
Pronounce propery at word eve.
lUNTlONS Enqurng about ntenton (Tte o the esson).
GRANNAR to + nntve, n order to + nntve, so that + cause: purpose.
ATlVE
VOABUlARY
Degree physcan surgery a dpomat a check-up sttches
compettve tranng to earn nternshp.
SUGGESTED
PROEDURE
utura hnts : Norway
locaton: Northern Europe, borderng the North Sea and the North
Atantc Ocean, west o Sweden.
land boundares: tota: ,(( kms
border countres: lnand ;, kms, Sweden +,+, kms, Russa +, km
Natura resources: petroeum, copper, natura gas, ncke, ron ore, znc,
ead, sh, tmber, hydropower.
Envronment - current ssues: water pouton, acd ran damagng
orests and adversey aectng akes, threatenng sh stocks, ar pou-
ton rom vehce emssons
Japan
locaton:
Japan conssts o severa thousands o sands, o whch Honshu,
Hokkado, Kyushu and Shkoku are the our argest. Japan's cosest
neghbors are Korea, Russa and hna. The Sea o Japan separates the
Asan contnent rom the Japanese archpeago.
Area:
Japan's area s arger than, or exampe, Germany's and comparabe to
the one o ltay or aorna.
Popuaton:
The popuaton o Japan s about +,ooo,ooo. Amost the whoe popu-
aton s Japanese. Nore than ha o the non Japanese popuaton s
Korean.
Earthquakes: Japan es n one o the most earthquake actve regons o
the word.
Stage one :
+- To begn the esson, have your students compete the puzze whch
ocuses on some exca tems n the stenng. Nake sure you check
ther answers
- Ask them to answer the questons, then to work n pars and share
ther answers.
Stage two :
Ask them to read queston +, to sten to the ntroducton and tck the
correct opton. heck ther answers and contnue wth the second
and thrd actvtes as ndcated n the textbook.
lor actvty (, pay the tape agan and te students to ocus on the
pronuncaton o the na s n the gven words. You may devote some
tme to practce through repeatng the same sound n some addtona
words.
53
Answer key
Stage three :
lntroduce the anguage structure by oowng the gven steps. let
them nd the answers by themseves. The grammar summary tabe
may be hepu.
Stage one :
Across - hospta - physcans ;-oce 8- stage
+o- degree ++- un
Down +- dpomat - sttches (- tranng - study
,- ear
Stage two : - assstant - Schoong - nternshp
- embassy - compettve - word.
54
lESSON A SUESS STORY
SKlllS Readng wrtng
SUBSKlllS
Readng
Produce descrptons to match ustratons reated to a specc topc
area.
Ask or / gve normaton appropratey accordng to context.
ldenty ogca reatons.
Evauate normaton or deas (express judgement normaton s
correct, reasonabe, reevant and nterestng).
wrtng
Deveop as an autonomous creatve wrter through requent persona
wrtng (vrtng an ntervew).
lUNTlONS Narratng past events Takng about ones past e.
GRANNAR Used to + verb (habtua acton n the past).
ATlVE
VOABUlARY
Ptch concert ed up partay deaness schoarshp drama -
worthwhe set up.
SUGGESTED
PROEDURE
Stage one :
The pre-readng actvty s meant to prepare the students or the rea-
dng. Nake sure you expose them to key words and man deas reated
to the theme o the readng comprehenson.
Stage two :
Actvtes +, , and ( w hopeuy hep the earners understand the
man eature o the text.
Actvty s a reacton to the text and t s desrabe to encourage the
students to reey express ther vews.
lor the anguage practce, the teacher needs to careuy oow the
procedure as mentoned n the textbook. The ratonae s to gude the
students to dscover the anguage rue by themseves.
Stage three :
+- lor the wrtng actvty, t s very mportant that students understand
the genre they are producng. lt s not any knd o paragraph. lt must
have a the necessary eatures o the ntervew. Besdes the hnts
gven, the teacher w need to provde the earners wth sampes o
anguage exponents used n ntervews.
-The project (step +).
Teachers may need to expan what Project-Based learnng (PBl)
mpes and how projects shoud be carred out. lt s mportant to know
among other thngs that Project-Based learnng (PBl) s a systematc
teachng method that engages students n earnng knowedge and
sks through an extended enqury process structured around compex,
authentc questons and careuy desgned products and tasks.
ln ths esson, the teacher needs to devote some tme (about + mnu-
tes) to dea wth the project. Here, he / she w need to expan the
objectve and the procedure to acheve the project. lt s mportant that
the students athuy oow the nstructons and do the actvtes as
presented n the textbook.
Answer key Stage two :
(: +-d - -a (- e -b -c
-e: ddnt use to / used to carry / put / carred /
trave / used to be / were caed.
55
ARTS 8 STUDENTS PART-TlNE JOBS
SUBSKlllS
Speakng
Acqure knowedge about a gven topc.
Deveop awareness o a gven cuture.
vrtng
vrte an opnon paragraph.
lUNTlONS
Expressng opnon.
ATlVE
VOABUlARY
Pushy - osprng - A-eve - sht - shepherd (verb) - G..S.E.
SUGGESTED
PROEDURE
lts preerabe to prepare the earners or todays topc whch can be very
motvatng to them.
Assgn a sent readng o the text and dea wth the comprehenson
questons to get detaed normaton.
Once they have an dea about the text, the students w be prepared
enough to wrte an opnon paragraph about the same topc. Here, the
teachers assstance s very mportant.
Answer key Actvty : a- a job b- ar c- unortunate d- ncome
56
EONONlS 8 THE BUDGET DOllAR
SUBSKlllS
Readng
Transer normaton rom non- near texts to near ones.
ldenty core vocabuary tems nto a varety o texts.
Tap on derent sources to get specc normaton / answer specc
questons.
vrtng
ompete a gapped paragraph to get a coherent denton.
lUNTlONS
Anayzng graphs.
Denng.
ATlVE
VOABUlARY
ncome und sca nsurance -
SUGGESTED
PROEDURE
Stage +:
Have your earners do the vocabuary exercse. lt w hep n the comng
actvtes.
Stage :
Have your students read the graphs, a new type o texts, then do the
actvtes that oow to acheve comprehenson.
Stage :
The gap-ng exercse s a hepu way to get a coherent denton o a
crce graph, the topc o the esson.
Answer key
Stage one: a- savngs b- nvestment c- debt d- bankng e- oan
Stage two: +- a- ndvdua ncome tax. b- ( c- +,
d- ndvdua ncome taxes(---().
Stage three: a- crce b- normaton c- proporton
57
THE-
MES
PAGES LESSONS
SKILLS/
SUBSKILLS
IX:Me
dia and
Arts
23. The
Importance
of Libraries.
.
Reading:
Skim a text to identi-
fy its type.
Support ones opinion
with arguments.
Infer and evaluate the
writers opinion.
Speaking:
Ask for /give infor-
mation according to
context.
Use conversational
strategies for
opening/closing
conversations, taking
turns, holding the floor,
switching topics as
well as repair and body
language
Expressing
opinion/
Sensitizing
people to a
specific issue
To wonder /
civilisation / era
/ lifeblood /
explore /
enlighten /
expansion /
crafts / pay tri-
bute / literacy /
shortage
24. Death of
the single
Speaking:
Express ones appre-
ciation of peers contri-
butions.
Speak in interactive
situations without fear
of mistakes.
Reading:
Develop awareness of
aspects of target lan-
guage.
Complete a gapped
summary.
Acquire knowledge
of the language.
Writing:
Develop as an autono-
mous creative writer.
Express ones
feelings /
liking
Any / some /
no / nobody in
interrogative
and negative
sentences
Performance /
plunge / decline /
release / casualty /
doubt / surpass /
blame / track /
supremacy / to
shun.
A9: Keeping
a diary
Writing Talking about
ones life
experience:
past events /
personal opi-
nions / hopes
and dreams
Diary / entry / sur-
geon / ballet
E9:
Economic
changes
Reading/ writing
Interpreting a
graph
Prepositions: to
/ by
Rise / offer / profit
/ staff / item / file
BOOK MAP :Theme 9
58
lESSON THE lNPORTANE Ol llBRARlES
SKlllS Readng Speakng
SUBSKlllS
Readng
Bud vocabuary (spder gram competon)
Skm a text to denty ts type.
To support ones opnon wth arguments.
To scan or specc normaton.
To ner and evauate the wrters opnon
Speakng (project).
Ask or / gve normaton appropratey accordng to context
(ntervew).
Demonstrate approprate use o soca sks requred n nternatona
contexts:Use conversatona strateges or openng / cosng
conversatons, takng turns, hodng the oor, swtchng topcs as
we as repar and body anguage.
lUNTlONS Expressng opnon senstzng peope to a specc ssue.
GRANNAR Parae ncrease (The more .., the more.).
ATlVE
VOABUlARY
to wonder cvzaton era ebood expore enghten expan-
son crats pay trbute teracy shortage.
SUGGESTED
PROEDURE
Stage one :
+- Ask your earners to work n pars to compete the dagram . The
objectve o ths actvty s to ntroduce the exca tems reated to the
brary and the topc o the esson.
- ln actvty , ask them to answer the gven questons to engage the
earners eectvey.
Stage two :
Te your students to read the nput text and answer the gven actvtes.
heck the answers n u cass dscusson and cary certan tems or
deas. Ask or justcaton need be.
Stage three :
+- lntroduce the anguage structure (the more., the more.)that
ndcates comparatve constructons caed parae ncrease.
- Ask your earners to do the exercse. Then hep them to compete
the tabe.
- lood or thought s meant to actvate the bran.
(- areer research project (step ) : Teachers w need to oow the
ntervew gude as presented n the textbook. They may aso need to
reer ther students back to the ntervew produced through the
wrtng actvty n esson .
lurthermore, they may need to hghght that ths actvty n the
project s an opportunty or earners not ony to get vauabe
normaton rom a proessona, but aso to deveop soca sks and
nteracton strateges.
Answer key Stage one :
+- books monographs - newspapers magazne atas encycopeda
- vdeo-tape journas cataogue dctonary.
Stage two : +-c
(- a- b- c-+ d- e-( -
59
lESSON ( DEATH Ol THE SlNGlE
SKlllS Speakng -Readng - vrtng
SUBSKlllS
Speakng
vork n pars to perorm a task.
Express ones apprecaton o peers contrbutons.
Speak uenty n nteractve stuaton wthout worryng too much
about mstakes.
Readng
Deveop awareness o aspects o target cuture.
ompete a gapped summary.
Acqure knowedge o the anguage.
vrtng
Deveop as an autonomous creatve wrter through requent persona
wrtng (wrtng mercks).
Extract saent ponts or subsequent use n wrtng a project work
lUNTlONS Express ones eeng / kng.
GRANNAR Any, some, no, anybody, n nterrogatve and negatve sentences.
Parae ncrease (The more .., the more.).
ATlVE
VOABUlARY
perormance punge decne reease casuaty doubt surpass
bame track supremacy - be shunnng snges.
SUGGESTED
PROEDURE
Stage one :
lntroduce the topc o the esson wth the speakng par work actvty.
let every par dscuss the gven questons. Then aow one o them to
report ther ndngs to the rest o the cass and to respond to peers
questons.
Stage two :
+- To dea wth the readng comprehenson, ask them to read the text
to nd out the causes o the snge dsappearance. Once you check
ther answers, aow them to justy whether the statements are true
or ase.
- Te them to nd words or expressons smar n meanng to the
gven ones.
- lor actvty (, reer the students to the orgna sentence so that u
understandng takes pace.
(- As or the anguage actvty,(any, some, no, someone.), you can
oow the procedure gven n the book. Have the students compete
the tabe by themseves. ln case o dcuty, you can hep. Then ask
them to do the exercse and check ther answers.
The lghter Sde s meant to share nterestng thoughts or peasant
anecdotes wth the students. Nake sure the message gets to them n a
payu manner.Students read the ntroducton and the merck, hgh-
ght the man eatures o the merck (rhyme), and then you may
assgn a group work and gve them some tme to produce ther own
mercks. Bear n mnd that mercks are best when they are unny.
Ths s step n the career research project. Here the am s st to
gather more normaton, but ths tme through wrtng a orma etter
o enqury.
60
Answer key
Stage two:
+- a- the nternet b- NTV c- mobe phones.
- a- vctm= casuaty b- great ove= passon
c- to accuse= to bame d- rejectng, reusng= shunnng
e- the a / the drop = decne
61
ARTS , KEEPlNG A DlARY
SKlllS vrtng
SUBSKlllS
vrtng
Report actons / ncdents / events.
Renvest new words / expressons / structures n ones wrtng.
Deveop as an autonomous creatve wrter (wrtng a dary).
vrtng
vrte an opnon paragraph.
lUNTlONS
- past events.
Takng about ones e / experence - persona opnons.
- hopes and dreams.
ATlVE
VOABUlARY
dary - entry - surgeon - baet.
SUGGESTED
PROEDURE
Nake sure your students oow the derent steps / gudenes and
perorm a the actvtes stated n the textbook. Here, you need to
gude the students to understand that the actvty (keepng a dary) s
n reaty practsed by many teenagers. Dong ths w hopeuy enhance
students nterest and motvaton. l any o your students happens to be
keepng a dary n natve anguage, nvte hm / her to speak about the
experence.
vhen your earners are we prepared, they w certany be abe to
wrte ther own dary ndependenty.
62
EONONlS , EONONl HANGES
SUBSKlllS
Readng
vrtng
Produce descrptons or captons to match ustratons reated to a
specc topc area.
lUNTlONS
lnterpretng a graph.
ATlVE
VOABUlARY
Prepostons: to, by.
SUGGESTED
PROEDURE.
lt woud hep you assgn the two vocabuary actvtes n stage one as a
par work. Then have your earners read the queston n stage two and
nterpret the graph. Remember that stages two and three ocus on guded
wrtng through anguage practce.
Answer key
Stage one: +/ ncrease rse
decrease dmnsh /decne
/ a- substance b- saary c- proposa d- prot
e- sta - unt g- eect h- convnce
- document
Stage three: +/ a- to b- by
63
SKILLS/
SUBSKILLS
X:Scien
ce and
Technol
ogy
25. Internet
Addiction
Reading:
Make statements
about facts/concrete
situations.
Support ones opi-
nions with arguments.
Respond to a sequen-
ce of directions.
Demonstrate internali-
sation of ideas and
information.
Writing:
Produce an outline
for an argument.
Produce a report from
notes and observations
Select information
from more than one
source and reinvest it
in writing.
Expressing
ones opinion.
Expressing
agreement/dis-
agreement.
The reported
Speech.
Online addiction /
micro slave /
escape key / to
surf the net /
cyberspace / sur-
vive / depression
/ irrational /
break up
26:
What Will
Man Be
Like?
Listening:
Express judgement
about specific informa-
tion.
Differentiate between
relevant and irrelevant
information.
Identify specific
sounds.
Recognize syllables
and stress in key
words.
Speaking:
Demonstrate interna-
lization of language,
ideas and information.
Reinvest new
words/expressions in
ones speech.
Expressing
and finding
out intellec-
tual attitudes
Gradual increa-
se / decrease.
More and more
+ adjective.
Less and less +
adjective.
Futuristic /
obvious / assume /
brains / substantial
/ bald / emotions
E 10:
Selling a
Business
Reading/ writing Advising Business / princi-
pal / an asset /
short-term crisis /
owner / marketing
BOOK MAP :Theme 10
64
lESSON lNTERNET ADDlTlON
SKlllS Readng / wrtng
SUBSKlllS
Readng
Nake statements about acts/concrete stuatons.
Support ones opnon wth arguments.
Respond to a sequence o drectons.
Seect a strategy approprate to ones purpose.
Demonstrate nternazaton o deas and normaton.
wrtng
Produce an outne or an argumentaton.
Produce a report rom notes and observaton.
Seect normaton rom more than one source and renvest t n
speech and wrtng.
lUNTlONS Agreement / dsagreement.
Expressng ones opnon
GRANNAR The reported speech.
ATlVE
VOABUlARY
onne addcton mcrosave escape key to sur the net chat -
cyberspace -survve- depresson- rratona- break up.
SUGGESTED
PROEDURE
Stage one :
vhen deang wth par work, ask some earners to ocus on the post-
ve ponts o the nternet and some others on ts negatve ones.
Ths par work w end up n cass dscusson about the good and bad
eects o the nternet.
The pctures, the short sentences or expressons on and under the
pctures w ead the earners to reach what an nternet addct s.
An nternet addct s someone who cannot stop usng the nternet.
Then, you can ask the students to answer the se-test questons
to know whether they are addcts or not.
Stage two :
+- Break the cass nto groups and assgn a readng to each group to ans-
wer the three gven vH questons.
- Oueston s an opportunty or some earners to express themseves
n transerrng normaton to the others.
- Proceed wth queston three by showng the approprate deta or
part whether the argument s or or aganst.
(- lntroduce the anguage study task by the gven sentence on the
board. Pont out that ths sentence s n the drect speech. Ask them to
begn the sentence wth: He sad that and to nsh t ther own way.
Some o them may te you about the reported speech. let them ds-
cover the changes and then ask them to do the exercse.
65
SUGGESTED
PROEDURE
lntroduce the wrtng actvty. The wrtng actvty can be successu
the teacher gves an mportance to t. Ths means that the
teacher checks the wrtngs reguary, the earners w end up by
makng a Progress n ther wrtngs.
Then assgn the wrtng task and
go to the career research project or your dream job. Actuay, ths s
your ourth step n deang wth t. An ora and wrtten presentaton
o ths project s needed and w be assessed and consequenty, a
the students have to oow the eght gven requrements.
Remember that you earn a ot when you have a project snce you
w answer a the questons by yourse, hence project-based
earnng.
KEY ANSvER
Stage two : (-b Nana sad that she was one o those who had met her
ance through cyberspace.
66
lESSON vHAT vlll NAN BE llKE'
SKlllS lstenng / Speakng
SUBSKlllS
lstenng
Express judgement about specc normaton.
Derentate between reevant and rreevant normaton.
ldenty specc sounds.
Recognze syabes and stress n key words.
Speakng:
Demonstrate nternazaton o anguage, deas and normaton.
Renvest new words/expressons n ones speech.
lUNTlONS Expressng and ndng out nteectua atttudes.
GRANNAR Gradua lncrease / Decrease.
Nore and more + Adjectve/ less and ess + adjectve
ATlVE
VOABUlARY
luturstc / obvous / assume / brans / substanta / bad /
emotons
SUGGESTED
PROEDURE
Stage one :
The rst actvty n stage + s a preparaton or the stenng. lt s meant
to psychoogcay engage the students and narrow down ther ocus on
the topc o the stenng to actate understandng. lurthermore, t
w hopeuy expose them to some o the key vocabuary specc to
the topc o the stenng.
Stage two :
Actvtes + and are meant to hep the students understand the ste-
nng extract. The teacher may need to pay the tape once or each act-
vty (mutpe choce and True/ase).
Actvtes and ( are ocused on pronuncaton eatures (sounds/stress).
Here agan the teacher may need to pay the whoe tape twce.
lor actvty (, the students must be gven the necessary tme.
Stage three :
Through actvtes + and , the students w have a chance to enhance
ther anguage acquston through a sem-guded daogue ocused on a
specc structure.
Answer key Stage/+: ook - never stops changng - be n constant use - see better
- stops growng competey.
67
EONONlS +o SElllNG A BUSlNESS
SUBSKlllS
Readng
Paraphrase sentences .
vrtng
wrte notes
lUNTlONS
Advsng.
ATlVE
VOABUlARY
Busness - prncpa - an asset - short-term crss - owner - marketng
SUGGESTED
PROEDURE
Stage one:
You may need to thnk o approprate actvtes to set the context o the
readng passage(pre-readng). Eectve comprehenson s essenta or
actvtes +,,, and ( or ese the students wont be abe to cope wth the
wrtng n stage two.
Stage two:
Te the students that they need to wrte down notes and not a u
paragraph.
Answer key
Stage one:
- - cean busness.
- current nventory.
- workng order o the equpment.
- preparaton o a vauaton report.
- preparaton o a busness presentaton package.
- a- b-+ c- d-( e-
68
SKILLS/
SUBSKILLS
XI:
Ecology
27. Our
world.Our
Environment.
Reading:
Acquire knowledge
the language.
Speaking:
Evaluate information
or ideas.
Reinvest new
words/expressions in
ones speech.
Interacting
with peers.
Developing
collaborative
skills
Adverbs of deg-
ree: Very /
quite /
Adjective +
enough +to
Too + adjective
+to
Depletion / war-
ming / wildlife /
trap / thinning /
endanger / extinct
/ fumes / purify /
ban / deforestation.
28. Water
Scarcity
Reading.
Extracting salient
points for subsequent
use in speaking and
writing.
Identifying implicit
logical relations.
Differentiating bet-
ween relevant and irre-
levant information.
Speaking.
Express opinions
about specific issues.
Make statements
about concrete situa-
tions.
Writing.
Defend a cause.
Persuade people to do
something.
Express opi-
nion
Inviting/Advis
ing others to
do something.
Not onlybut
also.
Rainfall / running
water / a bill /
dump / consump-
tion / reduction /
reverse / drought /
a hose / to account
for.
A10: Save
the Lofty
Trees
Reading/ speaking Expressing
various fee-
lings and atti-
tudes(displea-
sure/ dissatis-
faction/ indif-
ference/war-
ning/ apolo-
gy/)
Lofty/ disarray/
shade / chop/
choke / ugliness/
nasty
29. Annies
song. Listening.
Building vocabulary.
Managing ideas and
information..
Inferring information.
Writing.
Reinvest knowledge
Develop as an autono-
mous writer.
Expressing
liking/pleasure
Comparing/
Metaphors.
Album / lyrics /
compact discs /
tunes / melody /
hits / simile /
metaphor / drown.
Lesson thirty PROGRESS CHECK THREE
BOOK MAP :Theme 11
69
lESSON ; OUR vORlD, OUR ENVlRONNENT
SUBSKlllS
Readng
Speakng
Renvest new words/expressons n ones speech.
Renvest rea word knowedge n ones speech.
lUNTlONS lnteractng wth peers.
Deveopng coaboratve sks.
GRANNAR Adverbs o degree: very / qute / Adjectve+ enough + to / Too +
adjectve + to
ATlVE
VOABUlARY
Depeton / warmng / wde / trap / thnnng / endanger /
extnct / umes / pury / ban / deorestaton
SUGGESTED
PROEDURE
Stage one :
The actvty w hopeuy expose the students to key vocabuary rea-
ted to the theme o the esson and w make the oncomng readng
easer or pups. Here the teacher needs to make sure a the students
get the correct answers to the actvty.
Stage two:
The teacher may need to brng arger vsuas reated to the theme o
pouton n ts varous orms and may use them to hep students ans-
wer the readng comprehenson questons.
The actvty reated to anguage practce must be gven the necessary
tme dependng on students assmaton.
Stage three :
Encourage the students to work n pars, gve them enough tme to ds-
cuss the deas and ask or vounteers to report ther work. The par
must behave as such durng the dscusson and the reportng phases.
Durng the eedback, ask the rest o the pars whether they agree or not
wth the deas put orward.
Answer key Stage+/ D : +-d / -c / -a / (- / -e / -b .
70
lESSON 8 vATER SARlTY
SUBSKlllS
Readng
Extractng saent ponts or subsequent use n speakng and wrtng.
ldentyng mpct ogca reatons
Derentatng between reevant and rreevant normaton.
Speakng
Express opnons/make judgements about specc ssues.
Nake statements about concrete stuatons.
vrtng
Deend a cause.
Persuade peope to do somethng.
lUNTlONS Express opnon.
lnvtng/advsng others to do somethng.
GRANNAR Not ony.but aso.
ATlVE
VOABUlARY
Rana / runnng water / a b / dump / consumpton / reducton
/ reverse / drought / to dr / a hose / to account or
SUGGESTED
PROEDURE
Stage one:
Once the students dscuss the questons, ask them to report the ans-
wers to the rest o the cass and gve them a chance to share and com-
pare.
Stage two:
Nake sure the students do actvty one and get the correct answers. .
Encourage them to artcuate and expan ther strateges n dong the
actvtes.
Use the same procedure wth actvty (. (Ask them to expan how they
ound the answers).
Stage three :
lor both the par work and the quz, gude the students to ocus on rea
amar contexts and stuatons and personaze the actvtes as much
as possbe to enhance ther motvaton.
lor the wrtng, ceary expan to the students that the objectve s to
persuade others and thereore they must use the expressons gven.
Answer key Stage/ + : / B / A / l / E.
71
ARTS +o SAVE THE lOlTY TREES.
SUBSKlllS
vrtng
ldenty core vocabuary tems.
Demonstrate understandng o an extended message.
Demonstrate apprecaton o derent text types / genres.
Speakng
Speak uenty n nteractve, stress- ree stuatons.
Recte rhymes and poems n an expressve manner.
lUNTlONS
Expressng varous eengs and atttudes (dspeasure / dssatsacton,
nderence, warnng, apoogy / regret) .
ATlVE
VOABUlARY
oty - dsarray - shade - chop - choke - ugness - nasty.
SUGGESTED
PROEDURE
specc hnts:
Benets o trees
Nost trees n ctes or communtes are panted to provde beauty or
shade. These are two exceent reasons or ther use. The benets o trees
can be grouped nto soca, communa and envronmenta.
Envronmenta Benets
Trees ater the envronment n whch we ve by moderatng cmate,
mprovng ar quaty, conservng water, and harborng wde. mate
contro s obtaned by moderatng the eects o sun, wnd, and ran. Trees
provde some protecton or peope, pets, and budngs. They ntercept
water, store some o t, reduce storm run-o, and the possbty o
oodng.
Stage one :
Have your earners work n pars to sove the puzze. A the words beong
to the topc o Ecoogy and Envronment.
Stage two :
Aocate enough tme to the readng and ask your earners to dea wth the
comprehenson questons. lts preerabe that the new exca tems are
ntroduced n context.
Stage three :
So that your earners reay apprecate the pay, and deveop a ee or
the Engsh anguage, ask them to enact ther roes wth books open.
Ask them to earn ther roes by heart to enact the pay the oowng
sesson(s).
The pay coud be programmed as part o the end o the schoo year
ceebraton.
72
lESSON , ANNlES SONG
SKlllS lstenng / vrtng
SUBSKlllS
lstenng :
Budng vocabuary.
Nanagng deas and normaton.
lnerrng normaton.
vrtng :
Renvest knowedge.
Deveop as an autonomous wrter.
lUNTlONS Expressng kng/peasure / omparng.
ATlVE
VOABUlARY
Abum / yrcs / compact dsc / tunes / meody / hts / sme /
metaphor / drown.
SUGGESTED
PROEDURE
Stage one :
Nake sure you get the students nto the rght mood to sten to a rather
romantc song. You may need to ask them to expan ther answers to
actvty .
Stage two:
You need to oow the nstructons and the procedure suggested. lrst,
pay the whoe song to gve the students an opportunty to apprecate
the song. Next, do the actvtes +, , and as ndcated. Once you nsh
the actvtes, pay the song agan and ead students to sng aong. Ths
w set them n the rght mood or the comng wrtng actvty n stage
three.
Stage three :
let the students wrte on ther own because the actvty s meant to
deveop ther creatve wrtng. lnterere ony when asked or hep.
Answer key Stage+ /+: hts / abums / yrcs / compact dscs / tunes / meodes.
73
LESSON 30
PROGRESS CHECK 3
ANSvER KEY
+- +- chdhood - hours - washng (- rdge - reed - women
;- housework 8-ght ,- transormed +o- ndustry ++- manuacturng
- +- who - reached - carng (- e - schoo
- occasonay ;- choose 8- o
- +- have taught -wtnessed - can (- u - were rapdy oowed
- usng
(- +- answer -reach - reach (- markng - use - choose
;- sgncant 8- dont overdo ,-better.
-
- a- educaton b- unempoyment c- promoton d- tyranny
;- +-c -a -b (- -g -e
8- +-e -b -c (-a -d
,- Nusc has many advantages. lt gves students a chance to sten, react, see, touch and
move. lt aso mproves ther readng, wrtng and thnkng abtes. lstenng to musc can
hep students when they thnk, earn or work. Nusc needs to be sot. l t s not, t w be
hard or students to earn or thnk. Ater a, ts prmary goa s to aect the person postvey.
+o- +-b -c -a
++- Persona responsbty and actve partcpaton are the key prncpes o empoyment.
Jobess peope are expected to ook or work. Peope recevng ncome assstance are suppo-
sed to seek work or partcpate n job tranng programs. By dong so, they may reach se-
sucency.
+- The words popuaton w soon reach a eve where there w not be enough resources
to sustan e as we know t. Growth must be checked.
+- causes - rvers - heart - at - shortened - pouted areas.
+(
educaton empoyment amy entertanment
subject
quacatons
dstance earnng
studes
vrtua unverstes
terature
career
manager
tranng
hard work
promoton
osprng
generaton
nece
nephew
reatves
musc
art
theatre
cnema
stress on the
rst syabe
stress on the
second syabe
stress on the
thrd syabe
stress on the
ourth syabe
nternet
heather
medcne
newspaper
addcton
research
repeatedy
supported
scentc
educaton
technoogcay
mathematcs
envronmenta
communcatons
avaabty
mpossbty
74
PART III
75
DIAGNOSTIC TEST
Answer key :
Activity one : 1 : enjoy 2 : rythm 3: exposed 4: classical 5: species 6: sorrow
7 : excitement 8: feel.
Activity two : 1: share 2: flat 3: advertisement 4: appointment 5: rent 6:
advance
7 : close 8: service decorating.
Activity three : 1: the most 2: more 3: well 4: are learning 5: while 6: the
largest.
Activity four : 1: d 2: a 3: b 4: c.
Activity five : 1: b 2: e 3: d 4: f 5: a 6: c.
Activity six: 1 : eaten 2: children 3: their 4: of 5: bread 6: many 7: freshly
8: chemist
76
REVIEW MODULE
READING I:
1: Narrative.
2: Benefits of pets.
3: Faithful courageous friendly intelligent
READING II:
4: reliable honest straightforward frank encouraging truthful adventurous
friendly
READING III:
1: Sentence 3.
2: Sentence 4.
3: 4 5 1 6 2.
4: objective.
5: a scientific magazine.
LANGUAGE:
Activity one: 1: hardly 2: sweets 3: sells 4: lucky 5: boring 6: only 7: fashionable.
Activity two: 1: known 2: gracefully 3: on 4: which 5: seen 6: six hundred years old.
Activity three: 1: was exhausted 2: left 3: know 4: lost 5: speak.
Activity four: 1: sight 2: environment strict rescue.
Gifts his father gave him. Gifts hell give to his son.
- (open doors)
- sense of adventure
- courage
- honesty
- friendliness
- a mirror
- a stick
- learning
- love
77
LESSON 21 : WHATS YOUR DREAM JOB ?
A CROSSWORD PUZZLE.
1D 2H O S 3 P I T4 A L
I T R
5P H Y S I C I A N 6S
L T I T
7O F F I C E N U
M H I D
A E N Y
T S 8 T A G E9
A
10D E G R E E R
11F U N
78
PART IV
79
TRANSCRIPT
LESSON 4:
BRIDGE OVER TROUBLED WATER
When youre weary
Feeling small
When tears are in your eyes
I will dry them all
Im on your side
When times get rough
And friends just cant be found
Like a bridge over troubled water
I will lay me down
I will lay me down
When youre down and out
When youre on the street
When evening falls so hard
I will comfort you
Ill take your part
When darkness comes
And pain is all around
I will lay me down
I will lay me down
Sail on Silver Girl
Sail on by
Your time has come to shine
All your dreams are on their way
See how they shine
If you need a friend
Im sailing right behind
I will ease your mind
I will ease your mind
SIMON and GARFUNKLE
80
LESSON 7:
AN INTERVIEW WITH A FOOTBALLER
-What made you come to the Spanish Liga ?
-Its different from the Premier League, where I have been playing for 12 years. Its a great
opportunity because its one of the best leagues in the world.
-How different will your life be now that you have moved to Madrid and away from home ?
-Ill miss a few things. Ill miss friends, Ill miss family that cant get over here all the time,
my nan and grandad. Ill miss pie and jelly. Apart from that, Im looking forward to life in
Madrid.
-How do you get on with your new teammates these first days ?
-Im very glad because its a beautiful experience. In spite of knowing the coach, everything
is new, the teammates are different, the language is different. I hope Ill live up to the expec-
tations.
-Have your new teammates surprised you, at personal level, mainly ?
-I already knew them at sporting level, but, at personal level, Im very happy because they
have made huge effort to help me with my Spanish. They are helping me to get integrated as
soon as possible. Theyre just as good at sporting level as at personal. Im very grateful to
them.
-August 27th is a highlighted date on your calendar, your debut at Santiago Bernabu.
-This event is really motivating for me. I have been very eager to meet my teammates since I
signed the contract. Once this phase is over, Im only thinking about the day Ill wear the white
shirt at Santiago Bernabu. This is the hope I always have in mind.
-How would you imagine a hypothetical encounter with Manchester United or any other
English team ?
-It would be an honour for me to play English sides as a Real Madrid player. If this moment
ever happens, it will be something very special in my career.
-Are you not tired of having all the media and fans following every step you take ?
-Im used to it. It was the same in England. But it is not only happening with me. People also
want to know the other team members. It is an honour to have so many people cheering and
following us. For me this is part of football.
-What about Victorias career ?
-Victorias career will carry on like it did when I was in Manchester. She lived in Manchester
but she travelled to places when she had to work. She went to London and America and shell
do the same in Spain.
81
LESSON 13:
SONGS OF FREEDOM
Everybody tells me, we love your songs
Your soul is precious, but it just aint good enough
You need a single to help you through
Program directors, they all make the rules
I said, youre kidding, youre putting me on
What about the Constitution, freedom of expression
Listen to the music, just feel the sound
Love is the motion, thats what makes the world go around
Sing, Songs of Freedom
Bring joy to the world
Everybody listen, stop and take some time
To understand the world situation
There is no meaning in fighting the way we do
Lets come together and forgive each other
Carlos Santana
82
LESSON 16:
EQUALITY OFFERS PROSPERITY
(Section1)
Ladies and Gentlemen,
I am delighted to welcome you here.
The Millennium Declaration and the Millennium Development Goals, adopted in September
2000, incorporate a vision of development based on freedom from fear and freedom from
want. The declaration states that Men and women have the right to live their lives and raise
their children in dignity, free from hunger and from fear of violence, oppression or injusti-
ce and commits states to promote gender equality and the empowerment of women as
effective ways to combat poverty, hunger, disease and to stimulate development.
(Section2)
The recognition that womens equality and rights are central to achieving economic and
social priorities is important. But it is not by chance that this has come about. It is the result of
a lot of work by womens rights and gender equality advocates over decades, creating favou-
rable conditions for activism at global, regional and national levels that committed countries
to achieving gender equality. The commitments made in the United Nation World conferences
of the last two decades in a few countries namely in China, Egypt, Austria and Denmark as
well as the Special Session in New York are central to the vision included in the Millennium
Declaration.
83
Lesson 21 :
WHATS YOUR DREAM JOB?
(Section1)
Heidrun and Thorson are two foreign students in Japan. They are being interviewed by a
local English-broadcasting radio.
Radio Interviewer: Ladies and Gentlemen Good morning and welcome to our regular daily fif-
teen minute program Meet the people. Today, we have with us in the studio two universi-
ty students from Norway, Heidrun and Thorson , and they will talk to us about their plans for
the future. Now, lets begin with Heidrun. What do you want to be once you finish your
studies ?
(Section2)
Heidrun: Well, I want to be a physicians assistant.
Radio Interviewer: Thats interesting. But maybe some of our listeners have no exact idea
about this job, so could you tell us what a physicians assistant does?
Heidrun: Well, normally when you go into a doctors office, you wouldnt always need the
doctor, do you? I mean for things like check-ups or taking out stitches, you would need the
doctors assistant. The assistant would usually do these little things so that the doctor does not
have to do them.
Radio Interviewer: Oh O.K. so thats what you want to do?
Heidrun: Yeah.
Radio Interviewer: Fine, but how do you become a physicians assistant?
Heidrun: Its a lot of schooling. You have a minimum of 4 to 6 years of college, 2 of them at
a hospital as an assistant.
Radio Interviewer: and thats what you are doing now.
Heidrun: Yes, as an intern.
Radio Interviewer: An internship for two years at a hospital?
Heidrun: Yes, and then you hopefully go on and maybe have your own little clinic or work
with a doctor.
Radio Interviewer: Well, best wishes on becoming a physicians assistant. Im sure youll
make a good one.
(Section3)
Now, lets move on to Thorson. Could you tell us about your dream job?
84
Thorson: My dream job is to become a diplomat representing my country, preferably in Japan.
Thats why I came to Japan to learn Japanese and hopefully obtain a master degree in
International Relations. After getting my masters degree in International Relations, I would
like to go home and enter the diplomat school for the Ministry of Foreign Affairs, which is a
three-year program, and then, after that hopefully come back to Japan in order to work for the
Norwegian Embassy in Tokyo.
Radio Interviewer: This must be very competitive.
Thorson: It is very competitive, but I think if you know a certain language that not many peo-
ple speak, it gives you a competitive edge nevertheless, so thats why I came to Japan becau-
se I know at this stage there are only 300 people from Norway living in Japan and not all of
them are here to study Japanese, they represent different companies or schools, or theyre mis-
sionaries so, thats the track Im on right now but well see how it goes in the end.
Radio Interviewer: How about when you were a child. Did you dream to become a diplomat?
Thorson: No, when I was a child, I probably didnt know what I wanted to do. I was just too
busy playing in the streets you know, having fun with my friends and these things. When I was
ten or so I really didnt have a dream job like fireman or police. I never really went through
that stage, you know. I wanted to be a baseball player so that I could be famous the world over.
Radio Interviewer: All right, fair enough!
Thorson: Im still dreaming.
Radio Interviewer: Oh thats good. Im sure youll fulfill your dream.
www.ello.org
85
LESSON 26 :
WHAT WILL MAN BE LIKE?
(Section1)
When asked about man in the future Dr. Franklin Gruber, head of the department of futu-
ristic studies at Durban University said:
What will man be like in the future in 5000 or even 50.000 years from now? We can
only make a guess, of course, but we can be sure that he will be different from what he is today.
For man is slowly changing all the time.
Let us take an obvious example. Man, even five hundred years ago, was shorter than he
is today now, on average; men are about three inches taller. Five hundred years is a relatively
short period of time, so we may assume that man will continue to grow taller.
Again, in the modern world we use our brains a great deal. Even so, we still make use
of only about 20% of the brains capacity. As time goes on, however, we shall have to use our
brains more and more often, and eventually they will become more and more substantial. This
is likely to bring about a physical change too: the head, in particular the forehead, will grow
larger.
(Section2)
Nowadays our eyes are in constant use. In fact, we use them so much that very often they
become weaker and we have to wear glasses. But over a very long period of time mens eyes
will certainly grow stronger.
On the other hand, we tend to make less use of our arms and legs. These, as a result, are
likely to grow less and less powerful. At the same time, however, our fingers will grow more
and more sensitive because they are used a great deal in modern life.
But what about the hair? This will probably disappear from the body altogether in course
of time because it does not serve a useful purpose any longer. In the future, then both men and
women are likely to be bald!
Perhaps all this gives the impression that future man will not be a very attractive crea-
ture to look at! This may well be true. All the same, in spite of all these changes, future man
will still have a lot in common with us. He will still be a human being, with thoughts and emo-
tions similar to our own.
Donne Byrne
(Adapted)
86
LESSON 29:
ANNIES SONG
You fill up my senses
Like a night in a forest
Like the mountains in springtime
Like a walk in the rain
Like a storm in the desert
Like a sleepy blue ocean
Come fill me again
Come let me love you
Let me give my life to you
Let me drown in your laughter
Let me die in your arms
Let me lay down beside you
Let me always be with you
Come let me love you
Come love me again
.
Like a night in a forest
Like the mountains in springtime
Like a walk in the rain
Like a storm in the desert
Like a sleepy blue ocean
Come fill me again
JOHN DENVER
87
PART V
1. IMPARTING AND SEEKING FACTUAL INFORMATION
Identifying Demonstrative Pronouns (this,that,these,those) + BE+NP
Demonstrative Adjectives (this,that, these,those+N+BE+NP
Personal pronouns(subject form) + BE+NP
Declarative Sentence
Short answers(Yes, he is, etc.)
Describing,narrating,
reporting
Declarative sentences
Head-clause containing verb of saying (e.g. to say)
Thinking, etc + complement clause (indirect speech)
Correcting Same exponents as above; in addition: adverb no
Negative sentences with not
Sentences containing the negation-words never,
no (adjective), nobody, nothing
Asking Interrogative sentences (yes/no questions)
Declarative sentences + question intonation
Question-word sentence with when/where/why/what(pronoun)
Which (pronoun) /who/what (adjective)/which (adjective)
How + far / much long etc.
Whose (pronoun and adjective)
Tell me + sub-clause / tell me about + NP
2. EXPRESSING AND FINDING OUT INTELLECTUAL ATTITUDES
a) Expressing agreement and disagreement
Agreement I agree / thats right / of course (not) / yes / certainly
Affirmative short answers (it is, I am, I can, he may, etc.)
Disagreement I dont agree / I dont think so/ No / thats incorrect
Negative short answers
Inquiring about
Agreement or disagree-
ment
Do you agree? Do you think so, too? Dont you agree? /
Dont you think so?
Short questions
Denying something No (adverb)
Negative sentences with not
Sentences containing the negation words never,no(adjective),
nobody, nothing.
Negative short answers.
Accepting an offer or
an invitation
Thank you/ Yes, please/ That will be very nice / with pleasure!
Declining an offer or
invitation
No, thank you
Im afraid I cannot
Inquiring whether
offer or invitation is
accepted or declined
Will you + VP (do it, come, etc.)
Offering to do some-
thing
Can I + VP
COMMUNICATIVE FUNCTIONS AND EXPONENTS
88
89
Stating whether one
remembers or has for-
gotten something or
someone
I remember / I dont remember + noun (group) / pronoun
I remember / I dont remember + gerund
I remember / I dont remember + that + clause
I have forgotten ( to bring my glasses etc)
Inquiring whether
someone remembers or
has forgotten some-
thing or someone
Do you remember + noun(group) / pronoun
Do you remember + gerund
Do you remember + that clause
Have you forgotten to (bring your glasses etc.)
b) Expressing whether something is considered possible or impossible and Inquiring
about agreement or disagreement
Possibility NP + can + VP
It is possible +
Impossibility NP + cannot + VP
It is impossible
Inquiring whether
something is considered
possible or impossible
Is it possible + / Can + NP + VP
Expressing capability
and incapability
NP + can + VP
NP + cannot + VP
NP + BE able to + VP
NP + BE not able to + VP
NP + BE unable to + VP
Inquiring about capa-
bility or incapability
Can + NP + VP
Cannot + NP + VP
BE + NP + able to + VP
BE not + NP + able to + VP
BE + NP + unable to + VP
Expressing whether
something is considered
a logical
conclusion(deduction)
So + declarative sentence
Expressing how cer-
tain/ uncertain one is of
something
I am sure/ certain + / that clause
I think + so
I think that + clause
Perhaps
NP + may + VP
I am not sure + / that clause
I dont think + so
I dont believe + noun (group) / pronoun
NP + cannot + VP
Inquiring about how
certain/uncertain
others are of something
Are you (quite) sure + / that clause
Do you think + / that clause
Expressing, one is/is not
obliged to do something
I must + VP (similarly with we)
Inquiring whether one is
obliged to do something
Must I + VP + (similarly with we)
Expressing others are/
are not obliged to do
something
You must (not) + VP
NP + must (not) + VP (other persons)
It is (not) necessary
c) Giving and seeking permission to do something
Giving permission
You may / can + VP (answering a request)
Of course / of course you may
(Thats) all right
Seeking permission
May I / can I + VP
Let me + VP
Do you mind + if clause
Stating that permission
is withheld
NP+ must not + VP
Dont + VP
3. EXPRESSING AND FINDING OUT EMOTIONAL ATTITUDES
Expressing pleasure,
liking
This is very nice(pleasant)
I like + noun (group) / pronoun/ Ving + very much
I enjoy + noun (group) / pronoun/ Ving + very much
I love + noun (group) pronoun / Ving + very much
A very good + noun
Expressing
displeasure
This is not very nice / pleasant
I dont like+ noun (group) / pronoun/ Ving+very much/at all
I dont enjoy+noun (group)/pronoun/Ving+very much/ at all
I hate noun(group) / pronoun / Ving / Vto
Inquiring about
pleasure, liking,
displeasure, dislike
Do/ Dont you like+noun(group)/ pronoun/Ving / Vto
Do/Dont you enjoy+noun(group)/pronoun/Ving/ Vto
Would you like + noun (group) /pronoun /Vto
Expressing surprise
This is a surprise!
Fancy + Ving..
How nice + Vto
What a surprise!/ its a surprise! /Im surprised+ that clause
Expressing hope I hope + so / that clause
Expressing
satisfaction
This is very good / nice
Its (quite) all right now
This is just what(I wanted) / needed / meant/ have(had) in mind
Expressing dissatis-
faction
I dont like this
This is not right yet
This is not what I (wanted/needed/meant) /have(had) in
90
91
Inquiring about
satisfaction or
dissatisfaction
Is it all right now?
Do you like this?
Is this what you (wanted/needed/ meant) / have(had) in mind?
Expressing
disappointment
Thats a( great )pity
Im very sorry +Vto
Expressing fear or
worry
Im afraid / Im worried (+ about + NP)
Inquiring about fear
or worry
Are you afraid?
Are you worried?
You arent afraid/worried, are you?
Expressing
preference
I prefer + noun (group)/pronoun /Ving
Id rather + Vinf..(than)
Inquiring about
preference
Which do you prefer?
Would you prefer + Ving
Expressing gratitude Thank you (very much (indeed))
It is / was very nice of you (+Vto)
It is/was very kind of you (+Vto)
Expressing
Sympathy
I am (so) sorry / glad / delighted +Vto
Expressing intention Im going + Vto
Ill + Vinf
Im thinking of + Ving
Inquiring about
intention
Are you going + Vto ?
Will you + Vinf?
Are you thinking of +Vinf?
Expressing want,
desire
I want + noun (group) / pronoun / Vto
Id like + noun (group) / pronoun / Vto
May I have + noun(group) / pronoun (,please)?
Inquiring about
want, desire
Do you want + noun (group) / pronoun / Vto
Would you like + noun (group) / pronoun / Vto
92
4. EXPRESSING AND FINDING OUT MORAL ATTITUDES
Apologizing I am (very )sorry
Excuse me, please
I do apologize
Granting forgiveness Thats all right/ Its all right now
It doesnt matter (at all)
Expressing approval Good! Excellent! / Thats fine
Expressing
disapproval
Its not very nice
You shouldnt + Vinf
You shouldnt +have + Ved
Inquiring about
approval/disapproval
Is this all right?
Do you think this is all right?
Expressing
appreciation
(Its) very good / (Its ) very nice
Expressing regret Thats a (great) pity
I am so / very sorry + that clause
I am so / very sorry + if clause
Expressing
indifference
It doesnt matter
I dont care
I dont mind _ / I dont mind + if clause
5. GETTING THINGS DONE (SUASION)
Suggesting a course of
action (including the
speaker)
Lets +VP
What about +Ving
We could +VP
We might + VP
Requesting others to
do something
Please + VP / Could you(please) + VP / Would you (please) + VP
Can I have + NP + Ved (,please)?
Inviting others to do
something
What / how about +NP /Ving?
Would you like + Vto
Warning others to
take care or to refrain
from doing something
Be careful!
Mind +NP! (e.g. Mind your head!)
Dont +VP
Look out!
Instructing or
directing others to do
something
Imperative sentences
93
6. SOCIALIZING USING LANGUAGE
Greeting when mee-
ting people
Hello / Good morning / (afternoon/evening)
Hello / how are you?
(Im fine thank you) how are you?
Im very well, thank you, and how are you?
Greeting when intro-
ducing people and
being introduced
This is
Id like you to meet.
Hello / how do you do (response)
Taking leave Good-bye / bye-bye / good night / cheerio
Ill see you tomorrow / next week etc.
Attracting attention Excuse me
Proposing a toast Heres to ./ cheers /
94
TIMELINE
Lessons/Activities Number of class periods
Diagnostic Test 2
Self-reflection 1
Review module 3
Lesson1 1
Lesson2 1_
Arts1 1_
Economics1 1_
Lesson3 2
Lesson4 1_
Lesson5 2
Arts2 2
Economics2 1_
Lesson6 2
Lesson7 1_
Lesson8 Progress Check&Self-Evaluation 3
Arts3 1_
Economics3 1_
Lesson9 2
Lesson 10 1_
Lesson11 2
Arts4 1_
Economics4 1_
Lesson12 2
Lesson13 1
Lesson14 2
Arts5 1_
Economics5 1_
Lesson15 2
Lesson16 1_
Arts6 2
Economics6 2
Lesson18 2
Lesson19 1_
Arts7 1_
Economics7 2
Lesson20 2
Lesson21 2
Lesson22 2
Arts8 2
95
Economics8 1_
Lesson23 1_
Lesson24 2
Arts9 2
Economics9 2
Lesson25 2
Lesson26 1_
Economics10 1_
Lesson27 2
Lesson28 2
Arts10 3
Lesson29 1_
96

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