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Your bridge to academic success
Headway
Academic Skills
Reading, Writing, and Study Skills INTRODUCTORY LEVEL Teacher’s Guide
with Tests Philpot & Curnick
Tests CD-Rom includes: • Mid-course and end-of-course tests to evaluate students’ progress • Editable versions of tests to enable customization
Listening, Speaking, and Study Skills • Student’s Book • Teacher’s Guide with Tests and Photocopiable Activities • Class Audio CDs
INTRODUCTORY LEVEL Teacher’s Guide
Teacher’s Guide includes: • Lead-in activities to focus students’ attention on topics and skills • Step-by-step procedural notes and guidance for class management • Clear answer keys for quick reference • Background information to support topic or skill • Photocopiable worksheets and extension activities in every unit for further practice
Reading, Writing, and Study Skills • Student’s Book • Teacher’s Guide with Tests and Photocopiable Activities
Reading, Writing, and Study Skills
Headway Academic Skills bridges the gap between general and academic English. Aimed at students in higher education, this two-strand course can be used either on its own, or alongside a general English course. • Features thought-provoking topics relevant to students in higher education • Develops skills required for academic study, including note-taking, essay-writing, and giving presentations • Includes strategies for undertaking research and dealing with unfamiliar academic vocabulary
Headway Academic Skills
Headway Academic Skills
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ESarah mma and Garyand Pathare Philpot Lesley Curnick Series SeriesEditors: Editors:Liz Lizand andJohn JohnSoars Soars
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Headway
Academic Skills Reading, Writing, and Study Skills InTRODUCTORY Level Teacher’s Guide
Sarah Philpot and Lesley Curnick Series Editors: Liz and John Soars
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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2013
The moral rights of the author have been asserted First published in 2013 2017 2016 2015 2014 2013 10 9 8 7 6 5 4 3 2 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale isbn: 978 0 19 474194 1 Teacher's Guide Pack isbn: 978 0 19 474170 5 Teacher's Guide isbn: 978 0 19 474197 2 Tests CD-ROM Printed in Spain This book is printed on paper from certified and well-managed sources acknowledgements Illustrations by: Mark Duffin: p.55; Joe McLaren: p.49; Chris Pavely: p.50 The publisher would like to thank the following for the permission to reproduce photographs: Alamy: p.54 (Marie Curie); Getty Images: p.54 (Louis Pasteur); Oxford University Press: pp.51 (Markus, Sara)
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Contents introduction p4
6 Health and medicine p28
1 Meeting people p6 READING New people KEY LANGUAGE The alphabet WRITING Introductions VOCABULARY DEVELOPMENT Instructions REVIEW
READING Good health WRITING Medical discoveries VOCABULARY DEVELOPMENT Nouns and verbs REVIEW
7 The history of transport p32
2 Countries p11 READING Mountains, seas, and rivers WRITING My country VOCABULARY DEVELOPMENT Alphabetical order REVIEW
READING Important first flights KEY LANGUAGE Ordinal numbers WRITING Trains VOCABULARY DEVELOPMENT Verbs in the Past Simple REVIEW
8 Doing business p37
3 Your studies p15 READING Every day KEY LANGUAGE Time WRITING Your day VOCABULARY DEVELOPMENT Words that go together REVIEW
READING The business of sport WRITING Polite emails VOCABULARY DEVELOPMENT Words with more than one meaning REVIEW
9 Water p41
4 Where we work p20 READING Where do they work? WRITING A good place to work RESEARCH Search engines VOCABULARY DEVELOPMENT Vocabulary records REVIEW
READING Using water WRITING More or less VOCABULARY DEVELOPMENT Opposite adjectives REVIEW
10 Ambition and success p45 5 Signs and instructions p24 READING Signs – an international language WRITING Forms VOCABULARY DEVELOPMENT Topic areas REVIEW
READING Great ideas WRITING Success RESEARCH Finding the right information REVIEW ADDITIONAL PHOTOCOPIABLE ACTIVITIES p49 TEACHER’S NOTES AND ANSWERS p59
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Introduction Headway Academic Skills
What’s in the Student’s Books?
A multi-level course aimed at post-secondary students who need English in their academic studies. It comprises a Student’s Book and Teacher’s Guide for each level. Each level consists of 10 units covering a variety of topics relevant to students in higher education. Units focus on a wide range of academic reading, writing, research, and/or vocabulary skills. Headway Academic Skills can be used alongside New Headway and New Headway Plus, or alongside any other general English course.
Each unit consists of 5 x 50–60 minute lessons. There are four or five sections: Reading, Writing, Vocabulary Development, Research, and Review. Some units also have a section on Key Language. Each Reading, Writing, Vocabulary Development, Key Language, and Research section has clear study skill aims presented in Study Skill boxes. These skills are practised through a series of controlled to freer practice exercises. Rules boxes highlight any grammatical areas which students may need as additional support.
Aims of Headway Academic Skills The aims of Headway Academic Skills are to help postsecondary students become more efficient and effective in their studies by: • developing strategies to improve reading speed, and to improve the ability to comprehend complex academic texts; • developing strategies to produce more coherent writing, and to make clear, appropriate, and relevant notes from academic texts; encouraging them to adopt various approaches for dealing • with new or unknown vocabulary by practising effective use of dictionaries, and through making effective vocabulary records; • exploring and evaluating research techniques and resources, and crediting sources of information; • promoting learner independence by encouraging students to return to earlier Study Skills to refresh their memories, or see how new skills build on and develop those previously presented. Although the course primarily focuses on the skills of reading, writing, and research, students are given opportunities to practise their listening and speaking skills through brainstorming sessions, discussing issues, and sharing thoughts. Ultimately, Headway Academic Skills also aims to develop academic skills by being transferable to all areas of students’ day-to-day academic studies.
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Reading Each reading section contains one or more texts which students use to develop different study skills. These study skills are clearly detailed in Study Skill boxes and are linked to specific practice exercises. The texts are of various types and styles which students will come across during the course of their academic studies, including scientific reports, articles, biographies, web pages, and data presented through graphics.
Writing Each writing section has clear outcomes for the student including biographical and descriptive paragraphs, filling in forms, and writing from notes. Skills covered include brainstorming, organizing and linking ideas, and error correction.
Vocabulary Development The vocabulary section contains skills and strategies which help students develop good vocabulary learning and recording techniques. It encourages them to become more autonomous learners by making them more effective users of dictionaries, helping them to work out meanings of new words, and encouraging them to keep coherent and well-organized vocabulary records.
key language The key language sections review the basic skills students require at this level, and include the alphabet, numbers and dates.
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Research The principal skill addressed in these sections is the efficient use of search engines. These sections also address the importance of having a reliable source of information, and checking that information.
Review In the review section, students are given the opportunity to reflect on skills learnt, to practise and develop them further, and to consider how these could be applied to their academic studies.
Word lists A comprehensive list of words with phonetic transcript from each level of the course can be found in the back of the Student’s Book. Please note that although the level of the vocabulary has been modified to some extent, it reflects the diverse and often more specialized vocabulary found in academic texts. It is not expected that students will learn or indeed need to learn these lists of words.
answer key What’s in the Teacher’s Guide? Aims Each reading, writing, vocabulary development, key language, research, and review section has a summary of the aims of that section.
Lead In Lead-in activities are devised to focus students’ attention on the topic and skills of each section. A list of key vocabulary is also provided at the beginning of each unit and some sections. This is either for teachers to pre-teach or for their own information.
Procedure Class management and step-by-step instructions.
Background information These notes give teachers background information to the development of a skill, or the topic.
Grammar note Extra information on certain grammar points is provided for teachers’ reference in some units.
IELTS and TOEFL Whilst this course does not deal specifically with the questions which occur in public examinations such as IELTS and TOEFL, many of the skills taught in this course have a direct application to preparing for these exams.
Headway Academic Skills Teacher’s Guide The Teacher’s Guide is an easy-to-follow resource for the teacher offering step-by-step guidance to teaching Headway Academic Skills. As well as step-by-step procedural notes, the Teacher’s Guide contains a summary of aims, lead-in tasks, background information, extension activities, and a comprehensive answer key.
Why use a Teacher’s Guide?
Extension activities Extension activities offer ideas on how to extend skills practice, or give students an opportunity to reflect on their learning.
Additional photocopiable activity There is one extra practice acivity for each unit with step-bystep instructions at the back of the Teacher’s Guide.
Answer Key For ease of use, the answer key is on the same page as the teaching notes for each exercise, but presented separately. The answer key for each exercise is clearly referenced in the procedural notes. For example, exercise 1 key is referenced 1
We hope you and your students enjoy working with Headway Academic Skills.
Both the Teacher’s Guides and the Student’s Books have been very carefully devised in order to develop specific academic skills. As such, the treatment of materials is often different from that in a general English course. For example, preteaching difficult vocabulary from a text that is not mentioned in the Lead-in may interfere with subsequent skills work on drawing meaning from context, or on extracting only the essential information from a complex text. Teachers are therefore strongly encouraged to consult the Teacher’s Guide. At the beginning of the Introductory Level, it may be appropriate in monolingual classes to use the students’ first language to explain procedures and new vocabulary where that item is not the focus of the task.
Introduction
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1 Meeting people READING SKILLS Surveying KEY LANGUAGE The alphabet WRITING SKILLS Punctuation (1) • Checking your writing (1) VOCABULARY DEVELOPMENT Following instructions
READING New people
pp4–5
aims
The aims of this section are to encourage students to survey a text before reading for comprehension, and to review the Present Simple (be and other verbs).
•
LEAD in
You may wish to check students understand the following key vocabulary: – men, women, children, married – lecturer, teacher, student, medical (student), engineer. • Ask students: – Who plays chess? – Who plays games online/on the Internet?
BACKGROUND INFORMATION
Since the early 1990s, there have been online chess clubs and associations. Some charge for membership but many are free. Players at any level from beginner to expert can join. A search on ‘Internet chess’ on Google or another search engine will give a list of clubs.
PROCEDURE
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1 Students read the instructions and answer the questions in pairs. Read the STUDY SKILL with the students. You may wish to give more information about the skill of surveying a text. Understanding where the text comes from (e.g. a newspaper, scientific journal, etc.) helps students assess the reliability and accuracy of the content. Looking at the layout of a text, i.e. what and where pictures and headings, etc. are, helps students to locate the information they need more quickly. 2 Students read the instructions and match the paragraphs with the photos. Ask 2 them to check answers in pairs. 3 To help students understand the usefulness of surveying, ask them to look at question 1. Choose a student to read the question aloud. Ask: Where will you find the answer? (the first paragraph). Ask another student to answer it. Students 3 read and answer the remaining questions. Elicit answers from the class. 4 This task gives more practice in surveying. Ask if any of your students have a Kindle or a similar reading device. Ask what they read on it. Students read the 4 instructions and answer the questions.
READING Answer key
pp4–5
1 1 (University) Internet Chess Club. 2 Four. 3 Two. 4 Four. 2 a Mona Patel b Jane Day c Miguel Sousa d Deniz Osman 3 Note that in some cases short answers are preferable and more natural-sounding. 1 Brazil. 2 He’s a lecturer. 3 Sydney. 4 She’s an English language teacher. 5 Ankara. 6 He’s a student. 7 India. 8 She’s a medical student. 4 1 Online Book Club. 2 Three. 3 Two. 5 1 Paragraph 2. 2 Paragraph 1. 6 a Peter Blake b Ada and Ninoy Manlapaz
background INFORMATION
Book clubs are popular especially in the UK and USA. Some are informal with a group of friends choosing a book and then meeting to talk about it. Other book clubs are held on the Internet and people ‘chat’ about a book online. Readers can post their opinion, ask questions, etc. 5 Students work individually and read the paragraphs. Ask a student to give their 5 answers. 6 Students work individually and label the photos. Ask them to check their 6 answers with a partner.
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7 Read through the RULES box with the class.
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Grammar note
Rules for spelling of the 3rd person singular: Verbs ending in -ss, -sh, -ch, and -x, take -es, e.g. cross–crosses, wash–washes, watch–watches, box–boxes. Verbs ending with a consonant and -o, take -es, e.g. do–does, go–goes. Verbs ending in a consonant and -y, take -ies, e.g. study–studies. The subject pronoun it has been omitted as is not used in the biographical paragraphs. Draw students’ attention to the examples underlined and circled in paragraph 1. Write or project the paragraphs on the board. When students have finished, ask some to come to the board to circle and underline the verbs. The rest of the class 7 check their answers.
EXTENSION activity
Ask students to go back to the four paragraphs in exercise 1 on page 4. Ask them to underline the verbs in the Present Simple, and circle examples of the verb be. Students check their answers in pairs. You can also write the paragraphs on the board and check answers with the class.
KEY LANGUAGE The alphabet
p6
aims
The aim of this section is to review the alphabet (small and capital letters, vowels and consonants).
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lead in
Put students into pairs. Tell them they are going to practise the alphabet by playing ‘alphabet ping-pong’ (table tennis). In pairs, students take turns to say a letter of the alphabet. Student 1: a Student 2: b Student 1: c, etc.
procedure
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Students read the instructions and do the task individually, before checking their answers in pairs. Write the capital letters on the board and ask some students to come up and write the corresponding small letters. The rest of the 1 class check their answers. 2 Students read the STUDY SKILL. Emphasize the importance of knowing the alphabet in helping students to find information, e.g. in a dictionary, atlas, or other reference books or online resources; to use an index; and to record vocabulary in a way that makes it accessible. In the Study Skill, vowel is used to describe the five letters, a, e, i, o, and u, and not vowel sounds, e.g. y, ea, ow, etc. The use of capital letters is dealt with in the Writing section on page 7. Students read the instructions, and circle the five vowels in exercise 1. Ask them 2 to check answers in pairs. 3 This task practises alphabetical order with the first letter, and the first two letters of a word. Students work in pairs and do the task. Ask a student to write the words in alphabetical order on the board. The rest of the class check their 3 answers. For fast finishers, write these words on the board for students to put into alphabetical order: photos language country medical paragraph city. 4 Ask if anyone has been to a conference. Ask them where and what the topic was, etc. Students read the instructions and do the task individually. Elicit the 4 answers from the class.
1 paragraph 1 – is, is paragraph 2 – are, are 2 paragraph 1 – comes, has, likes paragraph 2 – come, have, read Extension activity My name is Miguel Sousa. I come from Rio de Janeiro, in Brazil, and I am a lecturer. I play chess with my son. I am Jane Day. I come from Sydney, in Australia. I am an English Language teacher. I am a beginner. My name is Mona Patel. I come from Delhi, in India. I’m a medical student. I like chess very much. I am Deniz Osman. I live in Ankara, in Turkey. I am a student. I play chess with my friends.
KEY LANGUAGE Answer key
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Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 2 a e i o u 3 dentist doctor engineer lecturer student teacher Extra activity city country language medical paragraph photos 4 2 A–D 3 Q–T 4 U–Z 5 M–P 6 I–L
EXTENSION ACTIVITy
Put students into groups of four or five. Students write their first names, e.g. Mohammed, Sonchai, etc. Ask them to write a list of the people in their group in alphabetical order. Each group can write their list on the board for the rest of the class to check.
Unit 1 . Meeting people
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WRITING Introductions
p7
aims
The aims of this section are to give students practice writing a short biographical paragraph, paying attention to the use of articles, capital letters and full stops, and to introduce the skill of self-editing.
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lead in
Ask your students what type of information they give or ask for when they meet someone for the first time, e.g. a new student. Elicit their name, nationality, work, studies, etc.
procedure
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Read through the RULES box with the class. If necessary, tell them to look at the STUDY SKILL on page 6 to remind themselves of the difference between a vowel and a consonant. Write the gapped sentences on the board. Ask: – What is my occupation? (teacher) – What letter does it start with? (‘t’) – Is ‘t’ a vowel or a consonant? (consonant) – Do I use ‘a’ or ‘an’ in front of it? (‘a’) Complete the sentences on the board with information about yourself. Point out that you’ve written come from (a city) in (a country). Students then complete the sentences about themselves. 2 Students work in pairs and ask and answer the questions. Ask them to write down their partner’s answers. 3 Before students write the paragraph about their partner, refer them back to the RULES box on the Present Simple on page 5. Ask what they should write at the end of a regular verb in the 3rd person singular (-s or -es). Students then write the paragraph about their partner. Don’t check the students’ writing at this stage. 4 Students read the STUDY SKILL. If your students are confident with the use of capital letters, you could ask them to think of other places where they are used (e.g. titles, Mr/Mrs; days of the week, months, names of organizations). Students work individually and do the task. You may wish to write the paragraph on the board and ask some students to come up and circle the capital 4 letters. The rest of the class check their answers. 5 Students read the instructions and do the task. Write the sentences on the board. When they have completed the exercise, ask some to come to the board and add the punctuation. The rest of the class check their answers. Point to each capital 5 letter and ask why it is capitalized. 6 Students read the STUDY SKILL. Emphasize the importance of students getting into the habit of checking their own work before handing it in. Get them to focus on specific types of mistakes rather than trying to look for everything. Students read the instructions and do the task. When they have completed the task, go through it with the whole class. Ask students to tell you what type of 6 mistake each one is.
WRITING Answer key
p7
4 Adul Suttikul and Boonwat Mookjai come from Bangkok, in Thailand. They are computer engineering students. Adul is 20 and Boonwat is 21. 5 Max comes from Frankfurt in Germany. He is a doctor. He is married and has three children. 6 My husband and I come from Dubai. I am a housewife, and my husband am (is) a computer programmer. He work (works) in a (an) office. We has (have) two children. Ahmed is four and Layla are (is) six. Layla go (goes) to a (an) international school. Types of mistake am – subject-verb agreement – subject is 3rd person work – subject-verb agreement – subject is 3rd person a – article – office begins with a vowel has – subject-verb agreement – plural pronoun with singular verb are – subject-verb agreement – singular noun with plural verb go – subject-verb agreement – subject is 3rd person a – international begins with a vowel
EXTENSION activity
Put students into new pairs to ask and answer the questions in exercise 2. Students write a paragraph about their new partner.
ADDITIONAL PHOTOCOPIABLE activity Writing 1 Introductions
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VOCABULARY DEVELOPMENT Instructions
p8
aims
The aims of this section are to help students follow the language of instructions used in this and other course books, and to check their understanding of the vocabulary of words and sentences.
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lead in
Tell students to look at the instructions for exercise 1. Ask: What is the verb in the sentence? (label) • Explain or elicit that this verb gives the instruction for the exercise. (It tells students what to do.)
PROCEDURE
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Students read the STUDY SKILL and the instructions, and do the task individually. 1 Ask them to compare answers in pairs. 2 Students read the instructions and do the task in pairs. Elicit the answers from 2 some pairs. The rest of the class check their answers.
Letters, words, and sentences
p8
3 Students read the instructions and write the words in the correct places. Elicit 3 answers from the class. 4 Students read the instructions and do the task in pairs or small groups. When they have finished, ask some to write their ideas on the board.
EXTENSION activity
Write these sentences on the board: 1 The students work in the library. 2 Look at the exercise. 3 My sister likes coffee. 4 The class starts at 9 o’clock. 5 My father works at the university. Ask students to copy the sentences. Put students into pairs to underline the verbs and circle the nouns. Extension activity You may also wish to get students to write their own sentences to exchange with a partner.
VOCABULARY DEVELOPMENT Answer key
p8
1 2 number 3 label 4 circle 5 write 6 complete 7 add 8 correct 9 match 10 underline 2
1 She works at a school. 2 He comes from New Zealand. 3 1 screen 2 keyboard 4 1 G g 2 H h 3 I i 5 Japan 2 Thailand 3 India 1 3
2 vowels 3 consonants 4 a word 5 nouns 6 verbs 7 a sentence Extension activity
1 2 3 4 5
The students work in the library. Look at the exercise. My sister likes coffee. The class starts at 9 o’clock. My father works at the university.
Unit 1 . Meeting people
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REVIEW p9
REVIEW Answer key
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
PROCEDURE
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This task revises surveying. Ask students if they play backgammon. If some do, ask them to explain briefly how the game is played. When students have 1 completed the task, go through the answers with the whole class.
background information
Backgammon is a board game played by two people. The players roll a dice and move around the 24 parts of the board. A player wins by removing all their pieces, or counters, from the board. It is one of the oldest board games in the world – about 5,000 years old. 2 This task practises reading comprehension. Students read the instructions and do the task individually before checking their answers with a partner. Elicit the 2 answers from the whole class. 3 This task revises awareness of the verb be and regular verbs. You may wish to write the texts on the board and ask some students to come up to mark the 3 verbs. 4 This task revises editing skills. Write the paragraph on the board. When students have completed the task, ask some to come to the board and correct the 4 mistakes. 5 This task could be set for homework. You may wish to revise or teach vocabulary for family members. 6 Remind students to check their work before handing it in.
p9
1 1 (University) Backgammon Club. 2 Two. 3 Two. 2 1 Morocco. 2 Rabat. 3 Engineering. 4 At university. 5 Rio de Janeiro. 6 She’s a nurse. 7 In a hospital. 3
My name is Karim Mansour. I come from Rabat, in Morocco. I study engineering at university. I play backgammon with my friends. I am Anna Costa. I live in Rio de Janeiro, in Brazil. I am a nurse. I work in a hospital. I am married, and I play backgammon with my husband. 4 My family and I comes (come) from London(.) My father is a (an) architect and my mother am (is) a businesswoman. I has (have) one brother. he (He) is 18 and he is an (a) student.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – surveying – the alphabet – following instructions Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
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2 Countries READING SKILLS Predicting WRITING SKILLS Linking ideas (1) • Punctuation (2) VOCABULARY DEVELOPMENT Using a dictionary (1)
READING Mountains, seas, and rivers
pp10–11
aims
The aim of this section is to encourage students to predict the content of a text before reading it by using the title, headings and pictures.
•
LEAD in
You may wish to check students understand the following key vocabulary: – Geographical features: desert, forest, mountain, river, coastline, border – Other: north, east, south, west, long, short, flat • Elicit the type of information that can be found on a map, e.g. names of major cities, rivers, mountains, road systems, etc.
PROCEDURE
1
Students read the instructions and do the task individually. Ask students to 1 check their answers in pairs. 2 Students read the STUDY SKILL. You may wish to explain that looking at the title, headings and pictures helps students to start thinking about the topic, which will help with reading comprehension.
BACKGROUND INFORMATION
Spain is a democratic monarchy. The current king is Juan Carlos. Portugal and France are democratic republics, and Andorra is a very small principality in the Pyrenees mountains between Spain and France. Check that they understand capital city (the seat of government of a country), and second city (the second most important city, usually in economic terms). Students read the instructions and answer the questions. Do not check the answer at this stage. 3 Students read the text and check their answer. 3 4 Students work individually and answer the questions. Put them into pairs to 4 check their answers. Elicit the answers from the class. 5 Students predict the subject of the text in pairs. 6 Students read the text and check their answer to exercise 5. 6 7 Read through the RULES box with the class.
READING Answer key
pp10–11
1 1 East 2 coastline 3 river 4 mountains 3
b) 4 1 It’s in the south of Europe. 2 Three. 3 Yes, there are. 4 Tajo and Ebro. 5 Madrid. 6 Possible answers Algeria / the land in Algeria / the geography of Algeria 7
1 there is 2 There are
BACKGROUND INFORMATION
Algeria is the second biggest country in Africa by land area (Sudan is the biggest). It covers 2.4 million square km but only has a population of 35 million people. Nigeria is the biggest country by population (170 million), but under one million sq km land area. Ask students to do the task and check their answers in pairs. You may wish to ask students to explain their answers. (1) … an area of flat land – the use of article an indicates the singular form; (2) … two important rivers – the use of the 7 number two indicates the plural form.
Unit 2 . Countries
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Grammar note
If your students are familiar with there is/are, you may wish to point out the negative forms, questions and short answers: there isn’t (a/an) + singular, there aren’t any + plural Is there a(n) ….? Yes, there is. No, there isn’t. Are there any …..? Yes, there are. No, there aren’t. At this level, do not teach any as a grammatical item. It is better to teach there aren’t any and Are there any? as phrases.
8 Students read the instructions and work individually. You may wish to tell
students to underline the part of the text that gives them the answer. This will 8 help to avoid guesswork. Go through the answers with the class. 9 Students do the task in pairs. You may wish to get some students to write the 9 corrected sentences on the board for the rest of the class to check.
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2 (It does not have borders with eight other countries.) It has borders with seven other countries. 5 (The capital city is not in the south of the country.) The capital city is in the north of the country.
WRITING Answer key 1
EXTENSION activity
WRITING My country
1 2 3 4
pp12–13
aims
The aims of this section are to give students practice in linking sentences with and or but, to develop punctuation skills, and to give practice in writing a short descriptive paragraph.
lead in
Put students into pairs. Ask them to write the names of as many countries as they can in 30 seconds. When the time is up, ask the pair with the longest list to write their countries on the board. • You could then get the students to organize these countries alphabetically and / or by continent. If this is too difficult for students, ask them to look through the Reading section pages 10–11, to find the names of countries (Spain, France, Andorra, Portugal, Algeria, Morocco, Mauritania, Western Sahara, Mali, Niger, Libya, Tunisia).
pp12–13
1 b) 2 a) 2 2 but 3 but 4 but 5 and
Ask students to draw a sketch map of their own country and to label it with the principal geographic features. This will help with the writing task on page 13.
•
2 F 3 T 4 T 5 F
3 My country is hot, dry, and sunny. Canberra, Sydney, and Melbourne are cities in Australia. Spain exports cars, medicines, and oil. Argentina has borders with Paraguay, Brazil, Bolivia, Uruguay, and Chile.
4 My country is Malaysia. It is in South-East Asia. It has borders with Thailand, Brunei, and Indonesia. It has coastlines on the South China Sea 1and the Strait of Malacca. There is flat land around the coastline, 2but there are mountains in the centre of the country. Over half the country has rainforests. The capital of Malaysia is Kuala Lumpur, 3and it is a very modern city.
procedure
1
Students read the instructions and do the task individually. Put students into 1 pairs to compare their ideas. See how many pairs had the same idea. Refer students to the STUDY SKILL.You may wish to point out that a comma is used before a conjunction (and / but / or) when the conjunction is followed by a clause, e.g. I like maths, but my sister prefers literature. The comma is not used when the conjunction is followed by words or a phrase, e.g. I like maths but not biology. 2 Students read the instructions and complete the sentences. Put students into 2 pairs to compare answers. Elicit the answers from the class. 3 Students read the STUDY SKILL. Point out that a comma is only used in lists of three or more items, e.g. compare I like tea and coffee (no comma needed) with I like tea, coffee, and hot chocolate (commas needed). Students work individually and add commas to the sentences. You may wish to write the sentences on the board and ask students to come up and add the 3 commas. The rest of the class check their answers. 4 Students read the instructions and complete the text individually. Ask them to 4 compare their answers with a partner. Elicit the answers from the class. 5 Students work individually to answer the questions about their country. Tell them to write short answers, not complete sentences. You may wish to set this as a homework task. 6 Students read the instructions and write a paragraph about their country with their answers from exercise 5. Remind them to look at the model paragraphs about Spain (page 10), Algeria (page 11) and Malaysia (page 13). Check that students understand the term part of the world, i.e. North Africa, South-East Asia, the Middle East.
12
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7 Put students into pairs to check each other’s paragraph. Ask them to use a
different colour pen/pencil/font to make the corrections. You may wish to review the use of capital letters, full stops, and commas or refer the students back to the appropriate Study Skills on pages 7 and 12. Collect the work to check both the original paragraph and the corrections.
EXTENSION activity
Ask students to choose another country. Students research the country to answer the questions in exercise 5 on page 13. Students write a paragraph and check their own work for punctuation, grammar and linking before handing it in.
ADDITIONAL PHOTOCOPIABLE ACTIVITY Writing 2 Linking ideas
VOCABULARY DEVELOPMENT Alphabetical order
p14
aims
The aims of this section are to give students further practice with alphabetical ordering, and to introduce them to ways of using an English-English dictionary.
•
lead in
Write these two groups of letters on the board. Tell students they have 15 seconds to put them into alphabetical order. When the time is up, ask students to come to the board and write the letters out in the correct order. 1 f p e y (e, f, p, y) 2 g r a o (a, g, o, r)
PROCEDURE
1
Students read the instructions and look at the list of words. Ask: What is the first letter of the first word (m)? Do the same for the other words (w, s, c, d). Put students in pairs to complete the task. Check the answers with the whole class. 1
2 Students read the instructions. Ask them to look at the words in group a). Ask:
What letter do the words start with? (c). Repeat with the other two groups (r, m). Students then work individually and number the words in the correct alphabetical order. Ask them to check their answers with a partner. Get some students to come to the board to write the words in the correct order. The rest of 2 the class check their answers.
Parts of speech
VOCABULARY DEVELOPMENT Answer key
p14
1 2 desert 3 mountains 4 sea 5 weather 2 a) 1 capital 2 climate 3 coastline 4 country b) 1 rainforest 2 river 3 Riyadh 4 Rome c) 1 Malaysia 2 Mediterranean 3 Morocco 4 mountains 3 a the part of speech b the meaning c the example 4
1 Spain is a large country. 2 It is dry in Mexico. 3 In my country, the land is flat. 5 2 adjective 3 noun 4 verb 5 verb Extension activity Spain is a large country in the south of Europe. It has borders with France, Andorra, and Portugal. It has a long coastline on the Mediterranean Sea, and it has a short coastline on the Atlantic Ocean. There are mountains in Spain, but there is a lot of flat land, too. There are two important rivers, the Tajo and the Ebro. The capital city is Madrid in the centre of the country. Barcelona is the second city of Spain, and it is on the Mediterranean coast.
p14
3 Refer students to the STUDY SKILL. Encourage them to buy a good English-
English dictionary and to bring it to each lesson. Advise them to get into the habit of always checking the part of speech, meaning, and example for each word they look up. Students read the instructions and do the task individually. Ask them to check 3 answers in pairs. Elicit the answers from the class. 4 Students read the instructions and do the task individually. Write the sentences 4 on the board and elicit the answers. 5 Students read the instructions and work in pairs. They can guess or work out the 5 part of speech, but encourage them to check their ideas in a dictionary.
1
EXTENSION activity
Tell them to look at the text about Spain on page 10. Put students into pairs. Ask them to underline the nouns, circle the adjectives and box the verbs (or use different colour pens/pencils/fonts to highlight the different parts of speech). 2 You may also wish to draw students’ attention to proper nouns, i.e. names of people and places. These are written with capital letters. Extension activity
Unit 2 . Countries
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REVIEW
REVIEW Answer key
p15
2
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
PROCEDURE
1 Students read the instructions and do the task in pairs. 2 Students skim the text and check their answer to exercise 1. 2 3 Students work individually and complete the text. Check the answers with the
3 class. 4 Students read the instructions and do the task individually. Ask some students to write the sentences with punctuation on the board. The rest of the class check 4 their answers. 5 Students work individually and match the questions and answers. Elicit the 5 answers from the class. 6 This task could be set for homework. When students have finished writing the paragraph, tell them to check their work for mistakes with punctuation, 6 grammar, and linking.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – predicting – linking ideas – using a dictionary Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
14
p15
b) 3
1 and 2 There is 3 but 4 There are 5 and 4 1 Ottawa is the capital of Canada. 2 Brazil is on the Atlantic Ocean. 3 India has borders with Pakistan, China, Nepal, Burma, Bangladesh, and Bhutan. 4 My country has mountains, rivers, and forests. 5
1 b) 2 d) 3 a) 4 e) 5 c) 6
Possible answer New Zealand is a country in Oceania. It doesn’t have any borders (with other countries). It has a coastline on the South Pacific Ocean. There are a lot of mountains, but there is some flat land, too. There are a lot of rivers in New Zealand. The capital of New Zealand is Wellington.
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3 Your studies READING SKILLS Skimming KEY LANGUAGE Time expressions • Days of the week WRITING SKILLS Writing sentences • Checking your writing (2) VOCABULARY DEVELOPMENT Recording vocabulary (1)
READING Every day
pp16–17
pp16–17
aims
2 1 Three. 2 Four.
LEAD IN
3 a) Paragraph 1. b) Paragraph 3. c) Paragraph 2.
PROCEDURE
4 1 Malika Fahri and Yasmin Hamdi 2 Conrad Delzer 3 Martino Basti
The aims of this section are to introduce students to, and to give them practice in, skimming texts.
•
READING Answer key
You may wish to check students understand the following key vocabulary: – every day, lab (laboratory), chemistry, medicine, maths, seminar, office, football matches, to get up, the gym, coffee, cafeteria.
1
Students read the instructions and do the task in small groups. Get some feedback from each group. 2 This task gives the students practice in surveying. Put the students in pairs to do 2 the task. Elicit the answers from the class. 3 Read the STUDY SKILL with the students. You may wish to explain that skimming is reading quickly, so it is not necessary to try to understand everything. One way of skimming is to read the first and last sentences in each paragraph. Students read the instructions. Give them a maximum of 30 seconds to do the 3 task. You may wish to make it into a competition. 4 Students write the names under the pictures. Elicit the answers from the class.
5 1 He’s 19. 2 In the cafeteria. 3 He has lectures. 4 In the mornings. 5 They work in the lab. 6 At the weekend. 7 7.45. 8 He has lectures. 9 In the evenings.
4
5 Students read the instructions and the texts. Put them in pairs and let them
answer the questions first orally and just write notes for answers. You may wish to ask faster students to write out their answers in full sentences. Elicit the 5 answers from the class. 6 Students read the instructions and discuss the questions in pairs. Elicit possible 6 answers from the class. 7 Give a time limit of 30 seconds for students to skim the text and choose the 7 correct photo. Elicit the answer from the class. 8 Students read the text and answer the questions. Ask them to compare their answers with a partner. As you check the answers with the class, ask the students 8 to correct the false sentences.
extension ACTIVITy
1 2
6 a In a classroom. b In a lecture theatre. a He’s a student. b The man is a lecturer/teacher. The other people are students. 7
b 8 1 T 2 F (He works in his office in the afternoons.) 3 F (He has seminars on Friday mornings.) 4 T
Ask students to write one true and one false sentence about each of the people in this section. Working in pairs, ask them to take turns to decide if the sentences are true or false. Tell them to correct the false sentences.
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KEY LANGUAGE Time
p18
aims
The aims of this section are to revise or teach telling the time, time prepositions, and the days of the week.
•
LEAD IN
Write these questions on the board: – What time does this lesson start? – What time does the lesson end? – What time do you get up each morning? • Students work with a partner to answer the questions. Elicit the answers from the class. Do not correct incorrectly-formed answers at this stage.
PROCEDURE
1
Students read the instructions and do the task individually. Ask them to compare answers in pairs. Let the students say the time in the simplest way, i.e. 1 four o’clock, three fifteen, ten thirty, two forty-five. If students are competent using this form of telling the time, you may wish to point out other ways: – 10.15 a quarter past ten – 10.25 twenty-five past ten – 10.30 half past ten – 10.35 twenty-five to eleven – 10.45 a quarter to eleven You may also wish to point out the use of a.m. (ante meridiem) and p.m. (post meridiem) for talking about time in the morning and afternoon, e.g. 10 a.m. = 10 in the morning; 10 p.m. = 10 at night.
Time expressions
p18
2 Read through the RULES box with the class. Ask them to do the task
individually and then compare answers in pairs. Ask for the expressions or write the text on the board. One or two students can come and circle the expressions 2 on the board.
GRAMMAR NOTE
Prepositions are words or phrases that go before a noun to show time, place, direction, etc. The words in, at, and on are all examples of prepositions. In US English, we say ‘on’ the weekend(s). The plural form (in the evenings, on Mondays, at weekends, etc.) is used to show it is a repeated, habitual action. The singular form (in the evening, on Monday, at the weekend) usually refers to one specific time (day, weekend, etc.) in the near future or near past.
KEY LANGUAGE Answer key
p18
1 a 2.45 b 3.15 c 10.30 d 4.00 2 On Saturdays, Martino gets up at 8.00. He goes to the gym in the mornings, and in the afternoons, he watches TV. He likes sports programmes. He visits his friends in the evenings. He doesn’t work at weekends. 3 1 at 2 on 3 At 4 In 5 on 4 Monday Tuesday Wednesday Thursday Friday Saturday Sunday 5 Exercise 2 Saturdays Exercise 3 1 Sundays 2 Monday 5 Wednesdays Extension activity
Dr Mahoob is a lecturer in business studies. He gives lectures at 9.00 on Mondays and 11.30 on Thursdays. He works in his office in the afternoons. He does research. He uses his computer, and he reads books. He has seminars on Friday mornings. At the weekend, he plays with his children and he goes to football matches.
3 Students read the instructions and complete the sentences. Elicit the answers from the class.
3
Days of the week
p18
4 Students work individually to order the days. Check that they write the days with a capital letter.
4
background INFORMATION
The days of the weekend depend on the country. In some countries, e.g. Saudi Arabia and Oman, the weekend is Thursday and Friday. In other countries, such as Algeria and Sudan, the weekend is Friday and Saturday. 5 Students read the instructions and do the task in pairs. Elicit the answers from 5 the class.
extension ACTIVITy
Ask students to look back at the text about Dr Mahoob on page 17. Tell them to underline all the days of the week (3), and circle all the prepositions of time (6). Extension activity
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WRITING Your day
WRITING Answer key
p19
1
aims
The aims of this section are to revise the structure of simple sentences, and to give students practise in writing them. They will also continue checking their own and their partner’s work, here for spelling and punctuation.
•
p19
lead in
Put the students in pairs and ask them to talk about five things that they do every day (e.g. get up, have breakfast, use a computer, drive a car, have a lecture, etc.). • Elicit the answers and write them on the board.
PROCEDURE
1
Read the STUDY SKILL with the students. You may wish to write an example sentence on the board using a verb from the Lead in, e.g. Fatima has breakfast. Ask: – What is the subject? (Fatima) – What is the verb? (has) – What is the object? (breakfast) Students read the instructions and do the task. Ask them to compare their answers with a partner. Put the table on the board and ask some students to 1 come up and complete the table with sentences 1–3. 2 Students read the instructions and do the task. Circulate and monitor. You may 2 like to ask some students to write their answers on the board. 3 Focus the students’ attention on the photo. Ask – What does the woman do? (She’s a student nurse / nurse.) – Where is she? (In a hospital.) Students read the instructions. Remind them to read the text through first before they start completing it. Students that finish quickly can compare their 3 answers with a partner. 4 Students read the instructions and write short answers. Circulate and help any students if necessary. Elicit answers from different students. 5 Students write a paragraph about themselves. Circulate and help where 5 necessary. 6 Students read the STUDY SKILL. If you have a computer and projector, you may like to show the students the spell check tool and how to choose English as the language. Alternatively, you may like to ask a student to explain how to do this (in their L1). You may also wish to encourage students to keep a record of words they commonly misspell with the correct spelling. Students can use this list as something to check before handing in a piece of writing. Students read the instructions and do the task. Elicit the answers from the class.
subject 1 2 3 2 3 4 5
verb
Malika and Yasmin study They use Dr Mahoob reads
object medicine a computer books
2 He plays football. They do their homework. He uses his computer. She drinks coffee.
3 1 get up 2 have 3 go to 4 work 5 use 6 watch 7 go on 5
Possible answer I study chemistry. I get up at 7.30 in the morning. My first lecture is at 9.30. I have lunch at 12.00. In the evenings I watch television. I go to bed at 11.00. I work in the library at weekends. 6
1 Wednesdays 2 evenings 3 library 4 cafeteria 5 goes
6
7 Put students in pairs to check each other’s paragraph in exercise 5. Remind them
or elicit that they need to check for capital letters for the first word in the sentence, days of the week, and the first person pronoun I. They also need to check for full stops at the end of the sentences. Take in the students’ paragraphs to correct.
extension ACTIVITy
Tell students to think of someone in their family or a friend they know well. Write the questions on the board: 1 What does he / she do? 2 When does he / she get up? 3 When does he / she have lunch? 4 What does he / she do in the evenings? 5 When does he / she go to bed? Ask students to write short answers to the questions about their family member / friend. (If they say they don’t know an answer, encourage them to use their imagination.) Students write a paragraph about the person. (This could be set as homework.) In pairs, they check their partner’s text for spelling and punctuation. (This could be done the following lesson.) Remind them of the 3rd person singular s. Take in their work to correct.
ADDITIONAL PHOTOCOPIABLE ACTIVITY Writing 3 Writing sentences
Unit 3 . Your studies
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VOCABULARY DEVELOPMENT Words that go together p20 aims
The aim of this section is to introduce the idea of collocation (here called words that go together), and to encourage students to note words that go together in their vocabulary records.
•
lead in
Write two groups of nouns on the board. a car TV a bus a movie a taxi a football match • Students work in pairs or small groups and try to guess the verb which goes with each group of nouns. If this is too difficult, give them the first letter of drive and watch.
PROCEDURE
1
Read the STUDY SKILL with the class. You may like to point out that knowing word combinations helps to improve reading comprehension and increase reading speed. Students read the instructions and do the task. Elicit the answers from the class. Students then focus their attention on the pictures and write the correct words 1 under each one. 2 Students read the instructions and do the task in pairs. Elicit the answers from 2 the class. 3 Put the students in small groups. Ask them to do the task together. Encourage 3 them to look back through the unit to find other nouns to add. 4 Students read the instructions and do the task individually. Ask them to compare their answers with a partner. Elicit answers from a few students. (If you have some stronger students, you may like to ask them to report back on their 4 partner’s answers, e.g. Paolo checks his emails in the afternoon.)
VOCABULARY DEVELOPMENT Answer key
p20
1 give a lecture have lunch/a lecture read a book use a computer a have lunch b read a book c use a computer d give a lecture 2 1 does 2 do 3 gives 4 reads 5 has 6 visits 3 a seminar: give, go to, have emails: check, read, send, write 4 Possible answers 2 I send emails in the mornings and afternoons. 3 I read a book in the afternoons. 4 I do my homework in the evenings. 5 I have a seminar at 12.00 on Wednesdays. 6 I write essays at the weekends. Extension activity 1 go to, leave 2 go, leave 3 visit, see 4 drive 5 play, watch
extension ACTIVITy
Write or dictate the following nouns: 1 university 2 home 3 friends 4 a car 5 football Ask the students to write a verb which goes with each noun. If they can’t remember, ask them to go back through the unit and find them. Extension activity
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REVIEW
REVIEW Answer key
p21
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
procedure
1
Put the students in pairs or a group of three to do the task. Elicit answers from 1 the class. 2 Students read the instructions and work individually. Tell them that they only 2 have 30 seconds to do the task. Elicit the answers from the class. 3 Put students in pairs. If they can’t remember the rules, refer them back to the 3 RULES box on page 18. Elicit the answers from the class. 4 Students read the instructions and do the task individually. Elicit the answers 4 from the class. 5 Students read the instructions and do the matching task. Elicit the answers from the class. Students then focus their attention on the pictures and write the 5 correct words under each picture. 6 Students read the instructions and look at the example sentence. Ask: What is the form of the verb? (3rd person singular). Elicit the next sentence from the class and write it on the board (He uses his computer at 9.00.) You might like to circle the s at the end of the verb to remind students to use this form. Students 6 do the task individually. Circulate and monitor. 7 Put students in pairs. Students read the instructions and check each other’s paragraph. Remind them to check: – capital letters: at the beginning of sentences, on days of the week; – grammar: 3rd person singular s on verbs; – time prepositions (at 9.00, in the mornings). Take in the students’ paragraphs to correct.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – skimming texts – using prepositions of time – checking your writing Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
p21
1 1 a They could be in a multi-media centre. b They could be in a library. 2 They’re students. 2 1 b Paul studies engineering. 2 a Tania studies Spanish and French. 3 1 at 2 in 3 on 4 on 4
1 2 3 4
He has lunch. He works in the computer centre. She works in the multimedia centre. She visits her friends.
5 drives to work gives a lecture has lunch/a lecture uses his computer watches television What does Robert do on Wednesdays? 1 drives to work 2 uses his computer 3 has lunch 4 gives a lecture 5 watches television 6 On Wednesdays, Robert works at the university. He drives to work at 8.00. He uses his computer at 9.00. He has lunch at 12.00. At 2.00, he gives a lecture. At 6.00, he watches television.
Unit 3 . Your studies
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4 Where we work READING SKILLS Finding important words • Scanning WRITING SKILLS Linking ideas (2) RESEARCH SKILLS Using a search engine (1) VOCABULARY DEVELOPMENT Recording vocabulary (2)
READING Where do they work?
pp22–23
aims
The aims of this section are to get students to focus on important words in a text, and to practise scanning to find the information they need from a text.
•
LEAD in
You may wish to check students understand the following key vocabulary: – cafeteria, office, advantages, disadvantages, noisy, privately, ill, health, quiet.
PROCEDURE
1
Students read the instructions and do the task in groups of three or four. Give them a few minutes to discuss the questions. Get feedback from some groups. You could make this a class survey by counting the number of people who work in the library, at home, in the cafeteria, etc. 2 Students read the STUDY SKILL. You may wish to tell students that when they are looking for specific information, e.g. answering a reading comprehension question, they should focus on the message-bearing words, such as nouns, adjectives, verbs and question words. Tell them to ‘skip’ other words, such as pronouns, prepositions, auxiliary verbs. etc. Students work individually and do the task. Ask them to check their answers with a partner. Write the sentences on the board and elicit the answers from the 2 class. 3 Students look at the title of the text Open-plan offices: new research and answer 3 the question. 4 Students work individually and read the first paragraph. Call on a student to 4 give the answer. 5 Students read the instructions and underline the important words. Put students into pairs to compare their answers. You may wish to go through each question 5 and discuss which words are important and why. 6 Students read the STUDY SKILL and the instructions. You may wish to tell students to run their finger along the text until they come to the information they need. Tell them to scan for and underline the words in the text that correspond to the words they underlined in the questions in exercise 5. For example, 1 Where is the new research from? Students should scan for and underline a place and the words new research in 6 the text. Elicit the answers from the class. 7 Students read the instructions and do the task individually. Make sure they use the words they underlined in the text to answer questions from exercise 5. Ask them to check their answers in pairs. Elicit the answers from the class. If there are disagreements, ask students to point to the part of the text where they found their answer. Encourage students to use the shorter form when giving their 7 answers orally.
EXTENSION activity
Put students in pairs. Ask students to write one or two more questions about the text. Put students into groups of four. Students exchange the questions, underline the important words in the questions, scan the text for the important words, and answer the other pair’s questions.
20
READING Answer key
pp22–23
2 2 What is her job? 3 He studies engineering. 4 They work in a big office. 5 Where does she work? 3
a) 4
a 5 1 Where is the new research from? 2 Why are open-plan offices good? 3 Why is it difficult to work in an open-plan office? 4 Why do people get ill more easily? 5 Do many companies think open-plan offices are good or bad? 6 1 The research New research from Australia shows that there are advantages and disadvantages to these offices. (Paragraph 1) 2 What’s good? The research shows three reasons to have open-plan offices. Firstly, in open-plan offices a lot of people can work in a small area. Secondly, it is easy to talk to work colleagues because they are in the same room. Finally, open-plan offices are cheaper for companies because they use less electricity. 3 What’s bad? The research also shows some disadvantages. It is difficult to work in open-plan offices because they are noisy. It is also difficult to talk privately in open-plan offices. (4) Finally, researchers think that people get ill more easily because they work near each other. 4 Open-plan offices – good or bad? The research concludes that there are advantages and disadvantages to open-plan offices, but (5) many companies think that the advantages of having open-plan offices are greater than the disadvantages. 7 1 Australia. 2 Because a lot of people can work in a small area, it is easy to talk to colleagues, and they are cheaper. 3 Because they are more noisy, and because it is difficult to talk privately. 4 Because they work near each other. 5 They think the advantages are greater than the disadvantages. Extension activity Possible questions How many people work in small offices? How many reasons are there for open-plan offices? Why are open-plan offices cheaper?
Unit 4 . Where we work © 2020 Oxford University Press Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
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WRITING A good place to work
pp24–25
aims
The aims of this section are to give students further practice in linking ideas in sentences, and to prepare and write a short explanatory paragraph.
•
lead in
Ask your students what makes a place good to work in. Elicit their ideas, e.g. quiet, well lit, cool, warm, etc.
WRITING Answer key 1 1 b) 2 a) 2
1 2 3 4 5
procedure
1
Students read the instructions and work individually to compare the pairs of 1 sentences. Ask them to compare their ideas with a partner. Students read the STUDY SKILL. Elicit words used to link sentences (and, but). Make sure they understand that because gives a reason or cause. 2 Students work individually and do the matching task. Ask some students to read 2 out the complete sentences. The rest of the class check their answers. 3 Students read the instructions and do the task in pairs. Remind them that they must change the punctuation (remove full stops and capital letters) when they write out their sentences. Ask some students to write their sentences on the 3 board. The rest of the class check their answers. 4 Students read the instructions and do the task indvidually, then compare answers in pairs. Ask some students to give you their sentences. You could also ask some students to talk about their partner using the 3rd person singular, e.g. Marcos doesn’t like watching TV because … . 5 Ask students to look at the photos. Ask: – What can you see in the photos? – What is the text about? Students work in pairs and complete the text with the words from the box. Ask some students to read out the text, sentence by sentence, while the rest of the 5 class check their answers. 6 Students read the instructions and make notes about themselves. Point out that they should only write one or two words, not complete sentences. 7 This task could be set for homework. Remind students that they will need to use because when giving reasons for questions 3 and 4. 8 Students work in pairs and check their partner’s work for mistakes. Take the 8 work in to check both the paragraph and the corrections.
pp24–25
d) Learning English is important because it is a world language. a) The library is a good place to work because it is quiet. e) Internet shopping is good because you can shop from home. b) Many people go to university because they want good jobs. c) Taking exercise is important because it is good for your health. 3
2 3 4 5
I travel by car because I like driving. I study biology and chemistry because I want to be a doctor. I play squash and tennis because I like sport. The course is interesting because the teachers are good. 5
1 law 2 lecture theatre 3 library 4 evenings 5 a lot 6 quiet 8 Model answer My name is Jon and I am a biology student. I work in the laboratory in the mornings and I study in the library in the afternoons. I work at home in the evenings. I like working in the lab because my friends are there. I don’t like working in the library because there are too many people. Extension activity Model answer My partner’s name is Jon and he is a biology student. He works in the laboratory in the mornings and he studies in the library in the afternoons. He works at home in the evenings. He likes working in the lab because his friends are there. He doesn’t like working in the library because there are a lot of people.
EXTENSION activity
Put students into pairs. Students ask and answer the questions in exercise 6 on page 25. Tell them to make notes of their partner’s answers. Ask: – What tense do you use? (Present Simple) – How do you write verbs with ‘he’ or ‘she’? (+-s or +-es) Students write a paragraph about their partner. Remind them to check their work for mistakes before handing it in. Extension activity
ADDITIONAL PHOTOCOPIABLE ACTIVITY
Writing 4 Recording vocabulary and linking ideas
Unit 4 . Where we work
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RESEARCH Search engines
RESEARCH Answer key
p26
aims
The aim of this section is to help students use a search engine more effectively and efficiently by introducing them to different functions available in a search engine.
•
lead in
Do a quick class survey to find out which search engine the students use on their computer, and what they mainly use it for.
PROCEDURE
1
Students read the STUDY SKILL. Google and Yahoo are given as examples. It doesn’t matter which search engine your students generally use, but encourage them to use an English search engine. Students read the instructions and do the task in pairs. Write the sentences on the board and ask some students to come to the board and underline the 1 important words. The rest of the class compare their answers. 2 Students read the instructions and do the task. Ask them to check answers in 2 pairs. 3 This task can be set as homework if students do not have access to computers in 3 the classroom. Elicit the answers from the students.
VOCABULARY DEVELOPMENT Vocabulary records
p26
aims
The aim of this section is to encourage students to keep good vocabulary records so that they can retrieve and use the vocabulary they have noted.
•
lead in
Ask students where they record new words. Ask: – Who writes new words in a special notebook? – Who uses a spread sheet? – Who just writes them as they occur?
PROCEDURE
1
Students read the instructions and do the task individually. Ask them to check their answers with a partner. Get a student to write the words on the board in 1 alphabetical order. The rest of the class check their answers. 2 Read the STUDY SKILL with the class. Emphasize the importance of writing an example sentence as this will remind students how to use the word and in what context. Students read the instructions and do the task. 3 Students compare their records in pairs. Elicit possible answers. 3
p26
1 2 What countries border Thailand? 3 What is the population of Japan? 4 What does ‘career’ mean? 5 What types of engineering are there? 6 What is Karl Benz famous for?
2 3 4 5 6
2 countries border Thailand population Japan career mean types engineering Karl Benz famous 3
Possible answers 1 Western Asia / Middle East Turkey / Syria / Iraq 2 Cambodia, Laos, Malaysia, Myanmar (also known as Burma) 3 127 million in 2011 4 an occupation or profession, especially one requiring special training 5 chemical, civil, electrical, mechanical, geotechnical, aeronautical 6 He designed and built the first car with an internal combustion engine.
VOCABULARY DEVELOPMENT Answer key
p26
1 1 career 2 cheap 3 drawing 4 health 5 know 6 spell 3 Possible answers cheap adjective, costing little money, This hotel is very cheap. drawing noun, a picture made with a pen or pencil, My daughter did a lovely drawing of our house. health noun (no plural), the condition of your body, Doing sport is good for your health. know verb, to have information in your head, I know a lot about computers. spell verb, to use the right letters to write a word, Some English words are difficult to spell.
EXTENSION activity
Tell students to choose three to five new words from this unit (or earlier units). Ask them to use dictionaries and make vocabulary records for these words.
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REVIEW
REVIEW Answer key
p27
2
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
PROCEDURE
1
This task reviews surveying and predicting. Ask students to describe the pictures. Students read the instructions and answer the question. 2 Students skim the text and check their answer to exercise 1. Elicit the answer 2 from the class. 3 Students read the instructions and underline the important words. Elicit the 3 answers from the class. 4 Students read the instructions and do the task. Elicit the answers from the class. 4
5 Students read the text, using the underlined important words to answer the
questions in exercise 3. Ask students to check their answers in pairs. Elicit the 5 answers from the class. 6 Review the use of linking words. Ask: – What does ‘and’ join? (similar ideas) – What does ‘but’ join? (different ideas) – What do we use ‘because’ for? (to give a reason) Students complete the text and check their answers with a partner. Elicit answers 6 from the class.
EXTENSION ACTIVITY
p27
Ask the students to list the skills they have learnt and practised in this unit. For example, – finding important words – linking ideas – using a search engine Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
b) 3
1 2 3 4 5
What do civil engineers build? What do they use to plan their work? What are the three examples of outside work places? Why is working outside difficult? Why do civil engineers like their work?
4 Civil engineers do important work. They design and build bridges, roads, railways, and airports. Some of the time they work in offices. They use computers to plan their work. They can also work outside in a lot of different places, for example, in deserts, on the sea, and in our cities. Sometimes, working outside is difficult because of the weather. Civil engineers also work long hours and weekends, but they like their work because it is important and useful. 5
1 Bridges, roads, railways and airports. 2 Computers. 3 Deserts, the sea, cities. 4 Because of the weather. 5 Because it is important and useful. 6 1 and 2 because 3 but 4 because 5 and 6 but 7 and
Unit 4 . Where we work
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5 Signs and instructions READING SKILLS Understanding a text WRITING SKILLS Completing a form VOCABULARY DEVELOPMENT Recording vocabulary (3)
READING Signs – an international language
pp28–29
aims
The aims of this section are to revise and give further practice in the reading skills seen so far in this book (surveying, predicting, skimming and scanning).
LEAD IN • You may wish to check students understand the following key vocabulary:
– sign, shape, circle, triangle, rectangle (you might like to draw the shapes on the board), colours (red, green), order, instruction, danger, safety, library, librarian, locker(s), to turn off, memory stick, topic, landing card, passport, visa.
PROCEDURE
1
Students read the instructions and do the task in small groups. Alternatively, you might like to do the first question with the whole class. Put the students in 1 small groups to answer question 2. Elicit the answers from the class. 2 Students read the STUDY SKILLS REVIEW. Elicit what the skills mean. If the students don’t remember, refer them back to the pages given and let them answer in their L1 if necessary (‘surveying’ is using titles and generally looking at a text, ‘predicting’ is using what the reader knows already, ‘skimming’ is reading quickly to get a general idea, and ‘scanning’ is looking for specific information). Students read the instructions and answer the questions in pairs. (You may wish 2 to let the students answer question 2 in their L1.) 3 Give the students 30 seconds to skim the text and answer the question. Elicit the 3 answer from the class. 4 Students read the instructions and do the task. Ask them to compare their answers in pairs. Write the questions on the board and ask one or two students 4 to come up and underline the important words. 5 Students scan the text to find and underline the important words from the questions in exercise 4. Tell them to read around the underlined words in the text to find the answers to the questions. Students who finish early can compare their answers with a partner. Encourage the students to give short answers in the 5 oral feedback. 6 Students are given more practice in the skills with the second text. Put the 6 students in pairs to do the task. Give them only 30 seconds to do it. 7 Students read the instructions and do the task. Let them answer the questions in 7 their L1, if necessary. 8 Students read the instructions and do the matching task. Give them a time limit 8 of one minute. Elicit the answers from the class. 9 You may like to write the questions on the board and ask the students to underline the important words (where, leave, bags, who, see, student identity card, can, talk, why, need, memory stick). Give them one minute to scan the text 9 and answer the questions. Elicit the answers and encourage short answers.
READING Answer key
pp28–29
1 Possible answers 1 road signs, such as slow, stop, no parking, bus stop, etc.; direction signs, to other towns, or places in the town 2 information signs (cafeteria, rooms, exits, etc.), instructions (no smoking, no mobile phones, etc.) 2 1 Signs around the world. 2 a No entry b Beware of camels c Exit 3 Three. 3 b) and c)
1 2 3 4
4 What does a circle mean? What does a triangle mean? What does a rectangle mean? What do the colours red and green mean?
5 1 An instruction or order. 2 Danger. 3 Information. 4 Red means danger, and green is for safety. 6
b) 7 a no eating b no bags c no smoking d no talking (loudly) e no mobile phones 8 a 3 c 4 d 6 e 5 Rules 2 and 7 do not have a sign.
1 2 3 4
9 In the lockers. The librarian. You can talk quietly. To save documents on the library computers.
extension ACTIVITy
Put the students in pairs and ask them to write one more question about the texts on pages 28 and 29. Circulate and monitor, helping the students where necessary. Put the students in groups of four. Ask them to exchange questions and underline the important words. They scan the texts to find the answers to the questions.
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WRITING Forms
pp30–31
aims
The aim of this section is to give students practice in following instructions to complete forms.
•
lead in
Ask your students the following questions: – Who has been abroad recently? – Where did you go? – What forms did you need to complete? (e.g. landing card, visa application)
procedure
1
Read the STUDY SKILL with the class. Students read the instructions and do the task individually. Elicit the answers from the class, and encourage them to say 1 the questions. 2 Focus students’ attention on the photo. Ask: – Where is the woman? (at a passport control / UK border) – What document will she show to the officer? (her passport) Ask students to read the speech bubble. Check comprehension by asking one or two students the questions: – What is her name? (Hiroko Sato.) – Where is she from? (Japan.) – What does she do? (She’s a maths student.) Students read the instructions and do the task. Elicit answers from the class.
WRITING Answer key
pp30–31
1 2 h) 3 d) 4 e) 5 f) 6 b) 7 a) 8 c) 2
1 Place of birth 2 Occupation 3 Nationality 4 Signature 3 Hiroko is not in capital letters. STUDENT is written in blue ink, not black. The sports should be ticked not crossed.
2
3 Students read the instructions. Tell them that the mistakes are connected with
completing the form (not grammar or spelling). Refer them back to the Study Skill on page 30. Put students in pairs to do the task. Elicit the answers from the 3 class. 4 Students read the instructions and do the task. 5 Put students in pairs to check their partner’s forms. Remind them to check for: – capital letters – black ink – ticks Circulate and monitor the students’ work.
extension ACTIVITy
Put the students in different pairs. Tell them they are going to complete the Landing Card in exercise 2 for their partner. Elicit the first question (What is your family name?). Ask them to take turns to ask their partner the questions and complete the landing card. Circulate and monitor.
ADDITIONAL PHOTOCOPIABLE ACTIVITY Writing 5 Forms and instructions
Unit 5 . Signs and instructions
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VOCABULARY DEVELOPMENT Topic areas
p32
aims
The aim of this section is to encourage students to record words by topic.
•
Lead in
Ask your students what topics they have studied in this book so far (Meeting people, Countries, Your Studies, Where we work, Signs and Instructions). • Ask: Who writes the new words they learn in: – groups of the same topic? – alphabetical order? – chronological lists (according to the lesson)? • Don’t make any comments at this point.
PROCEDURE
1
Students read the STUDY SKILL. You may like to explain how to record topic areas, e.g. in a list under a heading, in word maps, in a separate document on a computer. Ask the students if they have any other ideas. 1 Students read the instructions and do the task in pairs. 2 Students read the instructions and do the task in pairs. If necessary, encourage them to look through unit 2 for ideas. Ask some students to come and write 2 their answers on the board. 3 Students read the instructions and do the task individually before comparing answers in pairs. Ask some students to write their headings on the board and 3 others to write the words under the headings. 4 Students read the instructions and work individually. Set the task as a competition to see who can find the most words in 60 seconds. Get the students to write their words on the board so that the whole class can record all the 4 words. You may wish to get students to mark the stress on the words.
VOCABULARY DEVELOPMENT Answer key
p32
1 colours black, blue, green, white shapes circle, rectangle, square, triangle 2 Possible answers subjects at university medicine, English, business studies, chemistry geographical features rivers, coastline, flat land 3 sports basketball, football, running, swimming, volleyball vehicles/forms of transport bus, car, plane, taxi, train 4 Possible answers dentist, doctor, engineer, teacher, nurse, policeman, fireman, builder, businessman/woman, vet, scientist, etc.
extension ACTIVITy
Ask students to write more words for the groups in exercise 3. Then return to the Lead-in activity which asked students how they record vocabulary. Ask: – Which way is the easiest to do? – Which is the most useful in terms of finding words again or revising? (You might like to do this in the students’ L1.)
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REVIEW
REVIEW Answer key
p33
p33
1
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
1
Students read the instructions and do the task in pairs. Elicit the answer from 1 the class. 2 Let the students discuss their answers in pairs. Ask different students for the 2 answers. 3 Students work individually to match the signs with the instructions. Ask them to 3 compare answers in pairs. Elicit the answers from the class. 4 Students scan the text and answer the questions. Ask them to compare answers 4 in pairs. Elicit the answers from the class. 5 Put students in different pairs to do the task. Remind them to use complete questions. Elicit the first question (What is your first name?). Monitor the class as they do the task, making sure they are using the correct questions. When they have finished, students exchange the forms and check that the information is correct in the form their partner completed for them.
b) 2
a No running/Don’t run. b Assembly point/Meet here. c Don’t use the lift(s). 3 a 3 b 5 c 4 4 1 It tells you to follow the instructions, stay calm, leave the building and go to the assembly point. 2 It tells you not to run, use the lift or go back into the building until it is safe.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – different ways of understanding a text – completing a form – recording vocabulary by topic areas Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
Unit 5 . Signs and instructions
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26 Where themedicine world…? Healthinand READING SKILLS Understanding pronouns WRITING SKILLS Avoiding repetition VOCABULARY DEVELOPMENT Recognizing parts of speech
READING Good health
pp34–35
aims
The aims of this section are to explain the use of pronouns in a text and thereby to improve understanding of the text, and to revise the form and use of the Past Simple.
•
LEAD in
You may wish to check students understand the following key vocabulary: – health, healthy, hospital, pipes, surgery, dentist, to treat, disease, ill, chemicals, tropical countries, vaccine, substance, skin, rice.
PROCEDURE
1
Put students into groups of three or four to answer the questions. Elicit the 1 answers from the class. 2 Students read the instructions and do the task in pairs. Give them only 15 2 seconds to do this. Elicit the answers from different pairs. 3 Students skim the text to do the task. Let them compare their answers in pairs. 3 Elicit answers from the class.
background INFORMATION
Since ancient times people have studied medicine and contributed to our knowledge today. The text mentions a few different people and the advances that they made. Florence Nightingale was a British woman who trained as a nurse. She worked in hospitals in Europe and Britain. By introducing basic hygiene in hospitals she saved many lives. She started nursing schools and wrote books about nursing. 4 Students scan the text and work with a partner to find the answers to the questions. Let them answer the questions orally with short answers. Faster 4 students can write the answers in full sentences. 5 Read the STUDY SKILL with the students. Elicit the meaning of the subject pronouns (she: singular, female; he: singular, male; it: singular, object; they: plural). You may like to elicit or remind students of the other subject pronouns: I, you, we. Students read the instructions. You might like to do the first one with the whole 5 class. Students can compare their answers in pairs. Elicit the answers. 6 This exercise reminds students of the form and use of the past tense when talking about events in the past. Read through the RULES box with the class. You may like to remind the students that dictionaries have a list of irregular past forms. You may also wish to explain that some verbs with one syllable, ending in -y do not take -ied, e.g. played, stayed. Students read the instructions and do the task individually. When you check the answers, ask the students to give you the infinitive form of the irregular verbs.
READING Answer key
pp34–35
1 Possible answer To stay healthy, people do sport regularly, eat a healthy balanced diet, work or study, as well as enjoy free time. In some countries it is usual to have regular medical check-ups. 2 1 a) 2 The picture shows an Egyptian priest from ancient times pouring medicine. 3 The text is about the history of medicine, from the ancient Egyptians up to modern times. 3 b) 3 c) 5 d) 4 e) 1 4 1 Eat good food, take exercise, and sleep well. 2 Public baths (and pipes to carry away dirty water). 3 Baghdad. 4 She saved many people’s lives because she made hospitals clean and safe. 5
1 b) 2 c) 3 a) 4 b) 6 Regular verbs: developed, used, wanted Irregular verbs: made (make), thought (think), was (be), built (build), had (have) Extension activity Regular verbs: opened, studied, used, saved Irregular verbs: was (be), built (build), took (take), made (make)
6
EXTENSION activity
Ask students to look at paragraphs 3 and 4 in the text on page 34. Students work individually and underline verbs in the Past Simple. Students check their answers with a partner. When you check the answers, elicit the infinitive form of the irregular verbs. Extension activity
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WRITING Medical discoveries
pp36–37
aims
The aims of this section are to give students practice in using pronouns to avoid repetition.
• •
answer key WRITING Answer key
1 The best answer is sentence a) because the first important hospital in the world is not repeated. 2 I read about the Romans. They built many cities. Jamil sent me an email. He wrote it on his phone. Please give us your address. They told her about the lecture.
Lead in
2 3 4 5
procedure
3 1 They 2 He 3 It 4 She 5 We
Ask the students to brainstorm important medical discoveries. Elicit answers from the class.
1 Students read the instructions and do the task in pairs. Elicit the answer. 1 2 Read through the RULES box with the class. Write ‘People built a hospital’ on
the board. Ask: – Which word is the subject of the sentence? (People) – Which word is the object? (hospital) – Which subject pronoun can be used in the place of ‘people’? (They) – Which object pronoun can be used in the place of ‘hospital’? (it) Write ‘They built it.’ on the board. Underline ‘They’ and circle ‘it’. Students work individually to do the task. Write the sentences on the board. Ask some students to come to the board to underline and circle the pronouns. The rest of the class 2 check their answers. 3 Students read the STUDY SKILL. Elicit the meaning of repetition (saying or writing the same thing again). Elicit what avoid means (to try not to do something), or let the students use their L1 to translate the title. Students read the instructions and do the task in pairs. Elicit the answers from 3 the class. 4 Point out that this time the exercise focuses on object pronouns, not subject pronouns. Students read the instructions and do the task individually. Ask them 4 to compare their answers with a partner. Elicit the answers from the class. 5 Students read the instructions and do the task individually. Ask them to 5 compare their answers with a partner. 6 Students read the instructions and do the task. Elicit the answers. 6 7 Ask students to do the task individually. 8 Put the students in pairs to compare their paragraphs. Write the text on the board and ask some students to erase the repetitions and replace them with a 8 pronoun. Elicit how many subject and object pronouns they used.
EXTENSION activity
Write the following paragraph on the board: Digitalis is a plant. Many years ago, people in the countryside made a medicine from the plant. The people in the countryside used the medicine to treat people with heart problems. Later, a doctor, William Withering, studied the medicine. William Withering wrote about the medicine. People still use the medicine today. Put the students in pairs and ask them to improve the sentences by avoiding repetition and using pronouns. Ask some students to come to the board and replace nouns with pronouns. Extension activity
pp36–37
4
1 it 2 them 3 her 4 him 5 me 5, 6 The Greeks the tree the scientists the medicine Aspirin
subject They object it subject they object it object it
8 A British woman, Mary Montagu, lived in Turkey in the eighteenth century. She had two children. They got ill. She took them to see a Turkish doctor. He helped them. Mary went back to Britain. She told people about the Turkish doctor. Years later, a British doctor used the Turkish doctor’s ideas to make a medicine. It was the first vaccine. Vaccines stop people getting ill. 1 Six subject pronouns 2 Two object pronouns Extension activity Digitalis is a plant. Many years ago, people in the countryside made a medicine from the plant. They used it to treat people with heart problems. Later, a doctor, William Withering, studied the medicine. He wrote about it. People still use it today.
ADDITIONAL PHOTOCOPIABLE activity Writing 6 Health and medicine
Unit Unit2 6 . .Where Health in and the world medicine …?
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VOCABULARY DEVELOPMENT Nouns and verbs
p38
aims
The aim of this section is to help students to increase their vocabulary by becoming aware of noun and verb forms of the same word.
•
lead in
Write the following sentences on the board: 1 Kevin goes for a swim every morning before classes. 2 He swims about 500 metres. 3 He is a strong swimmer. • Point to sentence 1 and ask: What part of speech is ‘swim’? (noun). Point to sentence 2 and ask: What part of speech is ‘swims’? (verb). Point to sentence 3 and ask: What part of speech is ‘swimmer’? (noun).
PROCEDURE
1
Students read the STUDY SKILL. You may like to suggest that your students record the different parts of speech of a word. You could point out that usually the stress on the verb form is the same as the stress on the noun form. Students read the instructions and do the task. Elicit answers from the class. 1
2 Go through the example with the whole class. Remind them that some nouns
have the same form as the verb and that some verbs have two nouns (6 and 7). Put the students in pairs to do the task. Ask some students to come up to the 2 board to write the answers and underline the noun endings. 3 Students read the instructions and do the task. Elicit the answers. 3 4 Students work independently to do the task. Put them in pairs to compare their 4 answers. Elicit the answers. 5 Students work in pairs to do the task. Monitor the students and correct their sentences if necessary. If some students finish early, ask them to write their sentences on the board. Elicit answers from one or two students.
EXTENSION activity
Dictate the following verbs: increase, build, border. Ask the students to find a noun (or two) for each verb, using their dictionaries if necessary. Put them in pairs and ask them to write a sentence with each verb and noun. Circulate and monitor. Elicit the answers. Extension activity
30
answer key DEVELOPMENT Answer key VOCABULARY
p38
1 1 a) verb b) noun 2 a) noun b) verb 3 a) verb b) noun 2 2 introduction 3 education 4 meeting 5 discussion 6 lecture, lecturer 7 writing, writer 3 2 verb 3 noun 4 noun 5 noun 4 1 discovery 2 teaches 3 email 4 meeting 5 education Extension activity increase – increase build – building, builder border – border Possible sentences Making a note of these words increases your vocabulary. There was an increase in the number of students last year. The university is going to build a new library. The library building opens in September. My uncle is a builder. Which countries does New Zealand border? Show your passport when you arrive at the border.
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REVIEW
answer Answer key key REVIEW
p39
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
PROCEDURE
1
This task revises surveying. Students read the instructions and do the task in 1 pairs. Elicit the answers. 2 This task practises skimming. Ask students to do the task individually. Elicit the 2 answers.
background information
Vitamins help you stay healthy. The body cannot make them so they must come from the diet. There are 13 basic vitamins, which are found in different foods and have different functions in the body. Vitamins are essential for cellular functions, good immune function, and healthy blood vessels. 3 This task practises scanning. Put the students in pairs to do the task. Elicit the 3 answers from the class. 4 Students read the instructions and do the task individually. Elicit the answers. 4
5 This task revises avoiding repetition by using pronouns. Ask students to do the task individually.
6 Students compare their answers with a partner. Write or project the paragraph on the board. Ask some of them to come to the board and write in the 6 pronouns.
p39
1 1 The photo shows some leaves and a stick. 2 The text comes from a website. 2
a) 3 b) 2 c) 1 3 1 In tropical countries. 2 A tree. 3 To help stop malaria. 4 Vitamins. 5 They keep us healthy. 4 1 b) 2 c) 3 c) 4 c) 6 Another scientist did an experiment with food and disease in the 18th century. For a long time sailors on boats got ill on long trips because they had no fruit and vegetables at sea. In 1747 an English doctor, James Lind, decided to do an experiment on sailors. He gave them lemon juice and they stayed healthy at sea. The lemon juice had vitamin C in it. Vitamin C is good for our skin and bones and keeps us healthy. 1 Three subject pronouns 2 One object pronoun
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – understanding pronouns – avoiding repetition – recognizing parts of speech Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
Unit Unit2 6 . .Where Health in and the world medicine …?
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27 Where in theofworld…? The history transport READING SKILLS Making notes (1) KEY LANGUAGE Ordinal numbers • Dates WRITING SKILLS Writing from notes VOCABULARY DEVELOPMENT Using a dictionary (2) • Recording vocabulary (4)
READING Important first flights
pp40–41
aims
The aim of this section is to give students practice in making notes from a text.
•
LEAD in
You may wish to check students understand the following key vocabulary: – scientist, space, spaceship, factory, hot-air balloon, helicopter, plane.
PROCEDURE
1
Students read the instructions and do the task in groups of three or four. Elicit 1 the answers from the class. 2 Remind students of the importance of surveying and predicting before reading. (See Study Skills pages 4 and 10). Students work in pairs to survey the photos 2 and text. Elicit the answers from the class. 3 Ask students what skim means (reading quickly for the general idea). Students skim the text to do the matching task. Put them in pairs to check their answers. 3
4 Ask students what scan means (reading quickly for specific information).
Students complete the sentences and compare their answers with a partner. 4
BACKGROUND INFORMATION
Yuri Gagarin was one of 20 potential pilots for the Vostok flight. He was chosen for his skills, but also because he was not very big (only 1m 52) – the Vostok cockpit was very small. After the flight he became a worldwide celebrity but he never made another space flight. He died in 1968 when a MiG 15 training jet he was piloting crashed. Valentina Tereshkova was a keen parachutist and skydiver in her younger years, and this led to her selection as a cosmonaut. She was one of 400 women who volunteered for the space programme, and was finally selected with four other women. Her trip into space lasted nearly three days and she orbited the Earth 48 times. Neil Armstrong started his career as a test pilot. He joined NASA (National Aeronautics and Space Administration) in 1962, and become one of the first US civilians to go into space in 1966. The trip to the moon was his second and last spaceflight. On the moon, he left a memorial bag which contained medals commemorating Yuri Gagarin. 5 Students read the STUDY SKILL. Emphasize that when making notes, students should only write words and short phrases, and not copy whole sentences from the text. Students complete the table and compare their answers with a partner. Draw the table on the board and ask some students to come to the board to complete the 5 notes. The rest of the class check their answers. 6 Students read the instructions and answer the question. Elicit the answer from 6 the class. 7 Students skim the text and do the matching task. Elicit answers from the class.
READING Answer key
pp40-41
1 Possible answer 1 Research into the solar system, study the planets, etc. 2 1 Photos of astronauts. 2 Three steps into space. 3 Four. 4 Space/space travel/famous astronauts/famous events in space exploration. 3
a 2 b 4 c 3 4 1 1960 2 12th, 1961 3 16th, 1963
4 6 5 Six, 11 6 11, 1969
5 Yuri Gagarin Russian Vostok 12th April 1961 person in space Valentina Tereshkova Russian Vostok 6 16th June 1963 woman in space Neil Armstrong American Apollo 11 20th July 1969 person to walk on the moon 6 the history of flying/flying machines/flight 7
a 3 b 4 c 2 8
hot-air balloon Montgolfier brothers French 21st Nov 1783 4 minutes
plane helicopter Wright brothers Paul Cornu American French 17th Dec 1903 13th Nov 1907 12 seconds 20 seconds
7
8 Students read the instructions and complete the notes. Ask them to compare
their answers in pairs. Again, you can draw the table on the board and ask some 8 students to complete it.
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Extension answer keyactivity
EXTENSION activity
1
Put the following information on the board: Name: Concorde What: 1st passenger airliner Built by: Aerospatiale and 1st flight: Last flight: Speed: the speed of sound (= 2,172kph) 2 Ask students what information is missing from the notes. 3 Tell students to use a search engine to find the missing information. Extension activity
KEY LANGUAGE Ordinal numbers
p42
aims
The aims of this section are to review the use of ordinal numbers for the order of things, and for dates, and to review writing dates in an academic style and in notes.
•
lead in
Write 1st, 2nd, and 3rd on the board. Elicit when we use these numbers (order of things, dates and centuries).
Name: Concorde What: 1st supersonic passenger airliner Built by: Aerospatiale and BAC (British Aircraft Corporation) 1st flight: 2nd March 1969 Last flight: 26th November 2003 Speed: twice the speed of sound (= 2,172kph) (Mach 2)
KEY LANGUAGE Answer key 1 1st first 2nd second 3rd third 4th fourth 5th fifth
p42
6th sixth 7th seventh 8th eighth 9th ninth 10th tenth
2
2 19th 3 20th 4 21st 5 23rd 3 1 c) 2 d) 3 a) 4 b) 4
1 L/l 2 C/c 3 X/x 4 P/p 5 T/t 5
procedure
1
Read the STUDY SKILL with the class. Remind students that the full word must be written out for the order of things in a text: – Gagarin was the first man in space. – Not Gagarin was the 1st man in space. Students read the instructions and do the task. Write the ordinals on the board and ask some students to come to the board to write the words. The rest of the 1 class check their answers. 2 Students read the instructions and complete the list. Ask them to compare answers in pairs. Write the words on the board and ask some students to come 2 to the board and write the numbers. 3 Students match the years with the centuries. Elicit the answers from the class.
January, February, March, April, May, June, July, August, September, October, November, December 6 b) 30th November 2010 c) 21st February 2011 d) 23rd April 2013
3
4 Students read the instructions. When they are ready, say ‘go’ and give them 60
seconds to complete the task. (This exercise also revises the alphabet.) Put students into pairs to compare their answers. Elicit the answers from the class. 4
Dates
p42
5 Students read the instructions and do the task individually. Ask them to compare answers in pairs. Remind students that the month is written with a capital letter. Ask one pair to read out their order. The rest of the class listen and 5 check their answers. 6 Read the STUDY SKILL with the class. The dates in this book are written according to British English, i.e. day/month/year, e.g. 12th July 2012, 12/6/12, or 12/06/12. The use of the zero for the day or the month is more formal and official. Tell students to choose one method for writing the date and then to be consistent. You may wish to point out that the American system is month/day/year, e.g. July 12, 2012 or 6/12/12. Note that American English has a comma after the month and day, before the year. It is now becoming more common in British English, to leave out the ordinal suffix when writing a date, e.g. 12 July 2012. Students work individually and write out the dates in full. Ask some students to come to the board and write the full dates. The rest of the class check their 6 answers.
Unit Unit7 2 . . The Where history in the of transport world …?
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7 Students read the instructions and write the dates in the two ways, e.g.
1
7 answer key
23/10/1990 and 23rd October 1990. You could ask them to compare their 7 answers with a partner. Ask some students for their answers.
Example answer 1 23/10/1990 (notes), 23rd October 1990 (academic writing)
EXTENSION activity
Extension activity 1 15th April 1912 2 4th April 2004 3 10th June 1984, 18th September 1984
Put this information on the board: . 1 The passenger ship Titanic sank on . 2 The first grand prix race in Bahrain was on 3 Amyr Klink was the first person to row across the South Atlantic. He left and arrived in Brazil on . Namibia on 2 Tell students to use the Internet or reference books to find the dates of these events. 3 Alternatively, you may wish to ask students to find two or three events of their own choosing to present to the class. Extension activity
WRITING Answer key
p43
1 a passenger train b underground train 2
WRITING Trains
c)
p43
3
aims
The aims of this section are to give students practice in writing a factual paragraph from notes, and to remind students to check and correct their work.
• •
lead in
Ask students to write down as many ways of travelling as they can in 30 seconds. Elicit their answers and write them on the board (on foot, by bike/motorbike, car/taxi, train, plane/helicopter, boat/ship).
PROCEDURE
1
Students read the instructions and do the task. Elicit the answers from the class. 1
2 Students skim the first paragraph and answer the question. 2 3 Read the STUDY SKILL with the students. Emphasize that it is important to
organize their notes in a logical order. Students read the instructions and the notes. Ask: – When was it? (15/9/1830) – Where was it? (from Liverpool to Manchester) – What was it? (first long-distance passenger train) – Who was the engineer? (George Stephenson) – How far was it? (56 km) 3 Students read the instructions and do the task. 4 Students read the instructions and the notes. Ask them to look at the start of the first sentence in paragraph 3 (exercise 2) and at the information in the notes. Ask: What piece of information best completes the sentence? (underground train). Point out the numbered example. Students then put the other information in the order they will write the paragraph. Ask them to compare ideas in pairs. Note: there is not one correct answer but a logical order would be as in paragraph 2 of 4 the text. 5 Students read the instructions and write a paragraph about the first underground railway. This could be set as a homework task. 6 Students read the instructions. Elicit the type of mistakes they should check each other’s work for, e.g. the correct written form of dates, verbs and prepositions, and punctuation. Students work in pairs and check each other’s 6 work.
date 2 where 4 what 1 engineer 5 distance 3 4 Possible answer where 4 distance 3 engineer 5 date 2 what 1 6 Possible answer The other development was the first underground train. It started on 10th January 1863. It went a distance of 6.2 kilometres in London. The engineer was John Fowler. Extension activity Possible answer Concorde was the first supersonic passenger airliner. It was built by Aerospatiale and BAC. Its first flight was on 2nd March 1969 and it flew at twice the speed of sound. Its last flight was on 26th November 2003.
EXTENSION activity
1
Students work in pairs and compare the information they found about Concorde from the earlier Extension Activity on p33. 2 Elicit the information and write it on the board. 3 Tell students to decide the best order to use the information to write a paragraph about Concorde. 4 Students write the paragraph. Extension activity
ADDITIONAL PHOTOCOPIABLE activity Writing 7 The history of transport
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VOCABULARY DEVELOPMENT Verbs in the Past Simple p44 aims
The aims of this section are to encourage students to use dictionaries to help with the spelling of verbs in the Past Simple, and to make vocabulary notes that enable them to use the new vocabulary correctly.
• •
lead in
Ask: – What tense do we use to talk or write about the past? (Past Simple) – How is the Past Simple usually formed? (+-ed or +-d) Write came and said on the board. Ask: – What are these verbs the past form of? (come and say) Explain or elicit that these are irregular verbs.
PROCEDURE
1
Students read the instructions and do the task in pairs. Write the headings on the board. Ask some students to write the verbs under the headings. The rest of the class check their answers. You may wish to check that students know the infinitive form of these verbs (arrive, become, call, do, learn, leave, pay, start, 1 travel, go). 2 Students read the STUDY SKILL. If possible, show them the list of irregular verbs in the back of a dictionary as this is a useful resource for them. Students read the instructions and do the task. Tell them to use a dictionary to find the past forms, if they do not already know them. Ask them to check their 2 answers in pairs. Elicit the answers from the class. 3 Students read the instructions and complete the sentences. Ask some students to read out their sentences (or write them on the board). The rest of the class check 3 their answers.
Verb + preposition
answer key DEVELOPMENT Answer key VOCABULARY
p44
1 regular irregular called did learned left started paid travelled went 2 2 taught 3 saw 4 drove 5 knew 3 1 wrote 2 sent 3 had 4 read 5 did 4
2 at 3 to 4 to 5 for 6 to 5
1 about 2 about 3 for 4 to 5 to Extension activity
2 1 arrive at the airport (arrived) 2 learn about space exploration (learnt) 3 pay for a coffee (paid) 4 pay by credit card (pay with a credit card) 5 travel to/from work (travelled) 6 travel by car 7 agree with someone (agreed) 8 wait for someone (waited)
p44
4 Students read the instructions and do the task in pairs. You may need to review
what prepositions are and how they are used (time, place, movement, with verbs, with nouns, after adjectives). The sentences in this exercise are all classroom 4 instructions. Elicit the answers from the class. 5 Students read the instructions and complete the sentences in pairs. Elicit the 5 answers from the class. 6 Students read the STUDY SKILL. Emphasize the importance of noticing the preposition that goes with a verb. This is usually clear from the example sentence in the dictionary entry. Students read the instructions and use dictionaries to get the information for their vocabulary records. You may wish to show students how to change the example sentences in the dictionary to make them more personal and memorable for the students. For example: (dictionary) He switched on the TV. (adapted) Mahmoud switched on his computer.
extension activity
1
Write this list of gapped phrases on the board: the airport 1 arrive space exploration 2 learn a coffee 3 pay credit card 4 pay work 5 travel car 6 travel someone 7 agree someone 8 wait 2 Tell students to use a dictionary to find the correct prepositions to use with the verbs and nouns (and to check the Past Simple form of the verbs). 3 Ask students to write sentences using the verbs and nouns and/or to make vocabulary records of them.
Unit Unit7 2 . . The Where history in the of transport world …?
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REVIEW
answer Answer key key REVIEW
p45
1
aims
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
PROCEDURE
1 Students read the instructions and predict the topic of the text in pairs. 1 2 Students read the instructions and do the task. Elicit the answer from the class. 2
3 Students read the instructions and do the task. Ask them to compare their notes
in pairs. Copy the table on the board. Ask some students to complete the notes 3 on the board. The rest of the class check their answers. 4 Students read the instructions and number the notes. Elicit that it is probably 4 best to put the notes in chronological order. 5 This task could be set for homework. Students read the instructions and use the notes to write a paragraph about car races. Point out the verbs in the table that they should use. 6 Remind students to check their work for mistakes before handing it in. You may wish to suggest that they use a different colour pen or font, to highlight the 6 errors they have found, and the corrections they have made.
EXTENSION ACTIVITY
c) 2
3 3
who Francis Chichester what 1st person to sail around world single-handed west to east when 27/8/66–28/5/67 how long 226 days name of boat Gypsy Moth who Kay Cottee what 1st woman to sail around world non-stop when 29/11/87–5/6/88 how long 189 days name of boat First Lady David Dicks who what youngest person to sail around world non-stop when Feb 96–Nov 96 9 months how long name of boat Seaflight 4
Ask the students to list the skills they have learnt and practised in this unit. For example, – making notes of useful information – using ordinal numbers – writing from notes Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
36
p45
Possible answer (organized chronologically) 1 1st car race 2 1st grand prix race 3 1st Formula 1 grand prix race 6
Model answer The first car race was in France on 22nd July 1894. Peugeot won the race and the average speed was 19 kilometres per hour. The first grand prix race was also in France at Le Mans. It was on the 27th June 1906 and Renault won the race. The average speed was 101 kilometres per hour. The first Formula 1 grand prix took place at Silverstone in England on 13th May 1950. Alfa Romeo won the race and the average speed was 146 kilometres per hour.
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82 Where Doing business in the world…? READING SKILLS Making notes (2) WRITING SKILLS Writing polite emails VOCABULARY DEVELOPMENT Using a dictionary (3)
READING The business of sport
pp46–47
aims
The aim of this section is to help students make notes about a text by using headings.
•
LEAD in
You may wish to check students understand the following key vocabulary: – competition, marketing, ticket, match, advertise, logo, shirts, hats, twice.
PROCEDURE
1
Students read the instructions and do the task in groups of three 1 or four. Elicit the answers from the class. 2 Students read the instructions. Ask them what the texts are (emails). Give them only 15 seconds to do the task. Elicit the 2 answers from different students. 3 Tell the students that now they are going to read the text and take notes as described in email 1. Students survey the webpage and 3 answer the question. Give them only 15 seconds to do this. 4 Students read the STUDY SKILL. Elicit how they took notes in unit 7 or refer them back to page 41 (They looked for important words, names, numbers and date). Ask what they need to do here (skim the text, write a heading for each paragraph, then scan and underline the important words, and write those words under headings). Students read the instructions and do the task. Ask them to compare their answers in pairs. Elicit the answers from the class. 4
5 Students read the instructions and do the task in pairs. Elicit the 5 answers from the class. 6 Students read the instructions and do the task. Check answers 6 with the class. 7 Students do the task individually and compare their answers in pairs. Elicit the words they have underlined. If you have a projector you may like to project the text and underline the 7 important words. 8 Students read the instructions and do the task. Write the headings on the board. Ask some students to come up and write 8 their answers. 9 Tell students to cover the text and use their notes only to answer the questions. Let them compare their answers with a partner 9 and check their answers orally.
EXTENSION activity
Put the students in pairs and ask them to go back to the text and write 2 more questions for the others to answer. Monitor the class and correct the questions. Put the students in different pairs to ask and answer their questions. Ask one or two students to ask their questions of the whole class.
READING Answer key
pp46–47
1 Possible answers 2 To encourage people to do sport / To attract visitors to come to the country / To make money / To encourage national pride. 3 Because sport is an important business these days. 2 a) Email 2 b) Email 1 3 The webpage is about the business of sport, especially football. 4 a) 4 b) 1 c) 6 d) 3 e) 7 Paragraphs 2 and 5 do not have a heading. 5 2 Selling tickets 5 Selling products 6, 7
1 The business of football: Today, sport is a business and football is a good example. Football clubs need money to pay the players. There are five ways for the clubs to make money. 2 Selling tickets: Firstly, clubs sell tickets for the matches. A ticket for a match can be very expensive. The clubs also sell season tickets. These are tickets for all the matches in one year. 3 Advertising: Secondly, companies pay clubs to advertise. For example, there are signs for their products at the stadium and their logo is on the players’ shirts. 4 Money from TV: Some clubs make money from TV companies. This is usually only the big clubs, but it can be a lot of money for them. 5 Selling products: Clubs also sell products, for example, football shirts or hats. They sell their products in their shops and on the Internet. A lot of people buy them. 6 Selling players: Finally, a football club can sell a player to another club for a lot of money. Clubs can only do this twice a year. 7 Conclusion: All clubs do these things, but only the top clubs get rich from them. Other sports also have to make money and they use the same ways. 8
Possible answers The business of football: clubs need money – pay players, 5 ways Selling tickets: clubs sell tickets, matches, very expensive, season tickets all matches year Advertising: companies pay clubs, advertise, signs, products, stadium, logo players’ shirts Money from TV: clubs make money, TV companies, big clubs, lot of money Selling products: clubs sell products, football shirts, hats, shops, Internet Selling players: club sell player, lot money, only twice year Conclusion: all clubs do these things, only top clubs rich, other sports use same ways 9 1 Five. 2 A season ticket. 3 With signs for their products at the stadium, and their logo on the players’ shirts. 4 Their products, e.g. football shirts or hats. 5 They can sell players.
Unit 8 . Doing business
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WRITING Polite emails
pp48–49
aims
The aim of this section is to give students practice in writing polite emails in an academic context.
•
answer key WRITING Answer key
pp48–49
1 1 Both are to Dr Diana Stuart. 2 a is from Jack Carter; b is from Ana Gonzalez. 3 b
Lead in
2 1 Yes (it is attached to the email). 2 Yesterday. 3 The effect of money on sport. 4 She was ill. 5 The handouts from the lecture.
procedure
1 2 3 4 5 6 7
3 Dear Dr Stuart Please find attached my homework. I am sorry that I missed your lecture. Please could you send me the handouts? I would like to talk to you I look forward to hearing from you. Best wishes
1 2 3 4 5
4 b) Please could we meet tomorrow? d) I am sorry that it is late. a) Please find attached my essay. e) I look forward to meeting you next week. c) I would like to talk to you about the course.
Ask the students why they write emails to their teachers. Elicit several reasons (to apologize for being absent, to ask for a meeting, to ask for lecture notes / homework, etc.). • Elicit what polite means (behaving in a way that is socially correct and shows respect for other people).
1
Students read the instructions and do the task. Give them 30 seconds. Elicit the 1 answers. 2 Students read the instructions and answer the questions. Ask them to give short 2 answers. Let them compare answers in pairs. Elicit answers from the class. 3 Put students in pairs to do the task. Write the text of the email on the board. Ask some students to come up and underline the polite phrases as you check the 3 answers. 4 Students read the STUDY SKILL. These expressions are used in polite emails, not necessarily formal ones. You may like to focus on common mistakes, e.g. NOT Dear Dr Diana Stuart, or Dear Teacher, but Dear Dr Stuart,. Ask what comes after I look forward to …? (an -ing form). Elicit other possible endings (seeing you, meeting you, etc.). Students read the instructions and do the task. Elicit the answers and encourage 4 the students to say the whole phrases. 5 Students do the task individually. Elicit the answer from the class. 5 6 Students read the instructions and do the task individually. Circulate and monitor. 7 Students work in pairs and check each other’s emails. If some students finish quickly, ask them to write their emails on the board. Let the whole class check 7 the emails for correct phrases, spelling, etc. Take in the emails to correct.
EXTENSION activity
5
She wants them to send their essays by 22nd April. 7 Model answer Dear Dr Brown, Please find attached my essay. I am sorry that it is late. Please could you send me the new reading list? I look forward to hearing from you. Best wishes, (Full name) Extension activity
Dictate the following words and phrases from impolite email: Hi Dr Alan Jones I send you my essay I want the lecture notes can you give me the homework? bye bye, (Pablo) Ask the students to write polite phrases for each of the above. Let them compare their answers with a partner. Extension activity
Dear Dr Jones, Please find attached my essay. Please could you send me the lecture notes? Please could you give me the homework? Best wishes, Pablo Fernandez
ADDITIONAL PHOTOCOPIABLE activity Writing 8 Writing polite emails
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VOCABULARY DEVELOPMENT Words with more than one meaning
answer key DEVELOPMENT Answer key VOCABULARY p50
aims
The aim of this section is to help students to use a dictionary correctly by raising awareness of multiple meanings.
• • •
lead in
Remind the students of the previous Study Skills on dictionary use in units 2 and 7 (pages 14 and 44). Ask: – What information does a dictionary give you? Elicit: pronunciation, part of speech. e.g. noun / verb etc., the meaning, an example sentence, and the past form of irregular verbs.
PROCEDURE
1
Students read the STUDY SKILL, the instructions, and do the task. They only need to complete the first column, part of speech. Tell them that some of the underlined words are the same part of speech. Ask them to compare answers in 1 pairs. Elicit the answers from the class. 2 Students read the instructions and complete the second column, meaning, in exercise 1. Ask them to compare answers in pairs. Elicit the answers from the 2 class. 3 Students read the instructions and do the task in pairs. 3 4 Students read the instructions and write an example sentence for the meanings they have chosen. Weaker students can use the example sentence in the 4 dictionary, and stronger students can make up their own sentences.
EXTENSION activity
Dictate or write the following words on the board: market, easy, orange. Put the students in pairs and ask them to use a dictionary to find two or more meanings for the words. Then ask them to write a sentence for each meaning. Elicit the answers from the class. Extension activity
1 2 3 4 1 2 3 4
1, 2 part of speech b) verb a) noun b) noun a) noun b) noun a) adjective b) verb
p50
meaning 2 2 1 2 1 1 2
3 hard 1 not soft 2 difficult to do or understand 3 full of problems 4 not kind or gentle virus 1 a living thing that is too small to see 2 a program that enters your computer and stops it from working properly park 1 a place with grass and trees, 2 to stop and leave a vehicle match 1 a short piece of wood you use to light a fire 2 a game between two people or teams 3 something that looks good with something else 4 to have the same colour or shape or to look good with something else 5 to find something that is like another thing that you can put with it
4 Possible answers Diamonds are very hard minerals. The exercise was very hard. I caught a virus infection on the plane. The computer program has a virus and doesn’t work. The students played football in the park. You can park your car in the road. Roger won the tennis match. You can light a fire with a match. Extension activity market 1 a place where people go to buy and sell things 2 the people who want to buy something 3 to sell something using advertisements easy 1 not difficult to do 2 without problems or pain orange 1 a round fruit with a colour between red and yellow 2 the colour between red and yellow 3 (adjective) of the colour between red and yellow
Unit 2 .Unit Where 8 . inDoing the world business …?
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REVIEW
answer Answer key key REVIEW
p51
p51
aims
1 The text is about sports and television, and how much money TV companies make.
PROCEDURE
2 a) 1 The business of sport and TV b) 4 How TV companies make money
The aims of this section are to encourage students to review the content of the unit, and also to practise and develop the skills they have learnt.
1
Students read the instructions. Give them 15 seconds to do the task. Elicit the 1 answer from the class. 2 This task gives more preparation for note-taking under headings. Let the students work individually. Give a time limit of 15 seconds. Elicit the answers. 2
3 Students read the instructions and do the task individually. Ask them to
compare their headings with a partner. Elicit possible answers from a few 3 students. Ask the students to write the headings in the text. 4 Students read the instructions and do the task. Let them compare their answers with a partner. If you have a projector, you could project the text and ask the 4 students which words they underlined. Elicit the answers from the class. 5 Students do the task individually and compare their answers with a partner. You could ask some students who finish quickly to write the important words on the 5 board 6 Students read the instructions. Encourage the students to cover the text and just use their notes to answer the questions. Let them answer orally, with short 6 answers. 7 Students read the instructions and work individually. If necessary, refer them back to page 49 for the polite phrases. 8 Put the students in pairs to check each other’s emails. Ask one or two to write their emails on the board and let the whole class check them. Take the emails in 8 to correct.
EXTENSION ACTIVITY
Ask the students to list the skills they have learnt and practised in this unit. For example, – making notes – writing polite emails – understanding words with more than one meaning Put students in groups to discuss how to apply these skills to the work they do in their academic studies. Let them do this in L1 in a monolingual group.
3 Possible answers 2 Early TV and sport 3 Money and TV 5 Conclusion 4
Sports and television 1 The business of sport and TV Television shows a lot of sports programmes. Sport on TV is a big business and many people benefit from it. 2 Early TV and sport When TV started in the 1940s, it showed sports. They were very popular because, for the first time, many people could watch important games. More people bought televisions and watched more sport. 3 Money and TV The TV companies paid the sports clubs and organizations a lot of money, and this is still true today. For example, in 1985 they paid $45 million to show the top basketball games in the USA. European TV companies paid 760 million euros to show the summer and winter Olympics of 2010 and 2012. 4 How TV companies make money How do the TV companies make money from sport? They sell time on television to other companies. These companies advertise their products at sports matches and competitions. Millions of people watch the sport and see the advertisements. 5 Conclusion Showing sports on TV has advantages for the top sports clubs and TV companies. Also, people around the world can watch their favourite sports at home. 5
1 The business of sport and TV TV lot sports programmes, big business, many people benefit 2 Early TV and sport 1940s popular first time, many people watch important games, more people bought televisions 3 Money and TV TV companies paid sports clubs organizations lot of money, true today, 1985 $45 million top basketball games, European TV paid 760 million euros summer and winter Olympics 2010 and 2012 4 How TV companies make money TV companies make money sport sell time to other companies, advertise products sports matches competitions, millions people watch see advertisements 5 Conclusion Showing sports TV advantages top sports clubs TV companies, people watch favourite sports at home 6
1 Because, for the first time, people could watch important games. 2 Sports clubs and organizations. 3 They sell time to companies who advertise their products at the matches and competitions. 4 Because millions of people see the advertisements. 8 Model answer Dear Dr (Roberts), I am sorry I did not go to your lecture last week. Please could you send me the handouts from your lecture? Please find attached the homework on sport and TV. Best wishes, (full name)
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92 Where Water in the world…? READING SKILLS Understanding tables and charts (1) and (2) WRITING SKILLS Describing statistics VOCABULARY DEVELOPMENT Recording vocabulary (5)
READING Using water
pp52–53
aims
The aim of this section is to help students understand tables and graphs associated with a text.
•
LEAD in
You may wish to check students understand the following key vocabulary: – statistics, compare, potatoes, apples, bread, sugar, rice, chicken, beef, chocolate, about (for approximations), goods (products).
PROCEDURE
1
READING Answer key
pp52–53
1 Possible answers drinking, watering plants (irrigation), washing, cooking, leisure (swimming, sailing, water skiing, etc.), transport, farming, industry, etc. 2 1 Litres of water necessary to produce one kilo of food 2 product, litres of water 3 eight 3
Students read the instructions. Put them into pairs and give them 30 seconds to do the task. Elicit the answers from the class. Write their ideas on the board. 1
2 Students read the STUDY SKILL. Elicit the meaning of table and bar chart by
asking the students to find them on pages 52 and 53. Students read the instructions. Give them 30 seconds to do the task. Elicit the 2 answers from the class.
background INFORMATION
The table shows information about how much water is needed to produce a kilo of food. The values are approximate. The longer it takes to produce the food, the more water it needs. Processed foods, such as chocolate, use more water than natural foods, such as apples. 3 Students scan the table in 30 seconds. Elicit the answers from the class. 3
Grammar note
This unit talks about food and quantities without referring to countable and uncountable nouns. If your students have already studied this grammar point, you may like to revise it with them by eliciting when you use how much (uncountable nouns, e.g. How much water do you need?) and how many (countable nouns, e.g. How many litres of water do you need?).
1 900 2 chicken 3 chocolate 4 2 700 3 beef 4 sugar 5 16,000 5 1 How many litres of water do people use a day? 2 Six. 6
1 In the home, for farming and in industry. 2 500 litres. 3 China. 4 200 litres. 5 We use more in industry (to produce food and other goods). 6 We don’t have much water. 7 We need to find more, or use less.
4 Students read the instructions. Draw their attention to the numbered mistakes
in bold. Ask them to do the task individually and to compare their answers with 4 a partner. Elicit the answers from the class. 5 Put the students into pairs and give them 15 seconds to do the task. Elicit the 5 answers from the class. 6 Students read the STUDY SKILL. Show them how to use a pencil or a finger to read the numbers in the bar chart. To answer the questions the students need to read the text and look at the bar chart. Students can compare their answers with a 6 partner. Elicit the answers from the class.
EXTENSION activity
Ask students to write two more questions about the table and the bar chart with a partner. Circulate and monitor. Put them in different pairs to ask and answer their questions.
Unit 9 . Water
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WRITING More or less
pp54–55
aims
The aims of this section are to give students practice in describing tables and bar charts and to revise simple comparative forms.
•
Lead in
Ask students to focus on the pictures of food. Elicit the names of the food (rice, bread, fish, tea). Ask: – Which food do you eat a lot of? – Which other foods do you like? – Which drinks do you like? – How many cups of tea (or coffee or any other popular drink) do you drink a day? • Write some sentences on the board. For example, – Fatima drinks two cups of coffee a day. – Lee drinks four cups of coffee a day. – Kai drinks two cups of coffee a day. Then write: – Lee drinks coffee than Fatima. – Fatima drinks coffee than Lee. – Kai drinks the number of cups of coffee Fatima. • Elicit the words to fill the gaps (more, less, the same and as). You may like to write symbols to help the students, e.g. more than > less than
