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TEACHER'S BOOK

Reading & Writing

TARGETS

Virginia Evans - Jenny Dooley

~

Express Publishing

Published in 1999 by Express Publishing

Liberty House New Greenham ParNewbury Berkshire RG19 6HW Tel.: (0044) 1635 817363 Fax: (0044) 1635 817 463

e-mail: Inquiries@expresspubllshing.co.uk http://www.expresspublishlng.co.uk

© Virginia Evans· Jenny Dooley

Design & Illustration © Express Publishing

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, electronic, photocopying or otherwise, without the prior written permission of the Publishers.

ISBN 1-903128-83-8

Content~

Introduction " " 4

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15

Family Ties 5

Celebrities 7

Join the Club! 10

Seasons Change 12

Time Off " 15

What's Cooking? " " 17

A Day in the Life of 19

What's the Story? 22

All Creatures Great and Small 24

Lights! Camera! ACTION! 28

Take my Advice 31

A Red Rag to a Bull! 34

Going North 37

Getting Ready 39

Whatever Will Be, Will Be 42

Abbreviations used in the book
e.g. := example
etc := et cetera
Ex := exercise
HW := homework
i.e. := that is
p := page
pp := pages
5 := student
55 := students
T := teacher
3 I ntroduction to the Teacher

Reading & Writing Targets 1, for learners of English at Elementary level, provides systematic development of students' reading and writing skills,

The book consists of 15 units and is planned to be taught in 20 • 25 teaching hours, The topics of the units have been carefully selected to appeal to and motivate learners at Elementary level, Each unit begins with a text, based on a reaHife communicative situation, which not only develops reading skills but also serves as a model for the students' own written work.

A variety of reading skills - skimming for overall understanding, scanning, predicting a topic from visual prompts or clues, reconstructing a text, inferring, recognising word equivalences, jigsaw reading, etc - are introduced, taught and practised to help learners read more effectively in English.

The exercises that follow are specially chosen to expand learners' passive and active vocabulary and feed them with ideas which can be used by learners in their writing projects. Grammar structures are also presented and practised in a meaningful context to help learners produce successful pieces of writing.

The text types presented in this book include informal letters, articles. recipes, advertisements, postcards, film reviews and stories through pictures. Useful Writing Tip boxes help learners understand the structure of each piece of writing. Paragraph Plans are also provided to give the students step-by-step guidance. These plans are intended to be used in class for discussion before learners write their own pieces. Teachers are advised to elicit, in class, the points which learners should include in their piece of writing and always to have some students complete the task orally in class before the exercise is assigned as written homework.

The Photo File section at the end of the Student's Book provides pictures which students can use to decorate their writing projects for Units 2, 3, 6, 7,9, 10 and 12.

Reading & Writing Targets I - Unit I

Unill - family Ties (pP. 4 - 7)

J Objectives L

Vocabulary: the family; jobs; simple physical descriptions; numbers

Grammar: the verb to be (present simple); the verb have got (present simple); personal pronouns; possessive adjectives; the possessive case's; abbreviations; capital letters; full stops; the conjunction and

Reading: scanning for specific information Writing: a project on your family

1 (Point out that Ss should label the people according to how they are related to Carl.)

1 sister 2 mother

3 brother 4 father

(Check Ss' answers by prompting sentences. e.g, T: Number 1 ~ Who is she?

S1: She is Carl's sister.)

2 (Ask individual Ss to answer the questions orally, helping where necessary.)

(Suggested answer)

There are four people in my family. My mother's name is Susan. My father's name is William. My brother's name is Neil and my sister's name is Tanya.

3 (Read each of the statements aloud and ask Ss to identify them as true or false. Ss should be advised to scan the texts quickly for the relevant information, rather than reading for complete understanding.)

2T 3T 4F 5T 6F 7F 8T

(Ask individual Ss to take turns in reading portions of the text aloud and explain/eficit the meaning of any unknown vocabulary.)

4 1 b

3 d

2 a

4 c

5 a) (Complete the task orally with the class, explaining/eliciting the meaning of any unknown words. Explain that cousin appfies to both males and females.)

father husband son grandson

male

uncle brother grandfather cousin

female

mother wife daughter sister

cousin granddaughter aunt grandmother

b) (Ask Ss to make pairs of words. Write their answers in a list on the board, as shown below. Ss should copy this list in their notebooks.)

mother ~ father

aunt ~ uncle

sister - brother granddaughter - grandson grandmother - grandfather wife - husband

daughter - son

6 (Write the words am, are, Isn't and aren't on the board. Complete the task orally with the class.)

Affirmative Negative Interrogative
lam I'm not Am I?
you are you aren't Are you?
he } he Is { he?
she is she} isn't she?
it it it?
we } we } r?
you are you aren't Are you?
they they they? 7 (After Ss have done Ex. 7, ask them to count from 1
to 100, one after the other.)
one twenty-three 23
twelve 12 nineteen 19
thirty-six 36 twenty-five 25
ten 10 forty-four 44
twenty-nine 29 fifty-eight 58 STUDY TIP (p. 5)

(Present the use of This is ••. and explainielicit the meaning of Introduce.)

5

Reading & Writing Targets I - Unit I

8 (Explain/Elicit the meaning of the words in the list, then complete one or two examples orally with the class before Ss complete the task in writing. Check Ss' answers around the class, then ask individual Ss to read their answers aloud.)

2 Kate/29

job - policewoman

This is Kate. She is twenty-nine years old. She is a policewoman.

3 Roy/23

job - porter

This is Roy. He is twenty-three years old. He is a porter.

4 Jack/36

job - reporter

This is Jack. He is thirty-six years old. He is a reporter.

5 Carlos/44 job - chef

This is Carlos. He is forty-four years old. He is a chef.

6 Sarah/25 job - nurse

This is Sarah. She is twenty-five years old. She is a nurse.

9 (Copy the table in the S's book onto the board. Ask Ss to supply the missing forms and write their answers in the appropriate spaces on the board. If desired, read each line of the table aloud for Ss to repeat as a choral drill.)

Affirmative Negative Interrogative
I've got I haven't got Have I got?
you've got you haven't got Have you got?
he } he } he
she's got she hasn't got Has she got?
it it it
we } we } we
you've got you haven't got Have you got?
they they they 10 (Allow Ss a minute or two to match the items, then check Ss' answers around the class. As an extension, ask Ss to make sentences practising personal pronouns and possessive adjectives. Use the prompts below.

Jack - car [e.g. He is Jack. This is his car.)

Bob & Sally - house

Claire - ball etc.)

6

---> my we ---> our
you ---> your you ---> your
he --. his they ---> their
she --. her
it --. its 11

(Allow Ss a minute or two to complete the taSk, then check Ss' answers by asking individual Ss to read the sentences aloud.)

1 I

2 She

4 their

3 our

12

(Copy the table in the S's book onto the board. Explain/Elicit the meaning of any unknown words. Then, ask Ss to identify which box[es) each word belongs in, and write their answers in the appropriate box{es] on the board.)

HEIGHT: tall, short, big, smalt
BUILD: slim, plump, big, small, well-built
HAIR: black, short, long, red, brown, grey,
fair
EYES: green, big, small, brown, blue, grey 13 a) (Present the example in the S's book to ensure that Ss understand the task. Ss correct the remaining false statements as a written exercise. Check Ss' answers around the class.)

2 T 3 F

Mark isn't short and plump. He is tall and slim.

Don isn't slim and (he) hasn't got fair hair. He is plump and (he) has got black hair.

4 F

b) (Prompt a number of individual Ss to give an oral description of a friend, as in the suggested answer below. If desired, Ss may then be asked to complete the task in writing.)

(Suggested answer)

Gabriella is short and slim. She has got long black hair and brown eyes.

14 (Check that Ss understand the task, then prompt Ss to make sentences.

e.g. T: Harold

Sl: Harold is his grandfather.

If desired, Ss may then be asked to complete the task in writing.)

Reading & Writing Targets I - Unit 2

Mary is his sister. Ian is his brother. Harold is his grandfather. Rachel is his grandmother. George is his uncle. Sue is his aunt. David is his cousin.

(As further practice, Ss may be prompted to speak about various people from the family tree.

e.g. T: She is Sue. Who is George?

S 1: George is her husband.)

15 (AJlow Ss three minutes to complete the task.

Check Ss' answers around the class, then ask individual Ss to read the sentences aloud.)

1 mother 2 cousin 3 brother

4 grandfather

5 daughter 6 sister

7 uncle

8 grandson

STUDY TIP (p. 7)

(Present the use of's and explain/elicit the meaning of possessive, belongs to and are related.)

16

is

2 possessive 3 is

4 has

5 possessive 6 has

STUDY TIP (p. 7)

(Present the use of capital letters, full stops and the conjunction and.)

17 (Complete the first two sentences orally with the class and write these corrected sentences on the board. Allow Ss five minutes to complete the remainder of the task in writing, then check Ss' answers around the class.)

I am Henry. I am thirty-five years old and I am a gardener_ I am tall and plump. I have got short fair hair and green eyes, My wife's name is Martha. She is thirty years old and she is a chef. Our daughter's name is Jessica and she is seven years old.

WRITING TIP (p. 7)

(Present the theory in the Writing Tip box, reminding Ss that we don't necessarily give al/ of the information listed. Ss should read the texts in Ex. 3 again to see how this theory has been applied.)

18 a) (Complete the first sentence orally with the class, then aI/ow Ss (lAta or three minutes to complete the task in writing. Check Ss' answers around the class.)

My name is Emma.

I am thirty-four years old. I am a nurse.

I have got long brown hair and green eyes.

b) (Check that Ss understand the table, then prompt individual Ss to make sentences, as in the answers below. If desired, ss may then be asked to complete the task in writing.)

... thirty-five years old and he is a reporter. He is tall and he has got short brown hair and brown eyes.

This is my daughter, Vicky. She is eleven years old. She has got long brown hair and brown eyes.

This is my son, Phil. He is eight years old. He has got very short fair hair and green eyes.

19

(Check that Se understand the task and that they know the relevant vocabulary, especially concerning their parents' jobs. Ask Ss to look at the texts in Ex. 3 again, and remind them they must also describe themselves. Assign the task as written HW. Ss should write approximately 25 words for each family member.)

Unit 2 - Celebrities (pP. 8 - 11)

I Objectives I

Vocabulary: jobs; countries; nationalities; colours; physical descriptions; activities; character descriptions

Grammar: the verb to be (present simple); the verb have got (present simple); the verb can (present simple); the conjunctions and and but

Reading: scanning; reading for specific information; cloze test

Writing: an article about a famous person

1 (Ask Ss to look at the pictures and explain the meaning of celebrities and famous. Read aloud the names of the people in the pictures, then the words in the list, explaining/eliciting meaning where necessary. Ss match the jobs to the pictures, and label each picture appropriately,)

1

Reading & Writing Targets I - Unit 2

a singer b actor c model

dice-skater

e film director

(If desired, Ss may ask and answer questions in open/closed pairs.

e.g. S1: Who is this in picture 'e'?

S2: He's Steven Spielberg. S1: What's his job?

S2: He's a film director.)

2 (Before Ss read the text, ask them to read the numbered sentences quickly. Explain/Elicit the meaning of any unknown words, then af/ow Ss three or four minutes to read the text silently and underline the correct word in each sentence. Check Ss' answers by asking Ss to read the sentences aloud.)

1 American 2 father's

3 fair

4 hardworking 5 tennis

6 purple

(Explain/Elicit the meaning of any words in the text which Ss still do not understand, then ask individual Ss to read portions of the text aloud.)

STUDY TIP (p. 9)

(Present the theory about the verb to be and check that Ss understand the meaning of nationality, appearance and character.)

3 a) (Allow Ss about two minutes to complete the task. Check Ss' answers by reading aloud the name of each country. Ss respond, chorally or individually, by saying the appropriate nationality. Correct Ss' pronunciation where necessary and check that Ss understand the names of the countries in English.)

2 h 3 a

6 g 7 c

8 f

4 e 5 b

II

b) (Read aloud each of the names in the key, then prompt Ss to respond chorally or individually, as in the example below. Point out that Carlos, Edward and Hassan are male names.

e.g. T: Marie

S1: She's French.

Then, Ss ask and answer questions in open/ closed pairs.)

SA: Is Edward Turkish?

S6: No, he isn't. He's English. Is Anouska French?

8

SA: No, she isn't. She's Finnish. Is Renata Greek?

S8: No, she isn't. She's Polish. Is Eleni English? SA: No, she isn't. She's Greek. Is Gabriella Italian?

S6: Yes, she is. Is Hassan Polish? SA: No, he isn't. He's Turkish.

STUDY TIP (p. 9)

(Present the theory about have/has got and check that $5 know/remember the meaning of possession and physical features.)

4 a) (Read each colour aloud. Ss give the appropriate number and /abel the balloons accordingly. Then, read out the numbers at random, to which Ss respond by saying the colour, chorally or individually.)

2 red

3 orange 4 green

8 brown 9 black 10 purple

5 white 6 pink

7 yellow

b) (Ss ask and answer questions about each other's favourite colour, in open/closed pairs.)

5 (Allow Ss about two minutes to complete the task.

Check Ss' answers by asking individual Ss to read their answers aloud.)

(Suggested answers)

Tom is tall and plump. He has got short brown wavy hair and brown eyes. He has also got a beard and a moustache.

Anne is tall and slim. She has got long fair hair and green eyes.

6 (Help individual Ss to complete the task orally. If desired, Ss may then repeat the task as a written exercise.)

(Suggested answer)

Tara Lipinski is short and slim. She has got long fair hair and big blue eyes.

STUDY TIP (p. 10)

(Present the use of can, and explain/elicit the meaning of any unknown words in the theory box.)

: ... ' .. .~:"

7 (Read each of the activities aloud. Ss identify the appropriate picture and labe/the pictures accordingly.)

1 g 2 b

5 d 6 f

7 a 8 c

3 e 4 h

Reading & Writing Targets I - Unit 2

(Ask individual Ss around the class to say which things they can/can't do. It desired, Ss may then repeat the task as a written exercise.)

(Suggested answers) I canswfm.

I can ride a bicycle. I can play tennis.

I can't sing. I can't cook.

I can't windsurf.

STUDY TIP (p. 10)

(Present the use of and and but and explain/elicit the meaning of any unknown words.)

8

(Present the examples given in the S's book, and point out that Thomas is a male name, while Chris is usually a male name but may also be used as a female name. Allow Ss two or three minutes to complete the task in writing. Check Ss' answers around the class, then ask individual Ss to read the completed sentences aloud.)

3 Emily can't ride a bicycle but she can paint. 4 Thomas can windsurf and play tennis.

5 Anna can paint and cook.

6 Chris can sing but he/she can't ride a bicycle.

9 a) (Read aloud each of the words in the list, explaining/eliciting their meaning where necessaty. Ss label the pictures appropriately. Check Ss' answers by asking individual Ss to read the completed sentences aloud.)

A pilot

B clowns C artist

o mechanics

E photographer F guitarist

b) (Read each of the sentences aloud, and explain/elicit the meaning of any unknown words. Ss label the sentences appropriately. Check Ss' answers by asking individual Ss to make sentences, as in the answers below. If desired, Ss may then repeat the task as a written exercise.)

2 C Artists can paint beautiful pictures.

3 F Guitarists can play the guitar very wel1. 4 0 Mechanics can fix cars.

5 E Photographers can take good photographs. 6 A Pilots can fly planes.

10 (Before Ss read the text, read aloud the clues below the crossword, and explain/elicit the meaning of any unknown words. Allow Ss five or six minutes to read the text silently and complete the

crossword with the words missing from the clues. Check Ss' answers by asking individual Ss to read each of the completed clues aloud, and write the completed crossword on the board. Finally, ask individual Ss to read the text aloud.)

Across

3 friendly

Down

1 hardworking

5 clever

6 kind

2 shy

4 lazy

11

(Explain/Elicit the meaning of any unknown words. Ss then underline the appropriate adjectives. Check Ss' answers around the class.)

shy, hardworking, clever, kind, friendly, lazy

(Ask individual Ss to make sentences, as in the answers below.)

(Suggested answers)

My mother is kind.

My big brother is hardworking. My big sister is lazy.

My little brother is shy.

My little sister is friendly.

12 (Complete the first sentence orally with the class. $s then complete the task as a written exercise. Check Ss' answers around the class.)

1 John can dance but he can't sing.

2 Liz has got long brown hair and blue eyes. 3 My favourite singer is Sting.

WRITING TIP (p. 11)

(Present the theory about writing an article about a person and explain/elicit the meaning of any unknown words.)

13

a) (Check that Ss understand the task, and complete one or two examples orally with the class. Allow Ss three or four minutes to complete the task, then check Ss' answers around the class. Finally, ask individual Ss to read portions of the completed text aloud.)

1 singer

2 father's 3 mother's 4 brother

5 slim 6 blue 7 fair

8 friendly

9 dance 10 favourite

,

Reading & Writing Targets I • Unit 3

b) (Explain/Elicit the meaning of any unknown words. Ss then complete the task. Check Ss' answers around the class.)

1 The first paragraph.

2 The fourth paragraph. 3 The third paragraph.

4 The second paragraph.

14 (Point out to Ss that the paragraph plan given is the same as is illustrated in the text in Ex. 13. Ask Ss to read the information in the plan silently, then ask questions.

e.q. T: What's his name?

S1: Nicolas Cage.

T: What is his nationality?

S2: American.

T: Which year was he born?

S3: 1964

T: What's his father's name? etc.

Then, prompt individual Ss to complete the task orally, reminding them to use the text in Ex. 13 as a model and to use and/but where appropriate. Finally, assign the task as written Hw')

(Suggested answer)

Nicolas Cage is a famous American actor. He was born in 1964.

His father's name is August and his mother's name is Joy. Nicolas has got two brothers. Their names are Marc and Christopher.

Nicolas is tall and slim. He has got short brown hair and green eyes. He is a kind, hardworking person.

Nicolas can paint but he can't play football. His favourite Singer is Elvis Presley and his favourite colour is purple.

3 - Join Ihe Club! (pP. 12 - 15)

~ ..... I Objectives I

Vocabulary: sports; sports equipment Grammar: there is/are; prepositions of place; commas; question marks

Reading: reading for specific information; scanning

Writing: an advertisement for a sports centre

1 (Read items 1 - 8 aloud, and ask Ss to match these to the pictures. Ensure that Ss now understand the vocabulary in the exercise, and have grasped the dis-

10

tinction between (e.g.] tennis as a sport and tennis court as the place where the sport is played. If desired, allow Ss two or three minutes to memorise the items, then ask them to close their books. Point to each of the pictures; Ss identify the activities in each picture, chorally or individually.)

1 H 2 A

3 G 4 B

7 F 8 E

5 D 6 C

2 (Ensure that Ss are aware of the meaning of summer camp: a residential centre where children/teenagers spend a summer holiday, and which offers sportingl adventure activities supervised by young members of staff. Read aloud each of the statements below the text, and explain/elicft the meaning of any unknown words. Allow Ss five minutes to read the text silently and mark the statements as true or false. Check Ss' answers, then explain/elicit the meaning of any words in the text which Ss stifl do not understand. Finally, ask individual Ss to read the text aloud.)

1 F

3 T

4 F

5 F

6 T

2 T

3 (Allow Ss one or two minutes to match the adjectives to their opposites. Check Ss' answers. Ask Ss to find and underline the adjectives in the text. Emphasise that they should scan the text rapidly rather than reading each word. Then, help Ss identify the noun to which each adjective refers.)

1 C (children) 2 A (staff)

3 B (staff)

4 E (staff)

5 D (countryside)

4 (Read aloud the names of each of the items 1-10; Ss match these to the sports, labelling each sport appropriately in their books. If desired, point out that each sport is uncountable: thus a basketball is the equipment, but the game is basketball; darts are equipment, but darts is a game.)

cycling 3 skiing 9
table tennis 5 cricket 8
golf 1 ten-pin bowling 7
basketball 2 darts 10
canoeing 4 5 (Write the words play and go on the board, and ask Ss to guess which word is used with each of the sports in Ex. 4. Write each correct answer on the board, while Ss fill in the diagram in their books/

Reading & Writing Targets I - Unit 3

play: table tennis, golf, basketball, cricket, darts go: swimming, cycling, canoeing, skiing, ten-pin bowling

6 (Prompt individual Ss to make sentences orafly. If desired, Ss may then repeat the task as a written exercise. Alternatively, Ss may be asked to close their books and make sentences from memory.)

To go cycling you need a bicycle.

To play table tennis you need table tennis bats. To play golf you need golf clubs.

To play basketball you need a basketball. To go canoeing you need a canoe.

To go skiing you need skis.

To play cricket you need a cricket bat.

To go ten-pin bowling you need bowling pins. To play darts you need darts.

7 (Aflow Ss one or two minutes to match the locations to the spans, then check Ss' answers by asking individual Ss to make sentences orally. If desired, Ss may then repeat the task as a written exercise.)

2 F 3 C

4 A

5 G

6 E 7 B

You can play tennis on a tennis court.

You can go swimming in a swimming pool. You can play golf on a golf course.

You can play cricket on a cricket pitch. You can play football on a football pitch.

You can go ten-pin bowling at a bowling alley.

8 (Allow Ss about five minutes to refer to the text in Ex. 2 again and complete the task. Check Ss' answers around the class.)

1 hour's 2 games

3 adventure 4 main

5 beautiful 6 basketball 7 keep

8 summer

STUDY TIP (p. 14)

(Present the table and notes in the Study Tip box. If desired, ask Ss to make sentences about the sports equipment shown in Ex. 4, as in the examples below. e.g. SA: There is a bicycle.

SB: There are three darts.)

9 (Allow Ss two or three minutes to complete the task.

Check Ss' answers by asking individual Ss to read the complete sentences aloud.)

2 There are 3 There is 4 There are 5 There is 6 There is

7 There is 8 There are 9 There is

10 There are

Prepositions of Place (p. 14)

(Present the prepositions of place, reading each item aloud and ensuring that 5s understand the meaning of each.)

10

(Ask Ss to look at the map, and check that they understand cafeteria. Complete the first two sentences orally with the class. Ss then complete the remainder of the task. Check se: answers around the class.)

T

2 F

3 F

4 T

5 F

2 There is a football pitch behind the tennis courts. 3 There is a bowling alley between the swimming pool and the tennis courts.

5 The Super Sports Centre is opposite the bus station.

11 (Ss ask and answer questions, first in open pairs, then in closed pairs. Monitor 55' performance around the class.)

(Suggested answers)

SA: Is there a football pitch at the Super Sports

Centre?

SB: Yes, there is. SA: Where is it?

SB: It's behind the tennis courts.

SA: Is there a bowling alley at the Super Sports

Centre?

SB: Yes, there is. SA: Where is it?

S8: It's between the swimming pool and the tennis courts.

STUDY TIP (p. 15)

(Present the use of commas and question marks and, if appropriate/possible, explain to Ss the difference in the use of these punctuation marks in English and in the Ss' mother tongue.)

12 (Allow Ss a minute or two to complete the task, then check Ss' answers around the class.)

... to send your children to in the summer holidays? Why don't you try Sunrise Summer Camp?

n

Reading & Writing Targets I - Unit 4

... All of the staff are experienced, energetic and, above all, enthusiastic ... there is a games room with snooker, table tennis and many other games ... For real adventure lovers, we have got waterskiing, canoeing and mountain biking ... For more information, call 888341 ...

13 (Remind Ss that unless a sentence ends with a question mark {or exclamation mark], we must use a full stop at the end of each sentence. Point out that we do not use both together, Complete the first rwo items orally with the class, then allow 5s about two minutes to complete the remainder of the task on their own. Check Ss' answers around the class. Note: Tell Ss that we usually use a comma before but - especially in longer sentences.}

1 Is there a swimming pool at the club?

2 There is a games room. There is also a cafe. 3 You can play football, tennis and cricket there. 4 Can we go canoeing at the camp?

5 There are two swimming pools and a bowling alley, but there isn't a tennis court.

6 Your children can do many activities there, such as canoeing, water-skiing and mountain biking.

7 The staff are friendly and experienced. 8 Has the centre got a basketball court?

14 (If desired, briefly revise the theory in the Study Tip box at the bottom of p. 10. Present the example in the S's book, then allow Ss two or three minutes to complete the task. Check Ss' answers around the class.)

2 You can play snooker and table tennis.

3 There are two swimming pools, but there aren't any tennis courts.

4 You can't play football, but you can go swimming.

5 The centre has got a cafe and a games room.

WRITING TIP (p. 15)

(Present the theory in the Writing Tip box and explain/elicit the meaning of any unknown words.)

15 (Ask 5s to look at the advertisement and the plan below it. Help individual Ss to complete the task oral/y. Ask questions and elicit answers from s».

T: Where is the Mega 5ports Centre?

51: It's opposite the Grand Hotel on King 5treet.

T: Are the staff friendly?

52: Yes, theyare.

T: Are there any basketball courts at the centre? S3: Yes, there are. There are two basketball courts.

12

T: What can you do on the basketball courts?

54: You can play basketball. etc.

After Ss have completed the task orally, assign it as written HW. Point out that 5s should use the opening and closing paragraphs given in the plan.)

(Suggested answer)

The Mega 5ports Centre is the best sports centre in town. It's now open and, believe us, it's got something for everyone!

The Mega Sports Centre is opposite the Grand Hotel on King Street We have got friendly, experienced staff and lots of sports and activities for everyone. There is a bowling alley, two basketball courts and two swimming pools. You can also play snooker, table tennis and darts in the Mega Sports Centre's huge games room. There is also the Mega Cafe - a great place to relax at the end of the day.

For more information, you can caJ/ us on 8825442.

Unil 4 - Seosons Chonge (pP. 16 - 19)

I Objectives r

Vocabulary: seasons; weather; activities/ events related to the different seasons Grammar: present simple; prepositions of time; adverbs of frequency

Reading: reading for specific information; reading for gist

Writing: an article about your favourite season

1 (Read aloud the names of the seasons and help Ss to match them to the pictures. Then, point to the pictures at random; Ss respond chorally by saying the name of the season.)

spring B summer - 0

autumn - A winter - C

2 (Read each of the sentences aloud and ask Ss to identify the season described. Then, explain/elicft the meaning of any unknown words, and ask individual Ss to read the sentences aloud.)

1 winter

2 summer

3 autumn 4 spring

Reading & Writing Targets I - Unit 4

3 (Explain/Elicit the meaning of any unknown words in the instructions, and check that Se have understood the context of the passage. Then, read aloud the sentences following the text, explaining/ eliciting any unknown words. Allow Ss three or four minutes to read the text and mark the sentences as true or false. Check Ss' answers and explain/elicit the meaning of any words which Ss still do not understand.)

1 F 2 F

3 T

4 T

5 F

4 (Complete the task orally with the class, reminding Ss that they should 'skim' each paragraph rather than re-read the text in detail.)

c The first paragraph.

a The second paragraph. d The third paragraph.

b The fourth paragraph.

5 (Write the names of the seasons on the board, and complete the table using Ss' oral answers. [Since seasons vary from country to country, the key here is only a suggested answer, showing the months and seasons in most European countries.] If desired, conduct a choral drill by reading aloud the months and/or seasons for Ss to repeat.)

Winter: December, January. February Spring: March. April. May

Summer: June, July. August

Autumn: September, October. November

6 (Read the words [1-6] aloud and ask Ss to match each to its definition/synonym. Then, choose items at random from A to F: Ss respond by giving the matching word.)

D 2 B

3 F/A 4 AlF

5 C 6 E

7 (Allow Ss two or three minutes to complete the task.

Check Ss' answers around the class.)

1 build 2 turns

3 ride 4 feel

5 picnics 6 spend

8 a) (Read aloud each of the activities [1-8], explaining/eliciting the meaning of any unknown words, and ask Ss to identify the appropriate season. [The suggested answers below would apply in many European countries; in other parts of the world, correct responses might be markedly different.])

(Suggested answers)

1 S 2 A

3 W 4 SP

5 S 6 A

7 W

8 SP/S

b) (Write the seasons on the board and prompt Ss to suggest further activities associated with each. Help Ss with vocabulary if necessary, and complete the table on the board using Ss' suggestions.)

WINTER: play in the snow, sit by the fire, etc
SPRING: fly kites, go for walks, etc
SUMMER: school finishes, go swimming,
eat ice cream, etc
AUTUMN: collect wood for the fire, go
shopping for new warm clothes,
etc c) (Ask individual $s to make sentences orally, then assign the task as a written exercise. Check $s' answers around the class.)

(Suggested answers)

In the winter. I play in the snow with my brother. In the spring. I go for walks with my family.

In the spring. I go on picnics.

In the summer. I go swimming.

In the summer, I go on holiday.

In the autumn, I go shopping for new warm clothes with my mother.

In the autumn, I collect the leaves from the garden.

9 (Write the prepositions on the board, then read aloud each item from the list in the $'s book. Ask Ss to identify the word used with each preposition and use Se' answers to complete the table on the board. Ss fill in the table in their books.)

IN the morning. August, May. the summer.
the evening, July. the autumn, the
afternoon
AT noon, midnight, the weekend, 10 o'clock
ON Wednesday, Saturday, Tuesday 10 (Read aloud the adjectives in the list, explaining/ eliciting the meaning of any unknown words. Allow s« about three minutes to complete the task, then check Ss' answers by asking individual Ss to read the completed descriptions aloud.)

13

Reading & Writing Targets I - Unit 4

2 warm 3 cool

4 hot, sunny 5 rainy, windy

STUDY TIP (p. 18)

(Present the theory about adverbs of frequency and explain/elicit the meaning of any unknown words. If desired, use the chart in Ex. 11 to clarify the meaning of each adverb of frequency.)

11

(Invite a number of Se to complete the sentences orally; Ss then repeat the task as a written exercise. Check Ss' answers around the class.)

(Suggested answers)

1 I always feel happy in the spring.

2 My family and I sometimes go on holiday in the summer.

3 I never go skiing in the summer.

4 We often visit our grandparents at the weekend.

5 I never go on picnics in the winter.

12

(If necessary, point out to Ss that the weather described is that of many European countries. Complete the task orally with the class, then ask individual 5s to read the completed text aloud.)

2 cloudy 3 rains

4 snows 5 hot

6 sunny 7 windy

(If deSired/applicable, Ss may be prompted to give a similar short oral/written description of winter and summer in their country.)

13 (Explain/Elicit the meaning of any of the words in bold which ss do not know/remember. Aflow Ss about five minutes to read the passage and complete the task. Check Se' answers around the class, then ask individual ss to read the completed text aloud.)

1 change 2 rains

3 blows 4 fall

5 fly

6 buys 7 starts

8 collects

9 help 10 visit 11 like

12 makes

WRITING TIP (p. 19)

(Present the theory in the Writing Tip box, and explain/elicit the meaning of any unknown words.)

14 a) (Ensure that Ss understand the context of the passage and the nature of the task. Emphasise that 5s should not read the text in detail at this stage, but should 'skim' to find the main topic of

14

each paragraph, and number this according to the theory in the Writing Tip box. If necessal}', help 5s complete the task.}

A3

B 1

C 4

D 2

b) (Complete the task orally with the class.)

1 season 2 nature

3 activities 4 feelings

(Finally, explain/elicit the meaning of any words which Ss still do not understand, then ask individual ss to read portions of the text aloud in the correct order.)

15

(Explain that $s should write a piece similar to the texts in Exs 3 and 14 and should follow the plan in the S's book. [If the prompts provided in the S's book do not apply to the climate of the Ss' country, help $s to suggest suitable prompts of their own and write these on the board.] Remind Ss that they do not need to use all of the prompts given. Ask individual Ss to complete the task orally by asking questions using the prompts.

e.g. T: Why is summer your favourite season?

$1: Because it's beautiful.

T: What's the weather like?

$2: /t's hot and sunny. The sun shines.

There aren't any clouds. etc.

After $s have completed the task orally, assign it as written HW)

(Suggested answer)

Summer is Great!

Summer is a fantastic season. It's my favourite because everything is so beautiful.

The weather is usually hot and sunny. The sun shines and there aren't any clouds. The trees are full of green leaves, the birds sing and the sea is warm.

In summer, I always go on holiday. In the morning, I swim in the sea and make sand castles on the beach. In the afternoon, I go on picnics or ride my bicycle.

I love summer. It makes me feel happy and relaxed.

Reading & Writing Targets / - Unit 5

Unit 5 - Time 011 (pP. 20 - 23)

I Objectives 11-- -----.

Vocabulary: holiday activities; likes/dislikes; adjectives describing a place

Grammar: present continuous; reflexive pronouns

Reading: reading for specific information Writing: a postcard to a friend from a holiday resort

1 (Explain/Elicit the meaning of the title of the unit and point out that the pictures show places related to relaxation, holidays, etc. Read aloud each of items 1 - 7 and ask Ss to match these to the photographs. Ensure that Ss now understand the vocabulary in the exercise by asking them to explain each item in their mother tongue. Additionally/Altematively, affow Ss two or three minutes to memorise the vocabulary before closing their books. Point to each of the pictures. Ss respond. chorally or individually, by giving the English word for each place shown.)

1 D 2C 3B 4F 5A 6G 7E

2 (Explain/Elicit that the postcards are written to friends in Eng/and by a person on holiday on Capri, ftaly, and another person on holiday in Jasper National Park in the Canadian Rockies. Explain/Elicit briefly where each place is. Ask Ss to read the questions first, then allow them four or five minutes to read the postcards and prepare their answers. Check Ss' answers around the class, then ask individual Ss to read portions of the postcards aloud.)

Ben is on Capri.

2 He is staying at a lovely hotel in the Marina

Grande.

3 It is sunny.

4 The food is very tasty.

5 Kate is staying at a big campsite in Jasper

National Park (in the Canadian Rockies).

6 She is having breakfast at the campsite cafe. 7 Yes, she does.

8 The postcards start with "Dear Emily," and ~Dear Michael," and end with "Love, Ben" and "Yours, Kate".

3 (Allow se three or tour minutes to scan the texts in Ex. 2 and complete the task. Check Ss' answers around the class.)

1 fresh

2 square 3 sunny 4 have

5 beaches 6 tasty

7 morning 8 breakfast

STUDY TIP (p. 21)

(Present the use of the present continuous and explain/elicit the meaning of any unknown words. Point out that right now is usually reserved for actions happening around the time of speaking. Remind Ss of the spelling rules which apply when forming the present continuous:

Spelling Rules

• Most verbs: add -ing after the base form of the main verb. e.g. read - reading

• Verbs ending in one stressed vowel and a consonant: double the consonant and add -ing. e.g. swim - swimming

• Verbs ending in -e: drop the e and add -ing. e.g. make - making)

4 a) (Present the example in the S's book, then allow Ss four or five minutes to complete the task. Monitor Se' performance around the class, then ask individual Ss to read the completed sentences aloud. Write each of the verbs on the board, in both the infinitive and the present continuous forms, and draw Ss' attention to the spelling rules governing the present continuous, as above.)

2 Mark is exploring the forest.

3 Jane is making a sandcastle now. 4 She is taking photos of the castle.

5 They are buying souvenirs at the moment. 6 My sister is sunbathing and I am writing

postcards.

7 They are having coffee at a cafe.

b) (Allow Ss about a minute to complete the task.

Check Ss' answers by asking them to read aloud the sentence relevant to each photograph.)

A 4

B 5

C 7

D 1

5 (Read aloud each of the items in the list and ask Ss to identify the relevant picture. Ask $s to make sentences orally, then assign as written HW.)

(Suggested answers)

2 They are buying souvenirs. 3 They are eating watermelon. 4 They are sunbathing.

5 She is windsurfing.

lj

Reading & Writing Targets I - Unit 5

G 4

6 They are ice-skating.

7 He is reading a book. 8 They are having lunch. 9 He is swimming.

10 She is playing volleyball.

6 (Draw Ss' attention to the sentence I'm really enjoying myseff in the last paragraph of Ben's postcard on p. 20. If necessary, briefly present the use of reflexive pronouns. Allow Ss rwo or three minutes to complete the task, then check Ss' answers by asking them to read the completed table aloud, chorally or individually.)

You're enjoying yourself. She's enjoying herself. It's enjoying itself.

You're enjoying yourselves. They're enjoying themselves.

STUDY TIP (p. 22)

(Present the theory in the Study Tip box and explain/elicit the meaning of any unknown words. [Note that think in this context means "have the opinion that".] Point out that these verbs refer to a state of mind rather than an action.)

7 (Complete the first one or two extracts orally with the class. then aI/ow Ss three or four minutes to complete the remainder of the task on their own. Monitor Ss' performance around the class, and check Ss' answers by asking individual Ss to read the completed extracts aloud.)

1 am having, am staying 2 is swimming, is visiting 3 like, hate

4 are enjoying, think

5 is, am sunbathing, are making 6 is windsurfing, goes, are having

8 (Complete the first sentence orally with the class, then aI/ow Ss two or three minutes to complete the task in writing. Check Ss' answers by asking Ss to read the completed sentences aloud. After each sentence is read aloud, ask Ss to identity and label the appropriate picture.)

are having 5 are eating
2 is fishing 6 is throwing
3 are sailing 7 are having
4 is visiting 16

A 7 8 5

C 2 D

E 3 F 6

9 a) (Without explaining the meaning of the words in bold, read each extract aloud and ask Ss to complete the task. Point out that these extracts are people's impressions of the place where they are.)

1 Amy and Greg (A & C)

2 Peggy and Ross (8 & D)

b) (Read aloud each of the adjectives in the list using vocal intonation to help Ss identity whether each is positive or pejorative. Then, ask individual Ss to read the extracts aloud, with suitable substitutions.)

(Suggested answers) A beautiful

B disgusting/horrible

C wonderful

D horrible/disgusting

1 0 (Complete the first two sentences orally with the class, then allow Ss five or six minutes to complete the remainder of the task in writing. Monitor Ss' performance around the class. Check Ss' answers by asking individual Ss to read the complete sentences aloud. Write their answers on the board.)

Dear Joe,

I am having a wonderful time in Malta. We are staying at a lovely hotel in Valletta.

It is warm and sunny today. Right now, I am sunbathing on the beach and [I am] writing this postcard. Jill is visiting a museum and Diane is having breakfast at a cafe. The water here is very blue and the beach is beautiful.

We are really enjoying ourselves! I think Malta is a fantastic island.

Love, laura

(Read each of the questions aloud and invite Ss to respond.)

1 The postcard is from laura. 2 The postcard is to Joe.

3 The postcard starts with "Dear Joe," and it ends with "Love, laura".

4 The second paragraph is about the weather and what everyone is doing.

5 The last/third paragraph is about laura's impressions of the place.

.r ..

Reading & Writing Targets I - Unit 6

WRITING TIP (p. 23)

(Present the theory in the Writing Tip box and explain/elicit the meaning of Impressions. Ask Ss to look briefly at the texts in Exs. 2 and 10 and confirm whet per each postcard conforms to the theory presented.)

11 (Ask each S to remember/imagine a holiday destination and help them to suggest prompts relevant to each paragraph of the postcard. Write a variety of these prompts on the board.

e.g. 1. Where_;_ Sicily - Hawaii [etc) lovely hotel - beautiful campsite - friend's house

2. WElgther: warm and sunny - hot, sun shining - wonderful warm afternoon etc

Remind Ss that they are to write about one destination and should choose appropriate prompts. Help Ss to complete the task orally, then assign it as written HW. Point out that their writing should (oak like the postcards in Ex. 2.)

(Suggested answer) Dear Julie,

We are having a lovely time here in Sicily. We are staying at a big hotel in Palermo.

The weather is very hot and the sun is shining.

At the moment, I am sitting by the pool at the hotel. Jane is buying souvenirs and Sarah is eating an ice cream at a cate, The countryside is beautiful and Palermo is very interesting.

1 really love it here! I think Sicily is a wonderiul island.

Love, Celia

Unit 6 - Whol's Cooking? (pp, 24 - 21)

I Objectives I

Vocabulary: food, ways of cooking Grammar: the imperative; plurals; uncountable nouns; how much/how many; some/any Reading: reading for specific information; scanning

Writing: a recipe

(Ask Ss to look at the pictures on p. 24. Read the heading vegetables aloud; Ss repeat the word,

chorally andlor individually. Read aloud each of the items in the group; again, Ss repeat each item, chorally and/or individually. Repeat this procedure for the remaining groups.)

(For Exs 1 . 5, read each of the questions aloud and invite Ss to respond orally.)

1 (Suggested answers)

a) lettuce, tomato, ham, cucumber, eggs, cheese, mayonnaise, tomato ketchup, olive oil, salt, pepper, vinegar

b) eggs, butter, cheese, tomato, green pepper, ham, olives, onions, potato, bacon, salt, pepper

c) flour, milk, eggs, sugar, butter

d) bread, butter, tomato, cheese, lettuce, cucumber, ham, mayonnaise, bacon, eggs, salt, pepper, mustard, tomato ketchup

2 (Suggested answer) Peaches are my favourite fruit.

3 (Suggested answer)

I like fruit salad and ice cream,

4 (Suggested answer)

My favourite drink is milk.

5 (Suggested answers)

a) omelette, pizza, fish & chips, soup, beef & beans, chicken & rice, sausages

b) chefs salad, sandwich, soup, sausages

c) soup, sausages

STUDY TIP (p. 25)

(Present the use of the imperative and explain/elicit the meaning of any unknown words.)

6 (Read aloud each of the items in the list. Ss identify and label the relevant pictures. If desired, allow Ss three or four minutes to memorise as many of the items as possible, then ask them to close their books. Point to each of the pictures in the book and invite Ss to say the relevant phrase, chorally or individually.)

2 peel the banana 3 add the sugar

4 beat the mixture

5 break the eggs into a bowl 6 mix all the ingredients well 7 slice the meat

17

Reoding & Writing Targets I - Unit 6

B pour the coffee 9 chop the onion

7 (Read aloud the prompts below each picture and explain/elicit the meaning of the verbs and equipment, in Ss' mother tongue if necessary. Read aloud each of the types of food in the list. Ss identify the picture[s] relevant to each one and list the types of food in their books accordingly.)

(Suggested answers)

1 eggs, potatoes, fish, rice

2 potatoes, cake, biscuits, fish, bread 3 fish, sausages

4 eggs, potatoes, fish, rice, bread, sausages

(Ask individual Ss to make sentences orally, using the prompts. If desired, Ss may then be asked to repeat the task as a written exercise [4 to 5 sentences].)

(Suggested answers)

1 You can boil rice in a saucepan. 2 You can bake a cake in an oven. 3 You can grill fish on a barbecue.

4 You can fry potatoes in a frying pan.

Plurals (p. 25)

(Present the table of plurals, reading each pair of items aloud. Ss repeat, chorally or individually. Draw Ss' attention to the spelling of the plural forms.)

8 (Allow Ss two or three minutes to complete the task.

Ask Ss to read their answers aloud and spell each plural correctly. Write these answers on the board.)

cakes

2 cherries 3 biscuits

4 tomatoes 5 peaches 6 loaves

7 onions 8 carrots

STUDY TIP (p. 26)

(Present the theory in the Study Tip box and explain/elicit the meaning of uncountable [nouns which we cannot count - e.g. flour]. Ask Ss to look at the pictures below the Study Tip box. Read each of the phrases aloud. Ss repeat, chorally or individually. Finally, explain/elicit the meaning of any words which Ss still do not understand.)

9 (Complete the first two or three items orally with the class. Allow Ss two or three minutes to complete the remainder of the task on their own, and check Ss' answers by asking individual Ss to read aloud the correct phrases [e.g. a cup of tea - a cup of coffee].)

18

(incorrect words)

2 beer 5 sugar

3 coffee 6 soup

4 flour 7 wine

8 juice

9 chicken

1 0 a) (Read aloud each of the verbs' in the list and explain/elicit the meaning of any unknown words; also explain the meanings of the headings Ingredients and Dressing. Ask Ss to look at the instructions in the recipe, and complete the first three items orally with the class. Allow Ss about five minutes to complete the tes«, and check Ss' answers by asking individual5s to read the completed instructions aloud.)

1 Boil 2 Cut 3 Slice

4 Remove 5 Put

6 mix

7 Add 8 pour

9 Serve

b) (Read each of the statements aloud and ask Ss to say whether they are true or false. Emphasise that ss should scan the text quickly to find the relevant information, rather than reading the entire text again in detail. Ask individual Ss to correct the false statements and read the corrected statements aloud.)

1 T

3 F

4 T

5 F

2 F

2 Boil the eggs for 10 minutes.

3 Cut the cheese and the ham into small pieces.

5 Serve with fresh bread.

STUDY TIP (p. 27)

(Present the use of how much and how many. ff desired, ask Ss to find examples from p. 24 of each sort of noun, and to form questions simi/ar to those modelled in the Study Tip box.)

11 (Explain/Elicit the meaning of supermarket, frozen pizza base and mushrooms if necessary. Complete the first one or two examples orally with the class, then allow Ss two or three minutes to complete the remainder of the task on their own. Check ss' answers, then ask 5s to read the dialogue aloud in open or cfosed pairs.)

1 many 2 many

3 much 4 many

5 many 6 much

Reading & Writing Targets I - Unit 7

STUDY TIP (p. 27)

(Present the use of some and any, reminding Ss of the meaning of affirmative and negative if necessary.)

12 (Explain/Elicit the meaning of hungry and Mediterranean and any other unknown vocabulary. Complete the first one or two examples orally with the class, then allow Ss two or three minutes to complete the remainder of the task on their own. Check ss' answers, then ask Ss to read the dialogue aloud in open and/or closed pairs.)

some

2 how many 3 some

4 How much 5 any

6 any

7 any

8 some 9 any

WRITING TIP (p. 27)

(Present the theory in the Writing Tip box. Ask Ss to look again at the recipe in Ex. 10 and to confirm whether it conforms to the theory presented here. [The recipe in Ex. 10 conforms to the theory, but contains additional information conceming the dressing.})

13 (Ensure that Ss understand the task and the plan given in the S's book. Ask Ss to find the name of the dish mentioned in the dialogue in Ex. 10; write the title Mediterranean Omelette on the board. Then, write the heading Ingredients on the board and, below this, the quantities required.

i.e. Ingredients

2 .

1 etc

Ask Ss to scan the dialogue in Ex. 12 and underline each of the ingredients mentioned. Write Ss' answers in the appropriate spaces on the board. Next, write the heading Instructions on the board. Ask Ss to find and number the instructions given in the dialogue. Help individual Ss to read the instructions aloud, in order, as shown below. Assign the task as written HW.)

(Suggested answer) Mediterranean Omelette Ingredients

2 eggs

1 small onion

1 small green pepper 1 large tomato

25g butter

salt and pepper

Instructions

• Cut the onion, the green pepper and the

tomato into small pieces.

• Put the butter into the frying pan.

• Put the vegetables into the frying pan.

• Fry them for about three minutes.

• Break the eggs into a bowl.

• Add the salt and pepper.

• Beat the eggs well.

• Add the eggs to the frying pan.

• Cook the omelette for three minutes.

• Turn the omelette over.

• Serve with fresh bread.

Unit 7 - A Doy in the life of '" (pp, 28 • 31)

.....------1' Objectives l

Vocabulary: daily routines/activities; free-time activities; telling the time

Grammar: the present simple

Reading: reading for specific information Writing: an article about a famous person's daily routine

1 (Ask Ss to look at the pictures and identify the person. Ss have seen the same person in Unit 2. Point out that Tara goes to the Detroit Skating Club to practise because she is an ice-skater. Note: Explain to Ss that practise is a verb whereas practice is a noun.)

• Yes, I do. She's Tara Upinski.

• She's a famous Olympic gold medaHist iceskater.

(Suggested answers)

• I think she gets up at 7:30 in the morning.

• I think she goes to the Detroit Skating Club at 8:30 in the morning.

• I think she has five hours of practice every day.

Yes, I do.

• Yes, I do.

2 (Ss read the text Silently, Do not explain any unknown words to Ss, since this will be presented in Exs. 3, 4 and 5.)

1 F

2 F

3 F

4 F

5 T 6 F

Reading & Writing Targets I • Unit 7

3 ($s close their books. Draw a clock face on the board and write o'clock, haff past, past, to, a quarter past and a quarter to in the appropriate places.

o'clock

to

a quarter past

past

a quarter to

haff past

Draw hands on the clock face and practise teJling the time with Ss.

haff past one

one o'clock

s« open their books. Explain that we can tell the time in two ways. Ss look at the table in Ex. 3 on p.29 in their books. Explain the table to Ss, then play the game below or go straight on to the exercise.

Game

Divide the class into two teams. Write a time on the board. In teams, Ss tell the time in both ways. Each correct answer gets one point. The team with the most points is the winner.

T: [Twrites 8:30 on the board.] Team A $1: Half past eight or eight thirty.

T: Very good. One point for Team A Team B now.

[T writes 9:00 on the board.] Team B S1: Nine 0 'clock or nine.

T: Well done. etc)

1 It's one o'clock. / It's one.

2 It's half past five. /It's five thirty.

3 It's a quarter past nine. / It's nine fifteen. 4 It's a quarter to six. / It's five forty-five.

5 It's ten to two. / It's one fifty.

6 It's twenty-five past one. / It's one twenty-five.

4 (Ask Ss to look at the pictures, then scan the text of Ex. 2 and find the phrases which match the pictures. Do the first two examples with Ss orally, then Ss complete the rest of the exercise in closed pairs. Check Ss' answers around the class.)

(Suggested answers)

• Then, at eight thirty, her mum drives her to the club .

• She practises from nine till lunchtime at twelve.

20

• After that, she has lunch till one.

• Then, from one till two forty-five she works with

her coaches.

• At two forty-five, her mum drives her home.

• She has lessons at home from three till six thirty.

• After that, at six thirty, she makes dinner with her mum.

• They have dinner at seven thirty.

• Then, at eight, she does her homework or watches TV.

• After that, she has a shower at nine, then she goes to bed at nine thirty.

5 (Explain any unknown words, then Ss do the exercise. Ask some Ss to talk about their daify routine. This can be assigned as written HW)

(Suggested answers) MORNING

First, I get up at half past seven.

Next, I have a shower at twenty to eight. Then, at eight o'clock, I get dressed.

At ten past eight, I have breakfast.

After that, I drive to work at half past eight. Then, at nine o'clock, I start work.

AFTERNOON

I finish work at five o'clock.

After that, I go home at half past five.

EVENING

I cook dinner at seven o'clock.

Then, I have dinner at half past seven. Next, I watch TV till nine o'clock.

After that, I go out till half past ten. Then, I go to bed at eleven o'clock.

6 (Suggested answers)

I never go fishing in my free time. I rarely watch TV in my free time.

I often go swimming in my free time.

I usually go to the cinema in my free time. I sometimes go for a walk in my free time. I rarely go on a picnic in my free time.

I sometimes go roller-skating in my free time. 1 sometimes go shopping in my free time.

I usually read a book in my free time.

1 always meet my friends in my free time. I often go to a disco in my free time.

I rarely play computer games in my free time.

Reading & Writing Targets I - Unit 7

7 (Suggested answers)

I always meet my friends in my free time. I usually go shopping.

I sometimes go to the cinema. I often go to a restaurant.

(Read the table and explain the use of the present simple and the spelling rules. Drill your Ss. Say verbs in the first person singular. Ss say the same verbs in the third person singular.

e.g. T: I play

S1: he plays T: I swim S2: he swims T: I ride

$3: he rides)

8

a) A 5

B 3

C 2

o 4

E 1

b) A: likes

B: has, teaches, stays, goes, prepares C: gets up, has, catches, arrives, starts 0: helps, has, go, listen

E: works

c) Paragraph 1: Who the person is and where

he works.

Paragraph 2: What Tim does in the morning. Paragraph 3: What Tim does in the afternoon. Paragraph 4: What Tim does in the evening. Paragraph 5: What Tim does in his free time.

9 (Explain celebrity casting agent, am [=ante meridiem] and pm [=post meridiem] to Ss. Ask individual Ss to read aloud what Patty says and explain/elicit the meaning of any unknown words. Write these headings on the board: morning, afternoon, evening, free time, and fill in the information about Patty eliciting answers from Ss. Ss copy the table into their notebooks. Ask some Ss to talk about Patty's daily routine and free-time activities using their notes.

morning - get up (8:30) drive to work

arrive at work (10:00) have breakfast (10:30) read the newspaper rarely/have lunch

afternoon - have meetings with various celebrities (1:00 - 4:30)

leave the office (5:00)

evening - often/have dinner with a celebrity (6:30)

sometimes/work late

get home (12:00)

free time - meet friends go on a picnic)

(Suggested answers)

1 In the morning, Patty gets up at eight thirty.

Then, she drives to work. She arrives at work at about ten o'clock. She has breakfast at work at half past ten and she also reads the newspaper. She rarely has lunch because she is very busy.

2 In the afternoon, Patty has meetings with various celebrities from one till four thirty. Patty usually leaves the office at about five o'clock. 3 In the evening, she often has dinner with a celebrity at about half past six. Sometimes she works late and doesn't get home till midnight. 4 I n her free time, Patty meets her friends or goes

on a picnic.

.

1 0 (Ss use the completed table to write their articles.)

(Suggested answer)

Patty Stevens is a celebrity casting agent at the Talent Corporation in London.

Patty's day starts early. First, she gets up at half past eight. Then, she drives to work. She usually arrives there at about ten o'clock. After that, she has breakfast at work at about half past ten. She also reads the newspaper. Patty rarely has lunch because she is busy.

At one o'clock, she has meetings with various celebrities till four thirty. She usually leaves the office at about five o'clock.

In the evening, she usually has dinner with a celebrity at about half past six. Sometimes she works late and doesn't get home till midnight.

In her free time, Patty meets her friends or goes on a picnic.

21

Reading & Writing Targets I - Unit 8

Uoll8 - Whol's Ihe SIOry! (pP. 32 . 35)

J Objectives L

Vocabulary: emotions/reactions; adverbial phrases of time

Grammar: past simple; time links showing sequence (later, before, after, when, etc) Reading: reading for detailed understanding; reading for gist

Writing: a story (3rd person)

1 (Ask Ss to look at the pictures; read each of the phrases aloud, and help Ss to identify each of the things referred to. Ensure that Ss have clearly grasped the meaning of the new vocabulary [e.g. military air base, parachute, etc) and explain the meaning further if necessary. Then, point to various details {e.g. parachute] in the pictures and ask Ss to say chorally or individually, what each is called in English.}

a) A & B

b) B&C

c) A & B

d) B& C

e) A

2 (Read each of the items aloud, and prompt Ss to match them to the speech bubbles.)

1 "Would you like some sugar?" 2 "Watch out!"

3 "I'm so sorry! My parachute didn't open on timel" 4 "I'm afraid there isn't any tea for you!"

3 (Remind Ss of the use of the past simple tense, and revise/present the regular -ad ending. Read aloud each of the regular verbs in the table, in present and past form; Ss repeat, chorally endlor individually. Revise/Present the past tense of irregular verbs, reminding Ss that the past tense of be is was in the first/third person singular, but were in other persons. Read aloud each of the verbs. Ss repeat. Explainl Elicit the meaning of any verbs in the table which Ss do not understand. Then, ask Ss to read the story and write each of the numbered verbs in the correct form. Point out that the story happened in the past {"last May"], and the events must therefore be narrated in the past tense. Complete the first paragraph orally with the class, then allow Ss five or six minutes to complete the remainder of the text on their own. Check Ss' answers around the class, then ask individual Ss to read the completed text aloud. Finally, explain/elicit the meaning of any vocabulary in the story which Ss still do not understand.}

22

1 decided 7 landed 13 began
2 brought 8 fell 14 said
3 poured 9 looked 15 were
4 asked 10 was 16 came
5 could 11 said 17 had
6 heard 12 looked 18 sat STUDY TIP (p. 33)

(Present the theory in the Study Tip box and explain/elicit the meaning of any unknown words.)

4 (Explain that the events listed are in jumbled chronological order, and point out that the event at the end of the Jist actually occurs at the beginning of the story. Help Ss to number the second sentence correctly, then allow Ss about three minutes to complete the remainder of the task. Check Ss' answers around the class.)

1 We decided to have tea in the garden.

2 Mum brought out biscuits, a cake and a pot of

tea.

3 We heard a loud cry.

4 A soldier landed on the table. 5 We fell off our chairs.

6 We all began to laugh.

7 The soldier came back with a box of cakes. 8 We all had tea together in the dining room.

5 (Before Ss complete the task, explainlelicit the meaning of the fof(ow;ng vocabulary: pilot, air force, skating club, helicopter, [blow] - blew· [blown], umbrella, passed my driving test, anxiously. Ss then complete the task. Check Ss' answers by asking individual Ss to read the sentences aloud. If necessary, point out that watch implies paying attention to what one sees.)

1 military air base 2 watch

3 pour

4 flew

5 parachute 6 Fortunately 7 cheerfully

STUDY TIP (p. 33)

(Present the theory in the Study Tip box. Ask Ss to read the first paragraph of the story in Ex. 2, then ask Ss questions.

T: Where does the story take place? S1: In the garden.

T: When does it take place?

S2: On a sunny afternoon last May. T: Who are the people in the story?

S3: The writer, her mother and the soldier.

Reading & Writing Targets I . Unit 8

T: What happened first?

54: The writer's mother brought out biscuits, a cake and a pot of tea.)

6 (Allow Ss about three minutes to complete the task, then check Ss' answers around the class)

1 b 2 a

4 b

5 a

6 b

3 b

7 (Explain the nature of the task, and complete the first sentence oralfy with the class. Allow Ss about three minutes to complete the remainder of the task, then check Ss' answers by asking individual Ss to read the completed sentences aloud.)

1 Last night I went to a restaurant.

2 I sat down at an empty table and waited for my friend.

3 Suddenly, a good-looking woman came towards my table.

4 "Who is she?" I wondered.

8 (Explain to Ss that the paragraphs are in jumbled order, but that all the events took place in the past ["Last year" - Paragraph DJ and must therefore be narrated in the past tense. Point out that if Ss do not know the past tense of a verb, they should consult the list of irregular verbs on p. 64; if the verb is not listed, they may assume that it has a regular ·ed past form.)

a) (Complete Paragraph A orally with the class, helping 5s to use the list of verbs on p. 64. Allow Ss five or six minutes to complete the remainder of the task, then check Ss' answers around the class.)

A put on, got. heard, thought B laughed. said, pressed

C jumped, opened, was, ran, looked. asked D went, stayed

b) (Allow Ss a minute or fI..1to to determine the correct order of paragraphs; emphasize that Ss should "skim" each paragraph rather than rereading each word carefully. Check Ss' answers, then ask individual Ss to read the story aloud in the correct chronological sequence.)

A 2

B 4

C 3

D 1

9 (Complete the first two sentences orally with the class, then allow 5s two or three minutes to complete the remainder of the task. Check Ss' answers by asking individual Ss to read the corrected sentences aloud. Finally, explain/elicit the meaning of any unknown words.)

1 When 2 First 3 Then

4 Later 5 After 6 Next

7 FinalJy 8 before 9 After

10 (Read aloud the adverbial phrases in list A and the actions in list B, and explain/elicit the meaning of any unknown words. Point out that the adverbial phrases all refer to When an action took place in. the past. If desired, ask the class to give the past tense of each verb, then ask several individual Ss to make sentences orally. Ss should then continue the task on their own as a written exercise. Check Ss' answers around the class.)

(Suggested answers)

A month ago, I visited my grandmother. Three years ago, I learnt to ride a bicycle. Yesterday morning, I went to work.

The day before yesterday. I stayed at home and relaxed.

On my seventh birthday, I had a party. Last Christmas, I got lots of presents. Last weekend, I went camping.

Last night, I met some friends.

STUDY TIP (p. 34)

(Present the theory in the Study Tip box preceding the exercise, then help Ss answer the questions in Ex. 11.)

11

In the end, the soldier came back with a huge box of cakes and they all had tea together.

All the people in the story felt happy.

12

a) (Read aloud the adjectives in the Jist, and help Ss to match them to the drawings. Check that Ss have clearly grasped the meaning of each word, by using tmmetss' mother tongue; Ss then say the appropriate word in English, chorally or individually.)

1 happy 2 tired

3 scared 4 sad

5 proud

6 confused 7 surprised 8 angry

b) (Read each of the sentences aloud and explain/elicit the meaning of any unknown words; ss say the miSSing word, chorally or individuaffy.)

1 happy

2 surprised 3 angry

4 confused

5 tired 6 sad

7 proud 8 scared

23

Reading & Writing Targets I - Unit 9

WRITING TIP (po 35)

(Present the theory in the Writing Tip box, and ask Ss to check whether the plan in Ex. 14 conforms to this theory.)

13 a) (Read aloud the task instructions and explain/ elicit the meaning of vet. Ask Ss to look at the pictures, and compfete the task ora/(y with the class. Provide Ss with the relevant vocabulary, if necessary [e.g. knife).)

Picture A

1 Jim is at home. 2 It is four o'clock.

3 Jim's pet snake, Slippy.

Picture B

1 They are on the train.

2 Two men are with them. 3 They feel angry.

4 One of the men is holding a knife. 5 They tell Jim to give them his bag.

Picture C

1. They are running away because they saw Slippy.

2. They feel scared.

Picture 0

1 They are on the platform.

2 Jim feels proud of Slippy/happy.

b) (Read aloud each of the items; Ss repeat, chorally or individually, and match the items to the speech bubbles.)

1 "Give me your bag, now!" 2 "Help! A snake!"

c) (If desired, ask Ss to give the past tense of each of the verbs used. Then, help individual Ss to narrate the story orally in ful/ sentences; repeat this with various Ss, several times if necessary, to ensure that Ss are thoroughly prepared to cope with Ex. 14.)

(Suggested answer)

• One afternoon two weeks ago, Jim decided to take his pet snake, Slippy, to the vet. He put Slippy in his sports bag and went to the underground station.

24.

• On the train, Jim noticed two large men. He felt frightened. The two men came up to him. One of the men shouted, "Give me your bag, now!" He had a knife in his hand. The two men looked very angry, so Jim gave them his bag.

• The two men took the bag. They opened it and Slippy's head popped out. One of the men Shouted, "Helpl A snake!" The two men ran towards the door.

• When the train stopped at the next station, the two men jumped off the train and ran away. Jim was very proud of Slippy.

14 (Remind Ss to use the tit/e, as well as the beginning and paragraph plan given, then assign the task as written HW)

(Ss' own answers. See suggested answer for Ex. 13c,)

Unitg ~ All Crenlures Grenl nnd Smnll (pP. 36·39)

r Objectives t

Vocabulary: animals/pets

Grammar: comparative & superlative forms of adjectives; links of addition/contrast (also, what is more, however, on the other hand) Reading: reading for specific information; reading for detailed understanding

Writing: an article giving the good and bad points about keeping a cat as a pet

1 a) (Ask Ss to look at the pictures; present the word pet and explain/eliCit its meaning. If desired, also explain the meaning of the title [i.e. creatures means all forms of animal life, including birds/fish/etc; great in this context means big, rather than wonderful]. Point to each of the pictures and read aloud the word for each pet; Ss repeat chorally. Then, read questions a) and b) aloud; individual Ss give appropriate personal responses.)

b) (Suggested answer)

My favourite animal is the hamster.

Reading & Writing Targets I - Unit 9

c) (Read aloud the list in question c) and explain/elicit the meaning of any unknown vocabulary; also ensure that Ss have grasped the meaning of the superlative form. Individual Ss then offer their opinion. If desired, Ss may ask and answer in open/closed pairs.)

(Suggested answers)

I think a horse is the most expensive pet/animal to keep.

I think a dog/parrot is the noisiest pet/animal.

I think a cat is the most independent pet/animal. I think a monkey is the most intelligent pet/animal. I think a dog is the most loyal pet/animal.

I think a dog/monkey is the most playful pet/animal. I think a snake is the most dangerous pet/animal.

2 a) (Read aloud the question and definitions, explaining/eliciting any unknown vocabulary.)

B (A sentence which starts a paragraph and summarises what the paragraph is about.)

b) (Ensure that Ss understand the instructions, and explain that the topic sentences have been removed from the article; then, read aloud sentences a to d. Emphasise that Ss do not, at this stage, need to understand every word or read the text for detailed understanding; instead, they should read quickly to grasp the gist of each paragraph. Allow ss three or four minutes to complete the task, then check Ss' answers.)

1 b

2 d

3 a

4 c

c) (Ask the class to identify which paragraph mentions the good points about having a pet dog [Paragraph 2), and which the bad points [Paragraph 3}. Write the headings Good Points and Bad Points on the board, and ask individual Ss to identify the points mentioned in the text. Write Ss' correct answers under the appropriate headings on the board, and explain/elicit the meaning of any unknown words in the answers.}

good points: children love them; they obey commands better than most other animals; they never run away

bad points: they need a lot of space; they can cause problems with your neighbours

d) (Read the questions aloud and explain/elicit the meaning of state an opinion. Help Ss to answer the questions appropriately.)

He believes that dogs make the best pets.

He states his opinion in the last paragraph.

(Explain/Elicit the meaning of any words in the article, including the topic sentences, which Ss stifl do not understand. Then, individual Ss read the enict« aloud.)

3 (Read aloud each of the words in the list. Affow Ss two or three minutes to complete the task, then check Ss' answers by asking individual Ss to read the completed phrases aloUd.)

1 more 2 obey

3 friend 5 problems

4 cause 6 love

4 (Explain/Elicit the meaning of the words in bold; Se . then complete the task. Check Ss' answers by asking individual5s to read the corrected sentences aloud.)

1 quiet 2 lazy

3 cheap

4 independent

5 clever

6 dangerous

5 (Read aloud the adjectives in Ex.4; Ss identify each as a good point/bad point and complete the table in the S's book accordingly.)

Good Points Bad Points
quiet, funny, cheap, noisy, lazy,
loyal, independent, expensive,
playful, clever, dangerous
intelligent (Individual Ss make appropriate sentences orally; Ss then complete the task as a written exercise.)

(Suggested answers)

• Monkeys are funny animals.

Hamsters are cheap to keep. Parrots are noisy pets.

Horses are expensive to keep. etc

6 (Explain/Elicit the meaning of any unknown words, then allow Ss two or three minutes to complete the task. Check Se' answers by asking individual Ss to read the completed sentences a/oud.)

2 quiet

3 dangerous

4 noisy

5 obedient

6 cheap

STUDY TIP (p. 37)

(Present the use of comparative and superlative forms of adjectives and explain/elicit the meaning of any unknown words.)

Reading & Writing Targets I - Unit 9

7 (Write the headings Adjectives, Comparatives, and Superlatives on the board. Explain/Elicit the meaning 01 any unknown adjectives. Help Ss to supply the items missing from the table in the S's book, and write these items under the appropriate headings on the board; Ss copy the items into the table in their books.)

Adjectives Comparatives SUperlatives
energetic more energetic the most energetic
cheap cheaper the cheapest
dangerous more dangerous the most dangerous
good better the best
lazy lazier the laziest
bad worse the worst
expensive more expensive the most expensive
loyal more loyal the most loyal
big bigger the biggest
friendly friendlier the friendliest
old older the oldest
obedient more obedient the most obedient
safe safer the safest (Erase the words from the board, but do not erase the headings. Under the heading Adjectives, list the words Old, cheap, safe and big. Present and explain the term syllables, then point out that the words listed each have one syllable. Ask Ss to spell out the comparative form of each word, and help them to express the rule below, using the Ss' mother tongue if preferred. Repeat this procedure for the superlative form of the words on the board.)

• The comparative forms of one-syllable adjectives end in er (old - older; cheap - cheaper). When the adjective ends in e, we only add r (sate - safer). When the adjective ends in one stressed vowel between two consonants, we double the last consonant and add er (big - bigger).

• The superlative forms of one-syllable adjectives end in est (old - oldest). When the adjective ends in e, we only add st (safe - safest). When the adjective ends in one stressed vowel between two consonants, we double the last consonant and add est (big - biggest). The superlative forms of all adjectives are usually preceded by the.

(Under the heading Adjectives, write the words lazy and friendly. Elicit the fact that these words have two syllables, and emphasise that each ends in y. Repeat the procedure outlined above.)

26

• When an adjective ends in y, we form the comparative by dropping the y and adding ler, and the superlative by dropping the y and adding iest (lazy - lazier - laziest).

(As above, write the words loyal and energetic on the board. Elicit the fact that each has two or more syllables and does not end in y. As before, help Ss to express the rule below.)

• When an adjective has two or more syllables, we usually form the comparative form by placing more in front of it. We form the superlative form of such an adjective by placing the most in front of it (loyal- more loyal- the most loyal; energetic - more energetic - the most energetic).

(Write the words good and bad on the board; elicit their comparative and superlative forms, write these on the board, and explain the rule below.)

• Irregular adjectives have their own individual comparative and superlative forms and do not follow the rules stated above, except in that the superlative forms are usually preceded by the.

• We use in in the superlative when we talk about places.

e.g. He is the tallest in his class.

8

(Present the examples given in the S's book, emphasising that tyjo_JJ£QYPs are being compared, thus requiring the use of comparative form. Explain/Elicit the meaning of naughty [5 B}. Allow Ss three or four minutes to complete the task, then check Ss' answers by asking open pairs of $s to read aloud the short exchanges. Write the comparative forms on the board, reminding $s of the relevant rule in each case. Finally, Ss read each exchange aloud in closed pairs.)

9

2 more energetic, lazier 3 quieter, noisier

4 safer, more dangerous

5 more obedient, naughtier

(Present the example given in the S's book, pointing out that in this exercise a/l types of pets are compared, thus requiring the use of the superlative forms. Explain/Elicit the meaning of boring [5 BJ. Repeat the procedure used for Ex. B.)

2 laziest

3 nosiest

4 strongest

5 most boring

Reading & Writing Targets I - Unit 9

STUDY TIP (p_ 38)

(Present the theory in the Study Tip box, and explain/elicit the meaning of any unknown words. Emphasise that the first list of words is used to join similar points [i.e. two good points, or two bad points) while the second /ist is used to introduce a contrast (e.g. a bad point following a good point}.)

10 (Ask Ss to scan the text in Ex. 2 in order to find and underline the /inking words/phrases. Check ss' answers, and elicit the fact that the words link similar points within a paragraph, except for however, which introduces a list of bad points following the list of good points in the preceding paragraph.)

a) Also, What is more, Firstly, Secondly

b) However

11 (Read the first item aloud, and explain/elicit the meaning of cute and dirty. Elicit the fact that the first sentence presents a good point about rabbits as pets, while the second presents a bad point; therefore However is used, to show contrast. Explain/Elicit the meaning of easy te care for and need a lof of space. Allow Ss about five minutes to complete the task, then check Ss' answers by asking individual Ss to read the corrected sentences aloud.)

1 However 6 What is more
2 On the other hand 7 Also
3 Also 8 Secondly
4 Firstly 9 On the other hand
5 On the other hand 10 What is more 12 (Explain/Elicit the meaning of popular, entertaining, amusing, cause [a problem], embarrass, repeat rude words and companions. Allow Ss about five minutes to read the text and fill in the missing words. Check Ss' answers, and remind Ss that the second paragraph lists good paints about parrots as pets, while the third paragraph lists bad points.)

a) 1 Firstly

2 Also/What is more/Secondly 3 Also/What is more

4 On the other hand

5 Also/What is more

(Help Ss to identity the topic sentences, then explainl elicit the meaning of any words which the Ss still do not understand. Finally, individual Ss read the completed text aloud.)

Topic sentences

Para 1 - Are you looking for a pet? Para 2 - Parrots are great pets.

Para 3 - On the other hand, parrots can cause problems.

Para 4 - In conclusion, I think that, despite their bad points, parrots make excellent pets.

b) (Write the heading, shown below, on the board.

Help Ss to identity the relevant words/phrases, and complete the table on the board. Ss copy these words/phrases into the tables in their books. Ask individual Ss to make full sentences, orally, using the notes.)

Good Points Reasons
• beautiful • they are brightly
coloured
• entertaining and • they can make
amusing you laugh with
the things they say
• aren't difficult • they don't need
to look after any exercise
Bad Points Reasons
• they can • often repeat rude
embarrass you words from the
TV or radio
• you can't leave • need to have
them alone all day company 13 (Read aloud each of the items in the table, and explain/elicit the meaning of any unknown words. Help Ss to match each point to the appropriate reason, then present the introduction to the paragraph. Individual $s make sentences orally, using the items in the table. Finally, Ss repeat the task as a written exercise.)

• Good points· 2 c 3 a

• Bad points - 1 b 2 a

• (Suggested answer)

... aren't expensive to keep as they don't eat a lot. Also, they are easy to look after because they don't need much attention.

... you can't teach them to do tricks. Also they can bite you, because they are frightened of people.

Reading & Writing r argets I • Unit 10

WRITING TIP (p. 39)

(Present the theory in the Writing Tip box and ask Ss to look at the texts in Ex. 2 and Ex. 12 in order to check that they conform to the theory presented here.)

14 (Ask Ss to read the table of prompts, and explain/elicit the meaning of any unknown words. Explain that these prompts will form the basis of paragraphs 2 and 3 of the article in the Photo File section. Remind $s that they should use the linking words/expressions given in the Writing Tip box and should follow the plan in the S's book. Help individual Ss to complete the task orally, then assign it as written HW.)

(Suggested answer)

Cats Can Make the Best Pets

There is no question that a pet can give you pleasure and amusement. There are mil/ions of happy cat owners around the world today who believe that cats make the best pets.

Cats are wondertul pets. Firstly, they make great companions because they are very playful. Secondly. they are easy to look after. They don't need much attention. What is more, they are cheap to keep because their food doesn't cost much.

However, having a cat as a pet has its disadvantages. Firstly, you can't teach them to do tricks as they don't obey commands. Also, they can destroy your furniture because they need to sharpen their claws.

In conclusion, I believe that despite these disadvantages, cats still make the best pets. Why don't you get a cat and find out for yourself?

UuillO -lights! Comero! ACTION! (oP. 40 - 43)

....-- -11 Objectives I

Vocabulary: terminology of films/drama; expressing opi nton/reactions: recom mend i ng Grammar: adjectives ending in ing; the present simple (historic present; links of addition/contrasVreason)

Reading: reading for detailed understanding; scanning for specific information

Writing: a film review

28

1 a) (Read aloud the items in the list. Ss repeat, chorally and/or individually. Read questions a to f aloud, and explain/elicit the meaning of any unknown vocabulary. Help Ss to match the listed items to the definitions.)

a a comedy b a romance

c an action film

d a horror film

e a science-fiction film f a cartoon

b) (Ask Ss to look at the pictures and guess what type of film each is. If necessary, draw Ss' attention to visual clues in the pictures to help them identify the type of film. Then, Ss ask and answer questions in open/closed pairs.)

e.g. S 1 : What type of film is Star Wars?

S2: It's a science-fiction film. What type of

film is Poltergeist? etc.

Mad Max 3: an action film Poltergeist: a horror film

Star Wars: a science-fiction film

Snow White and the Seven Dwarfs: a cartoon Gone with the Wind: a romance

Home Alone: a comedy

2 (Explain what a film review is and where one can find such a piece of writing [e.g. newspaper, magazine, etc). Read questions 1 to 9 aloud and explain/elicit the meaning of any unknown vocabulary. Allow Ss five minutes to read the text, then help individual Ss to answer the questions orally. Explain/Elicit the meaning of any vocabulary in the text which Ss still do not understand, then ask individual ss to read the text aloud.)

1 101 DALMATIANS is a comedy. 2 Stephen Herek is the director.

3 Glenn Close, Jeff Daniels and Joely Richardson are in the cast.

4 The story takes place in and around London.

5 The main characters are Cruella De Vii, Roger and Anita, their two Dalmatians, Pongo and Perdy, and the adorable puppies.

6 Cruella wants to make a coat from the fur of Dalmatian puppies.

7 Cruella's two assistants steal Pongo and Perdy's puppies.

8 They take them to an old house.

9 Tom thinks 101 DALMATIANS is an amusing film for the whole family.

Reading & Writing Targets I - Unit 10

3 (Aflow Ss three minutes to do the exercise, then check ss: answers around the class.)

2 e 4

3 h 5 a

6 b 7 c

10 f

8j 9 d

4 (Read aloud each of the words in the list and explain/elicit their meaning without using the synonyms in bold. Allow Ss about two minutes to complete the task, then check Ss' answers byasking Ss to read aloud each phrase, with the word in bold replaced by its synonym.)

1 fantastic = great 2 evil = wicked

3 kind = friendly

4 adorable = lovable 5 horrible = awful

6 amusing = funny

5 (Present the thea!)! in the Study Tip box which precedes the exercise; then present the example in the exercise and explain/elicit the meaning of the verbs in brackets. Allow Ss about three minutes to complete the task, then check ss: answers. Write the words on the board, pointing out that boring and amazing drop the final e before adding Ing. Final/y, ask individual Ss to read the completed sentences aloud.)

2 interesting 3 boring

4 thrilling

5 disappointing

6 frightening 7 amazing

8 touching

8 (Ask individual Ss to make appropriate sentences oral/y; help them where necessary, with the English titles of films they have seen. Ss should then repeat the task as a written exercise.)

(Suggested answers)

Sleepless in Seattle is a touching film. Titanic is an amazing film.

Scream is a frightening film.

Men in Black is an entertaining film. The Postman is a disappointing film.

7 (Read aloud the information about The Lost World:

Jurassic Park and explain/elicit the meaning of any unknown vocabulary, then complete the paragraph oral/y with the class. Help individual Ss to talk about the remaining films, using the paragraph for The Lost World: Jurassic Park as a model, and explain/ elicit the meaning of any unknown vocabulary. As HW, ask Ss to choose one of the three films and write a short paragraph.)

(Suggested answers)

• ... Costa Rica. The main characters are the scientists, Dr Ian Malcolm and Dr Sarah Harding; the wicked hunter, Roland Tembo: and, of course, the frightening dinosaurs.

• Pocahontas is an amusing cartoon. The story takes place in America. The main characters are the American Indian princess, Pocahontas; Captain John Smith; Chief Powhatan; and John Ratcliffe, the evil Governor.

• Romeo and Juliet is a touching romance. The story takes place in Florida. The main characters are Romeo and Juliet, the young couple in love.

• Murder is a boring horror film. The story takes place in Austria. The main characters are John Lawless; his friend, Mark; and Phil, John's brother.

8 (Draw Ss' attention to the final paragraph of the text in Ex. 2, and explain that reviews often end with a recommendation; present and explain the term. Read aloud the sentences in the table and explain/elicit the meaning of each; Ss identify whether each is a positive recommendation (¥) or a negative one (K), and tick the appropriate space in the table.)

• J(
Don't waste your time
watching this film. tI
Don't miss it! tI
It's a must! v
Don't bother with this one. tI'
I definitely recommend it. v 9 a) (Present the example, then ask individual Ss to read aloud each of the remaining sentences, together with an appropriate recommendation. Ss then repeat the task as a written exercise.)

(Suggested answers) 2 Don't miss it!

3 I definitely recommend it. 4 It's a must!

b) (Ask Ss to look at their answers in Ex. 6. Ss read these aloud, together with appropriate recommendations, in open/closed pairs. Monitor Ss' performance around the class.)

I ' Reading & Writing Targets I • Unit 10

,

I

!i "

r"

I'

30

(Suggested answers)

• Men in Black is an entertaining film. Don't miss it!

• The Postman is a disappointing film. Don't bother with this one.

STUDY TIP (p. 42)

(Present the theory in the Study Tip box and explain/elicit the meaning of any unknown vocabulary. Explain that we use the present simple instead of the past simple when we write reviews for films, books and plays. Also, explain the use of and, so and because.)

10

(Explain that Ss will read the third paragraph of a review of the film Popeye. Ask Ss to say [in their mother tongue, if preferred] what they know about the characters. [Pop eye is a sailor, and becomes very strong when he eats spinach; Olive Oyl is tall and thin, loved by both Popeye and Bluto; Bluto is a large, strong villain; etc.) Explain/Elicit the meening of any unknown vocabulary, and complete the first two items orally with the class. Allow Ss two or three minutes to complete the task. Check Ss' answers, then ask individual Ss to read the completed task aloud.)

1 because 2 and

3 and 4 so

5 and 6 and

11

(Ask Ss to look at the picture in Ex. 12 [the obsrscter ET and director Steven Spielberg] and say ~ in their mother tongue, if preferred ~ what they know about the film. Read the questions aloud and explain/elicit any unknown vocabulary, then explain that these questions have been removed from the dialogue. Complete the first two items orally with the class, emphasising that Ss must read the reply in order to deduce the preceding question. Allow ' Ss about five minutes to complete the remainder-of the task. Check Ss' answers around the class, and explain/elicit the meaning of any vocabulary which Ss still do not understand. Finally, Ss read the dialogue aloud in open/closed pairs.)

Where does the story take place? 2 Who are the main characters?

3 Who is ET?

4 What is the plot of the film? 5 What happens then?

6 How does ET feel?

7 What happens in the end?

WRITING TIP (p. 43)

(Present the theory in the Writing Tip box. Explain/ Elicit the meaning of any unknown vocabulary.)

12 (Ask Ss to look at the plan in the S's book, and prompt them to extract the relevant information from the dialogue in Ex. 11, as shown here.

e.g. T: What is the name of the film?

S1: ET The Extra-Terrestrial.

T: What type of film is it?

S2: It's a science-fiction film.

T: Where does the story take place?

S3: In a small town in America.

T: Who are the main characters? etc

Next, help individual Ss to.express this information in full sentences, following the model of the text in Ex. 2. Repeat the procedure, if necessary, until satisfied that Ss can complete the task orally. Assign the task as written HW, reminding Ss to use the picture in the Photo File section.)

(Suggested answer)

ET The Extra- Terrestrial, is a touching sciencefiction film.

The story takes place in a small town in America. The main characters are Elliott, a young boy; Mike and Gertie, his brother and sister; and, of course, ET.

ET is a lovable creature from outer space.

Elliott finds ET when the other aliens leave Earth without him. Elliott takes ET to his house to hide him, and, together with his brother and sister, he takes care of him. They also teach him things about life on Earth. ET loves his new friends, but he misses his family and wants to return home. The children find a way to help him return home and their adven-

I,

ture begins.

ET The Extra-Terrestrial is a great film! I definitely recommend it.

Reading & Writing Targets I - Unit II

Unit 11 - Toke my Advice (pP. 44 - 47)

J Objectives I

Vocabulary: travel preparations; home safety Grammar: the imperative; must/mustn't; should/shouldn't; clauses of purpose/reason Reading: skimming; scanning; reading for specific information

Writing: a friendly letter of advice

1 (Present the terms take [sb's] advice/give [sb] advice and travel abroad, and explain/elicit their meaning. If desired, ask Ss to suggest, in their mother tongue, some problems one might face when travelling abroad and how these might be avoided.)

a) (Ask Ss to look at the pictures. Read the items in the list aloud: Ss repeat, chorally or individually. Help Ss match the items to the pictures, and check that they have fully understood the meaning of the items.)

1 C

3 B

4 D

2 A

b) (Explain the imaginary s#.uation, ensuring Ss know that Frankfurt is in Germany. Emphasise that the trip is planned for the future and the advice is given in order to avoid potential problems rather than solve existing ones. Explain that must and should are used to give advice; it is not necessary, at this stage, to present further details of their use. Explain/Elicit the meaning of any other unknown vocabulary in the sentences, and help Ss to fill in the missing words correctly. Check that Ss have fully understood the advice, and ask individual $s to read the completed sentences aloud.)

1 airport

2 passport

3 German marks 4 luggage

2 (Explain that Karen is going - i.e. in the future - to Frankfurt on holiday, and has written to her friend, Claire, to tell her the news; the fetter which $5 wiff read is Claire's reply, giving Karen advice. Read aloud the sentences which follow the text, and explain/elicit the meaning of any unknown vocabulary. Emphasise that Ss do not need to read for detailed understanding at this stage, but should "skim" the text to find the relevant sections. Allow Ss two or three minutes to complete the task, then check ss' answers.)

5 forget

passport 2 one

3 under

4 German marks

(Ask questions to elicit the reason given in support of each piece of advice, and explain/elicit the meaning of any unknown vocabulary. Finally, individual Ss read the text of the letter aloud.)

3 (Allow Ss two or three minutes to complete the task.

Check Ss' answers, then read aloud each of the words in the list; Ss respond, chorally or individually, by saying the relevant completed phrase.)

1 great 2 travel 3 useful

4 check

5 companies 6 charge

7 heavy 8 trip

STUDY TIP (p. 45)

(Present the use of should/shouldn't and must! mustn't, and explain/elicit the meaning of any unknown vocabulary in the Study Tip box. Ensure that ss grasp the distinction of "stronq" advice [i.e. where failure to follow the advice would have serious consequences].)

4 (Ask Ss to scan the letter in Ex. 2 again in order to find and underline the advice introduced by should and must. Elicit that should 0:: "a good idea" and must = necessary.)

GOOD IDEA - keep luggage under twenty kilos

- change pounds into German marks NECESSARY - take passport

- arrive at the airport at least one hour before the flight leaves

,

(Help Ss to explain [in their mother tongue, if ne-

cessary] the consequences of ignoring each piece of advice; point out that not having German marks on arrival/paying extra for excess luggage is inconvenient, but missing one's flight/being unable to leave the country is a major problem which would make it impossible to go on holiday at a/l.)

5 (Ask Ss to look at the picture and identify the various objects shown. Ensure that Ss understand the situation, then read aloud the advice and reasons in the table, and explain/elicit any unknown words. Ss match each tip to the relevant reason, then individual Ss make appropriate sentences orally.)

2 d

3 a

4 c

31

Reading & Writing Targets I - Unit I I

8

(Explain that each of the pictures shows a potential danger threatening the safety of children in the home. Read aloud each of the items in the list, explaining/eliciting the meaning of any unknown words, and ask the class to match the items to the pictures. Point out that since the danger is so great in each situation, the advice given to parents will be expressed using must/mustn't. Complete the first two or three sentences orally with the class; Ss then complete the task as a written exercise. Check Ss' answers by asking individual Ss to read their sentences aloud.)

You should bring your camera to take pictures of the sights.

You should buy a map to make sure you don't get lost.

You should pack some jumpers to keep you warm.

6 (Present the situation, pointing out that Bob is travelling by plane. Check that Ss understand smoke, mobile phones, plane ticket, carry diseases, Cigarettes and cause fires; explain/elicit the meaning of any unknown items. Ss match the advice and reasons. Check Ss' answers, and poim out that the reasons listed imply serious consequences, so the advice given is "stronq" advice, expressed using must/mustn't. Individual Ss make appropriate sentences orally.)

2 d

3 a

4 c

You mustn't smoke on the plane because cigarettes can cause fires.

You mustn't use mobile phones on the plane because they can affect planes' computers.

You must take your plane ticket because you can't get on the plane without it.

STUDY TIP (p. 45)

(Present the use of imperatives for written warnings and explain/elicit the use of any unknown vocabulary. Explain that although the imperative is appropriate for signs/notices, its use in other circumstances might seem impolite; instead, we use must! mustn't.)

7 (Read aloud each of the items in the list, explaining/ eliciting the meaning of any unknown words, and help Ss to match each description to the relevant sign. Ask individual Ss to explain the first two or three signs using must/mustn't; Ss then complete the task as a written exercise. Check Ss' answers by asking individual Ss to read their sentences aloud.)

2 d - You must stop here.
3 g - You mustn't park here.
4 e - You mustn't litter.
5 b - You must drive slowly.
6 h - You mustn't enter here.
7 a - You mustn't swim here.
S f - You mustn't turn right. 32

2 c

3 f

4 d

5 a

6 e

9

a) (Ensure that Ss understand the situation, and explain/eliCit the meaning of any unknown words in the instructions. Ask Ss to read the letter quickly in order to find and underline the phrases giving advice. Check Ss' answers, and elicit the fact the strong advice is in Paragraph 2.)

(Phrases to be underlined:)

Para 2 - you must bring a tent and sleeping bag

- you must always put it [i.e. your camp fireJ out before you go to sleep - you mustn't play loud music

- you mustn't leave any rubbish

behind

Para 3 - you should bring a torch

- [you should bringJ insect repellent

- you shouldn't forget to pack ajumper

(Explain/Elicit the meaning of any unknown vocabulary in the text; individual Ss then read the text aloud.)

b) (On the board, write the table as it appears in the S's book. Ask Ss to look at the letter again and find the missing phrases; use Ss' answers to complete the table on the board.)

Reading & Writing Targets I - Unit II

Must/Mustn't Reasons
• bring a tent and • Grizedale National Park
sleeping bag does not provide them
• put out camp fire • avoid forest fires
before going to
sleep
• not play loud music • the noise disturbs the
other campers
• leave any rubbish • it harms the environment
behind
Should/Shouldn't Reasons
• bring a torch • help you see in the dark
• bring insect • protect yourself from
repellent mosquitoes
• not forget to pack • keep you warm on chilly
a jumper evenings (Ask Ss to check whether the text uses to or because in each piece of advice, then ask Ss to close their books. Individual Ss make appropriate sentences orally.)

You must bring a tent and sleeping bag because Grizedale National Park does not provide them. You must put out camp fires before going to sleep to avoid forest fires.

You mustn't play loud music because the noise disturbs the other campers.

You mustn't leave any rubbish behind because it harms the environment.

You should bring a torch to help you see in the dark.

You should bring insect repellent to protect yourself from mosquitoes.

You shouldn't forget to pack a jumper to keep you warm on chilly evenings.

10 (Present the examples given in the S's book, and explain/elicit the meaning of any unknown vocabulary in the exercise. Allow Ss three or four minutes to complete the task, then check Ss' answers by asking individual Ss to read their sentences aloud.)

3 You shouldn't drink alcohol.

4 You mustn't eat fatty foods before you fly. 5 You should use traveller's cheques.

6 You mustn't wear expensive jewellery.

7 You should book a hotel before you leave. S You must drink bottled water.

11 (Ensure that Ss understand the situation, then read the phrases in the table aloud and explain/elicit the meaning of any unknown vocabulary. Ss match the advice to the relevant reasons. Check Ss' answers, and help individual Ss to make appropriate sentences orally.)

1 c 2 a

3 d 4 b

7 e

5 f 6 g

You must buy a road map to help you find your way.

2 You must take a first aid kit with you because there is always a danger of accidents.

3 You must check the car engine to make sure it is in good condition.

4 You mustn't exceed the speed limit because you can cause an accident.

5 You should drive on the main roads to avoid getting lost.

6 You should listen to the weather forecast to find out what clothes you need to take.

7 You shouldn't travel alone because it is dangerous.

WRITING TIP (p. 47)

(Present the theory in the Writing Tip box and explain/elicit the meaning of any unknown vocabulary.)

12 (Ensure that Ss understand the situation and instructions. Read aloud the plan in the S'S book and explain/elicit the meaning of any unknown vocabulary. Elicit the fact that Ss will use the advice from the must/mustn't column of Ex. 11 for Paragraph 2, and from the should/shouldn't column for Paragraph 3. Help individual Ss to complete the task orally using first of all, also etc as in the letter in Ex. 2. Finally, assign the task as written HW.)

(Suggested answer)

40 Redhill Road Sydney 2001

New South Wales Australia

24th May, ......

Dear James,

Great to hear from you again! I went on a similar trip around Europe five years ago - it was great! Here are some tips to help you with your trip.

First of all, you must buy a road map to help you find your way. You must take a first aid kit with

33

j,

I'

I!

II

!:.

Reading & Writing Targets I - Unit 12

you because there is always a danger of accidents. Also, you must check the car engine to make sure it is in good condition. Finally, you mustn't exceed the speed limit because you can cause an accident.

Of course, you should drive on the main roads to avoid getting lost. Also, you should listen to the weather forecast to find out what clothes you need to take. Remember, you shouldn't travel alone, because it is dangerous.

Keep these tips in mind and you shouldn't have any problems. Hope to hear from you soon.

Yours, Bill

Unit 12 - A Red Rog to 0 Bull! (PD. 48 - 51)

I Objectives I

Vocabulary: adjectives/adverbs related to stories

Grammar: the past simple; similes; the conjunctions and, but, so; adjectives; adverbs Reading: reading for detailed understanding; scanning

Writing: a story

1 a) (Explain to Ss the meaning of the title, and mention that bulls are widely [though wrongly] believed to react aggressively to the colour red. Ask Ss to look at the pictures, and draw their attention to the numbered circles. Read the items in the list aloud and explain/elicit the meaning of any unknown vocabulary. Ss match the items to the numbers and fill in the boxes accordingly.)

1 Bernie the bull 2 Jeff Monk

3 horns

4 bucket

5 trousers 6 gate

7 Jeff's wife

b) (Read the sentences aloud. Ss match them to the pictures. Check Ss' answers, and explain/elicit the meaning of any unknown vocabulary.)

1 0

4 C

2 B

3 A

2 (Read the verbs in the list aloud, and explain/elicit the meaning of any unknown vocabulary. Elicit the past form of the verbs, reminding ss that they may consult the list of irregular verbs on p. 64 if necessary.)

34

laughed, had, said, ran, shouted, put ... on, called, dropped, lived, bought

(Complete the first lIMo or three examples orally with the class. Allow Ss about five minutes to complete the remainder of the task. Check $s' answers, then ask individual $s in tum to read the text aloud. Explain/Elicit the meaning of any unknown vocabulary.)

lived 2 had 3 said

4 bought

5 put ... on 6 called

7 dropped 8 shouted

9 ran

10 laughed

3 (Present the example given in the S's book, and complete the first question or two orally with the class. Allow $s four or five minutes to complete the remainder of the task, monitoring Ss' performance while they work. Finally, ask individual ss to read the completed questions aloud.)

1 was Jeff's favourite animal

2 old was Bernie

3 did Jeff's wife buy him

4 did Jeff go to the field

5 began to run angrily towards Jeff

6 did Jeff do

7 did Jeff shout loudly to his wife

8 did Jeff run to

9 did Bernie do

10 did Jeff's wife do ...

4 (Present the example given in the s's book, then allow Ss three or four minutes to find the correct facts. Check Ss' answers by asking individual $s to correct the mistakes orally.)

2 He didn't have a few animals. He had a lot of animals.

3 His favourite wasn't a horse called Bernie. His favourite/It was a bull called Bernie.

4 His wife didn't buy him a cheap blue shirt. She/ His wife bought him an expensive red shirt.

5 Bernie didn't (look up and) give a quiet snort.

He/Bernie (looked up and) gave a loud snort. 6 He didn't run happily towards Jeff. He ran angrily towards Jeff.

7 His wife didn't shout when she saw him without his trousers. She/HiS wife laughed when she saw him without his trousers.

Reading & Writing Targets I - Unit 12

5 (Explain that Ss must rearrange the letters in bold to form the word defined and check that Ss understand the vocabulary in the definitions. Ss complete the task, in pairs or small groups, if desired. Check Ss' answers and write the correct words on the board.)

1 dangerous 2 feed

3 snort

4 favourite

6 (Allow Ss two or three minutes to complete the task, then check Ss' answers by asking individual5s to read the corrected sentences aloud.)

1 on 3 up

2 on 4 over

STUDY TIP (po 49) (Present the theory in the 5tudy Tip box, then ask Ss to scan the text in Ex. 2 in order to find and underline the adjectives used.)

5 towards 6 to

7 into 8 off

red (rag), quiet (farm), careful (Jeff), dangerous (bulls), expensive red (shirt), loud (snort), long (horns), new (shirt)

7 (Read the adjectives in the list aloud, and explain/ elicit their meaning without using the synonyms in bold from the exercise which follows. Allow 5s two or three minutes to complete the task, then check Ss' answers. Ask individual Ss to read the sentences aloud, with the adjectives from the list in place of the synonyms in bold.)

2 pretty 3 huge

4 scary

5 horrible

6 cheerful

STUDY TIP (p, 49)

(Present the theory in the Study Tip box, then ask Ss to scan the text in Ex. 2 in order to find and underline the adverbs used.)

suddenly (gave ... ), (run) angrily, (ran ... ) fast, (shouted) loudly, Fortunately ( ... came off), (ran) quickly

8 (Allow Ss two or three minutes to complete the task, then check 5s' answers by asking individual ss to read the completed sentences aloud.)

1 cheerfully 2 quickly

3 slowly 4 loudly

5 badly

6 carefully

8 (Read the adverbs in the list aloud and explain/elicit their meaning. Complete the first item or two orally

with the class, then allow Ss about three minutes to complete the remainder of the task on their own. Check Se' answers, and ask individual 5s to read the completed text aloud.)

1 carefully 2 loudly

3 quickly

4 beautifully

5 well

6 wickedly

STUDY TIP (p. 50)

(Present the theory in the 5tudy Tip box and explain! elicit the meaning of any unknown vocabulary. Point out that the use of direct speech makes the story more dramatic, therefore more interesting to the reader. Also, point out that inverted commas are absolutely necessary when we write someone's exact words.)

10 (Ask individual Ss to read the speech bubbles aloud. Elicit examples of situations in which these words might be used.

e.g. "Time to get uot" : a parent to his/her child uPlease be quiet!" : a teacher to his/her Ss "Help!" .' someone who is in danger (e.g. his/her house is on fire)

uGood evening, madam. Can I help you?" : a shop assistant to a customer

Read sentences 1 to 4 and explain/elicit the meaning of any unknown vocabulary. Allow Ss two or three minutes to fill in the gaps with the appropriate words. Check Se' answers by asking individual 5s to read the completed sentences aloud.)

Help!

2 Time to get up! 3 Please be quiet!

4 Good evening, madam. Can I help you?

STUDY TIP (p. 50)

(Present the theory in the Study Tip box and explain/ elicit the meaning of any unknown words.)

11

(Ask Ss to look at the table, and help them to match the verbs to the nouns to make similes. Explain the similes. Allow ss three or four minutes to fill the gaps in the sentences. Check Ss' answers byasking individual Ss to read the completed sentences aloud.)

2 d 3e 41 5b 6a

1 like an angel 2 like a fish

3 like a ballerina

4 like a king

5 like the wind 6 like a mother

Reading & Writing Targets 1 - Unit 12

• Adverbs:

suddenly (heard), (ran) quickly, (looked) closely, (said) quietly

12 (Read the examples aloud, eliciting from Ss the use of and, so and but (f.e. and is used to lin« similar/ non-contrasting ideas, so is used to express result, but is used to link opposing ideas]. Explain/Elicit the meaning of these words/phrases: start the car, smoke, engine, fire extinguisher, locked, thief, bit, leg, alright, in the end. Complete the first two items orally with the class, then allow Ss about five minutes to complete the remainder of the task. Check Ss' answers by asking individual 5s to read the compound sentences aloud.)

1 It was a warm sunny day, so we decided to go on a picnic.

2 We got our things ready and put them in the car. 3 Simon tried to start the car, but smoke began to come out of the engine.

4 We jumped out quickly and ran to get a fire extinguisher.

5 The door was locked, so we couldn't get into the house,

6 One of the windows was open, so Simon climbed into the house.

7 Our dog thought Simon was a thief, so he bit his leg.

a Simon was alright in the end, but we didn't go on a picnic that day!

13 (Read the first sentence aloud and present the mistake and its correction. Tell Ss that there are eight further mistakes (of grammar, spelling or punctuation]. Allow Ss five minutes to read the remainder of the story and underline the words they think are wrong. Ask individual Ss to read portions of the sloty aloud and correct the mistakes. Write the correct words on the board.)

a) walked (line 6) - walk
heared (line 7) heard
babys (line 9) - baby's
thinked (line 12) - thought
run (line 14) - ran
has (line 16) - have
freinds (line 20) - friends
lucky (line 21) - Lucky b) (Allow Ss about five or six minutes to complete the task, then check 5s' answers.)

• Adjectives:

deep (snow). strange (sound), huge white (dog), hungry (dog), red (shape), young (woman), warm (hospital bed), glad (Sally), new (friends), brave (dog)

36

14

(Explain that the dialogue is from an interview between Josh Bell [J], and a magazine reporter [R] who will write the stoty of Josh's experience to be printed in the magazine. Remind Se that they may consult the list of irregular verbs on p. 64, and allow them about five minutes to put the verbs in the past simple. Check Se' answers around the class, and write these answers on the board. Explain/Elicit the meaning of any unknown vocabulary in the dialogue. Ask ss to read the completed dialogue aloud in open pairs.)

1 worked 2 felt

3 was

4 saw

5 panicked 6 told

7 began 8 sped

9 came 10 held 11 had

15

(Ask 5s to look at the pictures in the Photo File section and read the beginning given. Then, elicit appropriate answers from Ss to the questions listed in the paragraph plan. Help individual Ss to tell the story orally, then assign the task as written HW. Point out that ss should use the words in the speech bubbles in their stories.)

(Suggested answers to the questions in the pian.) Paragraph 1

• The story happened last summer.

• Josh worked as a lifeguard on a popular beach,

• He felt a little anxious.

• It was a hot sunny day.

Paragraphs 2 - 3

• He saw a large grey shape in the sea.

• He panicked and told everyone to get out of the water.

• They began to swim quickly to the shore.

• The lifeboat crew sped out immediately because they wanted to check that everything was alright

• They came back five minutes later.

• He held something up for Josh to see.

• He had a grey surfboard.

(Suggested answer)

... Suddenly, Josh saw a large grey shape in the sea. Josh panicked and shouted through the megaphone, "Get out of the water!" Then, everyone began to swim quickly to the shore.

Reading & Writing Targets 1 - Unit 13

The lifeboat crew sped out immediately to check that everything was alright. Josh waited nervously for them to return. Five minutes later, they came back. One of the crew held something up for Josh to see. He had a grey surfboard in his hands. "Don't worry!" the man laughed cheerfully. "This one hasn't got teeth!"

Josh felt silly but at least no one was hurt.

Unil13 - Going Norlh (pP. 52 - 55)

I Objectives I

Vocabulary: holidays; tourist attractions; activities; sightseeing

Grammar: be going to; present continuous (future meaning); to-infinitive (infinitive of purpose)

Reading: reading for specific information; scanning

Writing: a letter to a friend about your holiday plans

1 (Ask 58 to look at the pictures and guess where the young woman is planning to go [Copenhagen]. Read aloud the names of the places in the pictures, then read aloud the phrases in the two columns and explain/elicit the meaning of any unknown vocabulary. Check that Ss can match the phrases to the pictures correctly.)

an antiques market - 4 people on a boat trip - 5 a statue of a mermaid - 2

a guard - 1

a canal - 5

a palace - 1

a brewery - 6

2 (Explain that Melanie, the young woman in the picture, is planning to go on holiday to Copenhagen, and has written to her friend about her future plans. Read the questions aloud, and point out that the answer to the fourth question involves several activities. AI/ow Ss about five minutes to read the letter and prepare their answers. Help individual Ss to answer the questions orally, and remind Ss that these plans refer to the future. Explain/Elicit the meaning of any unknown vocabulary in the text, then ask individual 5s to read portions of the letter aloud.)

Melanie is going to Copenhagen.

2 She is going to stay there for two weeks. 3 She is going on holiday on 2nd June.

4 She is going to see the Little Mermaid and the changing of the guard at Amalienborg Palace. She's also going to visit Tivoli, and go on a boat trip on the Nyhavn Canal. She is going to visit the antiques market on Gammel Strand and the Carlsberg Brewery, too.

5 She is really excited.

3 (Allow Ss about three minutes to complete the task.

Check Ss' answers by reading aloud each of the words in the list; 58 respond, chorally and/or individually, by reading aloud the completed phrase to which the word belongs.)

holiday

2 amusement 3 buy

4 guard 5 boat

6 antiques

4 (Repeat the procedure suggested for Ex. 3; then, help individual Ss to make appropriate sentences orally. If desired, Ss may then repeat the latter part of the tes« as a written exercise.)

1 great

2 wonderful

3 famous 4 beautiful

(Suggested answers)

1 John's got some great news - he's going to be in Paris for a week.

2 I am going to the wonderful city of Copenhagen in July.

3 Tivoli is a very famous amusement park.

4 There are some beautiful statues in the museum.

STUDY TIP (p. 53)

(Present the theory in the Study Tip box and explain/elicit the meaning of plans/intentions and fixed arrangements. Point out that in the first picture montage, the speaker has not yet got his passport or bought a ticket - i.e. no definite arrangements [dates, times, etc] have been made; in the second, the speaker has made these arrangements. Explain that when we talk about our plans or things we intend to do, we use 'be going to'. However, we use the present continuous to talk about fixed arrangements.)

5 (Ensure that Ss understand the situation and explain that Helen has bought her plane ticket with a fixed return date, and has booked a hotel room. These are therefore arrangements, whereas her sightseeing activities will be arranged after her arrival in London.

37

Reoding & Writing Targets I - Unit 13

Ask individual ss to make appropriate sentences orally; if desired, 5s then repeat the task as a written exercise.}

Helen is going to visit Trafalgar Square. Helen is staying at the Savoy Hotel. Helen is going to see Big Ben.

Helen is going to rent a car.

Helen is going to visit the British Museum. Helen is coming back on 2nd July.

STUDY TIP (p. 53)

(Present the theory in the 5tudy Tip box and explain/ elicit the meaning of any unknown words.)

8 (Copy the table in the S's book onto the board. Ask 5s to scan the text in Ex. 2 and find the phrases missing from the table. Use Ss' answers to complete the table on the board, then ask individual Ss to make appropriate sentences oralfy.)

She is going to visit Tivoli to go on the rides. She is going to visit the antiques market to buy some souvenirs.

She is going to visit the Carlsberg Brewery to see how they make beer.

7 (Explain/Elicit the meaning of any unknown vocsbulary. Help 5s to match the plans to the reasons. Present the sentence given as an example in the S's book, drawing 5s' attention to the words going to visit. Explain that when the main verb is go, as in the third item, the going to form would be clumsy [going to fl&'4&J and is not used. Instead, we use present continuous - "I am going to the antiques market ... ~ Ask individual Ss to make complete sentences orally.)

2 c I am going to find a nice restaurant to have lunch.

3 d I am going to the antiques market to buy some souvenirs.

4 b I am going to visit the Royal Theatre to see a play.

5 a I am going on a boat trip to enjoy the interesting sights.

8 (Ensure that Ss understand the situation, and explain that the references in the "thought bubbles" are to tourist attractions in Prague [capital of the Czech Republic]. Read aloud the adjectives in the list and explain/elicit their meaning. comptete the first two ~thought bubbles" orally with the class, then af/ow Ss two or three minutes to complete the remainder of the task. Check 5s' answers, and explain/elicit the

38

meaning of any vocabulary which Ss still don't understand. Finally, ask individual Ss to read the completed sentences aloud.)

2 historic 3 famous 4 relaxing

5 tasclnatinq 6 delicious

(Reasons)

1 to enjoy the lovely view.

2 to take some pictures.

3 to admire the famous paintings and statues.

4 to see more of Prague.

5 to see the fascinating medieval clock.

6 to have a cup of coffee and some delicious

pancakes.

9

a) (Ensure that Ss understand the situation and instructions. Read the notes aloud and explain/ elicit the meaning of any unknown vocabulary; if nscessary, explain that the references are to famous tourist attractions in Rome. Remind ss that in the third note we do not use "going to fI&'4& [see Ex Z]. Complete the first sentence orally with the class, then allow Ss four or five minutes to complete the remainder of the task. Check Ss' answers, and ask individual Ss to read the completed letter aloud.)

(Suggested answer)

• I am flying there on Wednesday 20th September, in the afternoon.

• First, t am going to visit the Colosseum and the Roman Forum to admire the ancient temples and monuments.

• Then, I am going to the famous Fontana di Trevi to throw a coin in and make a wish.

• I am also going to visit the Piazza di Spagna to see the artists.

• Finally, I am going to walk along the famous Via Veneto to do some window shopping.

b) (Read each of the questions aloud and help individual Ss to provide appropriate answers oral/y.)

1 Jane's address is at the top of the letter. 2 Jane begins her letter with "Dear Mark".

3 In the first paragraph, Jane mentions where she is going (Rome) and how long she is planning to stay there (a week).

4 The second paragraph is about when she is flying to Rome and the things she is going to see and do there.

Reading & Writing Targets I - Unit 14

5 The third paragraph is about how she feels about her trip (thrilled).

6 Jane ends her letter with "Love, .Jane".

WRITING TIP (p. 55)

(Present the theory in the Writing Tip box. Ensure that Ss remember the distinction between fixed arrangements and plans/intentions, and remind them that we avoid the use of "be going to go".)

to a) (Explain that the pictures show famous tourist attractions in Paris. Read each of the prompts aloud and explain/elicit the meaning of any unknown vocabulary. Complete the first item oralfy with the class; Ss then complete the remainder of the task in closed pairs. Monitor Ss' performance around the class, then check Se' answers by asking individual Ss to read the completed sentences aloud.)

I am going to the Eiffel Tower to enjoy the spectacular view of the city.

2 I am going to visit the famous Notre Dame Cathedral to take pictures.

3 I am going to spend a day at the Louvre to look at the wonderful paintings and statues.

4 I am going on a boat trip on the Seine to see more of Paris.

5 I am going to the Left Bank to have a cup of coffee and a croissant.

6 I am going to book a table at Maxim's to taste some delicious French dishes.

7 I am going to visit Versailles to walk around the palace and its beautiful gardens.

b) (Ask Ss to read the plan, then ask questions to elicit information.

e.g. T: Where are you going?

S1: To Paris.

T: How long are you staying there?

S2: Two weeks. etc

Help individual Ss to complete the task orally, following the model of the letter in Ex. 2. When satisfied that Ss can cope with the task adequately, assign it as written HW.)

(Suggested answer)

13 Cooper Street london

NW61JT

14th July, .....

Dear Lynne,

I've got some exciting news. I'm going on holiday to Paris for two weeks.

I'm flying there on Tuesday 21st July, in the morning. First, I am going to the Eiffel Tower to enjoy the spectacular view of the city. Then, I am going to spend a day at the Louvre to look at the wonderful paintings and statues. I am also going to visit the famous Notre Dame Cathedral to take pictures. I am also going to the Left Bank to have a cup of coffee and a croissant. Finally, I'm going to visit Versailles to walk around the palace and its beautiful gardens.

I am really excited because I know it is going to be a fantastic holiday. Bye for now.

Love, Lisa

Unil14 - GeRing Ready (pP. 56 - 59)

..- ...... 1 Objectives I

Vocabulary: words related to special occasions/celebrations

Grammar: the present perfect, yet, already, just

Reading: reading for specific information; reading for gist

WrHlng: a letter to a friend about your birthday party

(Explain/Elicit the meaning of to get ready [for sth), used in the title, and present the synonym make preparations. Explain that the pictures are related to preparations for a typical English wedding.{Ensure that Ss understand the word wedding correctly, especial/y those features of a wedding celebration which may not be customary in the Ss' country/culture.])

1 (Read aloud each of the items in the list; Ss repeat, chorally and/or individually. Explain/Elicit the meaning of each item; Ss match the items to the pictures, and number the boxes accordingly.)

a 5 b

c 6 d 2

e 8 f 7

g 4 h 3

Reading & Writing Targets 1 ~ Unit 14

2 (Explain that Cindy is getting married soon, and has written to her friend, Jane, about the wedding preparations. Read aloud the statements which follow the letter, and explain/elicit the meaning of any unknown vocebinery. [If necessary, briefly explain the use of the present perlect:

e.g. --> She has chosen her wedding dress. She chose it last week.

She nesn'! ordered the flowers. She'« going to order them tomorrow.]

Allow Ss five or six minutes to read the letter silently and mark the statements as true or false. Check Ss' answers around the class. Explain/Elicit the meaning of any vocabulary in the letter which Ss still do not understand then ask individual Ss to read the letter aloud.)

1 F 2 T

3 F 4 F

5 T 6 F

7 T 8 F

3 (Allow 5s about three minutes to complete the task.

Then, read aloud each of the words in the list; Ss respond, chorally or individually, by saying the relevant completed phrase.) 1 chance 3 busy

2 ages 4 care

5 book 6 time

7 all

STUDY TIP (p. 57)

(Present the theory in the 5tudy Tip box and explain any unfamiliar grammatical terms. Refer Ss to p. 64 to see the past participles of various irregular verbs.)

4 (Help Ss to find and underline the present perlect forms.)

Present Perfect Forms:

Para. 1 - have been, haven't had

Para. 2 - have chosen, have ordered, have decided, have ... replied, have helped, has ... booked, has taken care of

Para. 3 - haven't done, haven't decided, haven't hired, haven't found

(Write the headings Regular and Irregular on the board. Ask 5s to identify each underlined verb as regular or irregular; write each past participle on the board under the appropriate heading. Ask Ss to look at p.64 and find the parts of the irregular verbs on the board.)

Regular:

ordered, decided, replied, helped, booked, hired

4.0

Irregular:

been, had, chosen, taken, done, found

5 (Allow Ss five or six minutes to complete the task.

Check Ss' answers around the class.)

1 written 7 bought 13 given
2 been 8 seen 14 gone
3 told 9 come 15 left
4 sent 10 drunk 16 made
5 thought 11 eaten 17 taken
6 boiled 12 packed 18 organised STUDY TIP (p. 57)

(Explain the use of the present perlect, and present the time expressions used with this tense. Write these sentences on the board and explain how each time expression is used. Also point out the position of each expression within the sentence structure.

I haven't seen her since Monday. [since: point in time]

, haven't seen her for three days. [for: duration] Have you ever been abroad? [ever: in questions] , have never been abroad.

[have never == I haven't: negative sentences]

I haven't seen her yet. [yet: in negative sentences) Have you seen her yet? [yet: in questions]

I have already talked to her. (already: in the affirmative]

I have just talked to her, [just: in the affirmative] I have typed three letters so far. [so far: in the affirmative])

6 (Ensure that 5s understand the situation, then read aloud the prompts in the list and explain/elicit the meaning of any unknown vocabulary. Present the examples given in the S's book, drawing Ss' attention to the position of already/yet in the sentence. Allow Ss three or four minutes to complete the task; check s« answers by asking Individual Ss to read the sentences aloud.)

• Peter has already boiled some eggs.

• Peter hasn't made a salad yet.

• Peter hasn't packed the plcnic basket yet.

• Peter hasn't put a blanket in the car yet.

• Peter has already checked the weather forecast.

7 (Explain/Elicit the meaning of any unknown vocabulary in the exercise, then complete the first short exchange orally with the class. Allow Ss about three minutes to complete the remainder of the task. Check Ss' answers around the class: then read the short exchanges aloud in open/closed pairs).

Reading & Writing Targets I - Unit 14

1 A: Have you packed B: haven't had

2 A: Have you ordered B: have decided

3 A: has he done B: has hired

4 A: Has she sent B: has been

8 (Complete the first two examples orally with the class, and explain/elicit the meaning of any unknown vocabulary in the exercise. Allow Ss two or three minutes to complete the remainder of the task, and check Ss' answers by asking individual Ss to read the corrected sentences aloud.)

1 already 2 since

3 never

4 just 5 ever 6 for

7 yet

a so far

9 (Present the situation and explain/elicit the meaning of any unknown vocabulary in the prompts. Present the example given in the s'e book, and help individual Ss to complete the remainder of the task orally. Ss then repeat the task as a written exercise.)

They haven't booked a removal van yet.

They have already told their friends their new address. They haven't cleaned their new house yet.

They have already bought some new furniture. They haven't walked around their new neighbourhood yet

They have already bought some new curtains.

WRITING TIP (p. 58)

(Present the theory in the Writing Tip box and explain/elicit the meaning of any unknown vocabulary.)

to a) (Explain that the letter, concerning preparations for a school performance of a musical, is shown here with the paragraphs in the wrong order. Emphasise that Ss do not, at this stage, need to read for detailed understanding; they should read each paragraph quickly to understand the gist, then decide on the correct order of the paragraphs, with the help of the theory in the Writing Tip box if necessary. Allow Ss four or five minutes to complete the task, then check Ss' answers. Explain/Elicit the meaning of any unknown vocabulary, then ask individual Ss to read the letter aloud, with the paragraphs in the correct order.)

A 3 B 1

C 4 D 2

b) (Complete the task orally with the class, then ask Ss to check that the paragraph plan of Emily's letter conforms to the theory in the Writing Tip box.)

a) third b) fourth c) first d) second

t t (Ensure that Ss understand the situation and instructions, then read the prompts aloud and explain/elicit the meaning of any unknown vocabulary. Explain that Ss will use the prompts to make sentences as in Ex. 6. Help individual Ss to complete the task oralfy, using the prompts, plan, etc provided. When satisfied that Ss can cope adequately with the tes«, assign it as written HW.)

(Suggested answer)

14A Dene Crescent Ryton

Tyne & Wear NE40 3RY

8th November, .

Dear Gordon,

Sorry I haven't written for ages, but J have been very busy with all the preparations for my birthday party.

I have already prepared a few things. I have phoned my friends and I have bought everything I need for the barbecue. I have also borrowed some CDs.

There are some things I haven't done yet I haven't ordered a cake yet and I haven't bought a film for my camera.

Remember, my birthday party is on Saturday 1 st December. I hope you can be there!

Best wishes, Bob

41

Reading & Writing Targets I - Unit 15

DRil15 - Wholever Will Be. Will Be (pP. 60 - 63)

I Objectives l

Vocabulary: education; transport; housing; the environment; health; lifestyles

Grammar: "will" for predictions; because; so Reading: reading for specific information; reading for detailed understanding

Writing: an article predicting what life will be like in the year 2200

1 (Ask Ss to look at the pictures then read the descriptions aloud. Ss match the descriptions to the pictures while you explain any unknown words.)

1 C 2 E

4 A

5 D 6 F

3 B

2 (5s read the three possible uses of will/won't and circle the correct one [2c). Elicit from ss the tenses used for a [be going toj and b [present continuous}. Also explain that won't is the contraction of will not.)

3 (Read the prompts aloud. Ss make predictions about the future, as in the example.)

(Suggested answers)

• In my opinion people won't travel by aeroplane.

They will travel by spaceship.

• In my opinion people won't only live on Earth.

They wilt also live in colonies on other planets.

• In my opinion people won't live in small houses.

They will live in tall buildings made of metal and glass.

• In my opinion people won't only travel to other countries. They will also travel to other planets.

4 a (Remind Ss of the use of topic sentences [a sentence which starts and summarises a paragraph). Allow Ss four minutes to read the article and fill in the topic sentences. Check 5s' answers by asking individual Ss to read the article aloud. Explain any unknown words.)

1 c

2 a

3 b

b (Allow ss five minutes to read the article again and answer the questions, then check their answers around the class.)

1 No, it won't. It will be a lot more fun.

2 They will learn at home with computers.

3 They will use spaceships because space travel will be cheap.

4 They will live in tall buildings made of metal

and glass.

5 Because people won't use petrol or gas.

6 Because there will be cures for all diseases. 7 Because robots will do all the boring jobs.

8 The writer believes that life in the year 2200 will be better.

9 In paragraphs 1 and 3.

10 It starts with "In conclusion".

c) (Copy the table on the board. Explain the headings, then elicit information from Ss and complete it. Ss do the same in their books. Then, Ss talk about the writer's predictions using the notes.)

Education

children - learn home -

computers

Transport people - use spaceships - visit planets

Housing people -live - tall buildings

made of metal and glass The Environment people ~ not use petrol/gas

Health there be cures - all diseases

Ufestyles people have more free time

(Suggested answers)

- People will use spaceships to visit other planets.

- People will live in tall buildings made of metal

and glass.

- People won't use petrol or gas.

- There will be cures for all diseases.

- People will have more free time.

STUDY TIP (p. 61)

(Present the theory in the Study Tip box. Explain that will is used in all persons.)

5 a) (Explain these words: long distances, space shuttles, motorbikes, popular, destination. Allow Ss three minutes to read the text silently and fill in the correct future forms. Ask individual 5s to read the text aloud while you check Ss' answers.)

1 won't drive 2 will drive

3 won't use

4 will travel 5 won't be

6 will become

7 will be

8 will also visit



Reading & Writing Targets I - Unit 15

b) (Explain the task to Ss. Ss tick the appropriate boxes. Check Ss' answers, then Ss make sentences using will or won't.)

TRANSPORT/TRAVEL 2200
cars that use petrol )(
electric cars v
aeroplanes )(
space shuttles v
motorbikes )(
bicycles v
the moon v
other countries v (Suggested answers)

People won't use aeroplanes. People will travel in space shuttles. People won't have motorbikes. People will use bicycles.

People will travel to the moon. People will travel to other countries.

STUDY TIP (p. 62)

(Present the theory in the Study Tip box and explain/elicit the meaning of any unknown words.)

6 (Explain the meaning of optfmlstlc/pesslmlstic.

Individual Ss read aloud items 1 to 7. Explain any unknown vocabulary, then Ss do the exercise. Check Ss' answers around the class.)

1 0 2 0

5 0 6 P

7 P

3 P 4 P

7 (Go through the prompts and explain any unknown vocabulary. Ss, in closed pairs, match the prompts in the two columns. Check Ss' answers, then ask individual Ss to make sentences using because. As an extension, Ss can be assigned Ex. 7 as written HW.)

1 b

2 e 3 a

4 c

5 d

2 People won't swim in the sea because the sea will be polluted.

3 People will live underground because there won't be enough space on Earth.

4 Some animals will disappear because there won't be enough food for them.

5 People will be poorer because there will be fewer jobs.

8 (Read aloud the causes 1 to 6, then ask individual Ss to read aloud what each person says. Ss match the causes to the effects. Check Ss' answers, then Ss make sentences using so. As an extension, Ss can be assigned Ex. 8 as written HW.)

1e 2a 3d 4c Sf 6b

n':··.'l S;;:·

2 The sea will be polluted, so there won't be any fish.

3 Robots will work as cleaners and builders, so people will have less boring jobs.

4 There will be more cars, so pollution will get worse.

5 People will work twenty hours a week, so people will enjoy more free time.

6 There won't be enough trees, so there won't be enough oxygen.

9 (Ask Ss to silently read the sentences in the first section of the table (Education). Explain/Elicit the meaning of any unknown vocabulary. Ss match items 1 and 2 in Column A to items a and b in column B. Check Ss' answers, then ask individual Ss to make sentences using because or so. Do the same with the other sections in the table. Practise with more than two Ss each time.)

Education

1 b Children will learn at home with computers, so there won't be any classes.

2a Children won't make any friends because they won't go to school.

Transport

1 a There will be more cars than people, so traffic problems will be worse.

2b There will be more traffic accidents because cars will be able to travel faster.

Housing

1b There won't be enough space on Earth, so people will build underwater cities.

2a People will live on other planets because the air on Earth will be polluted.

The Environment

1b There won't be any fish because the seas and rivers will be polluted.

2a The air will be very polluted, so people will wear oxygen masks.

43

Reading & Writing Targets I - Unit 15

10 (Remind Ss to use the title, the beginning and ending given and the paragraph plan. Then, assign the task as written HW. Point out that $s should use only one point of view from each section in Ex. 9.)

Health

1 b There won't be enough food, so people will die of hunger.

2a People will die younger because there will be more diseases.

Ufestyles

1 a People who will have jobs, will work longer hours, so they will have less free time.

2b Many people won't be able to find a job because companies will use robots instead of people.

WRITING TIP (p. 63)

(Present the theolY in the Writing Tip box and ask Ss to check whether the article in ExA conforms to this theory.)

(Suggested answer)

(Para 2)

... Firstly, children will learn at home with computers, so there won't be any classes. Also, there will be more traffic accidents because cars will be able to travel faster. What is more, there won't be enough space on Earth, so people will build underwater cities and the air will be very polluted, so people will wear oxygen masks. Finally. there won't be enough food, so people will die of hunger and people who will have jobs, will work longer hours. so they will have less free time.

TEACHER'S BOOK ~ -;'

Rfading & Writing

TARGETS

Virginia Evans - Jenny Dooley

~

Express Publishing

Published by Express Publishing

Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel: (0044) 1635 817 363 - Fax: (0044) 1635 817 463

e-mail: Inqulrles@expresspubllshlng.co.uk

http://www .expresspubllshlng.co.uk

.".

© Virginia Evans - Jenny Dooley. 1998

Design & Illustration © Express Publishing. 1998

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. electronic. photocopying or otherwise, without the prior written permission of the Publishers.

First published 1998

Third impression 2003

ISBN 1-903128-85-4

Contents

Introduction 4

Unit 1 New Friends 5

Unit 2 From Monday to Friday . 7

Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15

A Home away from Home . 10

Having a Wonderful Time 12

Happy New Year! 14

For Sale! 16

It's a Bargain! 19

Do's and Don'ts 21

Every Picture Tells a Story! 24

A Summer's Tale! 27

Come to my Party! 29

It Happened to me .. 32

Who's Who? 35

I Love Sports! 37

All about Disney! 40

Abbreviations used in the book
Ex = exercise
HW = homework
L1 = students' first language/mother tongue
min = minutes
p = page
S = student ~
• Ss = students
T = teacher 3

I ntroduction to the T eacher

Reading & Writing Targets 2, for learners of English at Elementary level, provides systematic development of students' reading and writing skills.

The book consists of 15 units and is planned to be taught in 20·25 teaching hours. The topics of the units have been carefully selected to appeal to and motivate learners at Elementary level. Each unit begins with a text, based on a real-life communicative situation, which not only devel· ops reading skills but also serves as a model for the students' own written work.

A wide variety of reading skills - skimming for gist, skimming for overall understanding, scanning, predicting a topic from visual prompts or clues, reconstructing a text, inferring, recognising word equivalences, jigsaw reading, etc - are introduced, taught and practised to help learners read more effectively in English.

The exercises that follow are specially chosen to expand learners' passive and active vocabulary and feed them with ideas which can be used by learners in their writing projects. Grammar structures are also presented and practised in a meaningful context to help learners produce successful pieces of writing.

The tex1 types presented in this book include Informal letters, articles, leaflets, notices, interviews and stories through pictures. Useful Writing Tip boxes help learners understand the structure of each piece of writing. Paragraph Plans are also provided to give the students stepby-step guidance. These plans are intended to be used in class for discussion before learners write their own pieces. Teachers are advised to elicit, in class, the points which learners should include in their piece of writing and always to have some students complete the task orally in class before the exercise is assigned as written homework.

The Photo File section at the end of the Student's Book provides pictures which students can use to decorate their writing projects for Units 3, 6, 8, 11, 13, 14 and 15.

Reading & Writing r argets 2 - Unit I

Dnill - New friends ... (PD. 4 - 7)

J Objectives '1-------,

Vocabulary: words related to families, likes/ dislikes (sports, school subjects, etc) Grammar: plurals - short answers - likes/ dislikes

Reading: scanning, reading for specific information

Writing: friendly letter to a pen-friend

1 (Ss should be advised to scan the letter quickly rather than to try to understand its content.)

a) 1 Isabel 2 Rosa

3 Philip 4 Marcia

5 Fredrico

b) • The Jetter starts with Dear Hasan.

• The letter finishes with Best wishes, Isabel Garcia.

• a) Dear John

• a) Best wishes, c) Love and kisses, and

d) Love,

(Explain that Dear Mr Smith/Dear Sirs are used to start a formal letter, and Yours sincerely is used to end a fonnal letter when we know the recipient's name.)

2 (Explain what a pen-friend is. Set a time limit of 5 min. for $s to read the letter and underline the correct words. Check $s' answers. Ask some Ss to read the letter aloud.)

1 Spain 2 Philip

3 Rosa

4 Geography

5 cats

(After Ss have underlined the correct words, explain to them that when they write an informal letter, they should write their address in the top right-hand corner. Ss practise writing their own addresses. Go round the class and check.)

number, + name of street name of city/town

name of country

full date (day + month, + year)

3 A 2

C 1

D 3

B 4

4 a builder

b postman

c waiter d vet

e hairdresser f baker

• A teacher teaches children in a school. -\\ 8 An actor acts in plays or films.

A doctor helps sick people.

A fire-fighter puts out fires.

STUDY TIP (p. 5)

(Before $s do Ex. 5, explain how the plural is formed.)

• nouns ending in -y, drop the -y and add -ies. (nationality - nationalities)

• most nouns take -so (brother - brothers)

• nouns ending in -0 which come from languages other than English, or short forms of words, take -so (plano - pianos, disco (short for discotheque - discos, photo (short for photograph - photos).

5 1 families 2 sisters 3 horses

4 discos 5 singers 6 cities

7 actors

8 subjects

6 (Go round the class and check while Ss complete the table. Then ask some Ss to use their notes in the

table to talk about Isabel.) "

Name: Isabel Garcia Age: 14 (years old) Nationality: Spanish·

Address: 25, Plaza de Taros, Granada, Spain Family: father - Philip - chemist

mother - Marcia brother - Fredrlco

sister - Rosa Pets: dog - Pluto

Likes: tennis, Geography, pop music, dogs, Elton John, Melanie Griffith

Dislikes: basketball, Chemistry, opera, cats

• (Suggested answer)

Isabel Garcia is 14 years old. She is Spanish. She lives at 25, Plaza de Taros in Granada in Spain. Her father's name is Philip and he is a chemist. Her mother's name is Marcia. Her brother's name is Fredrico and her sister's name is Rosa. She has got a dog. Her dog's name is Pluto. Isabel likes tennis, Geography, pop music, dogs, Elton John and Melanie Griffith. She doesn't like basketball, Chemistry, opera or cats.

7 1 Yes, she does. 2 No. she doesn't.

3 I don't know.

4 Yes, she does.

Reading & Writing Targets 2 ~ Unit I

8

(First check if Ss understand the meaning of the adjectives in the list, then Ss do the exercise)

difficult 2 fantastic 3 boring

4 new 5 big

6 tasteless

7 tiring 8 safe

9

(Before Ss do Ex. 9, go through the examples and explain how we use and {to join similar ideas], but {to join contrasting ideas] and because (to state the reason why we like/don't like sth}.)

1 and

2 because

3 but 4 and

5 because

10 A watChing TV F dancing
B reading G eating pizza
C painting H swimming
D listening to music I fishing
E going to the cinema J playing tennis 11 (Suggested answers)

• I like swimming because it's easy.

• I don't like playing tennis because it's difficult.

• I like painting because it's relaxing ....

12

Name Country Nationality
Abdul Egypt Egyptian
Carla Italy Italian
Miguel Mexico Mexican
Murat Turkey Turkish
Diana Britain British
Paola Brazil Brazilian
Dimitri Greece Greek
Marak Poland Polish 2 My name's Carla. I'm from Italy. I'm Italian. 3 My name's Miguel. I'm from Mexico. I'm

Mexican.

4 My name's Murat. I'm from Turkey. I'm Turkish. 5 My name's Diana. I'm from Britain. I'm British. 6 My name's Paola. I'm from Brazif. I'm Brazilian. 7 My name's Dimitri. I'm from Greece. I'm Greek. S My name's Marak. I'm from Poland. I'm Polish.

13 (Explain the key, then ask Ss questions to check if they can use it.)

Questions

• Which cities can you see on the map? (Glasgow, Birmingham)

• Which town can you see on the map? (Swansea)

I

• Which villages can you see on the map? (Hamilton, Congleton)

(Ss then do the exercise.)-.-

2 is a town in .

3 is a village in .

4 is a village in England.

5 is a city in Scotland.

STUDY TIP (p. 7)

(Explain the use of the apostrophe.)

14 lam = I'm It is = It's
You are = You're Weare = We're
He is = He's You are = You're
She is = She's They are = They're 15 My name's Helen. I am your new pen-friend. My father's name is Richard. He's a teacher. My mother's name is Sarah and she's a nurse. I like dancing. My favourite subject is Maths. It's easy!

16 (Allow Ss 5 min. to complete the table. Then ask some Ss to use their notes to talk about themselves.)

(Suggested answer)

Name: Kathy Williams Age: 15

Nationality: American

Address: 102, Player Crescent, Los Angeles, California, USA

Family: father - Steve - film director mother - Jenny - teacher brother - Greg

sister - Ann

Pets: dog ~ Spot

Ukes: sailing, tennis, dancing Dislikes: windsurfing, go"

WRITING TIP (p. 7) (Present the theory to Ss.)

17 (Before Ss are assigned Ex. 17 as HW, explain the plan. Point out that Ss' letters should be divided into four paragraphs:

paragraph 1, the Introduction;

paragraphs 2 and 3, the main body; and paragraph 4, the conclusion.

Go through the plan and elicit from Ss the content of each paragraph while Ss look at the plan. Help Ss where necessary.)

Reading & Writing Targets 2 - Una 2

T: What information do we include In the Introduction (Paragraph 1) of a letter to a pen-friend?

S 1: Greetings and introducing ourselves. T: How do we greet our pen-friend? S2: With "Hello!". "Hi!", etc.

T: How do we introduce ourselves?

S3: By saying our name (e.g. Peter), age (e.g. 12 years old), nationality (e.g. British) and where we live (e.g. London, England).

T: What Information do we Include in the main body?

S4: We talk about our family and pets in Paragraph 2 and about our likes and dislikes in Paragraph 3.

T: What Information do we give about our family?

S5: Our father's name and job (e.g. Tony - teacher), our mother's name and job (e.g. Sally - doctor), our brothers' and sisters' names (and job if they work) and a short description of ourselves (e.g. I've got short brown hair and blue eyes).

T: What can we write about our pets?

S6: How many pets we've got (e.g. two), what they are (e.g. cat/doq) and their names (e.g. Gigi/Pluto) .

T: What can we write about our likes and dislikes?

S7: We can talk about our most/least favourite sport (e.g. tennis/squash), school subjects (e.g. Maths/Physics), music (e.g. pop/classlcal), singers (e.g. Sting/Elton John), actors (e.g. Griffith/Cruise), etc. We say what we like and what we don't like. We can also give a reason why we like/don't like sb or sth.

T: What Information do we Include in the conclusion (the last paragraph) of the letter?

S8: We can end our letter by asking some questions about him/her (e.g. What about you? What do you like? etc) and asking him/her to write to us soon.

T: How do we finish our letter?

59: With "Best wishes," and our first name.

(Ask Ss to learn this plan and check in the next lesson. Assign Ex. 17 as written HW. s« are expected to give you a draft of the plan along with their letter. The letter should be between 100 and 130 words.)

(Suggested answer)

102, Player Crescent Los Angeles California, USA

15th September, 19 ..

Dear Lisa,

Hello! My name is Kathy Williams and I'm your new pen-friend. I'm fifteen years old and I'm American. I live in Los Angeles, California in the United States of America.

My father's name is Steve. He's a 1ilm director.

My mather's name is Jenny and she's a teacher. My brother's name is Greg and my sister's name is Ann. I'm tall with blonde hair and glasses. l've got a dog. His name is Spot.

I like sailing but I don't like windsurfing. I love playing tennis but I don't like go" because it's boring. I love dancing. My favourite actor is Tom Cruise. He's fantastic.

Please write soon and tell me all about yoursel1.

Best wishes, Kathy Williams

Uoll2 - from Mondoy 10 friday ... (pP. 8 - 11)

,---------'1 Objectives It-----_~ Vocabulary: daily routines, likes/dislikes Grammar: present simple, adverbs of frequency, prepositions of time

Reading: predicting topic from visual clues, reading for specific information, skimming for gist, reconstructing a text

Writing: article for a light-hearted magazine describing daily routines

1 • The name of the magazine is Bravo.

• The magazine is for young people around the world.

• The article is about an Oxford teenager's typical day.

• A teenager is someone between 13 and 19 years old.

• Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

<j B 10t

Reading & Writing Targets 2 - Unit 2

• (Suggested answer)

Today it's Friday. Yes, it is my favourite day because I don't have to go to school tomorrow.

2 (Set a time limit of 5 min. for Ss to read the letter and mark the statements as True or False. Check Ss' answers. Then, ask Ss to underline the following words in the letter and fl}' to explain them. Help Ss

,;,: ,where necessal}'.)

r, " c- Words to be underlined and explained: daily routine, same, get up, have a shower, go downstairs, breakfast, make my bed, later, go shopping, walk, supper, together, washing-up, computer games, crazy about, chat, sleepy, comfortable

1 F 2 F

3 F 4 T

5 F 6 T

7 T 8 F

STUDY TIP (p. 9)

(First explain the Study Tip box to Ss, then continue with Ex. 3.)jjpw 8288>

3 1 go 7 have/make
2 have 8 go
3 have/make 9 do
4 make 10 make
5 do 11 go
6 do 12 have (Suggested answers)

2 I always have a shower at eight o'clock in the

morning.

3 I usually have breakfast with my family. 4 I always make my bed after breakfast.

5 I usually do my homework after supper.

6 I sometimes do the washlng~up with my mother. 7 I usually have lunch at one o'clock.

8 I always go home at four o'clock after school. 9 I often do the housework on Saturday morning.

10 I often make a cake at the weekend. 11 I often go for a walk in the evening. 12 I never have a nap in the afternoon.

4 • (adverbs of frequency In Ex. 2 to be underlined)

... My daily routine is aJWM.§: the same. My day alway.§: starts at eight o'clock ... I !,u.ually have toast and a glass of milk, but I ne_v~ have bacon and eggs.

On the other days I usually go shopping ...

When I get home I o.ft~_fl take our dog, Gemma, for a walk.

8

I always do my homework from five o'clock until half past six or sometimes seven o'clock in the evening ... After dinner, my brother and I Y_$~alIy: do the washing-up. I often watch TV for about an hour after dinner but my brother n~ver does. He alw:~Y.§ plays computer games in his room. If I don't watch lV, I sometimes call my friend Sally ... I always go to bed before eleven o'clock.

After such a busy day, I .Y~.!.I@lly feel sleepy ...

• Sentences

2 Then she goes downstairs and has a quick breakfast with her family.

3 She goes to school at nine o'clock in the morning.

4 She usually goes shopping with her friends on Mondays.

5 When she gets home, she often takes her dog, Gemma, for a walk.

6 She always does her homework from five o'clock until half past six or seven o'clock in the evening.

7 Then she has dinner with her family.

8 She usually does the washing-up with her brother after dinner.

9 She often watches TV for about an hour after dinner.

10 She always goes to bed before eleven o'clock.

5 (Explain any unknown words, then Ss do the exercise.)

Ss' own answers.

6 (After Ss have answered the questionnaire in Ex. 5, they work in pairs asking and answering questions as in the example. Go round the class and check, then ask some pairs to report back to the class.)

(Suggested answers)

SA: How often do you go to the gym after school/work?

SB: I sometimes go to the gym after school/work.

What about you?

SA: I never go to the gym after school/work. How often do you eat pizza for supper?

SB: I sometimes eat pizza for supper. How often do you go to the cinema in the evening?

SA: I often go to the cinema in the evening. How often do you ride your bike to work/school?

SB: I usually ride my bike to work/school. ... etc.

7 (Suggested answers)

• On weekdays I always get up early and have breakfast with my family. I always go to school at nine o'clock and I always come home at four o'clock, I always do my homework after supper and I always go to bed early.

• During the weekend I usually get up late. usually go shopping with my mum on Saturday afternoons and then I usually go to the cinema with my friends in the evening. On Sunday afternoon, I usually have a big Sunday lunch with my family at two o'clock. I usually go to bed early on Sunday night.

8

At: at the weekend, at nine o'clock, at half past three, at a quarter to one, at Christmas

In: in the morning, in the evening, in the afternoon, in May

On: on Tuesday, on Wednesday afternoon, on Sunday morning, on Monday night, on Christmas Day

(After Ss have completed the table elicit when we use at {+ hour, Christmas/Easter, the weekend], in {+ the morning/evening/afternoon, months, years], on {+ days, parts of the day].}

9 1 ugly 2 bored 3 late

4 noisy 5 sad

6 wide awake

7 busy

8 horrible

(After Ss have done the exercise, ask them to explain the adjectives, either in their L 1 or by giving examples. Help Se where necessary,)

10 1 d

2 c

3 a

4 b

11 (Suggested answers)

2 ... I have Maths and Chemistry and I don't like these subjects.

3 ... go to sleep at half past nine because I get up very early in the morning,

4 ... do my homework, take the dog for a walk and do all the ironing for my mum.

5 I can stay at home and relax.

6 get home late because I have guitar lessons

until eight o'clock in the evening.

7 always go to the cinema with my friends.

8 it's the end of the weekend.

Reading & Writing Targets 2 - Unir 2
12 1 gets up 7 works 13 stays
2 works 8 comes 14 watches
3 has 9 has 15 goes
4 goes 10 goes 16 start
5 makes 11 stays 17 seems
6 gets up 12 meets (After Ss have done Ex. 12, invite them to say what Melanie's father does in the a) morning, b) afternoon and c} evening, and how he feels about his daily routine.)

WRITING TIP (p. 11)

(Present the theory in the Writing Tip box. Remind Ss that we use the present simple when we write about sb's daily routine.)

13

para1=b para 2 = d

para3=a para 4 = c

14 (Before Ss are assigned Ex. 14 as written HW, discuss the paragraph plan with them, then ask some Ss to talk about their daily routines using the plan in Ex. 14. Ss' article should be between 100 and 120 words.)

(Suggested answer)

My name is Tony Rogers, I'm thirteen years old and I live in Cardiff in Wales. My daily routine is always the same from Monday to Friday.

I always get up at seven o'clock and have a shower. Then I have breakfast. After breakfast I always make my bed and then I go to school.

I come home from school at four o'clock in the afternoon and have a sandwich. After that, I always do my homework in my bedroom.

In the evening I always have supper with my family at half past six. After that I usually relax and watch TV or read magazines. I always go to bed at ten o'clock.

At the end of the day I often feel tired because my weekdays are very busy.

,

Reading & Writing Targets 2 • Unit 3

Ooil3 - A Home owoy from Home ... (00. 12 - 15)

J Objectives I

Vocabulary: words related to houses Grammar: there is/are - prepositions of place - where (relative adverb)

Reading: skimming for gist, reading for specific information

Writing: advertisement for renting a holiday home for a holiday brochure

~

Ii

I !

1 1 C

2 A

3 B

2 (Set a time limit of 5 min. for Ss to read the two advertisements and answer the questions. Check Ss' answers, then ask some Ss to read the advertisements aloud.)

• A - Rose Villa

B - The Marton Apartment

• 1 main features for home A:

for up to five or six people, near beach, livingroom (TV, sofa), kitchen (electric cooker, fridge), three bedrooms (each with two beds), two bathrooms (bath, basin, toilet)

main features for home B:

for up to three people, near the best shops and restaurants, living-room (TV, sofa, fireplace), two bedrooms (double bed, single bed), bathroom (shower, basin, toilet), kitchen (electric cooker, fridge)

• 2 special features for home A: small garden

special features for home B: balcony, next to square full of flowers

3 bath 7 double bed
2 cooker 8 Single bed
3 shower 9 basin
4 wardrobe 10 dishwasher
5 armchair 11 fridge
6 sofa 12 fireplace 10

4 a) in a bedroom: wardrobe, double bed, single bed

b) in a kitchen: cooker, dishwasher, fridge

c) in a bathroom: bath, shower, basin

d) in a living-room: armchair, sofa, fireplace

5 (Invite Ss to study the examples and explain the grammatical rule. Provide further examples if necessary.)

(Suggested answer)

We use there is before a singular noun. We use there are before a plural noun.

6 (Ss read the text silently and fiff in Is/are. Check Ss' answers while going round the class.)

are 2 are

3 is 4 are

5 is 6 is

7 (Allow $s 5 min. to fill in the missing words, getting
information from text A, Ex. 2. Check Ss' answers
and write the correct ones on the board. Ask some
Ss to read out the dialogue in pairs.)
1 beach 7 bathrooms
2 town centre 8 living-room
3 up to five or six 9 trees
4 livi ng-room/kitchen 10 have lunch
5 kitchen/living-room 11 garden
6 bedrooms 12 sea
8 1 between 5 behind
2 above 6 Next to/Beside
3 beside/next to 7 on
4 in front of 8 in
9 (Check that Ss understand the meaning of the adjec-
tives in the list before Ss do Ex. 9) 1 expensive 2 modern

3 uncomfortable 4 colourful

(Suggested sentences)

- There is a sofa between the large fireplace and the old lamp.

- There is a beautiful garden with lovely flowers.

- There is a small television and a modern stereo

in the living-room.

- There is a comfortable armchair next to the fireplace ....

5 small

6 horrible 7 noisy

8 ugly

Reading & Writing Targets 2 - Unit 3

STUDY TIP (p. 14)

(Use the example to illustrate how where is used to join two sentences. Point out to Ss that when we use where we omit there from the second clause. Ss then do Ex. 10.)

10 1 There is a shop downstairs where you can buy flowers.

2 There is a restaurant where you can eat deli-

cious steaks.

3 It has got a beach where you can sunbathe. 4 There is a garden where you can play.

5 There are some shops where you can buy expensive clothes.

11 (Check that Ss understand the words in the list before they do the exercise.)

2 watch 3 have

4 do Spark

6 play 7 look

12 (Ss read the information, then fiff in the missing words. Check Ss' answers round the class and ask some Ss to read out the dialogue in pairs.)

A: Can you tell me about Holly Cottage, please? B: Well, it's the biggest and the best of all our hol-

iday homes in Marton. It's a large house for up to eight people.

A: Where is it?

B: It's three miles from the town centre. A: Is it near the sea?

B: Yes, it is.

A: How many rooms are there?

B: There are four bedrooms, a IIvlng~room, a kitchen and two bathrooms.

13 1 There is a 1V and a comfortable sofa in the living-room.

2 There are two single beds in each of the four bedrooms.

3 There is a cooker, a fridge and a dishwasher in the kitchen.

4 There is a shower in one bathroom and a bath in the other.

S There is a big garden and a double garage.

You can have a barbecue in the garden and you can park two cars in the double garage.

(As an extension, ask Ss to describe their own homes.)

WRITING TIP (p. 15)

(Explain the theory in the box. Point out that an advertisement for a holiday home in a holiday brochure consists of one paragraph only. We should write about the kind of holiday home and its location, then we write about how many rooms it has got and what there is in each. We also give information about the special features of the house [e.g. garage, veranda, garden, etc) and what you can do there {e.g. relax, enjoy the sunshine, etc}. We can use adjectives {e.g. comfortable, spacious, etc] to make our advertisement more interesting for the reader. Where can be used to write (anger, more advanced sentences.)

14 (Ask Ss questions about Holly Cottage. Ss answer them using the information in Ex. 12.)

Suggested questions:

• What kind of holiday home is it? (It's a large house.)

• How many people is it for? (It's for up to eight people.)

• Where is it? (It's three miles from the town cen-

tre and is near the sea.) etc.

(Assign Ex. 14 as written HW. Remind Ss to use the picture from the Photo File section to make their project (oak like an advertisement. Ss' pieces of writing should be between 80 and 100 words.)

(Suggested answer)

Holly Cottage is a large house for up to eight people. It is near the sea and three miles from the town centre. It has got four bedrooms with two single beds in each one. There is a living-room with a comfortable sofa where you can watch lV. There is also a kitchen with a cooker, a fridge and a dishwasher. The house has got two bathrooms; one with a shower and one with a bath. This lovely holiday home has a big garden where children can play and a double garage where you can park two cars.

11

Reading & Writing Targets 2 - Unit 4

II

Unil4 - Hoying 0 Wonderlul Time ... (PD. 16 - 19)

Objectives

Vocabulary: words related to holidays Grammar: present continuous, expressing likes/dislikes, prepositions 01 place

Reading: reading for specific information, skimming for overall understanding

Writing: informal letter to a friend while on holiday

1 1 D 2 B 3 A

4 E 5 C 6 H

7 F 8 G

2 (Set a time limit of 5 min. for Ss to read the fetter silently and answer the questions. Check Ss' answers round the class, then ask Ss to read the letter aloud.

Note: Explain tos« what P.S. means.

P.S. = postscript (found at the end of a fetter])

1 The letter is to Rachel.

2 Suzanne is on the island of Santorini. 3 She is staying at a hotel.

4 She is sitting outside a cafe by the sea. S Paul is snorkelling in the clear water.

6 Suzanne's mother is buying souvenirs at the market.

7 Suzanne's father is visiting some ancient ruins.

8 Her favourite restaurant is by the sea. 9 She always orders souvlaki.

10 Yes, she is.

,

'i

3 d 2 c

3 f 4 b

5 a 6 h

7 e 8 g

4 (Ask Ss to work in pairs and match the nouns with the adjectives, then check Ss' answers. Ask Ss to memorise these collocations and check in the next lesson.)

1 clear sky

2 noisy beach

3 ancient ruins 4 delicious cake 5 noisy hotel

6 clear sea

7 ancient/noisy town 8 clear lake

9 noisy cafe

10 delicious souvlaki 11 ancient temple

12 delicious seafood

12

5 1 visit

2 snorkelling 3 buy

4 take 5 go

6 watch

7 order 8 stay

likes doesn't
like
2 The hotel nice/quiet t/
3 The cafe by the sea fantastic t/
4 Ancient ruins boring V'
5 The market noisy t/
6 Seafood horrible V'
7 Souvlaki delicious V'
8 The sunsets spectacular V'
9 The local people friendly t/
10 Donkeys patienVgentle t/ 6

(Suggested answers)

2 Suzanne likes the hotel because it's nice and quiet.

3 Suzanne likes the cafe by the sea because it's fantastic.

4 Suzanne doesn't like ancient ruins because she finds them boring.

5 Suzanne doesn't like shopping at the market because it's noisy.

6 Suzanne doesn't like seafood because it's horrible.

7 Suzanne likes souvlaki because it's delicious. 6 Suzanne likes the sunsets because they're spectacular.

9 Suzanne likes the local people because they're (really) friendly.

10 Suzanne likes donkeys because they're patient and gentle.

STUDY TIP (p. 17)

(Explain that when we say what we like or don't like we should give a reason why we feel this way. The reason is introduced with because. We often use adjectives to give reasons.

e.g. I like seafood because it's delicious.

I don't like the hotel because it's noisy.)

7 (Explain the key to Ss before they do the exercise.

Love is stronger than like. Hate is stronger than don't like.)

Reading & Writing Targets 2 - UniI: ..

(Suggested answers)

I like snorkelling because it's fantastic.

I hate visiting ancient ruins because it's/l find them boring.

I love watching the sunsets because they're spectacular.

I love lying in the sun because it's lovely.

I like staying at seaside hotels because they're/it's wonderful.

I don't like writing postcards because it's boring. I like shopping for souvenirs because it's interesting.

I love cafes by the sea because they're quiet. I hate rainy weather because it's horrible.

8

(Check that Ss know the words in the list before they do the exercise.)

1 am sitting 2 am writing 3 are singing

4 are learning 5 is skiing

6 is falling

9

A winter - A

spring C

summer - D autumn - B

(As an extension, ask Ss to tell you the months in each season.)

Winter: December, January, February Spring: March, April, May

Summer: June, July, August

Autumn: September, October, November

B A - a B - b

C - a o - b

(After Ss have done part B of Ex. g, make sure they know the meaning of words which describe weather (cold, snow, wet, rain, hot, sunny, dry, cloudy, windy, sunny, icy, freezing, foggy].)

10

(Read the examples and introduce north, east, south and west. Focus Ss' attention on the prepositions [In, on] as they are illustrated in the example before Ss do Ex. 10.)

1 Rome is on the west coast of Italy. 2 Naples is in the south-west of Italy. 3 Sicily is in the south of Italy.

4 Milan is in the north of Italy.

5 San Marino is on the north-east coast of Italy.

11 (Explain that a topic sentence is the first sentence in a paragraph which summarises what the paragraph is about. Set a time limit of 5 min. for Ss to read the fetter and filt in the topic sentences. Check Ss' answers then ask Ss to read out the letter.)

1 D

2 A

3 E

4 B

12 A Mum is visiting the indoor market.

B My favourite one has delicious fresh clams!

C This is a picture of some shoe-shiners in 1ront of our hotel.

D Rob is learning to scuba-dive.

WRITING TIP (p. 19)

(Explain the theory using the plan in Ex. 13. Point out that when we write a letter to a friend from a holiday resort we start with Dear + our friend's first name, and sign off with Love/Yours/Best wishes, + our first name. Explain that the letter should consist of four paragraphs:

paragraph 1, the introduction;

paragraphs 2 and 3, the main body; and paragraph 4, the conclusion.

Ask Ss to look at the plan in Ex. 13, then ask questions eliciting Ss' answers.)

T: What informatIon should we Include in the Introduction?

S1: Where we are (e.g. Naples) and where we are staying (e.g. in a hotel).

T: What information do we give in the main

body? .

52: We talk about the weather (Ask S5 to mention words used to describe the weather, e.g. cloudy, sunny, etc), what we are dOing now (e.g. I am sitting on the beach), who we are with (e.g. our parents) and what they are doing at the moment (e.g. Dad is swimming/Mum is taking pictures/Liz is sunbathing). We also talk about what we like/don't like about our holiday (e.g. like snorkelling - don't like scuba-diving, like pizza - don't like spaghetti) and give reasons why we feel this way (e.g. r like scuba-diving because it is exciting.) We can also talk about what we usually do every morning/ afternoon/evening, etc (e.g. go for walks).

T: What information do we include in the conclusion?

53: We use expressions such as "See you soon", "Bye for now", "I miss you", etc.

13

I

Reading & Writing Targets 2 - Unit 5

T:

S4:

Should we use adjectives in our letter? Yes, because they make our letter more interesting.

What tenses do we use?

The present simple and the present continuous.

T:

S5:

Ii

(/tssign Ex. 13 as written HW. The letter should be between 100 and 130 words.)

13 (Suggested answer) Dear Andy,

I am having a great time here! We are staying at a ski resort in Italy. It's called Courmayer. The chalet we're staying in is really pretty.

The weather is cold and it's snowing, but it's good for skiing. At the moment I'm sitting by a big warm fire. Jane is having a skiing lesson; she loves it here!

It's so clean and fresh up here in the mountains. During the day we are usually out on the ski slopes. In the evenings we go to the local restaurant. The food there is horne-made, so it's deli-

;,

cious.

See you when we get back.

Love, Mark

Uoil 5 - Hoppy New Yeor! (pP. 20 - 23)

I Objectives I

Vocabulary: words related to celebrations, people's feelings, adjective - noun collocations Grammar: word order

Reading: skimming, reading for specific intermation

Writing: article - describe a festival/celebration

1 (Allow Ss 2 - 3 min. to read the short texts and match them to the pictures, then explain elicit/the meaning of any unknown words in the texts.)

A - 4
B - 1
C . 3
D - 2
E - No picture 14

2 National Holiday: 2 Religious Holiday: 1

3 (Set a time limit of 5 min. for Ss to read the article silently and answer the questions, then check Ss' answers while going round the class. Ask some Ss to read the text aloud.)

1 Scotland, December 31st (New Year's Eve). 2 The arrival of the new year.

3 They send invitations and decorate their houses with colourful balloons and banners saying 'Happy New Year". They also buy drinks and prepare delicious food.

4 People dress in their best clothes and go to parties. They dance, eat and have fun. At midnight everyone shouts "Happy New Year!"

5 They sing a traditional Scottish song, Auld Lang Syne.

6 It tells us to forget the bad things and all be friends.

7 They feel happy.

4 New Year's Eve, colourful balloons, Happy New Year, delicious food, best clothes, traditional (Scottish) song, bad things, Scotch whisky, magnificent fireworks, good luck, perfect way

5 1 a 3 a 5 a
2 b 4 b 6 a
6 celebrate 5 strikes
2 prepare 6 feels
3 join 7 fireworks
4 visit 8 invitations
7 1 traditional 5 perfect
2 Happy 6 delicious
3 colourful 7 best
4 magnificent 8 good 8 (Explain these words before Ss do the execise: wedding day, couple, bride, wedding dress, groom, suit, street party, perform, dance routines.)

A At a birthday party children usually wear 1) smart clothes and 2) colourful party hats. They eat 3) delicious food and they play some 4) excHing games.

B The wedding day is a very 1) special day for the couple. The bride wears a 2) beautiful white wedding dress and the groom wears a 3) formal suit.

Reading & Writing Targets 2 - Unit 5

C Carnival in my country is like a 1) huge street party. We stand at the side of the road and watch the dancers in their 2) magnificent costumes as they perform their 3) difficult dance routines.

STUDY TIP (p. 22)

(Present the theory to Ss using the article in Ex. 2 to ilfustrate the points Ss should include in the introduction (name: New Year's Eve; place:

Scotland; time: December 31st; reason: celebrate arrival of the new year]. The short texts in Ex. 9 are introductory paragraphs to celebrations)

9 (Before Ss do Ex. 9, point out how the information about the name, place, time and reason for each celebration is presented in each short text.)

A B C

St Valentine's Day Mothering Sunday Hallowe'en

1 0 (Suggested answer)

Carnival takes place in the last few days before Lent in Rio de Janeiro, Brazil. During Carnival peopie eat, drink and dance. They celebrate Carnival to have fun before Lent begins.

STUDY TIP (p. 22)

(Point out that when we talk about festivals or celebrations we have to mention what happens before the event {preparations] and what happens during the event. Use Ex. 11 to illustrate these points.}

11 Before: b, d, f

During: a, c, e, g, h • Ss' own answers.

12 (Help Ss with names of festivals/celebrations if Ss have difficulty.)

2 People buy pumpkins to make special lanterns. (Hallowe'en)

3 People buy flowers for their loved ones. (St Valentine's Day)

4 People put beautiful decorations on the tree. (Christmas)

5 People play tricks on each other. (Aprit Fool's Day)

STUDY TIP (p. 22)

(Point out that when we write about festivals/celebrations we should mention how people feel [e.g. happy, have fun, etc].)

13 • It's a wonderful day. Everyone has fun and enjoys themselves.

• It's a very special day. Everyone feels proud and pleased with themselves.

• It's a fantastic day. Everyone Is excited and feels lucky to take part in the celebration.

14 (Instruct Ss to complete the tasks despite not knowing certain words. Check answers, then explain/elicit unknown words.)

1 c

2 a

3 b

Questions

2nd paragraph 24th paragraph

3 3rd paragraph 41st paragraph

WRITING TIP (p. 23)

(Explain that when we write an article about a festival/celebration we usually divide the article into four paragraphs.

The introduction [first paragraph] gives information about the name of the event, the place and time it takes place and the reason people celebrate it.

The main body consists of two paragraphs, the first talking about the preparations for the celebration, the second talking about what happens during the celebration.

The conclusion [fast paragraph] talks about how people feel about the celebration.

Point out that the use of adjectives makes the description of the event more interesting.)

15 Before

- hire a magician

- decorate the house

- make a birthday cake

- write invitations

• buy crisps and popcorn

During

- wear paper hats

- play games

- give bags with little presents to guests

- dance

- open presents

- blowout the candles on the cake

lJf

Reading & Writing Targets 2 - Unit 6

16 Assign Ex. 16 as written HW. Ss' article should be between 100 and 120 words.)

(Suggested answer)

Birthdays celebrate the day we were born. In my country we celebrate birthdays every year at home with a birthday party for friends.

There are many things we do before a birthday party. We usually decorate the house with balloons and banners. We make a birthday cake and hire a magician. We also buy crisps and popcorn. We write invitations and send them to our friends.

During the party everyone wears paper hats.

Some people dance and others play games. We put candles on the cake and light them. The person who is celebrating their birthday blows out the candles and makes a wish. Then he/she opens the presents that everyone has brought for him/her. We also give bags with little presents to all the guests when they leave.

Everyone enjoys themselves very much at birthday parties. Having a party is a great way to celebrate your birthday!

Doil 6 R for Sole! (pP. 24 - 21)

I Objectives I

Vocabulary: words related to objects Grammar: order of adjectives

Reading: skimming for gist - reading for specific information - scanning

Writing: notices and advertisements for buying and selling things

1 (Set a time limit of 3 min. for Ss to read the notices and match them to the pictures. Check Ss' answers, then elicit/explain the meaning of the unknown words before Ss answer the comprehension questions.)

• 1 0 2 0

3 A 4 C

5 B

• 1 Bob Smith wants to sell something. He wants to sell his mountain bike.

Sally Phillips wants to sell something. She wants to sell two cute puppies.

Mary Green wants to sell something. She wants to sell her stereo system.

2 Jim Butler wants to buy something. He wants to buy a mountain bike.

John Lee wants to buy something. He wants to buy a rucksack.

3 Notices 2, 4 and 5 give information about something which is for sale.

4 Notice 1 asks for information about something.

2 (Set a time limit of 2 - 3 min. for Ss to read the letter and label the parts of the bicycle. Check Ss' answers, then ask Ss to underline and try to explain the following words. Help Ss where necessary.) Words to be underlined and explained: note, rubber, excellent, brand new, leather, needs, selling, buy, motor bike, discuss

2 brakes

3 handlebars

4 gears 5 saddle

6 back tyre

3 Bob's letter gives information.

2 Bob describes his mountain bike in his letter. 3 It is red.

4 It is three years old.

5 It is in excellent condition. 6 It has got ten gears.

7 Yes, it has.

8 A saddle.

9 It is made of leather.

10 Yes, it needs a new back tyre.

11 Because he wants to buy a motor bike. 12 He wants £50 for it.

STUDY TIP (p. 25)

(Write this sentence on the board: It's a beautiful red bicycle. Underline the two adjectives [beautl· ful, red] and ask Ss to telf you which of the two expresses sb's personal opinion [answer: beautl· ful]. Point out that what is beautiful for us can be ugly for sb else, then point out that red expresses a fact [the bicycle is red for everyone]. Say some adjectives and ask Ss to identify what type each is e.g. leather [fact], nice [opinion], long (fact), rub· ber (fact), horrible (opinion), etc. Point out that an opinion adjective goes before a fact adjective.)

4 (Before Ss do the exercise, ask them to identify which of the adjectives in Ex. 4 are opinion ones [comfortable, pretty, lovely, ugly, cute, wonder· ful] and which are fact adjectives [leather, green, silk, plastic, white, old].)

1 It's a comfortable leather chair. 2 She's got a pretty green lamp. 3 Look at this lovely silk dress.

Reading & Writing Targets 2 - Unit 6

4 It's an ugly plastic chair.

5 Pam's got a cute white kitten.

6 He's got a wonderful old house.

STUDY TIP (p. 25)

(Present the order of adjectives [opinion before size, size before age, etc].)

5 (Explain/elicit the meaning of any unknown words in the list before s« do Ex. 5.)

SIZE AGE COLOUR MATERIAL
/TYPE
thin old grey plastic
small young blue metal
short five-year-old green paper
large brand new white rubber
long red leather
tiny brown glass
tall cotton
big wooden 6 1 It's a big brown cotton rucksack.

2 We have got a young black puppy. 3 They are long green trousers.

4 She's got a tiny yellow paper hat. 5 I like this old wooden bed.

6 He is selling his brand new whfte Porsche.

7 (Elicit adjectives from se which can be used to describe the objects in Ex. 7 and write them on the board before $s describe the objects in the pictures.)

(Suggested answers)

1 It is a large old wooden radio. 2 It is a long grey metal mailbox.

3 It is a pair of /They are big black leather boxing

gloves.

4 It is a red plastlc safety helmet. 5 It is a green cotton shirt.

6 It is a black leather briefcase.

7 It is a pair of /They are long yellow rubber flippers.

8 It is a pair offThey are white leather golf shoes,

8 (Explain the words in the list before Ss do the exer-
cise. Ss then work in pairs. Go round pairs and
check, then have some pairs report to the class.)
1 A: What is the radio made of?
B: It is made of wood.
2 A: What is the mailbox made 01?
B: It is made of metal.
3 A: What are the boxing gloves made of?
B: They are made of leather.
4 A: What is the safety helmet made of?
B: It is made of plastic.
5 A: What is the shirt made of?
B: It is made of cotton.
6 A: What is the briefcase made of?
B: It is made of leather.
7 A: What are the flippers made of?
B: They are made of rubber.
S A: What are the golf shoes made of?
B: They are made of leather. WRITING TIP (p. 26)

(Point out that when we write notices tor things to sell or buy we do not need to write full sentences. We usually omit articles [a, an, the), pronouns [I, they, etc}, verbs [sel/, want, etc} and prepositions [on, with, etc}. Where necessary, we give information about what we want to buy/sell, such as its size [big, small, etc}, age [old, new. etc}, colour [black, grey, etc} and material {rubber, leather, etc} or type [mountain, fishing, etc). Then we write our name and how we can be contacted [e.g. telephone number or class}.)

9 (After using the first two notices of Ex. 9 as examples to help Ss understand how to expand a notice into full sentences, go through the other notices, eliciting/explaining the meaning of any unknown words. Check Ss' answers after they have done Ex. 9.)

(Suggested answers)

1 I'm selling a torch. with new batteries included. It is in ex(:elhmt_con~ition. It's going for a bargain....m.Lc_!!'. Please call me. My name is Peter Adams and my telephone number is 7143219.

2 I'm interested in buying two tickets for Sunday's football .!1latcb. I want front ~ow seats. I can pay lULtQ_£50 for each. Please contact Steve Fonda. I'm in Class 5C.

17

Reading & Writing Targets 2 • Unit 6

3 I'm selling tvu'_Q_ adorable kittens. They are brott)!u_ltrnLslster and are just seven weeks old. Please ~all me. My name is Keith F9rd and my telephone m~mber is 7157707.

4 I'm interested in buying a pair of ~and white ski b()ots. They need to be ~ize 40 and I !;;:~n~up to £40 for them. Please call. me. My name is Chris Scott and my telephone number is !$320001.

10 (Explain the example to Ss, then go through 10.1 with them and show them how to select the most important information in order to write the notice. Check Ss' answers after they have done the rest of Ex. 10.)

1 For Sale

Brass trumpet Sounds great Perfect condition 12 years old

£60

Call Stewart Green Tel.: 6335678

2 Wanted

Waterproof watch for scuba-diving Can pay up to £.30

Contact Ed

Class 38

3 For Sale

Old teddy bears All hand-made

Very good condition Great price

Contact Sonia Miller Class4A

4 Wanted

Female Dalmatian

At least 1 year old & house-trained Can pay up to £200

Call Sandra Fox

TeL 7130550

il

j

11 (Ask Ss to look at the pictures in the Photo File section and elicit information from Ss which they can use in their notices. Write the following table on the board. Elicit Ss' answers and add them to the tab/e. Ss copy the table in their notebooks. Assign Ex. 11 as written HW. Point out that each notice should be between 15 and 25 words.)

18

size age colour material! price noun
type
small 3 months whtte rabbits
old brown
big brand yellow, straw bargain sombreros
new pink and
blue
old brown wooden great violin
big fairly black metal, £50 portable
new plastic radio-
handle cassette
player (Suggested answers) Wanted

Rabbits

2 white females, 2 brown males Must be at least 6 months old Can pay up to £35

Call Kathy Bishop

Tel.: 6292004

For Sale

Two sombreros Size - big

£10 for both

Contact Karen Small Class 5A

For Sale

Beautiful wooden violin Six years old

Needs new bow Fantastic price

Call Robert Morgan Tel.: 7029341

Wanted Radio-cassette player Portable with batteries Can pay up to £15 Contact Jane Pipps Class 2C

Reading & Writing Targets 2 - Unit 7

Unit 7 -Irs 0 Borgoin! (PD. 28 - 31)

I Objectives I

Vocabulary: words related to objects Grammar: adjectives - adverbs - word order Reading: skimming for gist, identifying topic Writing: informal letters asking for and giving information

1 (Set a time limit of 6 min. for Ss to read the advertisement and the letters silently and answer the questions.)

1 Letter A asks for information. 2 Letter B gives information.

3 Letter A - starts: Dear Mark,

finishes: Thanks, Jane Roberts Letter B - starts: Dear Jane,

finishes: Mark Peters

4 Letter B includes a detailed description of the TV.

5 No, it doesn't.

2 (Explain the fof/owing words after Ss have corrected the statements.)

Words to be explained: first of all, screen, remote control handset, batteries, portable, inches, handle, everything

Jane is interested in buying the TV./Mark is interested in selling the TV.

2 Jane is asking for information about the TV.!

Mark is giving information about the TV. 3 The screen is twenty inches.

4 The TV comes with a remote control handset

(with brand new batteries).

5 The TV is in excellent condition. 6 It costs fifty-five pounds.

(Put Ss in pairs, one being Jane, the other Mark. Ss ask and answer questions based on the fetters. Check round the class, then ask some pairs to report to the class. If Ss have difficulty, model the dialogue with a good student before Ss do the exercise.)

(Suggested answer)

A; Has the remote control handset got new bat-

teries?

B: Yes, it has.

A: Is the TV in good condition?

B: Yes, the TV is in excellent condition.

A: How much money do you want? B: £55.

A; Why are you selling it?

B: Because I want to buy a bigger one. A; When can I see it?

B: Any time after 5 o'clock in the evening.

(After Ss have done Ex. 2, ask some Ss to read the letters aloud.)

~. .,

3 (Ask Ss to read the extracts aloud before Ss do the exercise.)

a) A, B, F

b) C, D, E

4 1 student's name 0':;":" 5 it portable
2 old is 6 it come with
3 colour is 7 are you selling
4 big is the 8 much do you want 5 (Write these questions on the board. e.g. How big Is it? Howald Is it? What colour is it? Why are you seiling It? How much do you want for It? When can I come and see it? In pairs, Ss make up dialogues about the hair-drier and the calculator. Go round the class and monitor Ss' dialogues, before 2 or 3 pairs act out their dialogues for the whole class.)

(Suggested answers)

• A: Hello?

B: Hello, I'm Jack Hamilton. I'm Interested in

buying your hair-drier. Howald is it?

A: It's five years old. B: What colour is it? A: It's black.

B: How big is it? A: It's very small.

B: Why are you selling it?

A: Because I have bought a new one. B: How much do you want for it?

A: I want £5 for it.

B: Oh, that sounds great! When can I come and see it?

A: Is tomorrow morning okay for you? B: Yes, that's fine.

1,

Reading & Writing Targets 2 - Unit 7

I

• A: Hello?

B: Hello, I'm Jane Marshall. I'm interested in

buying your calculator. How old is it?

A: It's six months old. B: What colour is it?

A: It's green and yellow with blue and red

buttons.

B: How big is it? A: It's quite small.

B: How many batteries does it take? A: Just one.

B: Why are you selling it?

A: Because I don't need it any more. B: How much do you want for it?

A: I want £5 for it.

B: When can I come and see it? A: Is Saturday okay for you?

B: Yes, that's fine.

I

• (Present the Study Tip box. Point out that most adverbs are formed by adding -Iy to their adjectives, but that the adverb of good is well.)

badly 2 slowly

5 well

3 quickly

4 wonderfully

7 (Ask Ss to read the extracts aloud and underline the following words: A: pair, binoculars, strap B: arms, I'm moving C: chrome, mirror, real. Explain/elicit the meaning of these words before asking Ss to fiff in the table. Check Ss' answers on the board, then put Ss in pairs, each pair to talk about one object. Go round the class and monitor Ss' dialogues, before 2 or 3 pairs act out their dialogues for the whole class.)

BINOCUlARS CHAIR MOTORCYCLE
AGE? 15 years old sixmonth$ ten years old
old
COLOUR? black (with blue with red, blue and
a brown black whHe (with
leather strap) plastic arms chrome
handlebars)
CONOmON? work very great perfect
well
ANYTHING need a new nothing needs one
WRONG? leather strap new mirror
WHYSEWNG? he/she wants he/she Is he/she needs
itO buy a new movlng the money
pair
HOW MUCH? £18 £20 £1,000 20

• (Suggested answer)

A: What condition are the binoculars in? B: They work very well.

A: Is anything wrong with them? B: They need a new leather strap. A: Why are you selling them?

B: Because I want to buy a new pair. A: How much do you want for them? B: I want £18 for them ...

8 1 It works very well. 2 I want £20 for it.

3 It needs a new handle.

4 It's a green leather bag with a gold handle. 5 The radio needs new batteries.

6 I am selling it because I need the money. 7 It's in excellent condition.

8 There is nothing wrong with the lamp.

e (Ask Ss to underline the following words in Sarah's letter and explain them, before Ss read the letter silently and fill in the missing words. Check Ss' answers round the class.

Words to be underlined and explained: fan, blades, speeds, plug

1 some 5 anything 8 also

2 with 6 but 9 for

3 only 7 because 10 everything

4 well

10 (Explain the words electric, desk lamp, base, light bulb, then set a time limit of 3 min. for Ss to spot and correct the mistakes. Check Ss' answers round the class.)

It is an electric desk lamp. It is red and yellow with a blue plastic base. It needs a plug and a new light bulb. There isn't anything wrong with it and it works well. I am seiling it because I have bought another one. r want £10 for it.

WRITING TIP (p. 31)

(Ask Ss to look at Plan A of Ex. 11 and explain that when we write an informal/etter asking for information about sth we want to buy, we usually divide the letter into three paragraphs.

i. The Introduction [paragraph 1] is where we explain the reason we are writing the letter,

ii. the main body [paragraph 2 - this part can consist of more than one paragraph] is where we ask detailed questions about what we are interested in buying. Such questions are: How big Is it? What colour Is it? How old is it? Why are you selling It? How much do you want? When can , come and see it?

Reading & Writing Targets 2 - Unit 8

iii. The conclusion {final paragraph] is about trying to arrange a meeting with the person to see the thing.

Ask Ss to look at Plan B of Ex. 11 and explain that when we write an informal letter giving information about sth we want to sell we usually divide the letter into three paragraphs.

i. The Introduction {paragraph 1] is where we explain the reason we are writing the letter.

ii. the main body {paragraph 2 • this part can consist of more than one paragraph] is where we answer all questions asked by the person interested in what we are selling. and arrange a meeting

iii. the conclusion (final paragraph] where we just express the hope that our answers are satisfactory.

Point out that se should use adjectives in their descriptions and remind them of the order they should appear in. $s then discuss the three advertisements and what points they should include in their letters. Assign Ex. 11 as written HW. Point out that each letter should be between 60 and 80 words.)

11 (Suggested answers) A Dear Eve,

I'm interested in buying your clock radio but I have some questions.

First of all, can you tell me how big it is and what colour it is? Secondly, is it portable and has it got a handle? Also, does it take batteries? Your advertisement says that it's five years Old, but what condition is it in? Can you also tell me exactly how much you want for it and why you are selling it?

Please let me know when I can come and see it.

Thanks, Dave Barker

B Dear Dave,

Thanks for your note. Here is some information about the radio.

First of all, it is portable but it needs a new handle. It comes with two brand new batteries. The radio is five years old, but it's in excellent condition. I want £7 for it. I'm selling it because I want to buy a new one.

I hope this tells you everything you need to know.

Eve Dyllan

HoilK - Do's Dod Ooo'is (pp, 32 - 35)

I Objectives I

Vocabulary: words related to traffic signs, notices, warnings etc.

Grammar: conditionals type 1, must/mustn't, imperative

Reading: reading for specific information - identifying text from visual clues

Writing: safety leaflet

1 1 E 2 A

3 B

4 C

5 D

2 (Set a time limit of 5 min. for Ss to read the leaflet silently and answer the questions. Check Ss' answers before asking Ss to read the text aloud.)

, You must check the lights, brakes and tyres on your bicycle, so that you will be safer.

2 You must wear light-coloured clothes at night, so that drivers can see you.

3 You must wear a helmet on your head to protect it in case of an accident.

4 You mustn't carry bags on the handlebars as you won't be able to ride your bicycle properly. 5 You must give a clear hand Signal when turning left or right, so car drivers will know where you are going.

6 You mustn't ride your bicycle on the pavement, as you will cause problems for pedestrians.

3 a. , ride your bicycle
2 wear a helmet
3 check the tyres
4 hurt your head
5 wear light-coloured clothes
6 give a clear hand signal
b. 2 ... hurt your head.
3 Wear light-coloured clothes ...
4 ... give a clear hand Signal.
5 ... ride a bicycle.
6 . .. wear a helmet. 4 , c 2 d

3 a 4 13

5 b 6 f

21

Reading & Writing Targets 2 - Unit 8
STUDY TIP (p. 33)
(Write the first two examples on the board and elic-
it from Ss how must/mustn't are used. Then write
the last set of examples showing the use of Imper-
ative or no + noun/-ing form when we write
notices.) ".,.
5 (Explain any unknown words in the notices before Ss
do the exercise. Write a list of places where these
notices can be found [bank, aeroplane, street,
lake, river, school, large building such as hotel,
restaurant (kitchen)) before Ss work in pairs. Go
round the class and monitor Ss' dialogues, before 2
or 3 pairs act out their dialogues for the whole
class.)
(Suggested answers)
2 A: What does this sign mean?
B: It means you must not (throw) litter.
A: Where can you see such a sign?
B: In the street.
3 A: What does this sign mean?
B: It means you must fasten your seatbelts.
A: Where can you see such a sign?
B; In an aeroplane.
4 A: What does this sign mean?
B: It means you must use the stairs if there is a
fire.
A: Where can you see such a sign?
B: In a large building.
5 A: What does this sign mean?
B: It means you must not smoke.
A: Where can you see such a sign?
B: I n a school/office/hospital/theatre/restau-
rant etc.
6 A: What does this sign mean?
I B: It means you must not drink the water.
A: Where can you see such a sign?
B: By a lake/river.
7 A: What does this sign mean?
B: It means you must open the door slowly.
A: Where can you see such a sign?
B: On the door of/in a restaurant kitchen.
8 A: What does this sign mean?
B: It means you must not run.
A: Where can you see such a sign?
B: In a school (corridor).
6 (Ss match signs and meanings. If necessary, help
them by explaining any unknown words before they
make sentences using must or mustn'f.)
c You must be careful of school children.
I 2 You must be careful of road workers.
.21-
• 3 a You must stop.
4 g You must turn right.
5 e You must turn left.
6 d You mustn't park here.
7 h You must be careful of pedestrians.
8 f You must drive slowly,
9 b You must be careful of wild animals. STUDY TIP (p. 34)

(Explain the use of always, never. make sure, as well as the imperative, using the examples in the box.)

7 (Explain these words [sound the alarm, smell smoke, find out, emergency exits, collect, belongIngs, burning, comaor, lift. parcels, stairs] before Ss do Ex. 7.

Check Ss' answers round the class.)

• These are fire regulations from a hotel or other large building.

2 Find out where the emergency exits are, Make sure you/Always find out where the emergency exits are.

3 Do not return to collect your belongings.

Never return to collect your belongings, 4 Do not leave cigarettes burning.

Never leave cigarettes burning. 5 Do not run in the corridor, Never run in the corridor.

6 Do not use the lift.

Never use the lift.

7 Close doors behind you.

Make sure you I Always close doors behind you.

8 Do not leave bags or parcels on the stairs, Never leave bags or parcels on the stairs.

STUDY TIP (p. 34)

(Present the use of Type 1 conditionals to express future possibility. Read the examples aloud to show how will. can and may/might/could change the meaning of the sentence.)

8 (Explain unknown vocabulary before Ss do the exercise.)

2 E If the brakes are not working/do not work properly, you won't be able to stop.

3 A If you give clear signals, car drivers will know where you are going.

Reading & Writing Targets 2 - Unit 8

4 F If you look both ways before crossing the
road, you can see any traffic that is coming.
5 0 If you play in the road, a car might hit you.
6 B If you don't learn what the traffic signs
mean, you can't pass your driving test.
9 1 Make sure you/Always wear a helmet when you
are riding a motorbike. (b. motorcyclists)
2 Do not/Never play in the road. (a. pedestrians)
3 Make sure you learn what the traffic signs
mean. (c. both)
4 Never/Do not ride a motorbike if you are under
17. (b. motorcyclists)
5 Make sure you stop at traffic lights if they are
red. (b. motorcyclists)
6 Make sure you/Always look both ways careful-
ly before you cross the road. (a. pedestrians) WRITING TIP (p. 35)

(Explain to Ss how we write regulations/rules/ instructions for leaflets. Ask Ss to look at the text in Ex. 2, then elicit the correct answers.)

T: Do we write rules one after the other? S: No, we write them on separate lines.

T: What verb forms should we use?

S: We should use the imperative.

T: How do we introduce each rule? S; With always, make sure, never etc.

T: When do we use Type 1 conditionals? S: To express reason.

(Ss then are asked to do Ex. 10.)

10 (Explain any unknown words [e.g. road, run you over, cause problems, cross, between, parked cars, traffic, get across] before Ss do the exercise. Check round the class.)

• Never/Don't run in the road.

If you run in the road, you might/may/could fall and hurt yourself.

• Always walk on the pavement.

If you walk on the pavement, you won't cause problems to car drivers.

• Never/Don't cross the road between parked cars.

If you cross the road between parked cars, you won't see any traffic that is coming.

• Always cross the road at a pedestrian crossing.

If you cross the road at a pedestrian crossing, you will get across the road safely.

11 (Explain these words to Ss before they do the exercise: move, ambulance, warn, cover, injured, blanket, coat, hospital, save, life, seriously, trapped, prevent, accident.)

a - If you stop to help, you may save someone's life. (Picture 1)

b - 3 If you move anybody in the car, you can/might/may seriously injure the trapped person. (Picture 2)

c - 2 If you call for an ambulance, the injured person can be taken to hospital. (Picture 5)

d - 5 If you warn other drivers. you may prevent another accident. (Picture 3)

e - 4 If you cover the injured person with a blanket or coat, you will keep them warm. (Picture 4)

12 (Before Ss are assigned Ex. 12 as written HW, ask them to complete the exercise orally in class. Remind Ss to use always, never, make sure and the Imperative as well as "If .•• " clauses to express future possibility. Ss then write a leaflet of between 80 and 100 words. Ss can stick the pictures from the Photo File section next to each rule.)

(Suggested answer)

• Always stop to help. If you stop to help, you may save someone's life.

• Never move anybody in the car. If you move the trapped person, you can seriously injure them.

• Always call for an ambulance. If you call for an ambulance, the injured can be taken to hospital.

• Make sure you warn other drivers of the accident. If you warn them, you may prevent another accident.

• Always cover the injured with a blanket or coat.

If you cover them with a blanket or coat, you will keep them warm.

23

I

~i

Reading & Writing Targets 2 - Unit 9

Doil 9 - Every Piclure Ie lis 0 Siory! (pp. 36 - 39)

r-------;J Objectives Lt--------, Vocabulary: words related to the weather and people's feelings

Grammar: past simple (regular • irregular verbs) • past continuous - forming adjectives from nouns

Reading: predicting topic from visual clues - skimming for gist - reading for specific information - inferring

Writing: setting the scene - beginnings and endings for stories

How to set the scene

To begin a story tell Ss to close their eyes and imagine they see a picture, which they try to describe. Ss need to talk about who the people in the picture are, how they feel, where they are, when this is happening and what the weather is like.

1 (Help Ss predict the missing words by asking questions such as the following:

• How does Jim feel? Is he happy? excited? sad? angry? etc.

• What time of the day do you think It Is? When do we usually collect the mail? In the mornIng/evening?

• What Is the weather like? sunny? cold? rainy? snowy? etc.)

(Suggested answers for balloons) Feelings: excited/surprised/happy Time of day: early morning Weather: cold and snowy

(Explain the following words, then Ss read the extract silently and answer the questions.)

Words to be explained: mail, shout, outside, still, even, silent, whistling, mail box, package

1 Jim and his mother.

2 He was outside his house. 3 It was morning.

4 The weather was cold and snowy.

5 He walked to the mail box and saw a package. 6 He probably felt surprised and very excited.

24

• a "Please collect the matt!" Jim's mother shouted to him that cold snowy morning. (Direct speech)

b COld, snowy (weather)

c still, white, silent (atmosphere)

d Then, he saw the package. (mystery/suspense)

• You can begin a story by using direct speech, by describing the atmosphere and the weather, or by creating mystery or suspense.

• Suggested title: The Package

2 (Explain any unknown words in the notes, then elicit the story, asking questions to prompt Ss if necessary. Check Ss' answers to the written questions before inviting 1 or 2 Ss to telf the story orally, then instruct Ss to complete the written task.)

(Suggested answer)

"Keep still, Barkley!" said Peter to his small, brown and white dog. It was a sunny morning with a clear blue sky, and Peter and Barkley were in the middle of a busy, noisy road. Peter was trying to carry Barkley across the street, when he suddenly noticed a man with a camera on the other side of the road. He was pleased to see his friend Paul after so many years.

1 Peter, his dog, Barkley, and a man with a camera were involved in the story.

2 Peter and his dog, Barkley, were in the middle of

a busy, noisy road in a town/city. 3 It was morning.

4 It was sunny and there was a clear blue sky. 5 (Suggested answer)

Peter felt pleased.

6 (Suggested answer)

He saw that the man with the camera was an old friend of his, Paul.

3 (Explain any unknown words in the notes before Ss do the exercise, then ask questions about who is involved in the story [Danny & his family]. whele [in the forest], when [morning], what the weather is like [sunny], and how Danny feels [excited, puzzled]. Ss then expand the notes into a proper beginning.)

Reading & Writing Targets 2 - Unit 9

(Suggested answer)

It was a beautiful, sunny morning and the birds were singing in the trees. Danny and his family were on a camping holiday near a big forest. The forest seemed exciting and magical. Suddenly, Danny heard a strange noise, which puzzled him, so he decided to go into the forest alone and explore.

4 (Invite Ss to predict the end of the story, then explain any unknown words before Ss read the extract silently and answer the questions.)

(Suggested answers)

• 1 Jim felt really glad and excited, 2 ~Was it from you?"

3 The teacher smiled at him but didn't answer. 4 The mystery was that Jim never discovered

who sent the package.

• You can end a story by describing someone's feelings or reactions, by using direct speech or by creating mystery.

5 (Suggested answer)

• I think Barkley became a film star.

• 1 Peter felt proud of Barkley. 2 The film was a big success. 3 "Well done, Superdog!"

4 Peter received a letter that morning.

5 He was surprised because someone famous wanted Barkley to star in his next film.

• (Suggested answer)

Peter felt very proud of Barkley. The film was a big hit. ~Well done, Superdog!" said Peter. That morning he received a letter. Can you guess who wanted Barkley to star in his next film?

(Ask Ss what techniques the writer has used to end Story B. [direct speech, feelings, creating mystery}.)

6 (Explain any unknown words before S5 tell the ending of Story C.)

Unknown words to be explained: relieved, safe, forest, dark, mysterious, alone

(Suggested answer)

Danny felt relieved as he was safe again with his family. The forest was a dark and mysterious place and Danny was very lucky to be home again. He felt guilty because he still remembered his father's words: "Don't ever go into the forest alone!"

7

(Explain the words in the list before Ss do the exetcise.)

1 collect 2 mail

3 still

4 silent

5 package 6 certain

8

regular verbs: walked, asked, didn't answer irregular verbs: were, saw, had, felt, sat, knew, sent

9 (Suggested answers)

S3: Mary walked for hours in the forest.

84: They were frightened when they heard the noise.

S5: Rob and Sue sat at the back of the cinema, etc.

STUDY TIP (p. 38)

(Explain the use of the past simple [actions which happened one after the other in the past, actions which happened at a specific time in the past) and past continuous {actions in progress, actions which were happening at a specific time in the past}. Point out that these two tenses are mostly used in stories. Ss then do Ex. 10.)

1 0 (Explain the following words before Ss do the exercise.)

Words to be explained: stone wall, barking, deep breath, side, desperately

1 looked 7 took
2 was raining 8 began
3 heard 9 knew
4 wanted 10 was
5 was 11 was waiting
6 didn't sound 12 shouted STUDY TIP (p. 38)

(Explain that adjectives describe nouns and that we form adjectives from some nouns by adding -yo Illustrate this with examples on the board [e.g. cloud - cloudy, snow - snowy, etc}.)

11

3 cloud 4 rain

5 snowy

6 stormy 7 fog

8 icy

9 mist 10 chilly

(Suggested answers)

• It was a bright sunny day, so we went to the beach.

• We nearly had an accident driving on the fcy roads.

• A strange man was moving towards us through the misty forest, etc.

25

Reading & Writing Targets 2 - Unit 9

12 1 angry 2 scared

3 worried 4 happy

5 tired

6 confused

(Suggested answers)

• Tom felt scared when he saw a huge snake in his garage.

• Ann felt worried when she didn't have enough money to pay her bills.

• Bob felt happy when he heard his sister was having a baby.

• Sue felt tired after working all morning.

• Steve felt confused when he looked at the box.

13 (Ss try to explain the adjectives in the list by giving examples or in their mother tongue. Help Ss where necessary. Ss can use any adjectives from the list provided they make sense in the context.)

(Suggested answers)

2 Alex touched the old wooden door with his

hand.

3 Ed went swimming in the beautiful calm lake. 4 John walked through the big cool forest.

5 He was afraid of the dangerous grey wolves. 6 Jim sat next to the burning hot fire.

7 Christine watched the strange old man getting into the big car.

," 8 Danny saw a big brown package.

(Note: If your Ss use one adjective per sentence, consider this correct.)

14 (Ask Ss to look at the pictures, and ask questions to elicit the events in the story before Ss do the exerciee.)

T: Look at the first picture. Where do you think

the woman is? 81: I n the garden. T: What is she doing?

82: She's planting a pumpkin.

T: What time do you think it is? 83: It might be early in the morning. T: What is the weather like?

84: Warm.

T: Look at the second picture. How does the

woman feel?

85: Proud and happy.

T: Why Is she proud and happy?

86: Because she has grown a big pumpkin.

26

(Suggested answers)

• I think this story is about a woman who wants to grow plants in her garden but she doesn't know how to do so. In the end I think she succeeds and grows a big pumpkin.

a) "Oh no. What am I going to doT she cried.

She remembered her grandmother's wise words: "Never ,give up! After all, tomprrow is another d~. H (direct speech)

b) sunny, dry (weather)

c) peaceful, beautiful (atmosphere)

d) sad, happy, proud, relieved (feelings)

e) "Oh no! What am I going to do?" she cried. (mystery)

WRITING TIP (p. 39)

(Remind Ss of the information they should include in the beginning of a story [place, time, weather, people Involved, their feelings, etc). Point out that the use of direct speech makes the beginning more interesting, then explain how we can end a story. The ending may include people's feelings and reactions [e.g. happy, angry, etc], direct speech or creating mystelY or suspense. Ss then do Ex. 15.)

15 (Before Ss say a beginning/ending, explain any unknown words. Then ask questions to elicit information about who, when, where, weather, what happened, people's feelings, then set a time limit of 5 min. for Ss to prepare to tell a beginning and an ending to the story. Ask some 55 to tell the beginning and ending of the story then assign Ex. 15 as written HW. $s should write between 60 and 80 words.)

(Suggested answers)

Beginning

It was a COld, misty winter night and Christine was sitting at home next to the fireplace. She was knitting a scart for her little boy, Peter, when suddenly a strange noise broke the peaceful silence of the night. Christine felt nervous. uWho's there?" she called out.

Ending

Christine and Peter were standing outside the house. They felt exhausted, but they were glad because their nightmare was over. They were watching the dangerous man getting into the police car. Just then, he turned around and looked at them with cold, black eyes. "I'll be back!" he threatened. "That's a promise!"

Reading & Writing Targets 2 - Unit 10

10 - A Summer's Tole! (pp, 40 - 43)

I Objectives 1

Vocabulary: words related to weather, atmosphere

Grammar: adjectives - past tenses - time words

Reading: predicting topic from visual clues, reconstructing a text, skimming for gist Writing: story (3rd person)

(Check Ss' understanding of the vocabulary before they answer the questions.)

1 1st picture: flippers, mask, beach 2nd picture: net, seal

3rd picture: fishing boat, rock 4th picture: knife

(Suggested answers)

1 A young girl/woman and a fisherman. 2 She was on the beach.

3 It was a sunny day.

4 She was happy/relaxed/enjoying her holiday. 5 Perhaps she was hot/wanted to go for a swim. 6 She saw a seal trapped in a net.

7 She called out to a fisherman in his boat and asked him to help her.

8 The fisherman cut the net and freed the seal.

Then the girl played with the seal in the water.

2 (Set a time limit of 6 min. for Ss to read the story silently and match paragraphs with their topic. Then ask Ss to underline these words and try to explain them.)

Words to be underlined and explained: put on, have a look, short distance, caught, engine, wave, immediately, hole, free, decided, Good luck.

(Ask Ss to read the story aloud.)

Paragraph 1: setting the scene (who-where-whenwhat)

Paragraph 2: description of events before the main event

Paragraph 3: description of the main event Paragraph 4: ending (feelings and reactions)

STUDY TIP (p. 41)

(Read the examples and explain that we use adjectives to describe the weather and the atmosphere which make the story more interesting to the reader. Ss then do Ex. 3)

3 (Explain the words in the list before Ss do the exercise.)

• weather: wet, cloudy, sunny, windy, foggy, calm, rainy

atmosphere: fresh, magical, still, silent, noisy, calm

• (Suggested answers)

Everything was still in the garden. It was a cloudy Sunday morning. The sea was very calm.

It was a strange house.

It was a sunny summer morning. It was a windy and rainy day. The earth was wet.

It was a foggy night.

The students were very noisy.

STUDY TIP (p. 41)

(Explain the use of the past simple and past continuous. We use the past simple for an action which happened at a specific time in the past e.g. He left two hours ago. [When? Two hours ago.J

We use the past continuous:

a) for actions in progress at a specific time in the past. [e.g. She was cooking dinner at 6 o'clock yesterday in the afternoon.}

b) for actions which were happening at the same time in the past. [e.g. She was reading his paper while she was sleeping.}

c) for actions which were happening at a specifc time in the past and were interrupted by another action. The action in progress is in the past continuous whereas the other is in the past simple. [e.g. She was cooking when the bell rang.J

Ss do Ex. 4 after you have explained any unknown words [e.g. heavily, snowman, blow, wolves, howl}.)

4 1 was raining, was driving, had

2 was snowing, were making, appeared 3 was sitting, heard, was coming, went 4 was shining, were singing, decided

5 was blowing, were howling, felt

27

Reading & Writing Targets 2 - Unit 10

STUDY TIP (p. 41)

(Explain the use of the past perfect before Ss do Ex. 5. Check that Ss understand the vocabulary.)

5 2 washed, had finished
3 went, had hurt
4 had done, went
5 had left, arrived
6 got, had forgotten 6 (Set a time limit of 8 min. for 5s to read the texts silently and fill in the correct tense. Check Ss' answers round the class asking Ss to justify the tense they chose. e.g. Text A, N£ 1 was/were sitting: [action in progress at a specific time in the past]

N£ 2 was cooking [simultaneous actions in the past] N~ 3 walked [ action which interrupted an action in progress) etc.)

A 1 was/were sitting 5 had promised
2 was cooking 6 had eaten
3 walked 7 told
4 was
B 1 was/were playing 4 started
2 was dancing 5 noticed
3 ordered 6 was holding
C 1 was 4 heard
2 was standing 5 went
3 saw 6 had landed STUDY TIP (p. 42)

(Present time words [first, as soon as, after) and point out that we can use these words to put the events in a story in chronological order so that the reader can follow the story easily. Read the examples before Ss do Ex. 7.}

7 (Set a time limit of 5 min. for Ss to read the story, put the paragraphs in order and underline the correct words. Check Ss' answers while Ss read the story aloud. Explain any unknown words that Ss might have.)

I

• a -3 c - 4
b - 1 d - 2
k
• a Before, When
d As, Then 28

8 a The $_1sY was cl~ar and the stars were shining brightlY, (weather)

b ... the night seemed to be full of magic and mystery.

c puzzled

d - It was around midnight ao...q there was a..full moon,

- ... the night seemed.to be full of magic and mystruy_.

- As they Were rowil19.. to the middl~_of the lake they saw a huglb...black shape in the water.

- WhelJ_ they 100keq back at thELlake. nothing was th..ere, not even their boat!

9 (Read the examples and explain that and joins similar ideas, because expresses reason and so expresses result. Ss then do Ex. 9. Before Ss telf the story, point out that a whole story of this length would be unnatural if every pair of sentences were joined in this way, and slight adjustment is therefore necessary.)

• 2 e

4 f

6 a

5 d

3 b

• 3-b

6-a 2-e t v c 5-d

4 - f

(Suggested answer)

It was New Year's Eve and it was snowing heavily. Tom was upstairs getting ready because he was going to a party. Suddenly, there was a knock on the door. Tom went downstairs, opened the door and saw an old man standing there. The old man needed help because he had got lost in the snow. The man was a millionaire. He gave Tom a large reward for helping him.

10 1 B 2 C

3 A 4 C

5 A 6 A

WRITING TIP (p. 43)

(Use the information in the book and the plan in Ex. 12 to present the theory on how to write stories. Ask questions and elicit theory from Ss.)

T: What information do we include in the beginning of a story?

S1: We talk about the people involved, the time and place the story takes place, the weather and what happens.

T: What information do we include in the main body?

S2: We talk about the events which happened before the main event and we describe the main event too.

Reading & Writing Targets 2 - Unit II

T: How many paragraphs Is the main body?

S3: One or more.

T: How do we end our story?

84: We describe people's feelings. We can use direct speech or create mystery and suspense.

T: What elements make our story Interesting?

85: A variety of adjectives.

T: What tenses do we mostly use?

86: Past tenses.

11

• 1 C

2 A

3 0

4 B

• (Suggested answers) 1 It was cold and wet.

2 A girl, Jennifer. and a man.

3 It happened in the street at night. 4 She saw a man behind her.

5 I think she felt very frightened. 6 The man's hand.

7 He said, "Don't worry! You left your handbag on the train!"

B Jennifer probably apologised, thanked the man and went home.

• (Suggested answer)

It was a cold, dark evening and the streets were empty. Jennifer left the station and started walking home quickly because it was raining. She was very tired.

As she was walking, she heard footsteps behind her. Jennifer looked over her shoulder and when she saw a man running towards her she was scared. Jennifer ran to the first door, rang the belt and shouted, "Help!" Suddenly she felt a hand on her arm. She was frightened. "Leave me alone! What do you want?" she shouted. The man smiled, then said, "Don't worry! You left your handbag on the train!"

Jennifer smiled. She thanked the man, took her handbag and went straight home.

12 (Instruct Ss to look at the pictures in Ex. 11 and invite 1 or 2 to tell the story orally, then assign this as written HW. Ss' stories should be between 100 and 150 words.)

Unilll - Come 10 my Por~! (pp. 44 - 41)

I Objectives I

Vocabulary: words related to parties, celebrations, and giving directions

Grammar: going to - will

Reading: reading for specific information - scanning

Writing: informal letter of invitation & giving directions

1 1 The invitation is from Debbie. 2 The invitation is to Katie.

3 It's a birthday party.

4 The party is on Saturday. 17th June at 6 pm. 5 The party is at 7, Kings Road, Langley.

2 (Set a time limit of 5 min. for Ss to read the letter silently and underline the correct words, then check answers while going round the class. Then elicit! explain the meaning of these words: barbecue, fun, sausages, directions, past, straight on, baker's, opposne, room.)

1 birthday party 2 barbecue

3 mum 4 train

5 baker's 6 start

3 (Ask four Ss each to read a paragraph of the letter
aloud.)
i. '::"'"' ~ -, ~'.~ ..
• details about the party paragraph 2
(food, activities, etc)
• closing remarks paragraph 4
• reason for writing paragraph 1
• directions to the house paragraph 3 2,

Reading & Writing Targets 2 - Unit II

4 (Focus Ss' attention on the 3rd paragraph of the fetter. Ask them to underline the expressions: turn left into, walk to the end of, turn right, walk past, go straight on, on your right, opposite, on the left, and explain them.)

$

CAFE

5 (Set a time limit of 3 min. for Ss to do Ex. 5, then check their answers. Have some pairs read out the dialogue.)

1 Come out 2 turn left

3 Go straight on 4 Go past

5 next to

6 (Ss work in pairs. Choose one place for each pair.

Go round the class and check, then have some pairs report back to the class.)

(Suggested answers)

• at the bank

John: Hello Debbie. I'm at the bank. Can you tell me how to get to your house from here?

Debbie: From the bank, turn left into Green Road. Walk past Marco's restaurant and you'll see my house on your left right next to the restaurant.

30

• at the town hall

Susan: Hello Debbie. I'm at the town hall. Can you tell me how to get to your house from here?

Debbie: From the town hall, turn right and walk down Wayne Avenue. Turn right again at Green Road and walk to the end of the road. My house is right next to Marco's restaurant.

• at the cafe

Mark: Hello Debbie. I'm at the cafe next to the post office. Can you tell me how to get to your house from here?

Debbie: From the cafe, turn left and walk down Bishop Road, then turn right into Wayne Avenue. Walk to the end of the road and turn right at Green Road. Walk past the supermarket and the cinema. Go straight on until you see a baker's, The baker's is on your right. Our house is opposite the baker's.

• at the post office

Emily: Hello Debbie. I'm at the post office.

Can you tell me how to get to your house from here?

Debbie: From the post office, turn left and walk down Bishop Road, then turn right at Wayne Avenue. Walk to the end of the road and turn right at Green Road. Go straight on until you see Marco's Italian restaurant. Go past the restaurant and my house is right next to it.

7 (Point out that this extract is not related to the map in Ex. 4)

1 by 2 off

3 out 4 to

5 on 7 opposite

6 across

STUDY TIP (p. 45)

[Explain that time words (when, unti', before, etc) do not go with will. Illustrate this through the examples in the box.]

8 1 will call, get

2 will eat, arrives

3 will give, blows out 4 will serve, closes

5 pass

6 will you send*

7 arrives, will serve 8 get, will see

(* Point out that in item 6 when is a question word, not a time word; therefore it can go with will.)

Reading & Writing Targets 2 - Unit II

STUDY TIP (p. 46)

(Read the examples in the box and point out Chat going to is used to express our future plans li.e. sth we have already decided to do], whereas will is used for decisions taken while we speak. Point out that will is often used with think, hope, believe, probably, certainly, etc.}

9 • She thinks it will be lots of fun.

• They are going to cook hamburgers and sausages.

• They are going to sing some songs around the fire.

• She thinks her father will sing some of his old

songs.

• She thinks everyone will have a good time.

• She hopes Katie will be able to join them.

• She thinks Katie will come by train.

10 (Set a time limff of 5 min. for Ss to read the dialogue and fill in be going to or will. Check Ss' answers, asking for justification e.g. item 1: is going to [he has already decided Co do so) etc. Then, in pairs, Ss read oat the dialogue.)

2 is going to 9 will
3 am going to 10 will
4 will 11 is going to
5 will 12 will
6 will 13 will
7 is going to 14 will
8 am going to
11 1 steak .; 8 pasta X
2 salad .; 9 sausages .;
3 soup X 10 orange juice .;
4 hot dog .; 11 milkshake .;
5 tea X 12 chicken .;
6 pizza X 13 prawns X
7 hamburger .;
12 (Point out that S8 hasn't decided what to bring to
the barbecue yet and makes on-the-spot aeci-
sions, whereas SA has already decided. Ss then
work in pairs and have simifar dialogues.) (Suggested answers)

• SA: Are you going to bring anything to the barbecue?

S6: I think I will bring some sausages. What about you?

SA: I am going to bring some steaks and some orange Juice ...

• SA: Are you going to bring anything to the barbecue?

S6: I think I will bring some hamburgers and some hot dogs. What about you?

SA: I am going to bring some chicken ...

13 (Explain these words before Ss do Ex. 13: fancy dress party, dress up, take-away food, prizes, late.)

1 well 2 to 3 on 4 as

5 be able to 6 order

7 best

8 by

9 come

10 on at

11 late

12 again

The letter is to Tracy. The letter is from Susan. 2 The first paragraph.

3 The second paragraph. 4 The third paragraph.

5 Lots of love, Susan

14 a 3 b 5

c 1

d 2

e 4

15 (Suggested answer) To Elizabeth

Vicky invites you to a Christmas party at 22, Henley Road, Sussex on Saturday, 20th December at 8 prn.

WRITING TIP (p. 47)

(Present the theory on how to write an informal fetter of invitatlon, and elicit plan from Ss.)

T: How do we start a letter?

Sl: With Dear and the recipient's first name (e.g.

Aunt Sheila).

T: What information should we Include in the introduction (Para 1)?

S2: The reason we are writing (e.g. to invite you to my party), where the party will take place and the date (e.g. next Saturday at 7.00 pm at my house).

T: What information do we include in the main body?

S3: In one paragraph we give details about the party (e.g. fancy dress, Christmas party, etc), who we will invite, what food will be served (e.g. sausages, hamburgers, etc) and what clothes people will wear (e.g. casual, formal, etc). In the other paragraph we give directions to our house.

31

Reading & Writing Targets 2 • Unit 12

T: Can you tell me some expressions you can use to give directions?

84: "Go past", "turn left/right", "go straight on", etc.

T: What information do we Include In the eonelusion?

S5: We express our hope that the person we are inviting will come.

T: How do we end the letter?

S6: With Yours, or Love, and our first name.

18 (Before Ss write the letter, go over the map on p. 73 and ask Ss to find the possible routers) then give directions. Ss then write a letter of between 100 and 150 words.}

(Suggested answer)

Dear Elizabeth,

I'm writing to invite you to my Christmas party on Saturday, 20th December at 8 o'clock. It will be really good to see you again.

We have bought a big Christmas tree and this year we are going to decorate it at the party. We're going to roast a turkey and my mother's going to make a delicious Christmas cake.

I suppose you will come by train, so here are the directions from the station. When you come out of the station, turn right down Park Avenue. Walk to the end of the road, then turn left into Victoria Street. Walk past the library and go straight on until you see a flower shop. The flower shop is on your left, and our house is opposite, on the right. It's got a purple door, so you can't miss it!

I expect the party will finish very late, but you can spend the night at my house if you want to. I hope you will be able to come.

Yours, Vicky

(Alternative directions)

When you come out of the station, cross Park Avenue and walk down Station Road. Walk past the supermarket on your left and go straight on until you see a school. At the school, turn right into Primrose Avenue and then turn right again down Victoria Street. There is a flower shop there, on your right, and our house is opposite. It's got a purple door, so you can't miss it!

32

Uni112 -II hoppened 10 me ..• (pp. 48 - 51)

J Objectives I

Vocabulary: words related to feelings Grammar: adjectives ending in -ed / -ing Reading: predicting topic from visual prompts - reading for specific lntormation- scanning Writing: story (tst person)

1 (Explain/elicit the meaning of these words before Ss do the exercise: big wheel, ride, reader's page, fairground, circus, took two hours)

1 At an amusement park or a fairground. 2 Karen Morgan.

3 In a fairground.

4 Because something went wrong.

5 It's about Karen's bad experience in a fairground.

2 (First, explain/elicil the meaning of these words: excited, bright colours, appear, magical, come on, amazing, loud crash, frightened, held, scary, tiring, nightmare.

Then, set a time limit of 8 min. for Ss to read the story silently and answer the questions. Check Ss' answers before asking Ss to read the story aloud.}

1 It happened one weekend at a fairground.

2 Her friend Sarah.

3 They were excited.

4 No, she wasn't sure.

5 Yes, she did.

6 It was like flying. It was amazing.

7 There was a loud crash and everything stopped. 8 Two mechanics.

9 At first they were amused, but after a while it became scary.

10 The wheel started moving two hours later. Karen was pleased.

• Karen's feelings: excited, happy, frightened, amused, scared, pleased

• Sarah's feelings: excited, worried, amused, scared

3 1 b 2 a

3 b 4 a

5 b 6 a

Reading & Writing Targets 2 - Unit 12

4 1 magical 2 bright

3 amusing

4 great 5 tiring

6 amazing

STUDY TIP (p. 49)

(Read the examples in the Study Tip box and elicit from $s what adjectives ending in -ed/·Jng describe.)

T: What does "excited" describe in the first example?

S: It describes how they felt.

T: So, adjectives ending In "-ed" describe how sb feels. What does "exciting" describe in the second example?

S: It describes what the ride was like.

T: So, adjectives ending In "-Ing" describe what sbJsth is like.

S (Explain/elicit the meaning of any unknown words before Ss do the exercise.)

2 a thrilling b thrilled
3 a frightened b frightening
4 a amazing b amazed
5 a worried b worrying
6 a tiring b tired
(.G ,SL~ .... 8 (First, explain/elicit the meaning of these words: realised, broke into, missing, electrical, equipment, wrote down.

Then, go through the first three lines of the extract with 5s, explaining how Ss should correct the mistakes. Ss work on their own. Check Ss' answers while going round the class.)

b had broken h later
c my arrived
d was calling j everything
e what k were
f stolen I rang
g but m nervously 7 (Elicit the meaning of these time words from Ss, and ask Ss to make sentences using them [e,g. I was cooking while Tom was sleeping.). Ask Ss to underline the fol/owing words in the story and try to explain them. Help Ss where necessary.)

Words to be underlined and explained: experience, hurrying, crash of thunder, heavily, panicked, miserable, flash of lightning, lit up, ahead of, storm, cry, shape, screamed, fear, ghost, OWl, relieved. (5s read the story silently for 6 min. and fill in the missing words. Check 5s' answers while they read the story aloud.)

1 while 2 until

3 At first

4 Just then

5 later

6 As soon as 7 before

8 FinaJly

• Paragraph 2: panicked, couldn't see clearly, miserable, scared, walk towards it, strange little hotel

• Paragraph 3: in bed, hotel room, had decided to spend night there, frightening cry, large black shape outside, screamed, ran downstairs

• Paragraph 4: noisy old owl lives outside, Silly, relieved

STUDY TIP (p. 50)

(Remind Ss to use time words when writing events in chronological order.)

8 (Explain these words: steps, bang, train Journey, cheered. Set a time limit of 5 min. for Ss to do the exercise, then check Ss' answers.)

a 6

b 4

d 5

e 2

f 3

c 1

WRITING TIP (p. 50)

(Explain to se that when we write a story we should first decide on the events we intend to write about and put them in chronological order [plot line). Point out that an interesting beginning makes the reader want to read the story. Elicit from Ss how we set the scene [who, when, where, what, weather, people's feelings} and how we end a stoty [use of direct speech, people's feelings/reactions, create mystery/suspense). Stress that a variety of adjectives helps to make a story more interesting.}

9 (Work with Se and elicit plot line notes for each picture, then write the notes on the board. Help Ss if they find any unknown words while eliciting the plot line notes [e.g. shook the tree, net, pole, tickets, etc). To elicit the plot line, ask questions about each picture [picture discussion}.}

Picture A:

Where Is she? (Outside her house.)

What is she doing? (She's trying to open the door.) What is she holding? (Shopping bags.)

When do you think this Is happening? (On a Saturday afternoon.)

What is In the garden? (A bear.) How does she feel? (Scared.)

Why? (Because the bear looks like it might attack

her.) j_:"'~';:'

33-

Reading & Writing Targets 2 - Unit 12

Picture B:

Where is she? (In the apple tree.)

Why? (Because she's trying to escape from the bear.)

What is the bear doing? (It's shaking the tree angrily.)

How does she feel? (Frightened.)

Picture C:

Who is in the garden? (Two men and the bear.) What are the men holding? (One is holding a net and the other is holding a pole.)

What are they trying to do? (Catch the bear.) Who are these people? (People from the Medrano Circus.)

What do you think has happened? (The bear has escaped from the circus and they are trying to catch it.)

What Is she doing? (She is coming down the tree.)

How does she feel? (Happy and relieved.)

Picture 0:

What Is she holding? (Tickets for the circus.) Who gave them to her? (The people from the circus.)

How does she feel? (Extremely happy.)

(Suggested answers)

A summer evening, arrived home, was carrying shopping bags, about to open front door, looked behind, scared, brown bear in garden, was coming towards me, front gate open

B shocked, dropped the shopping bags and keys, climbed an apple tree, bear angry, shook the tree

C red truck from Medrano Circus arrived, men with pole and a fish, caught the bear with the net

o bear in truck, I was happy, two free circus tickets

10 (After checking the answers, aflow Ss time to prepare their story, then invite some of them to tell the story orally to the class.)

• red truck appeared, men with fish came to help - C

• relieved, thanked men, free tickets for circus - D

• summer afternoon, arrived home after doing my shopping, saw bear in garden - A

• shocked, climbed apple tree, bear followed - B

(Suggested answer)

It was a summer afternoon. I had arrived home after doinq my shopping when I saw a bear in my garden. I was shocked, so I climbed an apple tree. The bear followed me. Suddenly, a red truck appeared. Two men with some fish came to help. I was relieved. I thanked the men and they gave me free tickets for the circus.

., ,

11 (Present the plan to Ss and ask them to write the plot line for the story.)

Suggested Plot Une

Para 1: where - garden, when - summer afternoon, who - me, what - bear in the garden, shocked

Paras 2, 3: climbed the apple tree, bear followed me, bear statted shaking the tree, men in a truck arrived, men caught the bear, I came down the tree Para 4: men gave me free tickets for circus, felt happy. was safe

(Ss use their plot fine to write a stOI}' of between 120 and 150 words.)

(Suggested answer)

It was a summer afternoon. I was coming back home carrying several shopping bags. Just as I was putting the key in the lock I heard a noise. I turned and saw a great big brown bear! I was very shocked.

I ran and climbed up the apple tree. The bear followed me. It looked angry. It wrapped its big brown arms around the trunk of the apple tree and started to shake the tree. I was very frightened.

Then a red truck appeared. Two men got out of the truck with a net, a pole and some fish. They managed to catch the bear in the net and put it in the truck.

I felt very relieved to be safe from danger. I thanked the men and they gave me free tickets for the circus. I was very happy about that.

Reading & Writing Targets 2 - Unit 13

Uoil13 - Who's Who? (pp, 52 - 55)

I Objectives I

Vocabulary: words related to education, people's ambitions, etc

Grammar: question words - formation of questions - past simple - present perfect - going to

Reading: reading for specific information reading for gist

Wrttlng: an interview for a magazine

1 (Ss read the introduction silently, then do the exercise.)

A 3

8 1

C 2

2 (Suggested answers)

1 language problems, miss family and friends back home, etc

2 like making new friends, dislike the weather! food, etc

3 (Ask Ss to underline these words in the dialogue and try to explain them,

Words to be underlined and explained: come from, how long, university, ever, foreign, awful, completed, design,

Allow Ss 8 min. to read the dialogue silently and answer the questions. Check Ss' answers before they read out the dialogue in pairs.)

1 Barcelona, Spain.

2 Computer Science.

3 Two years.

4 No, he hasn't. 5 No, he hasn't.

6 The people; he has made a lot of friends. 7 The weather and the food at the university. 8 He's going to set up his own business to

design and sell computer games.

4 1 c 2 d

3 a

4 e

5 b

5 (Set a time limit of 5 min. for Ss to complete the table, then ask Ss to talk about Pablo.)

REASON FOR COMING: to study Computer Science at London University

HOW LONG IN ENGLAND: two years LIVED IN OTHER COUNTRIES: no

PROBLEMS WITH THE LANGUAGE: no: Mother is English, speak English and Spanish at home LIKES MOST IN BRITAIN: the people: has made many friends

DISLIKES MOST IN BRITAIN: the weather and the food at the university

FUTURE PLANS: set up his own business to design and sell computer games

6 (Elicit from Ss question words [when, where, who, which, what, why, how long, how] and write them on the board before Ss do Ex. 6.)

1 Where 2 When 3 Why

4 How long

5 How 6 Who 7 Which 8 What

7 2 When did he come here?

3 How many other European countries have you

visited (so far)?

4 How long has Sally known Todd?

5 How often do you go to your dance lessons? 6 Who is Nora staying with?

STUDY TIP (p. 53)

(Remind Ss that we use the past simple for actions which happened at a specific time in the past, whereas we use the present perfect for actions which started in the past and continue up to the present. Elicit time words used with these two tenses, then read the examples in the Study Tip box to ilfustrate your points.)

8 1 have you known 2 did you start

3 did you visit

4 did you find

5 have you had 6 did you move 7 have you been 8 have you been

9 (Set a time limit of 5 min. for Ss to do the exercise.

Check Ss' answers, asking for justification.

e.g. 1. come [present simple - permanent state]

2. came [past simple - action happened at

a specific time in the past - last year], etc.)

Reading & Writing Targets 2 - Unit f 3

,., .-

12 (Explain any unknown words after Ss have filled in the table in Ex. 12.)

JOB

1 come 2 came

3 am (permanent state)

4 help (repeated action in the present)

5 have worked (action which started in the past and continues to the present)

6 have learned/learnt (action which started in the past and continues to the present)

7 made (action happened at a specific time in the past)

8 go (repeated action in the present)

9 have met (action which happened in the past but we don't know when)

10 invited (action happened at a specific time in the past)

11 like (permanent state)

12 haven't had (present perfect with "yen

10 (Suggested answers)

• Why did you come to England?

• Do you work?

• How long have you worked in this restaurant? ...

STUDY TIP (p. 54)

(Explain to Ss that going to is used to talk about future plans or ambitions. Read the examples in the box to illustrate the use of the tense.)

11 (Ss work in pairs to do the exercise. Go round the class and monitor Ss' dialogues, before 2 or 3 pairs act out their dialogues for the whole class.)

(Suggested answers)

A: What are you going to do this weekend?
B: I'm going to study for my exams.
2 A: What are you going to do during the sum-
mer holidays?
B: I'm going to visit my parents in Spain.
3 A: What are you going to do while you're in
Britain?
B: I'm going to travel around Scotland and
Wales.
4 A: What are you going to do in the next two
years?
B: I'm going to find a job and study at the
same time. 36

• secretary

• librarian

• mechanic

• chef

• teacher

• newsreader

(Put Ss in pairs and choose the job each pair will talk about. Go round the class and monitor Ss' dialogues, before 2 or 3 pairs act out their dialogues for the whole class.)

13 (Explain these words: especIally, pronunciation, experIence, way of life, lonely, yet, train, nightlife.

Set a time limit of 8 min. for Ss to do the exercise. Check Ss' answers, then put them into pairs and ask them to read out the dialogue.)

1 g 3 b

2 d 4 c

5 a 6 h

7 e 8 f

STUDY TIP (p. 55)

(Present the various expressions for wishing sb good luck at the end of an interview, using the examples.)

14 1,4,6

WRITING TIP (p. 55)

(Elicit what information we would like to be given when we interview someone who is living in a foreign country.

• place he/she comes from

• reason he/she came to the foreign country

• how long he/she is here

• problems he/she has faced

• what he/she likes/doesn't like

• his/her future plans

Point out that we end the interview wishing the person good luck. Stress that when we write an interview we always give the name of the speaker each time followed by a colon I:), then we start with capital letters. The person's words are not in inverted commas. Every time the speaker changes, we start on a new line.)

15

Reading & Writing Targets 1 - Unit 14

(Explain these words: reason, cooking, dishes, humour, working hours, girlfriend. Ss read the notes, then work in pairs and make dialogues using the infonnation given. Invite some pairs to act out their dialogues before Ss write their interview using the picture from the Photo File section. The interview should be between 100 and 120 words.)

(Suggested answers)

Marco:

Mary:

Marco:

Mary:

Marco:

Mary:

Marco:

Mary:

Marco:

Mary:

Marco:

Mary:

Marco:

Mary:

Marco:

I come from Rome, Italy.

Why did you come to England?

I wanted to learn about British cooking. How long have you been here?

I have been here for a year.

Have you lived in a foreign country before?

No, but I have visited France and Germany.

Have you had any problems with the language?

A few. I find names of dishes difficult. What do you like most about living in Britain?

I love the British humour and the way everyone is so polite.

What do you dislike most about living here?

I don't like the long working hours. What are your future plans?

I'm going to marry my British girlfriend, Ann, and open my own restaurant.

• a swimming b surfing

c skiing

d football e cycling f tennis

• 1 d 2 c

3 b 4 f

5 a 6 e

• Individual sports: tennis, surfing, skiing, swimming, cycling

team sport: football

2 (Ss underline these words and try to explain them: saying, splashing, popular, various, games, professional, push themselves, worth, in the end. Help Ss where necessary, then allow them some time to read the srticie silently and answer the questions. Check Ss' answers before asking them to read the enicle aloud.)

Points tor: good exercise, good fun, cheap

Points against: learning to swim can be hard work, swimming can sometimes be tiring

The second paragraph mentions the paints for swimming.

2 Swimming is fun because you can play games in the water with your friends.

3 The third paragraph mentions the points against swimming.

4 Swimming can be hard work because you must practise a lot.

5 Swimming is the sport the writer likes most and she thinks that it is a great way of exercising for everyone. She gives her opinion in the first and last paragraphs.

3 1 c 2 e

3 a 4 f

5 b 6 d

31

Reading & Writing Targets 2 - Unit 14

6 (Explain/elicit the meaning of the adjectives in the list before se do the exercise.)

2 P 3 N 4 P

P N P

8 N 9 N 10 P

11 P

12 N

5 6 7

STUDY TIP (p. 57)

(Explain to Ss that the adjectives in Ex. 6 are used to express our opinion about various sports. It's a good idea to give reasons for our opinion. Reasons are introduced with as, because or for example. Read the examples in the Study Tip box to illustrate these points.)

7 relaxing - you can forget about your problems thrilling - you feel Ii ke you are flying over the waves popular - you can play almost anywhere

1 Football is very popular, because you can play almost anywhere.

2 Golf is relaxing, because you can forget about your problems.

3 Windsurfing is thrilling. because you feel like you are flying over the waves.

4 Running is cheap, because you don't need any special equipment.

8 dangerous - you might hurt yourself tiring - you need to use a lot of energy hard - it takes a long time to improve

1 Weightlifting is quite hard as It takes a long time to improve.

2 Basketball is sometimes tiring as you need to use a lot of energy.

3 Skateboarding is often dangerous as you might hurt yourself.

4 Skiing is rather expensive as the equipment costs a lot of money.

STUDY TIP (p. 58)

(Explain to 5s that and, also and too are used to link similar ideas whereas but, although and however are used to link opposing ideas. Use the examples in the Study Tip box to show Ss the position of these words in the sentence [e.g. "too" is put at the end of the sentence].)

38

9 3 Tennis is fun and popular.

Tennis is fun. It's also popular. Tennis is fun. it's popular, too.

4 Skateboarding is tiring, but it makes you feel energetic.

Although skateboarding is tiring, it makes you feel energetic.

Skateboarding is tiring. However, it makes you feel energetic.

5 Football is a very popular sport, but it can be dangerous.

Although football is a very popular sport, it can be dangerous.

Football is a very popular sport. However, it can be dangerous.

6 Ice-skating is a difficult sport and it's tiring.

Ice-skating is a difficult sport. It's also tiring. Ice-skating is a difficult sport. It's tiring, too.

7 Car racing is an expensive sport, but it's thrilling.

Although car racing is an expensive sport, it's thrilling.

Car racing is an expensive sport. However, it's thrilling.

8 Scuba-diving is very interesting and it keeps you fit.

Scuba-diving is very interesting. It also keeps you fit.

Scuba-diving is very interesting. It keeps you fit, too.

9 Fishing is cheap and relaxing.

Fishing is cheap. It's also relaxing. Fishing is cheap. It's relaxing, too.

1 0 Water polo is an exciting sport and it's fun.

Water polo is an exciting sport. It's also fun. Water polo is an exciting sport. It's fun, too.

1 0 (Remind Ss to give reasons for each point for or against. Point out that when we express our opinion we use words such as: I think, I believe, In my opinion and invffe Ss to use them when they talk about the sports in Ex. 10.)

(Suggested answers)

- I think that sailing is an exciting and interesting sport.

- Sailing is a relaxing sport but it can be tiring.

- Sailing is an enjoyable sport. However, it can be

tiring.

- Although ice-skating is a popular sport, it can be tiring.

- In my opinion, ice-skating is boring and tiring.

Reading & Writing Targets 2 - Unit 14

- I believe that water-skiing is dangerous and exhausting.

- In my opinion, water-skiing is a dangerous but

thrilling sport.

(As an extension Ss can talk about the points for or against each sport.)

e.g. In my opinion, car racing is thrilling because you move vel}' fast. However, it is a vel}' dangerous sport as you can hurt yourself in car crashes.

11

(Explain these words: village, outdoors, forget, To sum up.

Allow time for Ss to read the text and correct the mistakes, then check Se' answers round the class. Note: items t. k, m, a have no mistakes.)

b) where

c) and

d) for

e) being f)

g) feel

h) Another i) help

j) to k) -

I) might/can m)-

n) lot

0)

p) be

q) an

(As an extension, ask 5s to find the paragraphs in the text and say what each paragraph is about.)

Para 1: Skiing ... every day (name of sport -

reasons why writer likes it)

Para 2: Skiing is great ... your problems (points for)

Para 3: Although, ... to practise (points against) Para 4: To sum up, ... to exercise (writer's opinion about the sport)

12

(Explain these words: rest, world, explore, countrySide.

Point out that the missing sentences in Ex, 12 are the topic sentences [i.e. the sentences which summarise what the paragraph is about). Allow time for 5s to read the text Silently and do the exercise. Check Ss' answers.)

• 1 b

2 d

3 a

4 c

• Points for: exciting, good exercise, relaxing Points against: dangerous, expensive

• 1 The second paragraph includes the points for rock-climbing.

2 The third paragraph includes the points against rock-climbing.

L __

3 The first and final paragraphs give the writer's opinion.

4 Para 2: It is also good exercise ... It's relaxing, toot

Para 3: On the other hand, rock-climbing can ... It is also rather expensive ...

5 All in all

(Point out that when Ss want to conclude, they should use expressions like: To sum up, All in all, In conclusion, etc.)

WRITING TIP (p. 59)

(Point out to Ss that before we write an article about our favourite sport we need to list the points for or against the sport. Our article is usually divided into four paragraphs. Ask S5 to look at the plan in Ex. 13 and elicit the topic of each paragraph)

T: What does the first paragraph (Introduction) include?

51: The name of our favourite sport and why we like it.

T: How many paragraphs do we usually have in the main body?

52: Two.

T: What is each paragraph of the main body about?

83: The first one is about the points for a sport, and reasons, the second about the points against it and reasons.

T: How do we link similar ideas? 54: With: and, too, also.

T: How do we link opposing ideas? 85: With: although, however, but.

T: What does the conclusion include?

86: Restatement of our opinion and reasons we

like this sport.

T: How does the last paragraph start? S7: With: To sum up, All in all, In conclusion. T: How can we express our opinion?

88: With: I think, I believe, In my opinion, etc. T: In which paragraphs does the writer

express his/her opinion?

59: In the first and last paragraphs.

Reading & Writing Targets 2 - Unit 15

13 (Ss look at the Photo Fife section and list points for and against each sport, giving reasons. Write these on the board before Ss write an article between 100 and 120 words about one of these sports.)

(Suggested answers)

ice-skating
Points for & reason
popular - lots of people enjoy dOing it
enjoyable - have fun sliding on the ice
Points against & reason
boring - go round in circles
tiring - use a lot of energy
football
Points for & reason
popular - you can play it anywhere
cheap - you don't need any special equipment
Points against & reason
dangerous - hurt yourself
tiring - you need to use a lot of energy
water-skiing
Points for & reason
thrilling - you go very fast
energetic - use all your muscles
Points against & reason
dangerous - can hurt yourself
tiring - practise a lot
tennis
Points for & reason
fun - lots of people enjoy playing it
relaxing - you can forget about your problems
Points against & reason
hard - need to practise a lot
boring - do the same thing all the time
cycling
Points for & reason
relaxing - you are in the open air
cheap - don't need special equipment
good exercise - keeps you fit
Points against & reason
hard - ride long distances
dangerous - may injure yourself 4.0

Unir 15 ~ All ohoul Disney! (pP. 60 - 63)

I Objectives I

Vocabulary: words related to people's achievements

Grammar: past simple (passive), prepositions of time and place, relatives

Reading: skimming for gist, reading for specific information

Writing: biography about a famous person who has died

1 (Help Ss with names if they have difficulty.)

A Jacques-Yves Cousteau B Agatha Christie

C Walt Disney

D Elvis Presley

2 (Check answers and explain/elicit the meaning of any unknown words.)

1 B 2 D

4 C

3 A

3 (Ask Ss to underline and explain these words: wellknown, created, entertaIned, farm, drawIngs, cartoon advertisements, success, dreams, live on, share.

Help Ss if they have difficulty. Set a time limit of 10 min. for Ss to read the text silently and answer the questions. Check Ss' answers before asking Ss to read the text aloud.)

1 Walt Disney was the famous animator who created characters such as Mickey Mouse and Donald Duck.

2 He was born in Chicago.

3 He was born on December 5th, 1901. 4 He grew up on a farm in Missouri.

5 His first drawings were of farm animals. 6 He studied Art at high school.

7 In 1920 he joined the Kansas City Ad Company, where he made cartoon advertisements.

8 He started a business with his brother in a small office in Hollywood.

9 He married Lillian Bounds.

10 Some of his famous films are Snow White and the Seven Dwarfs, Bambi and Pinocchio.

11 Disneyland opened in 1955.

12 Disney died on December 15th, 1966.

Reading & Writing Targets 2 - Unit 15

4 1 amusement park 2 animator

3 creation

4 awards 5 ambition

5

AT THE AGE OF 16 Disney returned to
Chicago where he studied
Art at McKinley High
School.
1920 He joined the Kansas
City Ad Company.
1923 He decided to go to
Hollywood.
JULY 13TH, 1925 Disney got married to
Lillian Bounds.
1928 He created Mickey Mouse.
1955 Disneyland opened in
California.
DECEMBER 15TH, 1966 Walt Disney died at the
age of 65. (Suggested answer)

: ':....: .~ ".:; .

Walt Disney was born on December 5th, 1901 in Chicago. At the age of 16, he returned to Chicago where he studied Art at McKinley High School. In 1920, he joined the Kansas City Ad Company. In 1923, he decided to go to Hollywood. and on July 13th, 1925 he got married to Li II ian Bounds. In 1928, he created Mickey Mouse, and in 1955 Disneyland opened in Califomia. On December 15th, 1966, Walt Disney died at the age of 65.

STUDY TIP (p. 61)

(Explain how the passive past simple is formed. Point out that this tense is used in biographies.)

6 2 was written 3 was made

4 was brought up

5 was invented 6 was created

STUDY TIP (p. 61)

(Quickly revise the use of at, in and on. Use examples from the box to illustrate your points.)

7 (Explain these words: educated, married, novel, published, Introduced, include, divorced, archaeologist.

Allow Ss some time to read the text silently and do the exercise. Check Ss' answers while they read the text aloud.)

2 in 4 In 3 at 5 in

60n 8at

7 on 9 in

10 on 11 at

STUDY TIP (p. 62)

(Remind Ss of relative pronouns [who . for people, which - for objects. etc] and relative adverbs [where· for places). Write sentences on the board to show how these words can be used to join sentences.)

• Walt Disney was the famous animator. He ereated Mickey Mouse. Walt Disney was the famous animator who created Mickey Mouse.

• He joined the Kansas City Ad Company. He made cartoon advertisements there.

He joined the Kansas City Ad Company where he made cartoon advertisements.

• He won many awards for his films. These include Bambi and Pinocchio.

He won many awards for his films which include Bambi and Pinocchio.

8 (Explain these words before Ss do the exercise: performed, directed, thrillers.)

Charlie Chaplin's first film was Making a Living, which was a great success.

2 Picasso was a famous artist who painted Guemica.

3 In November 1963 J.F. Kennedy travelled to Dallas, where he was shot by Lee Harvey Oswald.

4 Rudolf Nureyev danced in Romeo and Juliet, which was performed in London.

5 Hitchcock directed Psycho, which became one of the most famous thrillers in history.

6 Wilbur and Orville Wright were brothers who designed the first aeroplane.

9 (Explain the words in the list as well as: copy, blonde, packing, parachutes, alone, legend. Set a time limit of 6 min. for Ss to read the text silently and do the exercise. Check Ss' answers while they read the text aloud.)

1 became 5 met 9 changed
2 was 6 got 10 starred
3 grew up 7 worked 11 made
4 spent 8 joined 12 died
4.1 Reading & Writing T afgets 2 - Unit 15

10 (Explain these words: truck driver, hit record, heart failure. Ss work in pairs. Go round the class and monitor Ss' dialogues, before 2 or 3 pairs act out their dialogues for the whole class.)

(Suggested answers)

A: Where was he born?

B: He was born in Tupelo, Mississippi. A: When did he first play the guitar?

B: He first played the guitar at the age of eleven. A: What did he do In 1948?

B: He moved to Memphis, Tennessee in 1948. A: What did he do as a young man?

B: As a young man he worked as a truck driver. A: When did he have his first hit record?

B: He had his first hit record in 1956.

A: What was his first hit record?

B: His first hit record was Heartbreak Hotel. A: What did he do in 1958?

B: In 1958 he joined the U.S. Army and went to Germany.

A: What happened In 1960?

B: In 1960 he returned to the U.S. with 16-year-old

Priscilla Beaulieu.

A: When did he marry Priscilla?

B: He married Priscilla on January 5th, 1967. A: When did he receive a Grammy Award? B: He received a Grammy Award in 1971.

A: When did he die?

B: He died on August 16th, 19n.

WRITING TIP (p. 63)

(Ask Ss to look at the plan in Ex. 13 and explain how we write sb's biography. Point out that the main body can consist of more than two paragraphs, depending on how much detail we want to include. We start with the person's full name and what he/she is famous for, then we continue with the main body giving information about his/her early life [2nd paragraph] and his/her later life [3rd paragraph]. This means we talk about the important dates in his/her life, including information about his/her education, marriage, achievements, etc. We conclude talking about the date, place and reason for his/her death, and how people feel about him/her. Point out that we use the past simple when the biography is that of a dead person.)

11 (Explain these words: ran on batteries, joined Navy, aqualung, divers, underwater world, Freedom, sank, harbour, heart attack. Allow time for Ss to read the table and answer the questions. Check Ss' answers round the class.)

1 Jacques-Yves Cousteau was born on June 11th, 1910 near Bordeaux in France.

2 As a young boy, he built a car which ran on bat-

teries.

3 In 1933 he joined the French Navy. 4 He married Simone Melchoir.

5 He designed the aqualung for divers. 6 He bought the Calypso in 1950.

7 His first TV programme was called The Underwater World of Jacques- Yves Cousteau.

8 In 1985 he was awarded the Medal of Freedom by President Reagan.

9 The Calypso sank on January 11th, 1996 in Singapore harbour.

10 Jacques-Yves Cousteau died on June 25th, 1997.

11 He died of a heart attack.

12 (Explain these words before Ss do the exercise: bored, message, duty, protect, ocean life, mysteries, brought into, documentaries.)

paragraph 1 d paragraph 2 a

paragraph 3 e paragraph 4 b

13 (Before you assign Ex. 13 as written HW, ask some Ss to talk about Cousteau in class, using the information in Exs. 11 and 12. Ss' writing pieces should be between 100 and 120 words.)

(Suggested answer)

Jacques-Yves Cousteau was the man who brought the mysteries of the ocean into millions of homes with his documentaries.

Cousteau was born on June 11th, 1910 near Bordeaux in France. In his early teens he became bored with school but he was very interested in machines and films. At the age of 13 he built a car which ran on batteries.

In 1933, Cousteau joined the French Navy and in 1937 he married Simone Melchoir. In 1943 he designed the aqualung for divers. He bought his famous ship, the Calypso, in 1950. This helped him to make his first TV programme, The Underwater World of Jacques-Yves Cousteau, in 1968. In 1974, Cousteau started the Cousteau Society to protect ocean life and he was awarded the Medal of Freedom by President Reagan in 1985. On January 11th, 1996, the Calypso sank in Singapore harbour.

On June 25th, 1997, Cousteau died of a heart attack in Paris. He is dead, but his message to the world lives on: "The planet belongs to all of us and it's our duty to protect it!"

TEACHER'S BOOK

, ~.

Reading & Writing

TARGETS

,.1,

Virginia Evans - Jenny Dooley

~

Express Publishing

Published in 1999 by Express Publishing

3 Roman Bridge Close, Blackpill, Swansea SA3 5BE Tel: +44·1792-404855 - Fax: +44·1792-404886 e-mail: inquiries@expresspublishing.co.uk. INTERNET http://www.expresspublishing.co.uk.

© Virginia Evans - Jenny Dooley

Design & Illustration © Express Publishing

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, electronic, photocopying or otherwise, without the prior written permission of the Publishers.

ISBN 1 - 903128 - 87 - 0

Content~

Introduction 4

Unit 1 Writing Strategies 5

Unit 2 Everyday People 7

Unit 3 What a Character! 9

Unit 4 From All Four Corners of the World 12

Unit 5 Four Wans and a Roof 14

Unit 6 A Time to Celebrate 16

Unit 7 So the Story Goes : 19

Unit 8 What a Relief! 22

Unit 9 Unit 10

:3 Unit 11

Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17

5 Unit 18

Pros and Cons 24

A Matter of Opinion " .. " 27

Front Page News 29

Making a Judgement About " " 31

Drop Me a Line " " 33

We'd Love It If You " " 36

Trouble Shared

......... " " 38

Not up to My Expectations 40

Job Hunting 43

With Reference to

............................................ " " 44

Abbreviations used in the book

Ex. = exercise HW = homework

L 1 = students' first language/mother tongue

mlns, = minutes

p. = page

pp. = pages

5 = student

5s = students

T = teacher

3

I ntroduction to the Teacher

Reading & Writing Targets 3, for learners of English at Pre-Intermediate level, provides systematic development of students' reading and writing skills.

The book consists of 18 units and is planned to be taught in 40 - 45 teaching hours. The topics of the units have been carefuJly selected to appeal to and motivate learners at Pre-Intermediate level. Each unit begins with a text, based on a real-life communicative situation, which not only develops reading skills but also serves as a model for the students' own written work.

A wide variety of reading skills - skimming for gist, skimming for overall understanding, scanning, predicting a topic from visual prompts or clues, reconstructing a text, inferring, recognising word equivalences, jigsaw reading, etc - are introduced, taught and practised to help learners read more effectively in English.

The exercises that follow are specially chosen to expand learners' passive and active vocabulary and feed them with ideas which can be used by learners in their writing projects. Grammar structures are also presented and practised in a meaningful context to help learners produce successful pieces of writing.

The text types presented in this hook include Informal and formal letters, articles, discursive essays, news reports, assessment reports and narrative stories. Useful Writing Tip boxes help learners understand the structure of each piece of writing. Paragraph Plans are also provided to give the students step-by-step guidance. These plans are intended to be used in class for discussion before learners write their own pieces. Teachers are advised to elicit, in class, the points which learners should include in their piece of writing and always to have some students complete the task orally in class before the exercise is assigned as written homework.

The Photo File section at the end of the Student's Book provides pictures which students can use to decorate their writing projects for Units 3, 7, 8, 9, 10, 11 and 13.

Reading & Writing Targets 3 - Unit I

Ji'

(.

Unit 1 - Wrillng Strategies (PD. 4 - 11)

/

Objectives

Vocabulary: describing a person; celebrities Grammar: linking words/phrases; error correction Reading: reading for specific information; reconstructing a text; recognising style and type of writing; matching topics to paragraphs

Writing: planning a composition; techniques for beginnings/endings of compositions

(Types of Composition: Present the theory and explain the meaning of any unknown terminology. For Exercises 1-4, read each of the extracts aloud and elicit which type of composition each represents. Explain/Elicit the meaning of any unknown words.)

1 a descriptive article C

a narrative article B

a for-and-aqalnst article - A

an opinion article D

2 a news report - G

an assessment report - F a film review - E

3 a formal letter - I a friendly letter - J a postcard - H

4 a recipe - K a leaflet - L

a public notice - N an advertisement - M

(Composition Instructions: Present the theory and explain the meaning of any unknown terminology.)

5 (Read the rubric aloud and exoteintetici: the meaning of any unknown vocabulary. Elicit the key words which should be underlined. Read the questions aloud and check that Ss understand. Allow Ss three or four mins. to complete the task, then check Ss' answers around the class.)

Key words: magazine you read regularly - famous person you admire - appearance - personality - free-time activities

1 B

2 B, D, E

3 B (your best friend is not famous) C ("a celebrity you admire")

F (your English teacher is not famous)

(Planning your Composition: Present the theory and explain the meaning of any unknown terminology.)

6 (Help ss to identify the topics; then, read aloud the list of words/phrases and explain/elicit the meaning of any unknown vocabulary. Allow Ss three mins. to match the items to the headings, then check ss' answers around the class.)

Appearance: handsome, well-built, well-dressed, wide grin, smart suits, tall, casual clothes, friendly brown eyes

Personality: generous, determined, caring Free-time activities: likes baseball, enjoys cooking, likes ten-pin bowling, plays golf with friends

(Composition Layout: Present the theory and explain the meaning of any unknown terminology.)

7 (Read the questions aloud and elicit the correct answers from the class.)

a) B b) C

8 a) (Allow Ss two or three mins. to skim the article and label the paragraphs. Check se' answers.)

Para 1 Para 2 Para 3 Para 4 Para 5

name, why famous appearance personality free-time activities

writer's/people's feelings about him

b) (Allow Ss four mins. to read the article again.

Explain/Elicit any unknown vocabulary, then help individual $s to answer the questions.)

The article is about Michael Jordan. He is famous because he is probably the greatest basketball player the world has ever seen.

2 He is tall, well-built and handsome. He always looks well-dressed.

3 His personality is as outstanding as his playing ability. He is very determined, which was one reason he was such a successful basketball star. He is also generous, and has given lots of money and support to charities.

(Topic Sentences: Present the theory and explain the meaning of any unknown terminology.)

9 (Read the instructions and paragraph aloud, then eficit appropriate answers.)

• The first sentence is the topic sentence.

• The main topic is (exciting) actiyl.tieg;.

• uThe food is delicious, too" is not relevant.

Reading & Writing Targets 3 - Unit I

1 0 (Explain each task and elicit suitable answers from ss around the class.)

a) The first sentence in each paragraph is the topic sentence.

b) Para 2 - B (A is not relevant) Para 3 - A (B is not relevant) Para 4 - A (B is not relevant)

11 (Allow Ss four or five mins. to complete the task.

Check Ss' answers, then explain/elicit the meaning of any unknown vocabulary.)

B - from a discursive composition 2 A - from a descriptive composition

12 (Individual Ss read the paragraphs aloud. Explain/ Elicit the meaning of any unknown vocabulary. Elicit the main topic of each paragraph, and what type of composition each is from. Individual se suggest a suitable topic sentence for each)

(Suggested topic sentences)

1 Mark's looks always make people notice him. 2 There are many advantages to be gained from

travelling (living) abroad.

Para 1 - from a descriptive composition Para 2 - from a discursive composition

(Writing Techniques: Present the theory and explain the meaning of any unknown terminology.)

13 a) (Read each extract aloud and help ss to identify the techniques used. Explain/Elicit the meaning of any unknown vocabulary.)

1 a,c

2 - a

3 4

b,c

a, b,c

b) (Allow Ss three mins. to complete the task.

Check se: answers.)

Para 1 - address the reader directly Para 5 - rhetorical question

(Writing Style: Present the theory and explain the meaning of any unknown terminology.)

14 a) (Read the extracts aloud, then allow Ss four or five mine. to complete the task. Check Ss' answers round the class.)

1 A

2 C

3 D

4 B

6

b) (Elicit the correct answers from the class, then explain/elicit the meaning of any unknown words.)

A 4

B 2

C 3

o 1

15 (Read the rubric aloud and explain/eficit the meaning of any unknown vocabulary. Elicit the key words which should be underlined. Allow Ss three or four mins. to complete the remainder of the task, then check Ss' answers around the class.)

Key words: Your teacher - «Borrowing and lending can destroy friendships" - personal opinion

1 A

2 B

3 A

4 A is not in the appropriate style.

Inappropriate features:

everyday expression (he took ages .. .); use of short forms (shouldn't, won't, doesn't, I'm, you'll); simple linking words (because, and); first person (I'm sure ... ); addressing the Il;lader (You shouldn't ... your friends ... you won't .. .)

(linking Words/Phrases: Present the theory and explain the meaning of any unknown terminology.)

16 (Allow Ss two or three mins. to complete the task, then check Ss' answers around the class.) :)

2 In addition 3 because

4 such as 5 but

17 (Allow Ss two or three mins. to complete the task, then check Ss' answers around the class,)

First of all 2 and

3 Secondly

4 such as 5 Finally

18 (Allow Ss about four mins. to complete the task.

Check S8' answers around the ctess.)

Not everyone enjoys travelling by plane, although it is one of the safest means of travel.

2 It was beginning to get dark §.9 we turned the light on.

3 Cars are convenient for getting around. On the otherDand, they harm the environment.

4 Rachel loves dogs even though she is allergic to them.

5 Gary likes classical music but his brother likes rock music.

6 Several species are endangered because their natural habitat is being destroyed. What i$ more, they may be threatened by illegal hunting.

Reading & Writing Targets 3 - Unit 2

19 (Complete the first two items with the class, then allow Ss three or four mins. to complete the remainder of the task. Check Ss' snswers.)

2 image," 7 couldn't cope
3 manage 8 so
4 successful 9 last
5 biggest 10 hiding
6 America (Checklist: Present the theory and briefly refer Ss to the preceding theory boxes relevant to each point.)

Unil2 - Everydoy PeODle (PD. 12 - 15)

Objectives "11-- -.

Vocabulary: people's appearance/personality Grammar: linking words/phrases; relative clauses; error correction

Reading: reading for specific information; reconstructing a text

Writing: an article describing a best friend

1 (Read the rubric aloud and explain/elicit the meaning of any unknown vocabulary. Elicit the key words which should be underlined. Read the questions aloud, then afJow Ss about four mins. to complete the task. Check Ss' answers.)

Key words: school newspaper - interesting person - you know well - appearance - personality - hobbies/ interests

1 D

2 A (Uan interestlog person") 8 ("person you know well")

3 topics to be ticked: .t hobbies/interests .t appearance

.t personality

4 I the person's name

X his/her childhood/early life

C feelings/comments about him/her I relationship

I when/where/how you met him/her

2 a) (Allow Ss two or three mins. to skim the text and label the paragraphs. Check Ss' answers.)

Para 1: general information Para 2: appearance

Para 3: personality

Para 4: hobbies/interests

Para 5: writer's comments/feelings

b) (Allow Ss three or four mins. to read the text again and complete the task. Check Ss' answers.)

1 B

2 A

3 0

(C does not fit)

c) (If necessary, refer Ss to p. 9 in s'e book before they complete the task.)

Introduction: using direct speech

Conclusion: asking a rhetorical question

d) (Elicit suitable answers from Ss around the class.)

The person described is in picture B. words/phrases: handsome, well-dressed: in his early twenties; slim; hazel eyes; carefuUy-styled light brown hair: expensive clothes; leather jackets and silk scarves

3 (Allow Ss three or four mins. to prepare their answers to the questions. Check Ss' answers.)

1 The writer's friend and neighbour

2 He's handsome, well-dressed, in his early twenties, quite tall and slim, with hazel eyes and carefully-styled light brown hair.

3 He usually wears expensive clothes such as leather jackets and silk scarves.

4 He has a great sense of humour and he is kindhearted, but he can be arrogant and conceited. 5 The writer uses a person~J style.

6 The writer uses present tenses to describe Max himself (and past tenses to describe their first meeting).

(Explain/Elicit the meaning of any vocabulary in the article which Ss still do not understand, then ask individual Ss to read aloud from the text.)

4 (Allow Ss two or three mins. to fill in the correct words. Check Ss' answers.)

early

2 hazel 3 leather

4 humour 5 centre

6 dangerous

(Help individual Ss to form appropriate sentences orally.)

(Ss' own answers)

7

Reading & Writing Targets 3 - Unit 2

5 (Present the Study Tip, then read the table aloud and explain/elicit the meaning of any unknown words. Ss circle the odd word out. Check Ss' answers.)

Odd Words Out:

Build: shoulder-length (used with hair)

Age: small (used with nose, eyes, ears, etc)

Eyes: square (used with chin)

Nose: tall (used with height)

Hair: big (used with eyes, nose, ears, etc)

Special Features: blouse (a piece of clothing)

Clothes: high-heeled shoes

6 (Allow Ss two or three mins. to fill in the correct words. Check Ss' answers, then help individual Ss to form appropriate sentences.)

1 good 2 well

3 kind 4 well

5 well 6 good

7 well 8 good

(Ss' own answers)

7 a) (Present the examples in the table, then allow Ss three or four mins. to complete the task. Check Ss' answers around the class.)

A 1 who B 1 who

2 and 2 with

3 with

3 as well as

4 and 4 and

b) (Help individual Ss to complete the task orally.) (Suggested answer)

Jerry, who is forty years Old, is of average height and muscular, with big blue eyes and short blond hair, as well as a beard. He likes wearing casual clothes.

8 (Complete one or two examples orally with the class, then assign the remainder of the task as written HW.)

(Suggested answers)

Mr Jacobs, who is in his late sixties, is slim and of average height, with grey hair and wrinkles. He usually wears suits and a bowler hat.

Susan is a pretty ten-year-old girl with long straight blonde hair, blue eyes and freckles. She likes wearing casual clothes.

Sheila is a slim, attractive young woman in her early twenties, with long wavy blonde hair and

almond-shaped green eyes. She likes to wear shirts and jeans.

o Tony is a good-looking man in his mid-thirties, with short black hair and brown eyes. He likes wearing waistcoats.

A
B
r C II

I!

I

I

l

i

r

8

9 (Present the Study Tip, then allow Ss three or four mins. to match the items. Check Ss' answers, and elicit whether each adjective is positive or negative. Help individual Ss to form appropriate sentences. The task can then be assigned as written HW.)

1 e 2 h 3

7 b 8 d 9 f

13 k 14 0 15 m

10 g 11 I 12 n

4 a 5 c 6

positive: cheerful, sociable, hard-working, energetic, ambitious, amusing, kind-hearted, generous negative: shy, ambitious, selfish, rude, lazy, bossy, arrogant, impatient

(Suggested answer)

My mend Jenny is an amusing person who always makes people laugh. On the other hand, she can be selfish sometimes, because she never thinks of others.

1 0 a) (Allow Ss three or four mins. to complete the task. Check Ss' answers around the class.)

1 1 who

2 also

3 so

2 1 For instance 2 and

3 What is more,

4 who

5 However, 6 because

b) (Allow Ss three mins. to complete the task.

Check Ss' answers by asking Ss to read their paragraphs aloud.)

(Suggested answer)

Mrs Richards is a hard-working person who doesn't mind working long hours. In addition, she is generous and loves giving her friends presents. On the other ha09, she can be rather impatient. For exam.Q!.§:, she hates it when shop assistants take a long time to serve her.

11 (Allow Ss three or four mins. to complete the task.

Check s« answers.)

haven't known 2 became

3 spend

4 likes

5 do 9

6 enjoy 10

7 is

8 having

share want

12 (Present the Writing Tip, read the rubric aloud and elicit the key words which should be underlined.)

Key words: class magazine - Person I'll Never Forget - appearance - character - hobbies/ interests

Reading & Writing Targets 3 . Unit 3

(Allow 5s five or six mins. to read the article and number the paragraphs in the correct order. Elicit appropriate answers to the questions. Explain/ Elicit the meaning of any unknown vocabulary in the text, then ask individual 5s to read the article aloud.)

A 4

C2

E 5

o 1

B 3

1i.i • The writer has used past tenses because he/she no longer knows the person.

• The article will be read by fellow students.

13 (Read the rubric aloud and elicit the key words which should be underlined, then elicit appropriate answers to the questions.)

Key words: favourite magazine - uFriends for Ufen - best friend - appearance - personality - hobbies/interests

• It's an article describing a person.

• - Readers of your favourite magazine - Quite informal, friendly

;--- • Your friend's appearance, personality,

hobbies and interests

_ 2 (Suggested answers)

t • My best friend, Sally

• appearance:

She's attractive, in her early twenties, tall and thin, with long fair hair and blue eyes.

• personality: She's shy (nervous about meeting people); kind-hearted (ready to help people); generous (gives a lot to others)

• hobbies/interests: She likes playing tennis and squash. She likes reading books. (etc)

3 There will be three main body paragraphs - one describing appearance, one describing character and one describing hobbies/interests.

(Suggested topic sentences)

(Para 2) Sally never goes unnoticed. (Para 3) Sally is a very sweet person. (Para 4) Sally hasn't got much free time.

4 • Introduction - who this person is, what our relationship is, and when we first met Conclusion - feelings towards this person

• Address the reader directly, ask a rhetorical question, use direct speech/quotation

5 • and, so, as weI; as, also, with, however, on the other hand, etc

• - Past tenses to describe our first meeting - Present tenses to describe the person

14 (Help individual Ss to complete the task orafly.

When satisfied that ss can deal with the task successfully, assign it as written HW.)

(Suggested answer)

I first met my friend Chris almost seven years ago, when I went to a party with a friend. I hardly knew anyone else there, so I must have looked a bit awkward. Chris probably realised this and that's why he came over to talk to me.

Chris is taller than me and quite good-looking.

He has straight blond hair and blue eyes and is quite athletic.

Chris has a very charming personality. He's always kind to everyone and you never feel bored when he's around.

We have many things in common, such as our passion for football, films and music. What is more, we both like travelling and we've been on a couple of camping trips together.

In all the years that we've known each other, we've never had an argument, so I'm sure that we'll be friends for life.

Uoil3 - Whol 0 Chorocler! (pP. 16 . 19)

Objectives

Vocabulary: words related to books, films, TV, etc; personality; appearance

Grammar: linking words/phrases; adjectives; error correction

Reading: reading for specific information; reading for detailed understanding; recognition of style and type of writing

Writing: an article describing a favourite TV character

1 (Read the rubric aloud and elicit the key words to be underlined.)

Key words: newsletter - library members - 'My Favourite Fictional Character' - character from a book - appearance - personality - your feelings and comments

(Explain/Elicit the meaning of any unknown words in the questions, then allow Ss about four mins. to select their answers. Check Ss' answers.)

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