780199116423 780199116423 9911642 1642 6423

Inc

de sA

lu

u dio C D

Contents
CD track list Acknowledgements Introduction Teaching units Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Friendship Education Journeys Work Being free The Future A dream of ying The Weather Cities
11 13 15 17 20 22 24 26 29 32 4 5 6

Unit 10 Finding your place

Rubrics Journal writing Writing an autobiography Oral presentations Letter writing Leaets and posters Newspaper articles Diary entries Essay writing
34 35 36 37 38 39 40 41

Student book answers Workbook answers

42 53

CD track list
1 Friends by Elizabeth Jennings 2 Billy McBone by Allan Ahlberg 3 My Early Days from My Early Days by Nelson Mandela 4 Extract from Around the World in Eighty Days by Jules Verne 5 Finding Our Way in the Dark from A Ladys Life in the Rocky Mountains by Isabella Bird 6 Sky High the Air Traffic Controller by Leo Benedictus 7 Secret Country by Adrian Mitchell 8 Nuthanger Farm from Watership Down by Richard Adams 9 I, Too, sing America by Langston Hughes 10 My Return from The Time Machine by H. G. Wells 11 A Superior Robot from Reason by Isaac Asimov 12 Playing Icarus by Marin Sorescu 13 Flying into Alicante from Southern Mail by Antione de Saint-Exupery 14 Flying into the Storm from Southern Mail by Antione de Saint-Exupery 15 A Frozen World from Letters from Tsengel, Mongolia 1998 by Louisa Waugh 16 Traffic Jam in New Delhi from The White Tiger by Aravind Adiga 17 Black and White from Istanbul: Memories of a City by Orhan Pamuk

Friendship
Poetry about friendship Online profiles of e-pals from around the world Literature Telling Rowdy by Sherman Alexie Literature from The Lion, the Witch and the Wardrobe by C. S. Lewis An Interview with Georgie Henley and James McAvoy

Reading Texts
Opening quotation a Russian proverb Ancient Greek philosophy from The Nicomachean Ethics by Aristotle

Students will: Discuss in pairs or small groups and report back to the class Write journal entries Write to an e-pal Create a dialogue between two people

Before beginning the unit

Ask the students to think for a moment about friendship and their friends. Offer a number of questions to guide their thinking how important are their friends? Why? What would life be like without friends?

Writing an account
When the students begin the assignment in the Student book they should first make an outline, using the ideas suggested in the book. They should then write their first draft, re-read it and improve on their writing before sharing it with the teacher for further suggestions and also letting their peers edit and offer suggestions.

What do our friends mean to us?

A Quick Write about Friends
A Quick Write is a piece of writing on a set topic with a time limit. It is similar to brain storming and encourages the students to just write. Tell them not to let their pen leave the paper, if they run out of ideas they should write that they have no more ideas, they dont know what to write etc. The aim is for the students just to write without any of the usual limitations. They should not worry about grammar or spelling but just concentrate on getting their ideas down on paper. After a set period of time, no more than 5 minutes, ask them to count their words. Let them share how many words they have written. Then, if they are happy to do so, they should share their writing with a partner. The emphasis is on the act of getting their ideas down on paper it is not a grammar or spelling exercise, and should help to overcome some students fear of committing their ideas to paper.

Reading text: About Friends

Remind students that a poem does not have to rhyme. Read and enjoy the poem together. Ask the students how they could compare the way the poet has structured his ideas with the way the previous text was structured.

Writing and illustrating poems

Give the students the beginning of the poem The good thing about friends is. Let them write and illustrate their own poems. Remind them that a good poem takes careful construction, editing, writing and re-writing. They should first brain storm ideas and then use the best ideas for their first draft which they will share with their peers, or with you before going on to write a final version.

COPY RIGHT OU P. PHOTO COPYING PROHIBIT E D

11

Reading text: Friends

What do the students think of this poem? Is this the way they feel about friendship? Gather their ideas and discuss as a class.

Writing a dialogue
Telling Rowdy is mostly made up of dialogue between two people. After reading and understanding the text, ask the students to use it as a template to write their own conversation. They may find it helpful to look at the punctuation used throughout the extract, and apply it to their own writing.

Additional writing assignment

Either ask the students to write a comparison of the two poems, explaining how they feel each is effective and why, or let them write a personal reflection about one of the poems. Which means more to them and why? Remind them to make a plan of their writing before they begin and to construct their own texts carefully.

Reading text: The Lion, the Witch and the Wardrobe

Before reading the text, ask the students if any of them have ever read the book. If they have, collect any relevant information and share it with the rest of the class. Explain to the students that the story takes place in a fictional world called Narnia, which the character Lucy has found through a magical door at the back of her wardrobe. In this excerpt, Lucy has only just found her way into Narnia, and is meeting Mr. Tumnus for the first time. As the extract is quite long, it would benefit the students to read it to them as they follow the text in their Student book. If necessary, students can re-read the text individually after the initial reading.

Reading text: Web page e-pals

Ask the students what they think about friendships online? Would they like to have an online e-pal? If so why, or why not?

Analyzing text
Ask the students to choose one e-pal text to analyze. Ask them to examine the kind of information that has been given and why they think the student has chosen that information. How effective do the students consider their chosen e-pals information to be? What do they think is relevant in the text and what do they think is missing? Have the students share their thoughts before they write their own e-pal texts.

Reading text: Interview

Explain to the students that the book was made into a film, and that the following interview is between Georgie Henley, who played Lucy, and James McAvoy, who played Mr. Tumnus. Whilst shooting the film, the two actors became good friends, just like their characters. First read the interview to the students, then ask them to re-read it individually, establishing any language they may not understand.

Reading text: Telling Rowdy

Begin by telling the students that the following text takes place on an Indian reservation in North America. Establish any previous knowledge that students may have about Native American Indians, and collect any relevant information. Find Washington State on a map and ask any students who have prepared a presentation on North America to present it now. First read the text to the students, and then ask them to re-read the extract individually. The language and punctuation in the text may be quite different to previous extracts the students have read, so parts of the extract may need explaining.

Additional activity
After reading both pieces on The Lion, the Witch and the Wardrobe, ask the students to think of an unusual or unlikely friendship they may have. The Student book has some suggested questions to get them started. When they have finished, ask if any students would like to share their writing with the class.

12

COP Y RIGH T OUP. PHOTOCOPYING PROHIBITED