fly high english 7hasanboy.uz/wp-content/uploads/2017/10/ingliz_tili_7...fly high 7 is the third...

Lutfulla Jurayev • Svetlana Khan • Ludmila Kamalova Ludmila Tsoy • Mahprat Abdullayeva • Larisa Matskevich

Rozaliya Ziryanova • Hayothon Tuhtarova Klara Inogamova

Fly High ENGLISH 7

Teacher’s Book

„TAFAKKUR“ NASHRlYOU TOSHKENT — 2011

www.hasanboy.uz dan olindi

yflK: 372.111.1(072)BBK: 74.268.1 Ahtji.

F70

Fly High English 7: Teacher’s Book/ L. Jurayev (et al). — 74.268.1 Toshkent: „Tafakkur“ nashriyoti, 2011. — 144 b.F70

1. Jurayev Lutfulla

ISBN 978-9943-24-013-1YflK: 372.111.1(072) BBK: 74.268.1 AHrn.

0 ‘qituvchilar uchun moljallangan mazkur metodik qo'llanma umumiy o'rta ta'lim maktablarining 7- sinflari uchun nashr etilgan „Fly High 7“ nomli ingliz tili darsligi asosida tayyorlangan. Undan darslikning bolimlari, mavzulari, dars- larning kommunikativ maqsadlari, grammatikasi, lug'ati haqidagi mundarija, har bir dars va mashqning maqsadlari, o'qituvchilar uchun til va madaniyatga oid qo'shimcha ma’lumotlar, mashqlaming javoblari, kasseta uchun yozuv mate- riallari, o'quvchilarni rasmiy baholash uchun qo'llasa bo'ladigan uchta namunaviy testlar (javoblari bilan), o'quvchilarning darslarni qanday o‘zlashtirganliklarini tekshirishga mo'ljallangan testlar, darslikdagi ma§hqlarni to‘g‘ri tashkil etish bo‘yicha aniq ko‘rsatmalar, kuchli, shuningdek, o‘zlashtirishi sekin bo'lgan sinflar uchun takliflar o'rin olgan. \

Ingliz tilida

Lutfullo Jo‘rayev, Svetlana Xan, Ludmila Kamalova,Ludmila Tsoy, Mahprat Abdullayeva, Larisa Matskevich,

Rozaliya Ziryanova, Hayothon Tuhtarova, Klara lnog‘omova

0 ‘QITUVCHILAR UCHUN INGLIZ TILIDAN WETODIK QO'LLANMA7- sinf

„Tafakkur“ nashriyoti Toshkent -2011

Muharrirlar: L. Jo‘rayev, S.Xan Badiiy muharrir: H. Safaraliyev Kompyuterda sahifalovchi: L. Jo'rayev Texnik muharrir: O'. Muxtorov

Original-maketdan bosishga ruxsat etildi 24.10.2011. Bichimi 60x901/16.Kegli 10 shponli. Arial garniturasi. Ofset bosma usulida bosildi.

Shartli b.t. 9,0. Nashr. b.t. 9,0. 5000 nusxada bosildi. Buyurtma Ne 1991. „Sharq“ nashriyot-matbaa aksiyadorlik kompaniyasi bosmaxonasida chop

etildi. 100000, Toshkent shahri, Buyuk Turon ko'chasi, 41-uy.

© L. Jo'rayev va boshq.ISBN 978-9943-24-013-1 © „Tafakkur“ nashriyoti, 2011.

A

ContentsIntroduction............ ..................................................................... - ..............4

Map of cofltenfs . ........ ....................................................................18

Unit 1 City alntl villar)e..„............................................................................. 28

Unit 2 Youf health.....,..... ......................................- ............... 40

Unit 3 Sport. ................... .... v ..~......... -........51

Unit 4 Olympic games............ ...... .......................... -............61

Unit5Clothes.................................... .. ...... ,....................... - .........72

Unit 6 Shopping and customers' riahts. ....... v..... ........83

Unit 7 Leisure.......................... ........................ -................ ........................ 94

Unit 8 Geography................................................. ....................................103

Unit 9 Travelling.......... ................................... .............. ..*■........................ 113

Unit 10 Holidays, Holidays!!......................................................................124

Progress checks................................. .......................... ........................ 132

Tests............................................................................... ........................ 140

3

Introduction1 About the authorsThe team of authors working on the English textbooks consists of:

• experienced secondary and specialised secondary school teachers• methodologists from the Ministry of Public Education and from In-

Service Teacher Training Institutes• experts from University

All of us have been trained to create materials which meet the needs of pupils and teachers in Uzbekistan and conform to the national standards laid down for State secondary schools.

2 What does Fly High 7 consist of?Fly High 7 is the third book in a series of books for secondary classes of English. It follows on from Fly High 5-6 which were published in 2000-2011, and which we hope you and your pupils have already used and enjoyed. It provides material for up to 102 hours of study, arranged in a flexible way to cater for faster and slower classes.

Fly High 7 CLASSBOOKThe book is divided into 10 units which cover Year 7. Each unit is broken down into 6 lessons. Each lesson takes up one page. The content of the lesson is listed in the map of the book unit by unit and lesson by lesson. The lessons progress from simple to more complex.

Project WorkThe sixth lesson in each unit contains project work. Project work was included in Fly High 5 and 6 and has proved very successful and popular. It was not used in textbooks in the past. So it might be new for some teachers. It is explained further in the section ‘Project Work’ below.

New Features: Debates, Reading Rules and Translation New features in Fly High 7arethe introduction of Debates, Reading Rules for pronunciation and Translation. You can find detailed information about them further on in the section ‘Debates’, ‘Pronunciation’ and Translation’.

Grammar ReferenceAt the back of Fly High 7 Classbook there is a handy section ‘Grammar Reference'. This contains a summary of all the grammar pupils learn during the course. Teachers and pupils can refer to it.

WordlistThe final part of Fly High 7Classbook is a ‘Wordlist’ with the vocabulary used in the book listed in alphabetical order together with parts of speech, transcription and translations into Uzbek and Russian.

Extra Grammar Exercises and HomeworkAfter the six lessons in each unit there are Workbook pages. The Workbook4

INTRODUCTIONpages contain two types of activities: Pronunication, Grammar and Wordbuilding Exercises which can be conducted at a convenient time during the lessons, and Homework which contains exercises intended to be done at home.You can find instructions when and where to use these exercises in the notes for each lesson in the Teacher’s Book.

Progress ChecksThis section is given after the 10 units. There is a Progress Check for units 1,2,3,5,6,8,9 (after units 4, 7, 10 there are tests - see below). Progress Checks give pupils an opportunity to check how well they have learned the material in the units. They are an effective way of revising and developing pupils’ sense of responsibility for checking themselves.The Progress Check can be done with Classbooks open during the lesson, or, for slower classes the Progress Check may be divided, with pupils doing one part in class and some more at home, or all of it at home.

Fly High 7 CASSETTEThe tape contains natural recordings of texts, dialogues, etc. performed by native speakers of various types of English (American, British, etc.) and by good Uzbek speakers of English. It includes all the material needed for the listening activities in the Classbook.

There are various types of activities and exercises involving in the cassette. Some involve simple repetition of words or phrases. Others require pupils to listen to short texts and perform various tasks.If you find that the space between items on the cassette is too short use the pause button on your tape-recorder to give your pupils more time to repeat or respond.If you don’t have the cassette you can read out the tapescript yourself. All tapescripts are printed either in the Teacher’s Book or in the Classbook.The tape is designed both for use during the lesson and for pupils to use at home. The cassette is not copyright so please make copies for your colleagues and/or pupils.

Fly High 7 TEACHER’S BOOKAt the beginning of the Teacher’s Book you can see the map of the book which lists the contents of each lesson, unit by unit. The Teacher’s Book is an essential part of the Fly High package. Teachers must have it and use it in order to conduct their classes effectively. The Teacher’s Book contains:• a detailed map of the Classbook arranged according to: Units, Lessons

and Topics, Communicative and Skills Development aims of the lessons, Grammar and Pronunciation focus, Vocabulary area, Homework and Crosscurricular links

INTRODUCTION• language and culture notes to assist teachers with explanations, answer

keys for the activities• tapescripts for the cassette material• three sample tests which can be used for official marks• clear explanations for teachers on how to organise the activities in the

Classbook and suggestions for faster/slower classes

3 TestsWe have included some tests for you to use for official marks. We hope that you will also use these as models for your own tests and quizzes.The tests are based entirely on the material in the Fly High units so a pupil who has attended classes and completed all class activities and exercises as well as homework tasks should do well.

The listening exercises contained in the tests are not recorded on the cassette. You should read them to your class.

4 Frequently used activities in Fly High 7 Titles of the lessons and unitsThey include new words which are not introduced separately in the lesson, so it is essential for the teacher to focus on them during the lessons. Where possible the title includes the vocabulary or language point of the lesson. They are designed to help pupils to understand what the lesson will be about, and to remember it.

Matching activitiesIn these kind of activities pupils match the pictures and the new words by guessing the meaning. When they finish they should check their answers with you or with their partners to find out whether they guessed right or wrong. This activity is much more fun than the traditional method in which the teacher gives the meaning of the new words. It also helps to develop pupils’ cognitive skills, e.g. by comparing the English word to any other languages they know and seeing if they can find the meaning in this way. Using one language to learn another is an important skill in foreign language learning. (It doesn’t matter if your pupils can’t guess, or guess wrong. You will tell them the meaning of words if necessary.)

Use of picturesIn Fly High 7 all pictures serve a language learning function. There are no pictures just for decoration. The pictures must be used actively during the lessons both by teachers and pupils. Misusing or neglecting the pictures will reduce the effectiveness of teaching and learning.

Listen and repeatListen and Repeat activities are mostly done after matching activities or

6

INTRODUCTIONafter pupils know the meaning of the words or structures. Research shows that we memorise better if new words or structures are listened and repeated once pupils know the meaning, rather than listening and repeating without knowing the meaning of the new words or structures.

Chain DrillThis activity is used frequently, it was used in book 5 and 6 too. Chain Drills are a good way of dealing with new material. They give every pupil a chance to practise the new language or structure. They can be done very quickly. Chain drills are a class activity. The teacher introduces the new material. For example I’ve got a pain in my knee/back. The teacher practises this with one pupil. S/he says I’ve got a pain in my knee/back. What about you?. The pupil answers for himself and asks the question (What about you?). The teacher answers for him/herself and practises this structure with this pupil again, the other pupils watch and listen to him/her. After that the teacher can ask the pupils to do the same procedure like this:P1: I’ve got a pain in my back. (Turns to the next pupil.) What about you? P2: I’ve got a pain in my leg. (Turns to the next pupil.) What about you?P3: I’ve got a pain in my back (Turns to the next pupil.) What about you? P4: I’ve got a pain in my hand. (Turns to the next pupil.), etc.To make the process faster, the teacher can organise the Chain Drill in rows.

Point and SayThis activity is used to practise new words. It helps pupils memorise the new vocabulary in a practical way rather than learning the new words by heart. Point and Say is pair work which is done with the help of pictures. Pupil A points to a thing in the picture. Pupil B says the word. After that they take turns.

GamesGame activities are used in Fly High 7 for two purposes: to warm up the class at the beginning of the lesson and to practise language or a structure which was studied in the lesson. These activities make lessons interesting and fun and often also offer the opportunity to drill language thoroughly. They increase pupils’ interest and encourage them to learn more.

DrawingSome activities in the book require pupils to draw. We have noticed that most pupils of this age do it willingly as it adds fun and variety to a lesson.If however some pupils are reluctant you should explain that it is not necessary to be a good artist to make quick, simple drawings.When pupils need to be more artistic, for example in Project lessons, you should give them more time and encourage them to think hard about their design. Also try to make sure that there is at least one pupil with a talent for drawing in each group.

7

INTRODUCTION Study SkillsIn the series the authors tried to introduce more and more activities to develop Study Skills. Study skills work is varied. It includes dictionary tasks such as the use of the Wordlist, using tables, note taking, applying spelling rules, using the Grammar Reference, etc. Study Skills teach pupils how to work practically and prepare them to work independently.

Information gapInformation gap activities practise real communication. In real life we do not know exactly what someone is going to ask us or how someone will reply. In information gap activities pupils must exchange information by asking and answering. Only by communicating successfully can they get the information to complete the task.It is important that pupils do not show their information to each other. Usually the activity is divided into two parts, printed in different parts of the Classbook so that pupils cannot see each other’s information.

Pupil A asks questions about missing information, similarities or differences in the pictures, etc. in his/her part.Pupil B answers Pupil A’s question(s) according to the information in his/her part. Then Pupil B asks Pupil A questions.

Remember boxesThese are at the bottom of the page in the Classbook and highlight the new language material. They are convenient for teachers and pupils to focus clearly on the objective of the lesson very quickly. While, or after, introducing the new structure or language, teachers are recommended to draw pupils’ attention to the examples in the Remember boxes.

Project WorkProject Work is an essential part of this course. It is the final activity in each unit. It is based on all the work covered in the previous five lessons. It gives pupils an opportunity to use what they have learnt in these lessons in an unconscious, freer and more personal way with less control by the teacher. It provides an opportunity for all pupils to work at their own level; strong pupils will produce longer, more complex work as they fulfill the task, weaker pupils will produce shorter, simpler work. Project Work gives pupils an opportunity to be proud of their work, their knowledge and their creativity.

For this reason it is very important to display the posters and pictures produced in Project Work around the classroom so that pupils have the chance to look at each other’s work. Pupils can also be asked to assess the work of other pupils. During Project Work pupils are introduced to the writing process when they write ideas and some notes about the topic. Then they use their notes to write descriptions, articles, letters, stories and poems, make post-

8

INTRODUCTIONers and programmes. They cut out and draw pictures, maps, graphs, organise interviews, etc. For this purpose it is useful for the teacher to have a box with materials, scissors, rulers, paper, glue, paperclips, etc. Or before the Project Work lesson the teacher could ask pupils to bring these things.Another very important point is the choice of the Project. From the very beginning Project Work must not be difficult and it is better to divide it into several parts or steps.It is better to organise Project Work in the same groups because pupils cooperate with each other continuously. Further detailed methodological help for each Project lesson is given in the Teacher’s Book.

DebatesDebates help pupils develop their critical thinking skills and consider a problem from different points of view. Debates also are an important new feature in Fly High 7. They help pupils to build their confidence in speaking because pupils are not thinking about language accuracy but about proving their point of view. While preparing for debates pupils read previous lessons to find information for the debate. In this way debates encourage pupils to read effectively to get information. Debates also help pupils to become active listeners. While listening to their opponents, they try to find contradictions and make counter-arguments.Here are the steps for how to organise the debates. The procedure looks complicated, but we have trialled it in a number of schools and pupils have enjoyed it very much. We hope you and your pupils will enjoy it too.Steps I and II will only be needed the first time you organise a debate.

Step IElicit what pupils know about debates. You could ask questions such as:1) What is a debate?2) Where do we have debates?3) Have you ever taken part in a debate? When? What was the debate about?4) Who takes part in debates?5) Why do we have debates?6) What happens in a debate?7) Where do we sit in a debate?

Step IIExplain that today the class is going to hold a debate. They are going to debate the topic (motion), for example, ‘Sport is always a good thing. We should have sports lessons every day at school.’ The class will be divided into two. Half of the class agree with/are for the motion, and half disagree/are against.Step IIIChoose one pupil to be the chairperson. You could choose the best student in

9

INTRODUCTIONthe class (so that s/he does not dominate the debate or inhibit other pupils from speaking) or you could choose a shy student who might not normally speak.

Step IVTell the groups they should prepare a piece of paper with a line down the middle. On the left hand side they should write the reasons they think the other group will give. On the right hand side they write their reasons. Each person in the group should have their own copy of the list.

Write the following table on the blackboard and tell pupils to do the task according to it.

For Against

good for health wastes time

Groups have 10 minutes to write their lists.

Step VOnce groups have started on their lists and you are confident they know what to do, brief the chairperson on his/her role and give him/her a slip of paper with some of the things she/he can say. e.g.

Ladies and gentlemen. Welcome to class .... We are here today to debatethe motion ........... Pupils for the motion are sitting on my left, pupilsagainst the motion are sitting on my right. We have ... minutes for the debate. Please raise your hand when you wish to speak. I decide the person to speak. Please be polite and don’t interrupt. No-one may speak for more than 1 minute. At the end we are going to have a vote. Let’s begin. (Turns to the’For’ group).

Your time is up.Next speaker please.Order! Order!That’s all we have time for.Please vote now. If you are for the motion, raise your hand. (Counts.) If you are against, raise your hands. (Counts).The Fors/Againsts are the winners.

Step VIRevise how to give an opinion, if necessary, and how to agree/disagree. If necessary write the phrases Dn the blackboard.e.g. I think that.......Sorry, I don’t agree. We know that....s o ......It’s true that......b u t..........10

Step VIIAsk pupils to arrange the classroom with the “Fors” opposite the “Againsts”and the chairman in the middle. Give each person except the chairman a small piece of paper. When a pupil speaks, s/he puts the paper in a box. Every pupil must get rid of the paper, no pupil can speak if s/he has used her paper. This ensures that all pupils take part and no pupil dominates.Explain that you will not take part in the debate. The chairperson is in charge and pupils must do what he/she says. Explain that at the end of the debate the chairperson will ask everyone to vote. At that point they may vote according to their own ideas, not according to their role in the debate.

Step VIIIAsk the chairman to begin the debate by reading from the paper you have given him/her. Do not interrupt the debate, try to sit in an inconspicuous place and note down any repeated mistakes pupils make, any particularly good things they say, any things they want to say but can’t/or say in mother tongue. You will need these notes for feedback at the end of the debate. Make sure that after the given minutes the chairperson ends the debate and organises the vote.

Step IXAfter the vote bring the debate to a close. Let pupils return to their proper seats. Then ask them for feedback on the activity. You could ask:Did you enjoy the debate?Why?/Why not?Then you can tell them your feedback on their performance.

Pre, while and post reading/listening activitiesIn English series three steps of activities are used to read or listen effectively. They are pre, while and post reading/listening activities.

Pre-reading/listening activities are done before reading/listening texts. They arouse pupils’ interest in the topic, encourage them to predict information, bring them closer to the ideas in the reading/listening text.

While-reading/listening activities are done during the process of reading/ listening to a text. They help readers/listeners understand the content of the reading/listening passage, the way passage is organised and the writer’s purpose.

Post-reading/listening activities are done after reading/listening to the text and they take the reader/listener beyond the text. They encourage readers/ listeners to relate the text to their own views, interests and knowledge and/or to do something with the information they have learnt from the text.

The objective of the three step approach is to make reading/listening

INTRODUCTION

INTRODUCTIONmanageable and also to help pupils to read in a natural way. In real life, for example, if we read the newspaper, first we look at the headlines and get a general idea. Then we look/read in more detail.

Reading and Listening text typesThe reading and listening texts in Fly High 7are real life texts. There is a wide variety of text types: newspaper and magazine articles, advertisements, extracts from dictionaries and encyclopedias, labels and packets, letters, radio broadcasts, live interviews, speeches at competitions, etc.

Integration between skillsIn Fly High 7the four language skills: listening, speaking, reading, writing are taught in an integrated way. The reason is that there are few cases in real life when we do not talk or write about what we have read or when we do not relate what we have read to something we might have heard. Therefore we have tried to link different skills to each other through various activities such as:

reading and writing, e.g. reading and filling in the tables, writing summaries, writing an answer to a letter, writing about oneself, note making, writing questions, writing opinions, etc.reading and listening, e.g. reading and checking the information through listening, matching text and opinions, etc.reading and speaking, e.g. reading and answering questions, saying True or False information, discussing the information in the text, debating, etc. listening and reading, e.g. listening and putting the texts in order, finding the required information in the text, etc.listening and writing, e.g. listening and completing the missing information, completing tables, writing opinions, etc.listening and speaking, e.g. listening and answering questions, discussing, etc.

PronunciationAt earlier stages, in Fly High 5-6, the authors did not do this, because pupils did not have enough vocabulary and it was useless to practise reading rules without knowing the meaning of words. Research shows that it is effective and easier to learn how to pronounce words when pupils practise with words they already know

The first activity each time is to draw pupils’ attention to all the possible spellings of a sound. Then pupils practise reading words they know with the sound. Pupils are introduced to phonetic symbols. (These are included at the back of the Classbook for reference.)

The pronunciation work is on the same page as the extra grammar exercises at the end of each unit. Teachers should fit them whenever convenient during the unit.

12

Extra Grammar ExercisesThese introduce extra exercises for the grammar that was practised in a lesson or a unit. You can find instructions when and where to use these exercises in the Teacher’s Book. The purpose of using extra grammar exercises is to give more practice and consolidate the grammatical knowledge already gained, and to give support to weaker pupils or pupils who need more practice in grammar. These exercises can also be used to give pupils the opportunity to work independently and autonomously. The extra grammar activities are given on a separate page at the end of each unit.

TranslationTranslation is used to highlight the similarities and differences between Mother Tongue and English. Pupils translate single sentences, structures and words in book 7 as these are the first steps of translation. Translation skills will be further developed in books 8 and 9.

The Fly High ApproachFly High follows a syllabus approved by the Scientific Methodical Council on Foreign Languages. The syllabus is based on topics which were chosen after consulting pupils and teachers in different parts of Uzbekistan.Fly High aims to help pupils develop the four Language Skills: reading, listening, speaking and writing. There is an emphasis on teaching Modern English for Communication so special attention is paid to speaking and listening, which in the past have often been neglected. Of course young learners also need a good foundation in Vocabulary, Grammar and Pronunciation so these are also developed systematically. The vocabulary in Fly High has been chosen and organised according to topics, and grammar is taught as an integral part of communication. Book 7 also begins the process of developing translation skills systematically. At this level translation is used to compare and contrast new structures and vocabulary in English and the mother tongue. The purpose is to make pupils aware that there is not a-one to one correspondence between English and the other languages they know.The main difference between Fly High and other textbooks you may have used is that Fly High encourages a learner-centred approach to teaching. What does this mean? We feel that in the past there has been too much focus on the role of the teacher in the learning process and not enough on the learners themselves. Of course teachers are very important too but research has shown that pupils learn to communicate more effectively if they are given frequent opportunities to practise and experiment with new language.So the learner-centred methodology used in Fly High aims to put the pupils - the learners - at the centre of most things that happen in the classroom.For this reason Fly High contains many activities, exercises, debates, projects and games, which encourage pupils to use the new language naturally through

INTRODUCTION

INTRODUCTION working in pairs or in groups.Of course you will still need to present new vocabulary and grammar to your pupils, but in the learner-centred classroom you will also spend a lot of time organising and monitoring pair and group work.

Organising the Learner-Centred ClassroomHere are some suggestions for making pairs, threes and fours for a classroom with fixed furniture. In the diagrams below the pupils are shown as ^ or0 and the teacher as a T

twos twos threes fours

£ f t f t f?* f t /f j)

er.

j*

f...

......

......

.. ̂^

.J

l _ J ^ ... .. . I f !

dffl f t j^>

I* I j^ L i .

. • j [.•i t * • ?

r^llB& £ T # W□ □

EL _E_ _ELa Here are the twelve pupils doing work with the teacher listening. The dots show where each pair is focusing.b Here are the same twelve pupils doing pair work, but pairing with a new partner this time, although they are each sitting in their original places. The teacher is helping.c Here are the same twelve pupils working in threes. They still have not changed seats. The teacher is listening to one group of three, d In these fours, the pupils can work in twos with the person opposite - another change of partner for some. The teacher is noting errors to help the pupils later in the lesson.

The Role of the Teacher in the Learner-Centred ClassroomOne of the reasons that pupils are often unsuccessful in real-life communication is that the types of interaction they are most used to are as follows: a The teacher lectures a class. The interaction is all to the teacher or through the teacher.b The teacher asks one of the pupils to come to the front of the class and either listens to her/him or talks with her/him.c The teacher listens to or talks with one of the pupils, who remains at her/his desk.d The teacher asks two pupils to speak to each other (e.g. present a dialogue they have learnt by heart).

14

INTRODUCTIONIf pupils are asked to speak to each other they usually take turns in speaking rather than communicating naturally. Moreover, the teacher is at hand, listening to everything that is being said.

The following illustrations of some types of classroom interaction should help to show that in most cases only one interaction at a time takes place in the classroom and that the teacher is usually one of the speakers.

Here we see the type of interaction that is appropriate for the group-work activities in Fly High.

A communicative activity in a learner-centred class.

As can be seen, the teacher is free to listen, monitor, think ahead, re-plan the next stages and hear her pupils teaching one another the vocabulary and grammar they know.

While communicative activities are in progress, the teacher no longer “teaches”, s/he organises, sets up activities and ‘monitors’ them discreetly, that is s/he listens to the pupils and makes sure that everything is in order. The teacher should help only if s/he is quite certain that his/her pupils cannot manage on their own.The teacher should be like the conductor of an orchestra: conduct but not play.

At first you may find some of these activities a little difficult to organise but you will soon get used to them. We are sure that your pupils will find them so motivating and enjoyable that they will help you.

Dealing with errors in spoken EnglishMany teachers nowadays find it difficult to decide whether they should or should not correct every error their pupils make. In the traditional classroom the emphasis is usually on accuracy and all mistakes are corrected immediately. The problem with this is that a lot of pupils will be reluctant to speak for fear of making mistakes and being corrected.In the learner-centred classroom, where pupils are being encouraged to use English in real communication, fluency is just as important as accuracy. We are not suggesting that correction should be abandoned, but that it can be

15

INTRODUCTIONpostponed until after the communication activities in Fly High. If you do this then you will not be constantly interrupting your pupils. Of course you will need to remember the mistakes your pupils make so we suggest you note them down as you walk around the classroom. At the end of the activity you can point out some of the common or more important mistakes you noted.

NoiseIn a learner-centred classroom noise is inevitable and should be seen as a good thing provided it is controlled and constructive. Train your pupils to speak quietly and politely during pair and group work and be ready with additional tasks for those who finish their work early. If you give clear instructions before an activity you will find that pupils will be able to do the tasks without confusion and unnecessary noise. Set clear rules on how you expect pupils to talk to you and to one another.

Using Mother TongueThe authors of Fly High believe that English is best learned through English so we expect the teacher to use English as much as possible in the classroom.Of course there are some instances where pupils will need explanation or clarification in their mother tongue. However we hope that you will try to resist the temptation to translate everything. Research has shown that pupils learn more effectively if they are encouraged to work out meaning for themselves.

Checking homeworkEvery experienced teacher has his/her own routine for how to correct homework. Here are some hints for inexperienced teachers.

How?There are several ways of checking homework.a Traditional method The teacher takes the children’s works and tries to correct every single mistake.b Non-traditional method The teacher uses two coloured pencils or pens for checking.Green colour - warning.When a pupil makes a mistake for the first time, you underline it with the green pen. Here pupils should work on the mistake made.Red colour - bad.When a pupil makes the same mistake in many exercises you underline it with red pen. Here pupils should really work hard on the mistake made.You can correct the mistakes yourself but it is better to give the pupils a chance to do it themselves. You can help your pupils correct their own mistakes by providing the following symbols in the margin:Gr - grammar mistake16

Sp - wrong spelling WO - word order mistake.P - punctuationc Self-checking method Pupils check their own work following a given model (for example the teacher asks pupils and writes the correct answers on the blackboard.)d Inter-checking method The teacher asks pupils to swap their work and correct any mistakes following a model which they are given.

When?a While pupils are doing classwork activities, you can go round and quickly look at their homework.It is a good idea to ask pupils to have two exercise books. One for classwork and one for homework.b You can assess homework during the Project lesson, c You can take pupils’ exercise books home to assess.It is essential to collect pupils’ work because:• It is only through doing homework to supplement the three lessons a

week that pupils will make good progress. If you do not check the homework, pupils will stop doing it.

• Pupils will make mistakes in their homework as they experiment with the new things they have learned. Every mistake is a learning opportunity if you help them to find it. If you don’t, they miss the opportunity to learn, and may even learn something wrong!

• You can see the pupil’s progress.• You can work with the pupil individually.• You can stimulate your pupils to make displays, competitions, etc.• It will help you to work with pupils’ parents.

Additional informationThe following symbols appear in the Classbook:

Pupils should open and write in their exercise books.IH Play the cassette or read the tapescript if you do not have the cassette

or tape recorder.

The following abbreviations are used in the Teacher’s Book:P = pupil; PP = pupils; BB = blackboard; Ex.Bks = exercise books

Enjoy Fly High 7!We, the authors, had great fun writing Fly High 7. Now we hope that you, the teachers, will enjoy using it with your pupils. Good luck to you and your pupils!

INTRODUCTION

2 — Fly High 7 17

Unit Lessons and Topics

Communicative and Skills Development aims

Grammar and Pronunciation

Vocabulary HomeworkCross-curricular

themes

1 Cit

y an

d vil

lage

p.6-

13

Lesson 1 Toshqo'rg'on

Talking about famous places in Uzbekistan Listening for main ideas Reading for detailed information Writing a connected paragraph about places

NewQualification: not very, a bit, a little, quite, very, very, veryPronunciation: [s], [z]RecycledThere is ... It i s ...There are ... They are ...

Vocabulary to describe places

Writing sentences about hometown, city, village using the model

Learning about famous places in Uzbekistan & hometown Making a speech Editing: (finding & correcting mistakes

Lesson 2 How do Iget to ...?

Asking & saying where something is Asking for& giving directions using a simple street plan Listening for detailed information

Excuse me ... Prepositions of place: opposite, on Adverbial phrases of direction and distance: as far as, go along Prepositions o f place: near, in front of, in, next to ...

Recycling vocabulary for buildings and new buildings e.g. post office

IMaking words from the jumbled words.

Writing the dialogue in order

Working with a street map

Lesson 3 Language Centre

Talking about activities in a Language CentreListening for detailed & specificinformationReading for detail

would like to do Wh questions Asking for and giving directions

Recycling vocabulary for schooling and school activities

Finding e-mail, internet addresses from newspapers, journals, etc. & trying to send messages to them

Learning about Language Centres, Web site, e-mai Interviewing I

Lesson 4 Cambridge

Talking about places in a town or a city Reading for specific information Inferring the meaning of words from context

would like to Wh questions Asking for and giving directions

Vocabulary for adverts and city/town features

Writing about one's next summer holidays

Learning about famous places in the UK: Cambridge Practising dictionary skills with the Wordlist

Lesson 5 Apple Day

Talking about festivals; Reading for detailed information & making notes Inferring the meaning of words from context Listening for main points

Yes/No and Wh questions would like to do

Vocabulary for festivals and festival activities

Writing about one's favourite holiday or festival.

Learning about festivals in the USA & local ones in Uzbekistan

Lesson 6 Project

Designing & making a poster advertising hometown/village & using it to make a presentation

All grammar related to the topic

All vocabulary related to the topic

Preparing for the Progress Check

Writing leaflets Practising presentation & evaluation skills



Grammar and Pronunciation

Vocabulary Homework Cross-curricularthemes

2 Yo

ur

healt

h p.

14-2

1

Lesson 1 I've got a pain in m y...

Talking about parts of the body &health problemsTranslating a structure intomother tongueListening for gist & specificinformation

Use of 'have got1 with pains Spelling & pronunciation of: wrist, knee, thumb, tongue, stomachPronunciation: [m] and|n] Demonstrative pronouns

Parts of the body 1 Writing conversations

2 Finding words with silent letters

Lesson 2 What's the matter?

Talking & writing about illnesses/health problems Reading for specific information & making notes in a table

Use of indefinite article with illnesses after'have got (a) ... Spelling of 'ache'Short answers to questions Complex sentences: When and if

Health problems/ illnesses

Putting the words in order to make sentences

Raising awareness of symptoms & how to treat common illnesses

Lesson 3 I've brushed my teeth

Talking & listening about duties/responsibilities we have done

Present Perfect (regular verbs) (affirmative, question, negative)Short answers

Recycling vocabulary about households

Writing five questions using regular verbs in the Present Perfect

Lesson 4 He's broken his leg

Talking about accidents Reading for gist

Present Perfect (irregular verbs) (affirmative, question, negative) Short answers; 1 don't feel well. 1 hope you feel better soon.

Recycling vocabulary about health

Reading short conversations (irregular verbs in the Present Perfect) & writing the problem

Cross-cultural information: what to write & say when people are ill

Lesson 5 Have you taken a tablet?

Talking about symptoms & giving advice; Working with the Wordlist Listening for gist & specific information; Giving instructions Practising translation

Modal verb: Must Medicines & treatments Recycling vocabulary for illnesses

Reading short dialogues & completing the doctor's notes

Komparing sayings in English, Uzbek, Russian & other languages through translation Dictionary skills

Lesson 6 Dear Abby... please help me

Talking about problems Reading for gist, specific & detailed information & making notes in a tableWriting replies to letters & giving advice; Listening for detail

Prefix: un- Vocabulary needed to describe problems and give advice


Cross-cultural information: learning about teenage magazines with problem pages Evaluation skills

UnitLessons and

TopicsCommunicative and Skills

Development aimsGrammar and Pronunciation


themes

3 Sp

ort

p. 22

-29

Lesson 1 Sports at school

Talking about sports one likes/ dislikes, & PI lessonsListening for specific information

Use of do & play with sports Pronunciation: [a:] and [o:] Present Simple 1 like ... but 1 don't like

Verbs do & play Recyclingvocabulary for sports

Writing about sports at school & sports one does or plays

Komparing PI lessons in the UK & Uzbekistan

Lesson 2 I like kurash. So do I..

Talking & writing about sports one likes/dislikes & giving reasons Expressing agreement & disagreement Listening for specific information

So do 1, 1 do too. Nor do 1, 1 don't either 1 don't. 1 do.Use oflfs+sdj (fun,difficult, etc) Complex sentences with 'because'

Recyclingvocabulary for sports & adjectives

Writing about sports one likes/doesn't like & giving reasons Practising with So do 1, etc.

Learning the way of socialising during the conversation

Lesson 3 Girls in sport

Talking about men & women in sport; giving opinions about women in sport Reading for main ideas

Use of sport(n) & sports(adj) Complex sentences with because Likes & dislikes

Recyclingvocabulary for sports & adjectives

Writing reasons for & against women in sport

Gender issues: discussion of women & sport

Lesson 4The President'sCup

Talking about players & tournaments Working with the Wordlist Writing biographical information Reading for specific information

Yes/no and Wh questions Past Simple

Vocabulary related to tournaments

Writing questions to interview an athlete Writing about a favourite athlete

Raising awareness of international sports events in Uzbekistan

Lesson 5 Sport: for and against

Talking & writing about reasons for/against doing sport Practising translation Agreeing & disagreeing Giving opinionsFocus on sports (adj) & sport (n)

Complex sentences 1 think/know th a t...1 agree/disagree tha t... Complex sentences with 'because ’ make+adj.

Recycling adjectives Completing sentences with'sport' (n)or 'sports' (adj)

Writing reasons for & against sport

Lesson 6 Project

Talking about debates Debating about sport



Preparing for the Progress Check.

Learning to debate Critical thinking Citizenship skills (chairing a meeting) Working independently

UnitLessons and


Development aims Grammar and Pronunciation Vocabulary HomeworkCross-curricular

themes

4 O

lympi

c G

ames

p

30-3

7

Lesson 1 The Origin of the Olympic Games

Talking about the Olympic Games Reading for specific information & main ideas; Inferring the meaning of new words from context

Use of 'be going to' for future plans/ intentions Pronunciation: [au] and [oi] Yes/no and Wh questions

Vocabulary related to the Olympic Games

Writing about what one is going to do before his/her next English lesson

Getting information about the origin of the Olympic Games

Lesson 2OlympicSymbols

Talking about the Olympic symbols Reading for specific information Inferring the meaning of words from context; Working with the Wordlist

Present Simple Yes/no and Wh questions be going to

Vocabulary related to Olympic Games and symbols

Writing six facts about the Olympics (using Present Simple). Making sure the verbs are used correctly

Getting information about the Olympic symbols and opening ceremony

Lesson 3 Teenage Champions

Talking about what one has done since some time in the past Reading for gistInferring the meaning of words from context; Working with the Wordlist

Present Perfect + Preposition of duration: since

Past Simple, dates (rears) Yes/no and Wh questions

Vocabulary related to championships prizes and history

Writing about what one & a friend has done since some time in the past

Getting information about national sports champions; developing a sense of national pride

Lesson 4 Uzbekistan and the Olympics

Talking more about sports & athletes Listening for detailed information Writing interview questions

be going toYes/no and Wh questions

Morevocabulary about sport

Writing questions for an interview

Getting infomation about famous athletes Working with the Grammar Reference

Lesson 5 The Millennium Games

Talking more about Olympic Games Reading to check knowledge & for detailed information Listening for specific information Writing a short paragraph

Past Simple Present Simple be going to ’can' for ability

Recycling vocabulary for sports, countries, transport, the Olympics

Word square with vocabulary of the unit.Writing about what you can do & asking for permission using 'can'

Getting information about Australia & the Olympic Games in Sydney

Lesson 6 Project

Debating about the Olympics Designing & making a leaflet about imaginary Uzbekistan Teenage Olympics



Preparing for the Test Learning to debate Critical thinking Citizenship skills (chairing a meeting) Working independently Learning to organise an event



Grammar and Pronunciation Vocabulary HomeworkCross-curricular

themes

5 Cl

othe

s p.

38-4

5

Lesson 1 National costumes

Talking & writing about national costume in Uzbekistan & Britain Reading & listening for detailed information

Pronunciation: [9] and [5]

Present Simple Past Simple

Vocabulary related to national costumes

Writing words from jumbled letters; Writing a letter about national costumes

National dress/clothes in Uzbekistan & in the UK

Lesson 2 What size do you take?

Talking about clothes, buying them and sizesListening for gist & detailed information

Words used only in plural to try something on Wh questionsPast Simple , Present Simple

Morevocabulary for clothes

Reading a dialogue & filling in the gaps with the appropriate words; Writing a dialogue

Lesson 3 School uniform

Talking & writing about uniforms in Uzbekistan, the UK and around the worldListening for specific & detailed information

Tag questions

Present Simple

Vocabulary todescribeuniforms

Completing the sentences with the correct tag questions;Writing about teachers

Uniforms in Uzbekistan & in the UK

Lesson 4 What's it made of?

Talking & writing about what clothes are made ofWorking with the Wordlist Listening for gist, detailed information & note taking Writing about national costume for special days

What is it made of? It’s made of Where is it made? It's made in

Wh questions, Present Simple I've got ...

Vocabulary for fabrics

National costumes for special days

Lesson 5 We think that...

Expressing opinions about clothes & school uniformsWriting a reply to a formal letter Agreeing/disagreeing

Complex sentences We believe tha t... is good.

Present Continuous We think/know that

Vocabulary needed to discuss school uniform

Word square to revise topic vocabulary Putting the words in order to make sentences

Replies to formal letters

Lesson 6 Project

Designing a new school uniform. Making a poster about it & presenting it to the class Debating about school uniform

Language to express agreement and disagreement 1 beiieve/knov/ think th a t...

Vocabulary to describe school uniform



Communicative and Skills Development aims Grammar and Pronunciation Vocabulary Homework Cross-curricular

themes

6 Sh

oppi

ng

and

cust

omer

s’ rig

hts

p.46

-53

Lesson 1 Shopping centres

Talking & writing about shopping centres & buying thingsReading for gist & detailed information: dictionary entry

Word building: book + shop (n+n) electrical+shop (adj+n) Pronunciation: [f] and [tj] Modal verb can for possibility

Recycling/new types of shops

Writing where the things can be bought Finding words in the Wordlist & translating

Raising awareness of the kind of information in a dictionary of language & culture

Lesson 2 Bargain for the best price

Talking about sizes & clothes & shopping habitsListening for detailed & specific informationReading for detailed information

It suits/doesn't suit you.It fits/doesn't fit you.'be going to'; 'can'for possibility Yes/no and Wh questions Past Simple

Vocabulary for buying and selling

Writing the dialogue in orderWriting sentences using 'it fits/doesn't fit' you and 'be going to'

Lesson 3Customers'rights

Talking about customers' rightsReading for gistListening for specific & detailedinformation

It's brokenPast Simple and Present Perfect Language of opinion, agreement & disagreement 'Should' for advice

Vocabulary related to buying and selling things

Writing a dialogue about customers' rights in order

Raising awareness of customers' rights

Lesson 4 Buy mine. It's the best.

Reading & understanding information on packagingTalking &writing simple adverts

Supertative+object+ti me/place

Present Simple

Adverts on packets

Categorising words Understanding the parts of an advert on packaging

Lesson 5 Advertising

Reading &understanding advertisements Talking & writing about the power of advertising; Reading for gist & main ideas Making notesIdentifying the role of sentences in the text Inferring the meaning of words from context

Present Simple Adjectives

Vocabulary related to advertising and adverts

Finding & bringing three adverts to class

Understanding the structure of adverts Raising awareness of the advantages/ disadvantages of advertising

Lesson 6 Project

Talking about advertisements Reading for detailed information Writing a formal letter

Opening 8 closing of a formal letterComplex sentences wth because

Recycling vocabulary related to advertising


Raising awareness of the organisation of formal letters Working cooperatively; Developing critical thinking

UnitLessons and


Development aimsGrammar and Pronunciation Vocabulary Homework

Cross-curricularthemes

7 Le

isure

p.

54-6

1

Lesson 1My favourite hobby is...

Talking about the most/least popular hobbies & leisure activities Listening for specific information Reading information in tables

SuperlativesAdjectivesPronunciation: [ju:] and M 1 like + ingPresent Simple for facts

Recycling vocabulary for hobby from class 5 Leisure activities

Writing about the most popular activities in the class

Comparing Uzbek & English boys' & girls' hobbies, leisure activities

Lesson 2 He likes carving

Talking about pupils' hobbies in the UK & Uzbekistan Reading for gistListening for specific information

be going to 1 think (that) it's ...

Vocabulary for handicrafts

Writing about one's hobbies Writing sentences about intentions

Getting information about national handicrafts of Uzbekistan

Lesson 3 Popular TV programmes

Talking about popular TV programmesReading for detailed information

Use of 'will' for immediate/spontaneous decisions for the future Present Simple

TV programmes and other activities

Doing a quiz about how active one is.

Lesson 4Watching TV - is it good?

Debating about the advantages &disadvantages of TVListening for detailReading for specific information &detailTalking about television programmes & leisure activities

Will for immediate/spontaneous decisionsLanguage to express agreement and disagreement Complex sentences: 1 believe/knoWthink th a t... Complex sentences viith 'because, if, when'

Recycling vocabulary for types of TV programmes from class 5 & 6 and leisure activities

Writing about what one will do tonight using first, then, next, after that, finally

Advantages & disadvantages of TV

Lesson 5I won't stay in town

Talking about different types of summer campsReading for gist, main ideas, specific& detailed informationWriting letters about summer camps

Will/won't for future predictions

/ vent to ...Complex sentences wth 'because'

Vocabulary related to astronauts and the IYAS

Completing the application form

Learning how to complete application forms Raising awareness of The IYAS in Uzbekistan

Lesson 6 Project

Writing an advertisement for a summer camp; Drawing a plan Presenting the camp to the class

Will/won't for future predictions 'Can' for possibility 'For' for duration

Recycling vocabulary of this unit

Preparing for the Test

Learning how to plan, organise and write compositions

UnitLessons

and TopicsCommunicative and Skills



8 G

eogr

aphy

p.

62-6

9

Lesson 1 We're going to Britain

Talking about Great Britain, its parts, counties, queen Reading & listening for detailed information; Practising translation Working with the Wordlist

Present Passive (affirmative) Pronunciation: [f| and [d3]

Present Simple

Vocabulary related to geography

Identifying the correct form of the verb (active/ passive) in a paragraph

Learning about the UK, counties, administrative centres, ruling power Working with the map of the UK

Lesson 2 We're in America

Talking about the USA Reading & listening for specific information

be famous for

Present Passive I'd like to...


Writing the correct form of the verb (active/ passive) in a paragraph Working with the Wordlist

Learning about the USA, states & what the states are famous for; Working with the map of the USA

Lesson 3 East or west, home is best!

Talking about Uzbekistan, its geographic location & districts Reading & listening for detailed & specific information

Present Passive Present Perfect

Vocabulary related to geography, famous people and products

Completing the sentences

Learning about Uzbekistan, the regions & what the they are famous for Working with the map of Uzbekistan

Lesson 4 Tashkent - capital city

Talking about Tashkent, places of interest; Reading & listening for detailed information Making notes from reading

Present Passive (negative & question); Short answers I'd lik e ...Present Passive (affirmative)


Completing a text with the correct forms of the passiveWorking with the Wordlist

Learning about Tashkent & places of interest

Lesson 5 What do the flags say?

Talking about countries, flags, nationalities & languages Reading & listening for specific information

Present SimpleComplex sentences: 1 think(that)

Vocabulary for describing flags, nationalities and languages

Designing a flag & writing what it represents Writing questions in the passive

Learning about countries, their flags, nationalities & languages Raising awareness of countries with multilingual populations

Lesson 6 Project

Writing & doing a quiz about Uzbekistan, the UK and USA

Present Passive Recycling the vocabulary of the unit and other related vocabulary

Preparing-for the Progress Check

Working cooperatively in a group Writing neatly & clearly

UnitLessons

and TopicsCommunicative and Skills



9 Tr

avell

ing

p.70

-77

Lesson 1 From Italy to China

Talking about means of transport, travelling & trips Reading for gist & main points Inferring information not explicitly stated in the text

'By bus/air1 etc & 'on foof Pronunciation: [ai] and [eij 1 want to...Past Simple Superlatives

Vocabulary related to transport and travelling

Writing about the places one wants to travel to and what transport one will use

Learning about Marco Polo, the 13th century travellerFollowing a world map while reading a text

Lesson 2 The Silk Road

Talking about the Silk Road Listening for specific information Writing & talking about places PP want to visit

Comparative - bigger than 1... /not as ... as 1 expected/ wanted/hoped/ thought 1 z\ant to .... because Present & Past Simple

Recycling the vocabulary related to travelling

Writing about the country one wants to visit and giving a reason

Working with maps Information about the Silk Road

Lesson 3 Planning a trip

Talking & writing about travelling, and what to show a visitor in Uzbekistan Reading for gist & detail Giving advice/suggestions Working with the Wordlist

'Should' for suggestions so that

Present Simple

Vocabulary related to travelling: trip (n) journey (n, v) travel (v)

Reading a text from the dictionary and completing the sentences with a suitable word Writing questions for a friend asking for his suggestions

Learning how to make arrangements for travellingPractising dictionary skills

Lesson 4 Xush Kelibsiz! Welcome!

Talking & writing about tips Reading for gis; Inferring what is not explicitly stated in the text Asking for & giving directions

Word building: verb+ing=adj Present Simple, Past Simple Adverbial phrases o f direction and distance (in directions)

Vocabulary describing the cultural side of Uzbekistan

Reading and answering questions

Leaning about life & society in Uzbekistan

Lesson 5 World Spots

Talking & writing about places in the UK, USA and around the world Reading for specific & detailed informationWriting an informal letter

Present Simple Complex sentences wth 'because'

Vocabulary related to famous places

Writing about one's trip using questions from the previous lesson Writing sentences using the word cloud

Learning about famous places in the UK, USA & around the world

Lesson 6 Project

Talking about & making a plan for a trip Writing about the things needed for the trip


Recycling vocabulary of travelling and transport


Organising a presentation so all members of the group have a role Dealing with questions from the floor

UnitLessons and


Development aimsGrammar and Pronunciation


themes

10 H

olid

ays,

H

olid

ays!

! p

.78-

85

Lesson 1 Holiday in Plymouth

Talking about holiday activities & places in the UKWorking with the Wordlist Listening for specific & detailed information

Use of punctuation marks: ./ , / : / ? / ! /Preposition of diration: for ages Pronunciation: [uj and [3 :] Present & Past Simple Wh question

Vocabulary related to holidays

Reading the rules for punctuation & answering questions about it Reading & writing the letter in order

Learning about holiday activities & places in the UK

Lesson 2ExoticAmerica

Talking & writing about exotic places in AmericaTalking about good places to go on holidayReading for gist, main ideas & detailed information

Present Simple Past Simple

Vocabulary describing exotic places

Reading the rule for punctuation & correcting the sentences

Writing the things needed for travelling

Learning about exotic places to visit in America

Lesson 3 Welcome to Dreamworld!

Talking & writing about places of interest in Australia; Reading for detail Listening for specific information & detail Working with the Wordlist

would like to ... Present Perfect

Vocabulary related to zoology, geography and places of interest


Learning about Australia, its zoology, places of interest, etc.

Lesson 4 What makes a goodcompanion?

Talking about preferences & personalcharacteristicsWorking with the WordlistReading for detailListening for specific information

I would (rd) rather do...

Present Simple would like to ...

Vocabulary related to travelling, sports, personal characteristics


Doing the crossword

Lesson 5 Are you a goodcompanion?

Talking & writing about good travelling companionsReading for detailed information

I'd rather go...because ... 1 uould like to ... M/70 ...

Recycling the vocabulary related to travelling

Raising awareness of the need to know yourself & your friends

Lesson 6 Project

Talking & making posters about good places for a day out in Uzbekistan & other countries

PunctuationAll related grammar to the topic

Recycling the vocabulary leamt in the previous units

Preparing for the Test Best places for a day out in Uzbekistan & other countries

Unit 1 City and village

Lesson 1 Toshqo‘rg‘onObjectives:• to revise there is/it is• to listen for main ideas• to read for detail• to write a connected paragraph• to give a short speech about an interesting local place

Activity 1Objective: • to introduce the new vocabulary; to prepare for listening Ask PP to look at the pictures. Introduce the words ‘path’ and ‘footprint’. Ask PP to read and answer the questions. Accept short answers/answers in mother tongue.Key:1 Thousands of years ago.2 Very big - more than 15 metres long.3 Very tall - more than 10 metres high.4 Some were vegetarian and ate plants, but some were meat-eaters.5 We’re not sure but probably because of a change in the weather.6 In a museum, on TV, in films - but not in real life!Activity 2aObjective: • to practise listening for main ideasExplain the situation: There is a competition. Pupils are giving talks. The topic is: ‘Visit my place. It’s great!’Ask PP to listen to the speeches and answer the questions.Tapescript

Sherzod: Good morning everyone. My name’s Sherzod. I come from Toshqo‘rg‘on. It’s a big village in the mountains. And it’s very beautiful! Toshqo‘rg‘on means a castle of stone and our houses are made of stone. They are big and strong.My village is very famous. Why? Because there is a dinosaur path in the mountains near our village... There are 23 dinosaur footprints on the path!

Voices: Wow! That’s amazing ...Fantastic.I love dinosaurs ...Dinosaurs ...

Sherzod: I invite you all to come to our village and see the dinosaur footprints.They’re fantastic. A lot of tourists and scientists come to see them every summer. Toshqo‘rg‘on’s famous. Thank you for

28

listening - and hope to see you soon in Toshqo'rg'on!Host: Thank you Sherzod. Our next speaker is Naima. Please give her a

big hand. (Applause)Naima: Good morning everyone. My name's Naima. I come from Oltinsoy.

My village’s in a valley. It’s very beautiful too. In spring all the trees are in blossom. My village’s name is Oltinsoy because it is near the river Oltinsoy. The water in the river’s clean but very cold.You know, our village is an interesting place too. We have a very big, old tree in our village. It’s so big that many years ago people had a school in the tree.

Voices: Wow! That’s amazing ... Tree school...Fantastic. School in a tree ...

Naima: Yes, it’s amazing. And my grandfather went to school in that tree. You’re welcome to my village to see the tree.Thank you for listening - and hope to see you soon in Oltinsoy!

Host: Thank you Naima. Our next speaker is ...____________________Key:1. Sherzod and Naima.2 Sherzod lives in Toshqo‘rg‘on, Naima lives in Oltinsoy.3 Toshqo‘rg‘on is famous for the dinosaur and Oltinsoy is famous for its big tree. Activity 2bObjective: • to practise writing a connected paragraph PP work in pairs. Pupil A writes about Toshqo‘rg‘on. Pupil B writes about Oltinsoy. When they have finished they can make groups of four and read their paragraphs to each other to check them.Suggestion: With slower classes, you could ask them to finish this work at home.Suggestion: With strong classes, you could ask them to take notes from the cassette under headings e.g. Name, Place, Interesting thing, etc. and write a paragraph without the help of the text in 2b.Key:Toshqo‘rg‘on is a big village in the mountains and it is very beautiful. Toshqo‘rg‘on means a castle of stone. The houses there are made of stone. They are big and strong. The village is very famous because there is a dinosaur path in the mountains near the village. There are 23 dinosaur footprints on the path. Toshqo‘rg‘on is famous. A lot of tourists and scientists go to see the dinosaur footprints every summer.Oltinsoy is a beautiful, small village in a valley. In spring all the trees are in blossom. The village’s name is Oltinsoy because it is near the river Oltinsoy. The water in the river is clean but very cold. The village is an interesting place because there is a very big, old tree there. It is so big that many years ago people had a school in the tree. In summer, if you go to the village, you can see the tree school.

UNIT1

29

Suggestion: Before doing activity 3, you could do Grammar Exercise 3, or you could leave it for later or assign it for homework.Activity 3Objectives: • to practise writing about the place you live in; to practise

giving a short speech Ask PP to think about their town or village. Help them to find something interesting in the place they live in or in the region (interesting buildings, houses, mosques, choyhona, etc., interesting people. Encourage PP to find something to be proud of. Write their answers on the BB.Suggestion: You could do Grammar Exercise 1 here if you think your PP need more practise with There is ... it is before writing.Divide PP into groups of 3-4 and ask them to write about their place.Then they should give a short speech about their place. Ask the class to choose the most interesting description or interesting facts in the speeches.

Lesson 2 How do I get to...?

UNIT1

Objectives:• to ask for and give directions• to listen for detail• to practise working with a map

Suggestion: You could do a warmer to revise the words PP already know (bank, supermarket, market, bus stop, school, library, hospital, near, next to.) Ask PP questions and let them answer. If your PP are strong, they could ask the questions as well, e.g. Teacher: What’s next to/near the market?

PP: The bus stop.Activity 1 aObjective: • to introduce the new vocabularyPP read the new words, listen to you or the tape say them and then repeat them after you or the tape. Make them say the word all together several times, then ask individual PP to say the word.

^ See Classbook for Tapescript Activity 1 bObjective: • to practise pronunciation and memorise the new vocabulary Ask PP to listen to the new words, repeat them. Then work in pairs doing point and say. P1 points to any building (words) on the picture. P2 reads. Activity 2a, 2bObjective: • to give further practice in using the new wordsThis is a normal Chain drill. In 2b PP do the same activity, but in pairs.Activity 3a, 3bObjective: • to listen for detailed informationAsk PP to look at the Remember box. Explain the meaning of the phrases. Ask PP to write the numbers 1-3 in their Ex.Bks. Then they look at the map in30

1 a, b and listen to the conversations. Stop the tape after each conversation. PP write the name of the place the person is asking for. You may need to play the tape twice. Then play the tape a third time, line by line. PP repeat after the tape.

[H See Classbook for TapescriptSuggestion: If you have a strong class you could use the structure suggested in the syllabus: Excuse me. Can you tell me how to get to the ...? This is a long and complex structure so for the majority of PP we have given the easier alternative: Excuse me. How do I get to ...?For the same reason we have not included the alternative form ‘until you get to’ but have used only ‘as far as’. If you have a strong class, you could teach both forms. Activity 4Objective: • to ask for and give directionsPP work in open pairs having conversations similar to the ones in 3a (but saying the place they want to find) using the map at the top of the page. When you feel that PP can do it without making mistakes, let them continue to work in closed pairs.To check the activity you could ask a few pairs to perform their conversations to the class.Activity 5aObjective: • to prepare for activity 5bPP copy the map into their Ex.Bks TWICE and add the places wherever they like on ONE of the maps. Make sure they do not let their partners see! Activity 5bObjective: • to give further practice in asking for and giving directions PP take turns to ask and answer about where places are. First Pupil A asks where places are, Pupil B answers according to his/her map, and Pupil A writes the names of the places in the right place on his/her empty map. Then the pair does the same for Pupil A’s places.Go round quickly and check all pairs are working correctly. Then just go round and help/correct as necessary. If PP have understood each other correctly, the map P1 completed according to P2’s instructions should be the same as the map P2 drew.Suggestion: You could do Grammar Exercise 2 here. It is a new kind of exercise. PP have to find and correct mistakes.

Lesson 3 Language Centre

Objectives:• to revise and practise asking for, giving and following directions• to read for detail• to listen for specific information and for detail• to raise PP awareness about useful activities they can do in cities

e.g. going to a Language Centre ___________

UNIT1

31

UNIT1 Activity 1 aObjective: • to raise PP awareness of Language Centres Ask PP to answer the questions. Help them if necessary.Activityl bObjective: • to practise following directionsAsk PP to look at the map of the centre of Nukus. Explain that PP are going to hear a conversation when someone asks the way to the Language Centre. Make sure that PP understand that the conversation takes place in Bobur Street. PP listen and say which building is the Language Centre and which is the railway station.Tapescript

H i A: Excuse me.B: Yes, Can I help you?A: How do I get to the Language Centre?B: This is Bobur Street. Go along this street and turn left. Go along that

street - it’s Dosnazarov Street. The Language Centre’s on the left near the railway station.

A: So that’s ... along this street and turn le ft... along Dosnazarov Street and it’s near the railway station.

B: Yes, that’s right.A: Thank you.B: You’re welcome.

Activity 1 cObjective: to read for detailAsk pupils to read the leaflet and say what information they can get from it. Help them find: opening hours, location, activities, something special etc.Activity 2aObjective: • to listen for specific informationAsk PP to listen to the tape and answer the questions.Tapescript

Hello. My name is Gulsinay. I’d like to invite you to our Language Centre. It was founded in 1992 and offers students many after school activities. More than one thousand students come to our language classes four times a week after regular classes. Our program includes video classes, audio practice, and music classes built around English songs. Our International Business School has 29 professors, six of them from the USA and Canada. Our Teen Club ‘Shigis’ (‘Sunrise’ in Karakalpak) is a club that was opened to offer a safe space to teens from low-income families. It’s a UNICEF-Uzbekistan project. These young people have classes in English and computers, they learn music, dance, painting and business. We have two indoor gyms as well as an outdoor football field

32

and basketball court. Our gymnastics teams compete all around the country. We have Taekwon-do, football and basketball teams. We also have a pre-school programme for small children who come four days a week. They learn to read, write, sing and dance. For more information you can call 2332280. I’d like to welcome you to come and ‘progress’ your knowledge at our Progress Centre.

UNIT1

Activity 2bObjective: • to listen for detailPP listen and say True or False. You will probably need to play the tape twice. The second time you could stop each time just after the answer is given, and check the answers with the class.Activity 2cObjective: • to stimulate a personal response to the idea of a Language Centre PP answer the questions. For each question, listen to several PP opinions.Activity 3Objective: • to give freer practice in asking for and giving personal information; to practise completing a formThis is an information gap activity. PP work in closed pairs. One is the Head Teacher at a Language Centre, the other is a P who wants to join the Centre. Ask the Head Teachers to copy the form into their Ex.Bks while the PP decide what activities they want to have at the Centre. Go round quickly at the beginning of the activity and make sure that all pairs know what to do. Then listen in to various pairs and make a note of any common mistakes or difficulties to discuss with the class after the activity.Suggestion: If you have a slower class, you could revise personal questions (What’s your name, etc.) with the class before doing the paired activity. Suggestion: You could do Word Building Exercises here. Many of the examples are to do with learning a language.

Lesson 4 CambridgeObjectives:• to read for specific information• to practise inferring the meaning of unknown words and using the Wordlist• to write about where one would like to go on his/her holidays• to revise and practise asking for and giving directions• to introduce cultural information about a historic city in the UK

Culture Note: Cambridge is famous for its university. It is the second oldest university in the UK (Oxford is a little older). The university was founded in the 13th century. The name of the city comes from the name of the river it lies on - the river Cam [kasm]. Some very famous people studied at the university e.g. John Milton, the famous poet and writer; Isaac Newton the famous physicist; John Maynard Keynes, the famous economist; and many other famous people.

3 — Fly High 7 33

UNIT1Activity 1a, 1bObjectives: • to introduce Cambridge and where it is in the UK; to prepare

for the reading the texts in activity 2 PP look at the map and answer the questions. Then they read and check their answers to questions 1 and 2.Activity 2a, 2bObjective: • to read quickly for specific information To practise reading the entries in the way they would be read in real life - once to find out what there is to do, then again to find out specific details about the places we want to visit.Key: 1 and 2 not free; 3 we don’t know; 4 free.Activity 2cObjective: • to practise inferring the meaning of unknown words and using

the Wordlist to check PP work out the meaning of the words and then check in the Wordlist. You could ask them how they guessed (similar to their language, similar to a word they already know, from the context, etc.) Then say the words and ask PP to repeat them after you in chorus, in rows and individually.Activity 2dObjective: • to stimulate a personal response to the information in the texts PP work in pairs telling each other the places they would like to visit. When they are ready, ask a few pairs to tell the class their answers. Find which places are the most popular.Activity 3Objective: to revise and practise asking for and giving directions Ask PP to work in pairs. PP take turns to ask directions to one of the places on the map in activity 2a and to give directions.

Lesson 5 Apple DayObjectives:• to guess the meaning of words from the context• to read for detail and listen for main points• to write notes from reading and use them as a basis for talking about smth• to learn about special days and festivals in the USA and Uzbekistan• to write about a favourite holiday or festival

Activity 1 aObjective: • to help pupils to read the leafletAsk PP to look at the questions, read the leaflet and find the answers. Give them some time to do this. Then check their answers.Activity 1 bObjective: • to guess the meaning of words from the contextPP read the leaflet and find the words. They guess the meaning and write

34

the translation in mother tongue. If they can’t guess, PP can look in the Wordlist.

UNIT1

Activity 2Objective: • to listen for main pointsTell PP they are going to listen to a radio programme about Apple Day. Ask PP to read the questions and note the answers while listening. After the first listening ask PP if they have found the answers, if they have, ask them what they think the answers are. Do not say if PP are right or wrong. Then play the tape again and stop after each answer and let PP tell you if they were right or wrong.Tapescript

Good morning listeners. You’re listening to Farming Today on Radio 2 with Frank Smith. We begin our programme today with a look at Apple Day. This year Apple Day is on October the 21st. But what is Apple Day? Mr John Drake is an apple farmer and he’s here to tell us all about it.Frank: Good morning, Mr Drake.Mr Drake: Good morning, Frank.Frank: So tell us, Mr Drake, what is Apple Day?Mr Drake: Apple Day is a celebration of apples, orchards and character. The festival began in 1990. People in the USA and the UK were unhappy because old kinds of apples were disappearing ... in fact .. well, in the market there were just a few, international kinds of apple. They looked beautiful, but you know, they didn’t always taste nice! People wanted their traditional, delicious apples. So in many villages and small towns people like me got together and began to have Apple Days and Apple Festivals to make people interested in the old, traditional kinds of apples.... (fade)

Activity 3aObjective: • to make notes from reading; to use the notes to talk from Write this table on the BB. PP copy it into their Ex.Bks and then complete it as they read the text.

Name of the holiday or festival

Season Place Openingtime

Activities Food

e.g. Apple bay

When they have finished, ask PP about Apple Day and ask them to answer using their notes with the CB closed.Activity 3bObjective: • to guess the meaning of words from the contextPP find the words in the leaflet. They guess the meaning and write thetranslation in mother tongue. You could ask them how they guessed (similar

35

to their language, similar to a word they already know, from the context, etc.) Then say the words and ask PP to repeat them after you in chorus, in rows and individually.Activity 3cObjective: • to stimulate a personal response to the information in the texts PP can work in pairs telling each other the places they would like to visit. When they are ready, ask a few pairs to tell the class their answers. Find which events/things are the most popular.

Activity 4a, 4bObjective: • to practise writing notes about a festival or special day in PP

own placeAsk PP to think about festivals in their town or village. Help them to find something interesting in the place they live in or in the region. Encourage PP to find something to be proud of. Remind them to use the questions to help them. They should copy the table in 3a again and complete it for this festival. They may add extra columns e.g. for special clothes.They will use the notes in the table for their homework so it is important that every PP copies the table and completes it.

Lesson 6 ProjectObjectives:• to develop an appreciation of PP own culture• to revise and consolidate the material of the unit• to develop PP ability to work independently and creatively• to develop the skill of working cooperatively in a group •to develop planning, layout and design skills• to develop evaluation skills

ActivityDivide PP into groups of 3-4 and ask them to prepare a leaflet about their town/village. They should include interesting information about the place they live in. Explain that the leaflet should contain information about the four things listed in their CB.PresentationWhen they have finished, display their posters on the desk tops or on the walls, if possible. Ask PP to go around and look at all the leaflets. They should imagine they are tourists. They should find one thing they like about each leaflet.EvaluationWhen PP have finished looking at the leaflets, and are sitting in their seats again, go through each leaflet in turn and ask PP to say what they like about each one.36

UNIT1

Pronunciation 1Pronunciation Exercise 1asentence, seaside, scenario, recipe, once, space, miss, cycle, decide, across Pronunciation Exercise 2Note: The underlined letters are read as [k] and bold ones as [s],

consist, concert, circle, cassette, castle, accept

If you think it will help your pupils you can explain as follows. However, many pupils learn better simply by focusing on, practicing and so learning the pronunciation of each word as they meet it for the first time. *Explain that: The letter ‘c’ is read as [s] before vowels ‘e, i, y’. In other cases it is read as [k]. The letter ‘s’ is read as [s] when it comes at the beginning of words, before or after voiceless consonants and after ‘voiceless consonant + vowel’ combinations at the end of words. Letter combinations like ‘see, ss’ are read as [s]Pronunciation Exercise 3PP own answers.

Pronunciation 2Pronunciation Exercise 1amusic, desert, eraser, squeeze, suppose, busy, Uzbek, snooze, leaves Pronunciation Exercise 2Note: The underlined letters are read as [s] and bold ones as [z],

pleasant, physics, size, cheeseburger, close, cosyIf you think it will help your pupils you can explain as follows. However, many pupils learn better simply by focusing on, practicing and so learning the pronunciation of each word as they meet it for the first time.Explain that: The letter ‘s’ is read as [z] between two vowels, after voiced consonants and at the end of words after ‘voiced consonant + vowel’ combinations. The letter ‘z’ is always read as [z].

Pronunciation Exercise 3PP own answers.

GrammarGrammar Exercise 11 There are ten boys in our class. They are Sulton, Bahodir, etc.2 There is a castle on the hill. It is very old.3 There is a supermarket in my village. It is new and beautiful.4 There is a new director at our school. He/she is very kind.5 In summer our town is very beautiful. There are lots of fountains. They are cool and nice.

UNIT1

6 There are several choyhonas in our town. They are friendly and comfortable.7 There are 34 pupils in our class. They are all good pupils.8 There is a bus from our village to the town. It is not expensive. Grammar Exercise 21 There are many beautiful places in our village.2 There is a castle on the hill. It is very old.3 There is a supermarket opposite the bank.4 Excuse me. Is there an art gallery near here?5 How do I get to the art gallery?6 There are many beautiful places in our village.Grammar Exercise 3 1)Uzbek: Toshqo'rg'on judachiroyli qishloq. Oltinsoydajuda, juda katta daraxt bor.

Russian: ToniKypraH — sto oneHb KpacHBaa ̂ epeBHH. B OjrmHcoe ecTb oneHb, oneHb Gojibinoe aepeBo.

2)1 Uzbek: Men tangalarga uncha qiziqmayman. Sizchi?Russian: 51 He oneHb HHTepecyiocb MOHeTaMH. A tm?2 Uzbek: Men bir oz isib ketdim. Derazani ochaylik.Russian: MHe HeMHoro xapno. ^aBairre oTKpoeM o k h o .

3 Uzbek: Men biroztashvishdaman, chunki bugun ertalab toshbaqamni topa olmadim.

Russian: 51 HeMHoro Bojinyiocb, noT O M y h t o He CMorjia Haft™ m o io nepenaniKy yrpoM.4 Uzbek: Men ancha ochman, chunki ertalab hech narsa yeganim yo]q.

Russian: 51 nporojioaajica, n o T o w y h t o He no3aBTpaKaji.

3)PP own answers.

Word Building Word Building Exercise 1The prefix ‘re-’ means ‘again’. ‘Reuse’ means ‘use again’.Word Building Exercise 21 If a text is difficult, we can reread it to make sure we have understood, reread = read again

2 If you don’t hear something, ask your teacher to repeat it. repeat = say again ;•38

UNIT1

y

Word Building Exercise 3PP own answers.

Unit 1 Homework Lesson 1 Toshqo‘rg‘on1 Write eight sentences about your town/village/city. Use activity 2b to help you.PP own answers.

Lesson 2 How do I get to ...?1 Find and write the words.1 art gallery 4 theater2 opposite 5 post office3 pharmacy 6 supermarket

2 Write the dialogue in order.2 Excuse me.4 Yes.7 Is there a supermarket near here?3 It’s opposite the school.5 How do I get to it?1 Go along this street as far as the school.8 Thank you.6 You’re welcome.

Lesson 3 Language Centre1 Find five more e-mail or Internet addresses. Copy them carefully and bring them to class. If possible, send a message to one of them.PP answers will vary.

Lesson 4 Cambridge1 Write about your next summer holidays. Copy and complete.PP own answers.

Lesson 5 Apple Day1 Write about your favourite holiday or festival. Use the questions in activity 4a to help you.PP own answers.

Lesson 6 ProjectPrepare for the Progress Check.PP look through this unit.

UNIT1

39

Unit 2 Your health

Lesson 1 I’ve got a pain in my ...Objectives:• to present and practise words for parts of the body• to enable PP to talk about health problems• to practise listening for gist and for specific information• to write short conversations for reinforcement (HW)

Activity 1Objective: • to revise words for parts of the body Play Simon Says. Tell PP they should do the action or show the parts of their body if they hear the words “Simon says” e.g. “Simon says put your hands on your head.” If they hear only “Put your hands on your head” they should not do the action. If they do it, they are out of the game and must sit down. The teacher gives instructions. Use the words: face, eye, head, leg, arm, hair, etc. After a few rounds, a P could give the instructions. The winners are those PP still in the game after 10 instructions/2 minutes.

Activity 2aObjective: • to present and practise vocabulary for more parts of the body Ask PP to look at the picture, read and listen as you say the words. Then ask PP to repeat the words after you in chorus and individually. Using the Remember box, draw PP attention to the silent letters in ‘wrist’, ‘knee’, ‘thumb’, ‘tongue’ and the pronunciation of ‘ch’ as [k] in ‘stomach’.

1 1 See Classbook for Tapescript

Activity 2bObjective: • to practise using the new wordsPP work in pairs. They take turns to say a part of the body which their partner must show or point to.

Activity 3Objective: • to introduce the structure ‘I’ve got a pain in ...’PP look at the picture and guess the meaning of the phrase using the picture and the words.Ask PP to repeat the phrase after you.

Activity 4Objective: • to practise using the new structure and new wordsThis is a normal Snowball activity. Each P must say all the sentences frombefore and add one of his/her own.Activity 5aObjective: • to practise listening for gistAsk PP to cover/close their books while they listen to the conversations and answer the questions.40

UNIT2Tapescript_______________________________________

Alisher: Mum, I’ve got a pain in my ear. I can’t hear you. Mum: Oh, poor you.Sevara: I’ve got a pain in my tooth. I can’t eat anything. Barno: Oh, poor you.

Key: 1 Alisher: pain in the ear; 2 Sevara: pain in her tooth Acivity 5bObjective: • to practise listening for specific information Ask PP to read the conversations in 5b and write the numbers 1 -6 -in their Ex.Bks. Play the cassette and pause after each number. PP listen and write the missing words in their Ex.Bks.Tapescript:

Doniyor: I’ve got a pain in my knee. I can’t walk.Bahrom: Oh, poor you.Kate: I’ve got a pain in my wrist. I can’t write.Marina: Yes, you can. You’ve got a pain in your left wrist.

Answer key: 1 knee 2 walk 3 wrist 4 write 5 left 6 wrist Activity 6Objective: • to practise talking about health problemsDivide the class into pairs. Ask PP to make their own conversations.

Lesson 2 What’s the matter?Objectives:• to present and practise words for health problems/illnesses• to practise talking about health problems/illnesses• to practise reading for specific information• to write for reinforcement (HW)

Activity 1Objective: • to present and practise words for health problems and illnesses PP look at the pictures and guess the meaning of the words and phrases. Then ask PP to look at the pictures, read and listen as you say the words. PP repeat the words after you or the tape in chorus and individually. Draw PP attention to the Remember box and the use of ‘a’ with some problems and not with others, and the pronunciation of ‘ache’ [k].Then ask PP to listen to you and do.e.g. Say “I’ve got a headache”. PP should touch their heads.

1 1 See Classbook for Tapescript Activity 2Objective: • to practise using the new words in questions A P mimes a health problem. The class say what s/he mimes and the P says if they guessed right or not.

41

UNIT2 Activity 3Objective: • to introduce and practise the question “What’s the matter with you?” Read the dialogue aloud to the class and help them to understand the meaning of the question. Ask PP to repeat the question after you.Then PP work in pairs making conversations.Activity 4aObjective: • to practise reading for specific information

Language Note:‘Medicine’ is the word for tablets, etc. given by a doctor or a pharmacist. ‘Home remedy’ is used for traditional “medicines” which people make at home such as tea made from herbs.

Read the example text with PP and look at the example in the table. Explain ‘home remedy’. Ask PP to copy the table into their Ex.Bks. Then PP read the other texts silently and complete the table for each of them.

Problem Home remedye.g. cold1 headache2 sore throat3 stomachache4 flu

hot lemon tea with honey massage, flower tea ice-cream, jelly herbal tea, hot water bottle hot chicken soup

Activity 4bObjective: • to talk and write about PP own experience Suggestion: If you have a weaker class, discuss with the class what home remedies their mothers give them for a cold, flu, etc. and then ask PP to write about one of them following the example. Use ‘herbal tea’ for any tea made from plants.Suggestion: If you have a strong class let them write about as many health problems and home remedies as they can.When PP are ready, ask a few of them to tell the class about the home remedies their mothers give them. The class could find out the most popular home remedies.

Lesson 3 I’ve brushed my teethObjectives:• to introduce and practise the Present Perfect of regular verbs

(affirmative, negative, interrogative) for talking about health• to write for reinforcement (HW)

Activity 1aObjective: • to introduce the Present Perfect for actions completed at an

unspecified time in the past42

Ask PP to look at the pictures. Ask questions about them to lead to the meaning of the Present Perfect.e.g. Who can you see? How old is s/he do you think? What is s/he doing? Is s/he doing it or is it finished?Let PP answer in mother tongue if necessary. Then introduce the model sentences in 1a. Pupils read, listen and repeat the phrases.

[irs] See Classbook for Tapescript Activity 1 bObjective: • to check the meaning of the Present Perfect Ask PP to read the questions and answer them. Discuss the activities the girl in the pictures has just done. You may ask one of your good pupils how the tense is formed or explain it to the class yourself. Draw PP attention to the Remember box.Activity 2aObjective: • to introduce the third form (Past Participle) of regular verbs Ask pupils to listen and then repeat after you or the tape the three forms of the regular verbs.

D See Classbook for Tapescript Activity 2bObjective: • to revise the pronunciation of past tense ending -ed Ask pupils to listen again and write the words in the right column:[t], [d] or [id]. Check the answers.Key:[t] - looked, washed, finished, watched [d] - cleaned, ironed, answered [id] - visited, tidied, translated.Ask PP if they can remember/work out the rule for how to pronounce -ed. Remind them if they have forgotten ([t] after unvoiced sounds ‘k’ ‘sh’ and ‘ch’; [d] after voiced sounds ‘r’ and ‘n’; [id] after‘t’ and ‘d’.)Activity 2cObjective: • to practise the Present Perfect This is a normal Snowball activity.Activity 3aObjective: • to listen for specific information PP listen and say why Botir cannot go to bed.Tapescript ________________________________

UNIT2

Botir: Mum, I have finished my homework. Can I go to bed now?Mother: Have you washed your face and hands?Botir: Yes, I have.Mother: Have you washed your feet?Botir: Yes, I have.Mother: Have you cleaned your teeth?Botir: No, I haven’t.Mother: Well, go and clean them now.________________________

43

UNIT2 Activity 3bObjective: • to practise Present Perfect questions and short answers This is a normal Chain Drill activity.Activity 3cObjective: • to give freer practice of Present Perfect questions and short

answersDivide the class into pairs and ask PP to play Parents and Children.Ask pairs to make their own conversations and write them in their Ex.Bks. If you have time, you could ask some pairs to perform to the class. Activity 4Objective: • to focus on the irregular verbs: ‘cut’ and ‘hurt’ and the Present

Perfect with s/heAsk PP to look at the pictures and say what’s happened e.g. She’s cut her finger.

Lesson 4 He’s broken his legObjectives:• to introduce and practise the Present Perfect of irregular verbs

(affirmative, negative, interrogative) for talking about health problems• to practise reading for gist• to provide cultural information about the USA and the UK• to introduce some social language (I hope you feel better soon)

Activity 1Objective: • to revise the three forms of irregular verbs.Read the three forms of the verbs. PP listen and repeat in chorus.

1 3 See Classbook for TapescriptSuggestion: For further practice you could do a Chain drill e.g. P1 says “begin”, P2 “began”, and P3 “begun”. P4 chooses another verb, etc. Suggestion: For further practise you could play Bingo! PP draw a simple cross and write the Past Participle of any four verbs in each section of the cross. You call out the first form of the verb e.g. ‘take’ and if they have ‘taken’ on their card they cross it out. When all four squares are crossed out the P puts his/her hand and shouts “Bingo”. The first person to finish is the winner.Suggestion: You could do Grammar Exercises 1 and 2 here.Activity 2aObjective: • to prepare for the next activityAsk PP to look at the picture and answer the question.Key: A boy, George, has broken his leg.Activity 2bObjective: • to practise reading for gistAsk PP to read and match the pictures and sentences.Key: 1c 2b 3a 4d Activity 2cObjective: • to give information about American and British culture44

Ask PP to look at the picture and answer the questions.UNIT2

Culture Note:Explain that in the USA and the UK when people are ill, their friends send them a “get well” card to make them feel better. Ask PP what they do when their friends are ill. (Usually in Uzbekistan we visit the person who is ill. People in the USA and the UK sometimes do this too.)

Activity 2dObjective: • to talk about the situation in the picture PP work in pairs. Ask them to look at the third picture and answer the questions. Then check the answers with the whole class.Suggestion: You could do Grammar Exercise 3 here - or give it for homework.Activity 3Objective: to practise conversations about healthAsk PP to read the sentences and put the dialogue in the correct order. Then check by asking some PP to read the conversation.Key: 1c 2a 3b 4e 5d 6f

Culture and Language Note:Draw PP attention to what Botir says in f) and to the Remember box. It is polite in English-speaking countries to say to people who are ill or don’t feel well ‘I hope you feel better soon/tomorrow.’

Suggestion: To reinforce the correct use of the Simple Past and the Present Perfect you could ask PP to explain in mother tongue why Botir says ‘Why didn’t you come to the gym?’ but 'How long have you had a temperature?’ Key: The first question is about a definite time in the past - during school time which is over now so the Simple Past is used. The second is about an indefinite time in the past so Present Perfect is used.Suggestion: For weaker classes you could ask PP to practise reading aloud the conversation in pairs. For stronger classes you could ask PP to work in pairs and make up similar conversations.

Lesson 5 Have you taken a tablet?Objectives:• to present and practise new words for medicine• to talk about health problems and give advice• to develop translation skills• to provide cultural information about the USA and the UK• to write notes (HW)• to listen for gist and specific information

Activity 1a, 1bObjectives: • to practise using the Wordlist; to introduce the new words Ask PP to find the words in the Wordlist and then say the translation of the words and sentences.

45

UNIT2Ask PP to listen and repeat after you or the tape.

H I See Classbook for Tapescript.Activity 1cObjective: • to practise using the new words in sentences This is a normal Chain drill using the words from 1a.Activity 2a, 2bObjective: • to practise listening for gistAsk PP to listen to the tape and answer the questions. If necessary, play the tape twice.Key: 1 He’s got a temperature and a headache.2 (You should) Take one aspirin three times a day, have hot tea and stay in bed. Tapescript

^ Rahim: Good morning.Doctor: Morning.Rahim: I’ve got a temperature and a headache.Doctor: Mmm.You must take one aspirin three times a day and you should

have hot tea and stay in bed.Rahim: Thanks, doctor.Doctor: Bye.

Then ask PP to write the numbers 1-6 in their Ex.Bks and write what they think the missing words are in the conversation in 2b. Then check the answers one by one. Each time ask PP for the answer, then play the tape again, pausing after the answer.Key:1 a temperature 4 three times a day2 and a headache 5 have hot tea3 one aspirin 6 stay in bed Activity 2cObjective: • to practise giving advice about treatment using the new words In pairs PP make their own conversations using the given words and phrases. Go round and help pairs with their conversations.Activity 3aObjective: • to practise translating the instructions on medicines This is the beginning of developing translation skills. Help PP to translate well by asking them for some examples of the instructions on medicines in mother tongue before they begin to translate the English instructions. Draw PP attention to the way such instructions are written in English:

• using the imperative or ‘You must’;• with frequency at the end of the sentence ‘four times a day’;• the use of ‘one tablet’ instead of ‘a tablet’ to emphasise the number of tablets.

Suggestion: You could ask PP to role play ‘At the doctor’s’ using the conversation in 2b as an example and phrases from 3a for treatment. Ask a few pairs to perform their conversations to the class.

Activity 3b, 3cObjective: • to provide cultural information about the USA, the UK and

Uzbekistan Culture Note:Tell PP that this is a famous saying in the USA and the UK. Ask PP what they think it means (If you eat an apply every day you will be healthy so you won’t need a doctor) and if they agree with it. Then ask them to translate the saying.

Finally ask PP about other sayings they know in any languages they know, if they believe them, etc.Suggestion: If you have a strong class, you may wish to teach them this rhyme too:Early to bed, early to rise, makes a man healthy, wealthy and wise. (If you go to bed early and get up early you will be healthy, wealthy and wise.)

Lesson 6 Dear Abby ... please help me

UNIT2

Objectives:• to enable PP to talk about their problems• to read for gist and for detail• to write an informal letter with advice

ActivitylObjective: • to practise expressing problems

Culture Note: In the USA and the UK there are many magazines, especially for teenagers, which have a ‘Problem Page’. There is a person, usually a woman, who answers readers’ letters. The woman is usually like a wise aunt or elder sister. People write about their problems expecting to get some advice. Usually the advice is published on the same page as the letter. Recently, in magazines aimed at boys and men, the ‘wise aunt’ is a man.

Ask PP to read the example and write any problems they have.Activity 2aObjective: • to practise reading for gistAsk PP to read the texts and say what problems the children have. Suggestion: You could do the Word Building Exercise here. Draw PP attention to the examples in the Remember box and then do the exercise.Activity 2bObjective: • to practise reading for detailAsk PP to copy the table and complete the first two columns with information from the letters. Do Natalie's letter together with the class as an example.

47

UNIT2

Name Problem Advicee.g. Natalie girl unkind,

takes pens, pulls hair, asks for money

tell your teacher and mother about the girl, talk to the girl with your teacher, go home in a group with your friends

Activity 3aObjective: • to practise reading for specific informationPP read Abby’s reply and say her advice to Natalie. Then they completecolumn three in the table (see above).Activity 3b, 3cObjective: • to practise reading for detailed information and writing informal

letters with advicePP work in groups of three. They read the letters, choose one and write a reply. Go round and help groups with their writing.When they have finished, groups can exchange their letters with other groups or they can leave their letters on their desks. Let the class walk round and read the different replies. To keep order in the classroom you can organise it like this: PP walk in single file to the next desk and read. Then they wait. At your command, they move to the next desk and read, etc. You can say: “Wait, OK now move to the next desk and read again”, etc. When they have finished, PP sit down.You can ask them which answer they liked best/liked writing/etc. and give feedback on any common mistakes in the writing/read out some good answers.

Pronunciation 1Pronunciation Exercise 1ameeting, million, money, morning, temperature, comb, column, plum, soum Pronunciation Exercise 2Note: Letter combinations ‘mb’at the end of words are read as [m], melon, thumb, map, team, lamb, symbol, swim, summer, climb, small, tramPronunciation Exercise 3PP own answers.

Pronunciation 2Pronunciation Exercise 1anoise, nice, niece, know, sneeze, snore, knee, snow, knew, pine, pin Pronunciation Exercise 2Note: Letter combinations ‘kn’ at the beginning of words are read as [n], napkin, known, nose, snake, now, thin, standPronunciation Exercise 3PP own answers.

48

UNIT2

GrammarGrammar Exercise 11 I have broken my pencil. 5 We have had our breakfast.2 She has hurt her thumb. 6 Our relatives have come to see us.3 They have done their homework. 7 I have written a letter to my penfriend.4 They have gone home. 8 My mother has taken my brother to

the doctor.

Grammar Exercise 21 They haven’t gone home.2 I haven’t done my homework.3 We haven’t had dinner.4 My parents haven’t come back from work.5 I haven’t seen my friend today.6 My elder sister hasn’t put the Fanta in the fridge.7 I haven’t written a letter to my penfriend this month.8 The doctor says my brother hasn't broken his ankle.Grammar Exercise 31 Have you broken your pencil?2 Has she hurt her thumb?3 Have they done their homework?4 Have they gone home?5 Have you had your breakfast?6 Have our relatives come to see us?7 Have you written a letter to my penfriend?8 Has my mother taken my brother to the doctor?Word Building Exercise1 She has a friendly face. I think she’s kind.2 He looks sad. I think he’s unhappy.3 I like the story. It has an unusual ending.4 Please pick up your things. This room is very untidy.5 I don’t like stories with an unhappy ending. They make me cry.6 Please listen carefully. I have some important news.

Unit 2 HomeworkLesson 1 I’ve got a pain in my ...1 Write three conversations like activity 6.PP own answers.2 Find similar words:knee knife, know, knowledge, kneel, knew, knock, knockout wrist, wrong, write, writer, writing, wrote stomach, ache, Chemistry, Christmas, chrysalis4 — Fly High 7 49

thumb, comb, lamb, climb7 When the weather is good it is pleasant to walk by the lake.

Lesson 2 W hat’s the matter?1 Put the words in order and write sentences.1 My friend has got a headache.2 Nodira has got a high temperature.3 I’ve got a pain in my knee.4 I’ve broken my leg.5 I can’t go to the PI lesson because I don’t feel well.

Lesson 3 I’ve brushed my teeth 1 Write five questions.PP answers will vary. PP questions must be in Present Perfect.

Lesson 4 He’s broken his leg1 Read the short conversations. Write what the problem is.1 Katya’s broken her wrist.2 Aziza and Faina have done their lessons3 Sergey’s hurt his ankle.4 Tom and Jerry have seen the film.5 Dilorom’s cut her hand.

UNIT2

Lesson 5 Have you taken a tablet?1 Read the dialogues and complete the forms.

Name Problem AdviceKomila She's got a

stomachacheTake tablets early in the morning and late in the evening.She mustn’t eat any fruit.

Boris He’s got the flu: a headache, cough and runny nose.

He must stay in hospital and have some injections.

Lesson 6 Dear Abby ... please help me Prepare for the Progress Check.PP look through this unit.

50

Unit 3 Sport

Lesson 1 Sports at schoolObjectives:• to present and practise vocabulary for sports• to present and practise using ‘do’ and ‘play’ with sports• to enable PP to talk about sports lessons in the UK and Uzbekistan• to practise listening for specific information

Activity 1 aObjective: • to revise vocabulary for sports from Book 5PP look at the pictures and match them with the words in their Ex.Bks.e.g. 1hKey:1h 2e 3g 4i 5b 6c 7a 8d 9j 10f 11k

Activity 1 bObjective: • to practise using the words from activity 1a This is a normal Chain drill.

Activity 2aObjective: • to introduce new sports vocabularyFirst PP do the matching activity as in 1 a. Then they listen to the teacher and check their answers.Key: 1b 2a 3d 4c

Language Note:Tell PP that the word “gymnastics” takes a singular verb as it is considered to be an activity. Ask PP which school subjects are similar and look plural but take a singular verb. The answer is mathematics and computer studies.

Activity 2bObjective: • to practise and memorise the new words This is a normal Point and Say.Suggestion: You can omit this activity if PP do not need it.

Activity 2cObjective: • to practise using the new wordsPP work in pairs. They ask and answer what sports they like or don’t like using the new words.Suggestion: You can omit this activity if PP do not need it.

Activity 3aObjective: • to introduce the use of ‘do’ and ‘play’ with sports Ask PP to read the phrases and translate them. Then they should answer the questions. Discuss the answers with PP. Tell them that using sports with these words in English is the same as in mother tongue. In Russian it will be:

51 Hipaio b 4>yr6oji. 51 3a H H M a io c b ru ia B a H b e M . In Uzbek it will be: Men futbol o‘ynayman. Men suzish bilan shug'ullanaman.UNIT3

Language Note: We use ‘play’ with sports which are games and ‘do’ for activities. When we ask a general question “What sports do you do/play?” either verb can be used. But in the answer, we will use the appropriate verb for sports activities or games - do or play.

Activity 3bObjective: • to practise using ‘do’ and ‘play’PP go round the class, ask and answer about sports they do or play.

Activity 4aObjective: • to prepare for the next activity

Country How many PI lessons a

week?

How long is a PI lesson?

Where do you have PI?

What do you do in PI?

Uzbekistan e.g. 2 40 mins gym,school yard, sports ground, swimming pool, etc.

play football, do high jumping, etc.

UKDraw this table on the BB (but without the answers in Italics)PP copy the table and complete it with the information about PI lessons in their school. They do not need to write sentences, only numbers or words.

Activity 4bObjectives: • to practise listening for specific information; to learn about PI

in the UKPP listen to the English PP talking about PI lessons in UK schools and complete the table for the UK.

Tapescript

(A g ir l): Hi, my name is Christine. What can I tell you about PI?.. Well, we have three PI lessons a week. Usually we have a 45 minute lesson in the gym once a week and then we have games on Wednesday afternoon. In winter we play hockey, in summer we play tennis. I love tennis so I play tennis after school on Tuesday and Thursday.(A boy): My name's David. I play football, basketball and hockey. We have three lessons a week. On Wednesday afternoon we have a double lesson - one and a half hours - and at the moment we’re playing football. Then on Fridays we do gym -jum ping, climbing and using equipment. Oh, I forgot, we sometimes do running on Wednesday too. I hate it - eight kilometres!

52

UNIT 3Activity 5Objective: »to compare PI lessons in Uzbekistan and UK PP work in groups of 4. They find similarities and differences in PI lessons. When your PP are ready, check the activity by asking several PP to tell the class their sentences.

Lesson 2 I like kurash. So do I.Objectives:• to revise and consolidate sports vocabulary• to express agreement using ‘So do I, I do too, Nor do I, I don’t either’• to express disagreement using 1 do/l don't’• to write for reinforcement (HW)

Activ ity 1Objective: • to revise sports vocabularyMime your favourite sport and ask PP to guess it. The P who guesses will mime his/her favourite sport and the others should guess it.Suggestion: If your PP are strong, they could play in groups.

Activity 2a, 2bObjectives: • to talk about sports likes/dislikes and give reasons for them;

to write for reinforcement Ask PP to make sentences about their sports likes and dislikes using information from the substitution table. You can ask PP at random or in a chain.Then ask PP to write some of the sentences in their Ex.Bks.

Activity 3a, 3bObjective: • to introduce and practise phrases for agreeing with positive statements PP listen to you or the tape and repeat the phrases. Draw their attention to the stress on T whatever its position in the sentence: So do I. I do too. Then do the chain drill in the usual way, but in 3s. Finally, ask PP to work in groups of 3 and practise using these phrases with different sports.

1 ! See Classbook for Tapescript

Activity 4a, 4bObjective: • to introduce and practise phrases for agreeing with negative statements The same as in 3a,3b.

11 See Classbook for TapescriptActivity 5Objective: • to practise listening for specific information Tell PP they will listen to a cassette letter from a class in the UK to a class in Uzbekistan. They will hear about their sport likes/dislikes. Draw the table in the answer key (without answers) on the BB and ask PP to copy it in their Ex.Bks (or ask them to do it for HWK. They can use the list in Unit 3, Lesson 1, Activity 1). They should complete it with ^o r * as they listen.

53

UNIT3Key:

Sally Anna Oliver Mark1 . volleyball ✓ V2 . swimming X V ■/3. boxing4. tennis X

5. high jump X

6. long jump X

7. football s X

8. running X

9. kurash

Tapescript(a girl) Sally: Hi! My name’s Sally. I’m in class 7 in the UK. Do you like

sport? I love it. I’m lucky, my school specialises in sport. My favourite, favourite is volleyball and I play every day.

(a girl) Anna: So do I. My name’s Anna. I love volleyball but I don’t like anything else - 1 don’t like swimming, tennis, high jump, or long jump,

(a boy) Oliver: My name’s Oliver. I like football and swimming. I go swimming every day.

(a boy) Mark: Hi, I’m Mark. I like swimming too. But I don’t like football or running.

Children all together: Please send us a cassette letter about your sports likes and dislikes.

Activity 6Objective: • to discuss different sportsPP make groups of 3-4. First each P says what sports s/he likes or doesn’t like. Then the group note the main likes/dislikes for the group, ready to report to the class what sports they like or don’t like. They should write these comments in their Ex.Bks. A member from each group gives feedback.

Lesson 3 Girls in sportObjectives:• to practise reading for gist• to practise agreeing and disagreeing with others’ opinions• to practise writing a questionnaire

Activity 1Objective: • to revise and consolidate sports vocabularyPP read the words and say what sports girls or boys can do/play. They cangive different opinions.Activity 2aObjectives: • to practise talking about sports programmes pupils like to watch;

to prepare PP for the reading text54

Before doing this activity draw PP attention to the Remember box and explain the rule. Then ask PP to answer the questions. If they do not watch TV programmes ask them what kind of sport events they would like to watch. Suggestion: You could do the Word Building Exercise here or assign it for

homework.Activity 2bObjective: • to practise reading for gist PP read the text and answer the questions.Key: 1 Let them give different opinions e.g. one P may say They give different opinions about TV programmes.’ Another may say ‘Rano wants to see programmes where women do different sports, and Timur is against women doing karate or boxing.’2 They are writing to the TV director.Activity 2cObjective: • to practise agreeing/disagreeing with others’ opinions Ask your PP to say if they agree with Rano or Timur and why.Suggestion: If your class is very big, or your PP are strong, you could do this activity in groups instead of as a class.Activity 3Objectives: • to express opinions and give reasons for them; to prepare for

the homeworkAsk girls to make groups and discuss what sports they like or want to do. Each group should choose one or two sports. Then ask boys to join any group they want.The girls in each group take turns to say what sports they have chosen and why. All PP should make a list of the sports and the reasons. You can ask them to copy this framework for their lists:___________________

UNIT 3

group sport reasongroup 1 tennis It’s good fun and it’s healthy.

After the girls have reported, the boys should say why they agree or disagree with the girls in their group. All PP should add to their lists.Suggestion: Strong classes can be asked to write their own letter to the TV station, either during the lesson or for homework.NOTE: The next lesson is about the President's Cup. If you think that your PP do not know anything about the President’s Cup, you could ask them to find out for homework in mother tongue so that they are ready for Lesson 4.Lesson 4 The President’s Cup_________________________Objectives:• to introduce new words• to practise reading for specific information• to practise asking for and giving information about tennis players• to learn about sports events in Uzbekistan• to develop a sense of pride about the achivements of Uzbekistan• to practise writing interview questions

55

Activity 1a, 1bObjectives: • to enable PP to work independently using the Wordlist; to

present and practise more sports vocabulary;Ask PP to find the meaning of the words in the Wordlist and write them and their translation in their Ex.Bks. Then PP listen and repeat the words.

IH See Classbook for TapescriptActivity 2aObjective: • to prepare for readingAsk PP what they know about the President’s Cup and write their answers on one side of the BB. Then ask them what they want to know about the Cup and write these answers on the other side of the BB.Suggestion: If your PP do not know about the President’s Cup it does not matter, go on to the next activity.Activity 2bObjective: • to practise reading for specific information PP read the text and answer the questions. Then ask PP to look at the BB and check if what they knew before reading and if they have got answers for their questions after reading the text.Key:1 The President of Uzbekistan.2 Russia, France, GB, Germany, Italy, Israel, and other countries.3 Yes, people in Great Britain can watch it.Activity 3Objective: • to practise asking for and giving information about tennis players PP work in pairs. One of them is ‘A’, the other is ‘B’. Ask them to copy an empty table to their Ex.Bks (Name, Date of birth, etc. like the one on the page). One P is a reporter, the other Oleg Ogorodov/lroda Tulaganova. They take turns to ask questions and complete the tables. If necessary, revise with PP what questions they could ask.NOTE: It must be a good idea to practise the names of some of the competitions as a class in chains before PP begin the information gap activity.

Lesson 5 Sport: for and againstObjectives:• to express opinions using ‘I think th a t...’• to practise talking about advantages/disadvantages of sport• to focus on the difference between ‘sport’ and ‘sports’• to practise writing opinions and giving reasons for them________________

Activity 1 a, 1 bObjective: • to stimulate PP ideas about sports they like and don’t like as

preparation for the debate in Lesson 6 Ask PP to write five sentences about sports they like and do not like and give reasons why. Then ask them to work in pairs and share their likes and dislikes.

UNIT3

56

Activity 2Objective: • to focus on the difference between ‘sport’ and ‘sports’Ask PP to read and translate the sentences and find the difference in the words ‘sport’ and ‘sports’.

O i l Language Note: The word ‘sport’ is more general. We use the word ‘sports’I I when we speak about different kinds of sport.

Activity 3a, 3bObjectives: • to practise expressing opinions, etc.; to gather ideas for the debate Before doing this activity write this example on the BB:I agree. Sport is healthy.I agree that sport is healthy.Explain that we can join two sentences by using ‘that’. Ask PP to translate both sentences. They will see that in Russian the structure is the same, but in Uzbek the structure is different. Draw PP attention to the Remember box. Suggestion: Before continuing with 3a, you could do Grammar Exercise 1.

Divide PP into groups, ask them to choose a timekeeper. The timekeeper should give 1 -2 minutes for each P to say why sport is good. Ask PP to write all the reasons in their Ex.Bks. When PP have listened to all group members, ask them to change groups and share their ideas with PP in the new group. Any new reasons should be added to the Ex.Bks lists. Give your PP only 10 minutes for this activity.Activity 4a, 4bObjectives: • to practise expressing opinions, etc.; to gather ideas for the debate This is the same activity as 3a,3b but now PP should speak and share ideas about why sport is bad. Again, give only 10 minutes for the activity.

Lesson 6 ProjectObjectives:• to revise and consolidate the material of the Unit• to develop PP ability to work independently• to develop critical thinking• to develop citizenship skills (chairing a meeting)

Activity 1Objective: • to help PP to understand what a debate is and why we need to

practise debatingAs this is the first time PP take part in a debate you could explain what a debate is in mother tongue and give some examples before you do activity 1. Ask PP to answer the questions. Help them to understand why they are going to use this technique in the lesson.Activity 2Objective: • to revise/practise language needed foragreeeing and disagreeing

\ 57\

UNIT 3

Revise how to give opinions and how to agree/disagree. If necessary, write the phrases on the BB. Ask PP to read the phrases, check their pronunciation and intonation.Suggestion: If you think your PP need some practice with these phrases, you could do Grammar Exercise 2.

Activity 3,4Objectives: • to revise and consolidate all the material in the unit; to develop

PP ability to work independently Write the motion on the BB. ‘Sport is always a good thing. We should have sports lessons every day at school.’Divide the class into those who are ‘for’ the motion and those who are against. Ask PP to arrange the classroom with the ‘Fors’ opposite the ‘Againsts’ and the Chairperson in the middle. Give each P except the Chairperson a small piece of paper. When a P speaks, s/he puts the paper in a box. Every P must get rid of the paper; no P can speak if s/he has used her/his paper. This ensures that all PP take part and no P dominates.Explain that you will not take part in the debate. The Chairperson is in charge and PP must do what s/he says. Explain that at the end of the debate the Chairperson will ask them to vote. At that point they may vote according to their own ideas, not according to their role in the debate.Ask the Chairperson to begin the debate by reading the paper you have given him/ her. Do not interrupt the debate; try to sit in a place where PP do not notice you and note down any repeated mistakes PP make, any particularly good things they say, any things they want to say but can’t/or say in mother tongue. You will need these notes for feedback at the end of the debate. Make sure that after 20 minutes the Chairperson ends the debate and organises the vote.After the vote bring the debate to a close. Let PP return to their proper seats. Then ask them for feedback on the activity.PP say why they like or do not like the activity. Then T tells them her/his feedback explaining strong and weak answers of each team.For detailed steps of how to organise Debates look at the introduction to the Teacher s Book.NOTE: As this is the first time PP have a debate, the activity may be only partially successful. For example, some PP may try to read their ideas from the paper instead of saying them, and the activity may take longer than it should. The Chairperson may read his/her notes. Don’t worry, this is normal. There are more debates in the book and PP will get more practice. If the debate is only partially successful, and if you have time, you could repeat the debate. PP will do better the second time and this will give them a great feeling of success!

^11 Language Note: It is considered sexist to use the old word ‘Chairman’ in | | modern English. The neutral word ‘Chairperson’ is used instead.

UNIT3

58

Pronunciation 1Pronunciation Exercise 1aart, arm, sharp, cartoon, faster, castle, flask, ask, pass, guard, bathroom, father, Uzbekistan, branch, draughts, laugh, tomato, karate

Pronunciation Exercise 2parcel, France, forecast, large, plant, postcard, grandfather, basketball, after, March


Pronunciation 2Pronunciation Exercise 1aor, for, more, score, four, pour, autumn, August, awful, saw, paw, ball, fall, talk, walk, warm, brought, bought, taught, caught, water

Pronunciation Exercise 2tortoise, boring, walnut, short, autograph, story, horse, your, snore, sport, always


GrammarGrammar Exercise 11 I agree that girls can play football.2 I agree that most boys like kurash.3 I disagree that girls should play football.4 I know that sport makes us healthy.5 I know that we should do some exercise three times a week.6 Sorry, I disagree that some sports are dangerous.7 I think that kurash is exciting.8 I think that the President’s Cup is very famous.9 I know that many girls like playing badminton.101 agree that Iroda Tulaganova is a wonderful tennis player.

Grammar Exercise 2PP own answers but their answers should have a language of agreement and disagreement as So do 1.1 do. I do too. I don’t either. Nor do 1.1 don’t

Word Building Exercise1 sports car 2 sports programme 3 sports centre 4 sports news5 sports team 6 sports bag 7 sports day

UNIT 3

59

HomeworkLesson 1 Sports at school1 Write sports you have at school.PP own answers.

2 Write sports you do/play at school.PP own answers.

Lesson 2 I like kurash. So do I.1 Write about 5 sports you like and 5 sports you do not like. Explain why.PP own answers.

2 Write if you agree or not.PP own answers but their answers should have a language of agreement and disagreement as So do 1.1 do. I do too. I don’t either. Nor do 1.1 don’t.

Lesson 3 Girls in sport1 Give three reasons for and three against women in sport.PP own answers.

Lesson 4 The President’s Cup1 Prepare eight questions to interview an athlete.PP own answers.2 Write about your favourite athlete.PP own answers.

Lesson 5 Sport: for and against1 Complete the sentences with the correct word ‘sport’ or ‘sports’.‘sport’ (n) ‘sports’ (n pi) ‘sports’ (adj)1 I like different sports (n pi).2 Mike likes to watch sports (adj) programmes on TV.3 Swimming, karate and kurash are my favourite sports (n p i) .4 Most people think sport (n) is good for you. I think so too.5 I want to be a sports (adj) reporter.6 There were different sports (adj) events at the competition.7 I like reading about sport (n) in the newspaper.8 Do you like playing football and handball? The sports (adj) club is

looking for new members. Join us, keep fit and have fun!

2 Give three reasons for and three against sport.PP own answers.

Lesson 6 ProjectPrepare for the Progress Check.PP look through this unit.60

UNIT 3

Unit 4 Olympic GamesLesson 1 The Origin of the Olympic GamesObjectives:• to talk about future intentions using ‘be going to’• to practise reading for specific information and for main ideas• to develop PP ability to work independently with the Wordlist• to develop strategies to guess the meaning of unknown words• to develop translation skills• to learn about the origin of the Olympic Games

Activity 1a, 1bObjectives: • to practise using the Wordlist; to introduce and practise the

new wordsPP find the meaning of the words in the Wordlist and write them in their Ex.Bks with the translation. They listen and repeat the words after the teacher or the tape.See Classbook for Tapescript Activity 2aObjective: • to stimulate PP ideas about the topic; to provide a reason for

readingDivide the BB into two parts: what PP know and what they want to know. Ask PP to work in pairs/groups and write down their ideas for both sides of the BB in their Ex.Bks. Then ask PP for their ideas and write them on the appropriate part of the BB.Activity 2bObjectives: • to practise reading for specific information; to check the

answers to 2a PP read the text and check their answers to 2a.Activity 2cObjective: • to practise reading for main ideasPP read and find the answers to the questions. You could let PP work in pairs and write down the answers to make sure that all PP are involved. Key:1 The modern Olympic Games take place in different countries.2 Men and women take part in the modern Olympic Games.3 Olympic Champions get gold, silver and bronze medals.Activity 3Objective: • to develop strategies to guess the meaning of unknown words PP work independently using their knowledge of any languages they know and the clues in the text to guess the meaning of these new words. Activity 4a, 4bObjectives: • to introduce the meaning of ‘be going to’PP look at the picture, answer the questions and guess the meaning of the new structure. Then they read and translate the dialogue in 4b. Discuss the

61

form of ‘be going to’ with PP.Activity 4cObjective: • to practise talking about future intentions using ‘be going to’ This is a normal Chain drill.Activity 5Objective: • to reinforce the new grammar structureAsk PP to work in pairs and say what they want to watch at the next OlympicGames. Then ask pairs to report to the class.Suggestion: You could do Grammar Exercises 1 & 2 here, assign them as homework or do them after Lesson 2.

Lesson 2 Olympic symbolsObjectives:• to develop PP ability to work independently with the Wordlist• to practise reading for specific information• to develop strategies to guess the meaning of unknown words• to learn about the Olympic Games• to practise writing factual information

UNIT 4

Warm upYou could revise ‘be going to’ using a chain drill. Each P quickly makes one sentence saying what they are going to do today. You can start as an example e.g. I’m going to give you some nice homework today.Activity 1a, 1bObjectives: • to practise using the Wordlist; to introduce and practise the

new wordsPP find the meaning of the words in the Wordlist and write them in their Ex.Bks with the translation. They listen and repeat the words after the teacher or the tape.

1 1 See Classbook for Tapescript Activity 2aObjective: • to stimulate PP ideas about the topic PP work in pairs looking at the pictures and answering the questions. Check the answers by asking one P to answer and then letting others add anything else they know. (The answers are in the text in 2b)Activity 2bObjective: • to practise reading for specific informationPP read the text and check their answers in 2a. They guess the meaning ofthe new words from the context.Activity 2cObjective: • to develop strategies to guess the meaning of unknown words PP read the text again and check their answers to 2a.Activity 3Objective: • to relate the information from the text to personal experience PP answer the questions about the National Olympic committee of Uzbekistan.62

r— UNIT4NOTE.i The National Olympic Committee of the Republic of Uzbekistan was established on January 21 1992. The President is Ruziev Sobir Sabitovich. It is located at Almazor 15/1, Tashkent 70003. There are 13 members who work in the office there. Across the Republic there are 111 members who include some Sports School Directors and officials. The goals of the Committee are to develop sporting relations with other countries, to organise sports competitions in the Republic and generally to develop sport in Uzbekistan. There is an Executive Committee meeting four times a year, which is attended by the 13 m em bers^J^Activity 4aObjective: • to stimulate PP imagination; to prepare for the next activity Ask PP if they think it would be good to have a mini-Olympic Games in Uzbekistan. You could point out that it would help to find and train young athletes in Uzbekistan so that Uzbekistan can do well in the International Olympics in the future. Explain the games could be called The Uzbekistan Teenage Olympics’.In pairs/threes, PP design a symbol for the Uzbekistan Teenage Olympics. Draw PP attention to the example of a symbol and motto in 4b.Activity 4bObjective: • to practise presenting designs and ideas Each pair/group presents its symbol and motto in turn. At the end praise every design and motto and explain the class will vote for the best symbol and motto. Hold a vote.

Lesson 3 Teenage ChampionsObjectives:• to introduce and practise talking about what one has done using ‘since’• to practise strategies to guess the meaning of unknown words• to practise reading for gist• to revise dates (years)• to learn about national sports champions

Activity 1 aObjective: • to prepare for readingPP answer the questions. If they know more information about the Abdumavlonovs let them tell the class what they know.Activity 1 bObjective: • to read for gistPP read quickly, identify what the article is about, and choose an appropriate title. Ask PP what title they chose and why.Suggestion: If you have a strong class, encourage them to think of their own title. Activity 1cObjective: • to practise strategies to guess the meaning of unknown words PP find the words in the text, guess their meaning, write them in their Ex.Bks

63

and then check their answers in the Wordlist. Discuss with PP if their guesses were right, how they guessed, etc.Activity 1 d ,Objective: • to ask and answer about sporting achievements; to revise dates PP work in pairs asking and answering. If your class is slow, do the activity as a class activity. If your PP are strong, you could do a couple of examples with the class and then let PP work in closed pairs.

Language Note: Remind PP how to say the years in English: nineteen- ninety nine; two thousand; two thousand and one.Language Note: The sentence ‘What competitions did the brothers take part in in 1999?’ is correct. The verb is ‘to take part in (a competition)’ and for dates we say ‘in 1999’. The result is ‘in in’ which is correct.

Ask PP to look at the Remember box, explain how ‘since’ is used with a point in time (you can ask PP to look in the Grammar Reference 6), and then do Grammar Exercise 3.Activity 1 eObjective: • to use the language of the unit to talk about personal experience PP answer the questions. Encourage PP to say as much as possible by asking follow up questions e.g. Does s/he practise a lot? Does s/he go to a lot of places for competitions? etc.

Lesson 4 Uzbekistan and the Olympics

UNIT 4

Objectives:• to practise talking about sports and athletes• to practise listening for detailed information• to revise and practise Wh-questions

Activity 1 aObjectives: • to introduce and practise the new vocabulary; to stimulate

interest in the topic PP look at the pictures and answer the questions. Introduce the new words and ask PP to repeat them several times.Activity 1 bObjective: • to practise listening for detail Ask pupils to copy the table into their Ex.Bks without the answers.Play the tape of the radio programme twice. PP complete the table. Tapescript

S3 (Music to introduce the programme)[ Hello and welcome to Sportsweek. This week we welcome all water sports fans in particular. There are going to be fantastic water sports all week at our wonderful new swimming pool in the city centre. You can watch waterpolo on Tuesday, Wednesday and Friday. Come and see strong teams, fast

64

f

players and interesting games in the pool. Teams from Germany, Russia, China and Brazil are going to fight to find the best players in the world. Monday and Thursday are for diving fans. You can see the best divers from China, the USA, Australia and France.And the most attractive sport is on Saturday'and Sunday. Don’t miss the synchronised swimming competitions^This is one of the newest sports events. It’s really a show not a sport! It’s a kind of water ballet - and only women compete.If you want more information about any of these events visit the information centre on the first floor or call 122 609 44... I look forward to seeing you at the pool. (Music)

UNIT 4

Key:Monday diving Friday water poloTuesday water polo Saturday synchronised swimmingWednesday water polo Sunday synchronised swimmingThursday diving

Activity 1 cObjective: • give PP freer practice in speaking about sport events PP work in pairs and share ideas about sport events they want to visit using ‘to going to’.Activity 2aObjective: • to stimulate interest in the next activityPP answer the questions. If they know information about MuhammadqodirAbdullayev let them tell the class what they know.Activity 2bObjective: »to revise and practise WH-questions PP can do this activity alone or in pairs.Suggestion: With slower classes you could practise the questions orally first. Activity 2cObjective: • to practise talking about sports and athletes using WH-questions PP can ask and answer about the athletes in Lessons 3-4 or about other athletes that they know about including friends and relations.NOTE: It would be helpful to have a world map in the next lesson.

Lesson 5 The Millennium GamesObjectives:• to revise the names of countries and means of transport• to practise listening for specific information• to practise reading for detail• to practise writing a short paragraph recycling a number of grammar

points: complex sentences, ‘can’ for ability, ‘be going to’• to learn about the Australia and about the Olympics held in Australia

5 — Fly High 7

UNIT 4 Activity 1Objectives: • to prepare for the main activity; to have fun Tell the class they are going to play Who Knows the Most? Divide the class into two groups. The groups take turns to give one fact about the last Olympic Games. A different member of the team must speak each time. The winners are the group who give the last fact.Before activity 2a, pin up a world map if you have one, and ask PP to point to Australia, Greece and New Zealand. They can look at the countries near Australia. Activity 2aObjective: • to stimulate interest in the topic ready for listening PP work in pairs to complete the questionnaire. If they are nalsure about an answer, advise them to guess.Activity 2bObjective: • to listen for specific informationPP listen and check their answers to 2a. If necessary play the tape a second time and stop after each answer.Tapescript

(Music)Max: Welcome to Sport Today. As usual we bring you all the latest news

about the Olympics. Our first item today is from our correspondent in Sydney. Hello, David. What’s going on. Has the Olympic torch arrived yet?

Ian: Hello, Mike. Yes, well, I’m standing here at the Olympic stadium and we expect to see the torch any minute now ... but while we’re waiting I’m going to tell you a few amazing facts about the torch. It’s quite big - 72 centimetres high and it weighs more than a kilo so it’s not that easy to carry. The flame is a special kind and it’s safe and friendly for the environment - and it can burn in all kinds of weather.The torch began its journey here from Greece in May. It passed through Guam, Papua New Guinea, Fiji, Tonga, the Cook Islands, New Zealand and every Australian state; It went by plane, by boat,

% on skis and on mountain bicycles, 6n foot, on a camel and ^ underwater! 13,000 people took part in getting the torch to Australia.

They ate 10,400 breakfasts and used 13,144 hotel beds! ... and I th ink... ah, yes, there it comes now. This is the most exciting moment of the Olympic Games. The most famous Australian athlete is running with the torch into the stadium ... yes, he’s here nowand ... and ...

Show PP on the world map the route that the torch took, but you do not need to tell them the names of all the countries.

66

*

Activity 3Objective: • to revise the names of countries and means of transport PP can do this activity in groups of 3/4. Let them decide on their route, etc. and then ask groups to tell the class their route and means of transport. Activity 4aObjective: »,lo practise reading for detailPP look at the pictures, read and answer the questions. Let PP discuss their answers in pairs before you discuss the answers with the class. Activity 4bObjective: • to stimulate discussion and prepare for the next activities You could let PP discuss in groups and then report to the class, or do this as a class activity.Suggestion: If you have a weaker class, you could do Grammar Exercise 4 which revises can.Suggestion: If you have a strong class, you could do this extra activity. Objectives: • to raise PP awareness of ways of making a description

interesting through repeated use of one sound; to have fun Explain the meaning of ‘cute’ and ‘cuddly’ - or ask PP to guess and then check the Words in the Wordlist. Ask them what feeling they get from the phrase ‘cute cuddly koala’. Elicit that we notice the phrase because of the repeated sound, and that the repetition makes us feel it’s informal and fun. Invite PP to make similar phrases and tell them to the class. Help them with vocabulary/suggest they use the Wordlist.Activity 5a, 5bObjectives: • to practise writing a short paragraph recycling a number of

grammar points: complex sentences, ‘can’ for ability, ‘be going to’ PP work in groups of 3-4 to design and draw mascots for the Uzbekistan Teenage Olympics and write a paragraph explaining their design. PP present their designs and descriptions to the class.

Lesson 6 ProjectObjectives:• to revise and consolidate the material of the unit• to develop PP ability to work independently and creatively• to develop the skill of-working cooperatively in a group• to develop critical thinking• to develop evaluation skills__________________________________________

There are two possible projects in this unit. Strong PP may be able to do both of them. They should do at least the first one. Weaker PP can do only Project 2.

UNIT 4

67

UNIT4 PROJECT 1

Activity 1Objectives: • to read for gist; to formulate complex ideas Read the beginning of the text together with your PP and elicit if they can think of good and bad points about the Olympic Games. Then let PP begin activity 1, reading silently and finding ideas they agree with. They can add more ideas, if they want to.Activity 2Objective: • to give PP a chance to rehearse their ideas PP work in pairs and share their ideas. This gives PP a chance to practise expressing their ideas privately before expressing them to the rest of the class. They should give reasons for their views.Activity 3Objectives: • to practise expressing views and giving reasons; to practise

seeing good and bad points in something Listen to at least one view from every PP and keep a record of how many views are about positive effects of the Games and how many about negative ones. At the end summarise the discussion for PP. Encourage PP to use the language they learned for debatese.g. Aziza: I think the Olympics are a good thing because sport is fun. Dilfuza: I agree with Aziza, I think that the Olympics are a good thing too. As she says they are exciting and they help towns and cities to build new sports centres.

PROJECT 2

Activity 1Objective: • to give practice in designing a leaflet to give information about

an eventPP work in groups of 3-4. They can use some of the things they designed during previous lessons (logo, etc.) and put the whole thing together in a leaflet. This should not take more than half the lesson.Activity 2Objective: • to enable PP to see what others have been doing Help PP display their work either on the desk tops or on the wall.Activity 3Objective: • to develop PP ability to evaluate their workPP walk round and find differences, similarities and good things about eachleaflet.

68

UNIT 4Pronunciation 1Pronunciation Exercise 1aout, sound, pound, thousand, mouth, house, owl, clown, shower, powerful, howPronunciation Exercise 2counter, proud, cow, shout, bow, South, about, house, loud, our, mouse


Pronunciation 2Pronunciation Exercise 1acoin, noisy, point, boil, boy, toyPronunciation Exercise 2poisonous, oil, toiletPronunciation Exercise 3PP own answers.

GrammarGrammar Exercise 11 I’m going to go to the next Olympics.2 When I’m there, i’m going to watch the kurash and the bo>*3 They’re going to go to the World Cup. They love football.4 My brother and I can’t go so we’re going to watch it o n '5 My sister is going to take part in the regional footbalj/hampionship.6 She’s going to play football for her school.7 My brother and I are good at karate. We’re goinjefto teach our sister to

do karate too.8 My father is going to help us.

Grammar Exercise 2 J1 What sports are you going to learn next year?2 What sports are you going to watch on TV at the weekend?3 Where is your brother going to play football next weekend?4 Who are you going to visit at the weekend?/5 Which club are you going to join next year?6 Where are you going to go swimming on Saturday?7 What film are your family going to watch on TV tomorrow?8 What food is your mother going to cook tonight?

Grammar Exercise 3PP answers will vary but the following would be an example.

69

UNIT 41 I’ve had a headache since yesterday.2 I’ve written six letters since last week.3 I’ve eaten two apples and two peaches since yesterday.4 I’ve known him since I was a child.5 I’ve had my cat since 2001/for two years.6 I’ve had two showers since Tuesday.7 I’ve bought two new pens since last week.8 This is my mascot. I’ve had him for a month.

Grammar Exercise 41 Can you show me your arm, please, (request)2 Can I watch a video, please? (ask for permission)3 I can swim 100 metres, (ability)4 Can we make pancakes tomorrow? (ask for permission)5 They can play badminton, (ability)6 Can you open your books at page 65, please, (request)7 You can go home now. You have worked well, (permission)8 Can you write that on the blackboard, please, (request)9 We can count to 100 in English, (ability)10 Can we have a rest now, please? (ask for permission)

Unit 4 HomeworkLesson 1 The Origin of the Olympic GamesWrite six sentences about what you are going to do before your nextEnglish lesson.PP own answers.

Lesson 2 Olympic Symbols1 Write six facts about the Olympic Games.PP answers will vary. The following facts can be helpful for you:1 The Olympic Games have a flag and a motto.2 Five circles in the Olympic Flag represent the five continents of Africa,

Asia, Australia, Europe and North and South America. The motto means ‘Faster, higher, stronger’.

3 The Olympic Games are held every four years.4 The origin of the Olympic Games was in Greece.5 Thousands of runners take part in bringing a torch from the valley of

Olympia in Greece to the opening ceremony of the Olympic Games.6 The final runner lights the new Olympic Flame and the Flame burns until

the end of the Games.

2 Check the verbs in your sentences. Make sure they are correct.UNIT 4

PP own answers.

Lesson 3 Teenage ChampionsWrite three sentences about yourself and three about your friend.You can use the Grammar Reference to help you.PP own answers. The answers must have Present Perfect and ‘since’.

Lesson 4 Uzbekistan and the Olympics Write Yes/no/Wh-questions for answers.1 Masha Bugakova. What’s your name?2 I come from Tashkent. Where do you come from?3 I’m a swimmer. What are you?4 My parents are my trainers. Who are your trainers?5 I’ve taken part in competitions in many countries: Kyrgyzstan, Kazakhstan,

Russia, Malaysia, Japan and France. Where have you taken part in competitions?

6 My first medal was in 1997 in Alma-Ata. I won one silver and one bronze medal. When and where was your first medal? What medals did you win?

7 My first gold medal was two years later in France. I won three gold medals there. When and where was your first gold medal?

8 Yes, I went to the Sydney Olympic Games. Did you go to the Sydney Olympic Games?

9 No, I didn’t win any medals there. Did you win any medals?10 Yes, I’m going to the next Olympics and I’m going to try to win there.Are you going to the next Olympics? Are you going to win there?

Lesson 5 The Millennium Games1 Find and write 16 words.1 Olympics 2 origin 3 bronze 4 flame5 medal 6 president 7 polo 8 silver9 committee 10 record 11 trainer 12 professional13 motto 14 torch 15 festival 16 karate

2 Write five things you can do.PP own answers.

3 Write five sentences asking for permission.PP own answers.

Lesson 6 P roject Prepare for the Test.PP look through Unit 1-4.

71

Unit 5 ClothesLesson 1 National Costumes

Objectives:• to talk about the national costumes of Uzbekistan and the UK• to read for detail• to learn about national costumes in other parts of Uzbekistan

and the UKActivity 1Objective: • to learn and practise the meaning and pronunciation of the

new wordsPP listen and repeat the words after the teacher or the tape in chorus, in rows and individually then PP take turns to mime an action e.g. wearing duppi, chopon, etc. Other PP guess and say what s/he’s wearing.

1 1 See Classbook for Tapescript Activity 2Objective: • to talk and write about what we wear every day and on special

daysFirst PP talk about what their family wear. Help them to express themselves correctly. Then when you have listened to half/most of the class, PP should write about the clothes their family wear.Activity 3aObjectives: • to read for detailPP read the letter and identify the people in the picture. Check the answers by getting them to hold up their books and point to the right person. Activity 3bObjectives: • to talk about and compare national costumes; to practise

using Simple Present for habits.PP compare their national costume with the national costume described in the text. They can also say which they like best following the examples in the book.Activity 4Objectives: • to practise using the Wordlist; to introduce and practise the

new wordsPP find the meaning of the words in the Wordlist and write them in their Ex.Bks with the translation.Activity 5Objectives: • to make notes from a text and a picturePP copy the table. Then read the letter in 3a again, look at the picture in 4and complete the table.

72

Lesson 2 What size do you take?UNIT5

Objectives:• to introduce words only used in the plural• to practise talking about clothes and buying them• to listen for gist

Activity 1a, 1bObjective: • to introduce and practise the new wordsPP look at the pictures, listen and repeat the new words after the teacher or the tape.This is a normal ‘Point and say’ activity.

H See Classbook for Tapescript Activity 1 cObjective: • to give further practice with the new vocabularyThis is a normal Chain drill. PP must point to something they are wearingand name it.Activity 2Objective: • to enable PP to talk about the size of clothes.First ask some of your PP “What size shoes do you take?” Help them to answer: “ I take size 34.” Then ask PP to repeat in chorus “What size shoes do you take?” Then practise with the class in open pairs.Then ask PP to stand up. Tell them they should make a line in order of their shoe sizes. Point to one end of the classroom and tell PP the smallest size is there. Point to the other end and tell them the biggest size is there. With your hand show where the line will be.They should find out what size of shoes each of them takes by asking questions. Demonstrate:A: What size shoes do you take?B: A size 34.A: I take a size 35 so you are in front of me.PP should find and stand in the right place in the line according to the size which they take. When they all find their place check if everyone is in the right place by asking each P to say in a chain: e.g. I take size 35. What size do you take?Activity 3Objectives: • to introduce words used only in the plural; to practise “be going to” Ask PP to read the dialogue and then answer the questions which follow it. PP translate the sentences into mother tongue and the teacher points out the difference between these words (jeans, trousers) in English and mother tongue.Activity 4aObjective: • to prepare for listeningPP look at the pictures and answer the questions orally.

73

UNIT 5Activity 4bObjective: • to practise listening for gistPP listen to the tape and check their answers in 4a.Tapescript

Sales Assistant: Good morning. Can I help you?Malika: Good morning. How much is that pink embroidered dress? We’d

like to see it and try on it.SA: What size do you take?Ma: Medium.SA: Here you are.Ma: ... It’s too small. Have V uj gof a bigger size?SA: Yes, here you are.... Size 40. Is this OK?Ma: Yes. It’s very nice. We arffooing to take it. Here’s the money.SA: Thank you. Here’s your dres^. Good-bye.Ma: Good-bye.

Activity4cObjective: • to practise listening for detail PP listen to the tape again and answer the questions.

Lesson 3 School UniformObjectives:• to introduce and practise tag questions for confirmation• to talk about uniforms• to listen for specific and detailed information

Activity 1Objectives: • to practise talking about uniforms in Uzbekistan PP look at the pictures and talk about them using the example.Activity 2aObjectives: • to practise listening for specific information PP listen to the tape and find which countries the PP are from and if they wear school uniform.Tapescript

13| Today’s programme is about uniforms around the world. Let’s speak first to Victoria who is from th e ^ K ^

Host: Hello, Victoria.Victoria: Hello.Host: You wear a uniform in your school, don’t you?Victoria: Yes, we wear a uniform. I like it because it’s beautiful. Girls

wear a white blouse and a dark blue skirt or trousers. Boys

74

wear a white shirt and dark blue trousers.Host: Thank you. Now it’s Michael’s turn. He lives in the USA. Hello,

Michael.Michael: Hello.Host: Michael, you don’t wear a uniform in your school, do you?Michael: No, we don’t. I think it’s OK if we wear what we want. We wear

jeans, shorts, trousers, T-shirts and shirts and the girls do too.

Host: Thank you. And what can you tell us about Japanese uniform, Junji. Do you wear a school uniform?

Junji: Yes, we do. All schools have the same uniform. I think that pupils must wear a uniform when they go to school. It’s nice

/•''iTpjlJoils wear the/sam e uniform. Boys wear a shirt and \ tro u ^a s j j i r l g ^ blouse and a skirt.

Host: \ v h a t apout schools in Uzbekistan, Dilbar?DWbat: All^sehDols in Uzbekistan have a school uniform. Boys wear

^ '" trta e k 'o r dark blue trousers and a white shirt. Girls wear a white blouse, and a brown or black skirt or a light blue dress and an apron.

UNIT 5

Activity 2bObjectives: • to practise listening for detail; to practise note-taking PP copy the table into their Ex.Bks. Then they listen to the tape again and complete the table.Activity 2cObjective: • to compare school uniform in Uzbekistan with uniforms in other countries Let PP work in groups of 3-4 to answer the questions. Then check the answers. Start by asking each group about questionl, then question 2, etc.Activity 3aObjective: • to introduce question tags to confirm information PP look at the sentencess from the dialogue and guess the meaning of the questions. Help them to understand the tag questions. Explain that we use these questions when we are almost sure about something. Draw PP attention to the form of the questions:positive statement + negative tag positive + short answer (=yes) negative statement + positive tag negative + short answer (=yes) and draw their attention to the falling intonation.Activity 3bObjective: • to reinforce the new structure and its intonation pattern Read aloud the sentences from the dialogue with tag questions or play the tape and PP repeat them after you or the tape.Then write the examples on the BB and mark the intonation as in the Grammar References.Tell PP to copy the tag questions and intonation in their Ex.Bks.

75

UNIT5H I See Classbook for Tapescript

Activity 3cObjective: • to give practice in using question tags to confirm information Work with the class in open pairs. PP make sentences about each other using the example. Make sure they use the correct intonation. Start with some strong pairs first, then more on to the weaker ones.Activity 3dObjective: • to give practice in writing question tagsIn their Ex.Bks PP write 5 things they think are true about their partnerusing verbs from the box.

Activity 3eObjective: • to give practice in answering questions with question tags PP work in closed pairs. They swap books and write answers to their partner’s questions.Suggestion: If there is time, when PP have finished they could read (in pairs) some of their questions and answers to the class.

Lesson 4 What is it made of?Objective:• to introduce ‘made in’ and ‘made of’ to talk about clothes• to listen for gist, detail and for note-talking• to write about national costume PP wear

Warm upPP tell you the statements they wrote for homework (what they think they know about you) and you answer ‘Yes, I do’ or ‘No, I don’t’. Encourage PP to get the intonation right in the tag question.Activity 1 aObjective: • to introduce and practise the pronunciation of the new vocabulary PP find the words in the Wordlist, write them, and then repeat the words after the teacher.Activity 1 bObjective: • to reinforce the new vocabularyAsk PP to find the labels on their clothes, or, if they haven’t got labels to guess what their clothes are made of. Then have a normal Chain drill. PP should show the clothes they mention.

Activity 2aObjective: • to introduce ‘made of’ and ‘made in’PP look at the pictures and answer the questions. Help them to say the structures and understand the meaning of them.Activity 2bObjective: • to practise using ‘made o f and ‘made in’76

This is a normal Chain drill. PP can answer about the clothes they are wearing. Activity 3aObjective: • to prepare for listeningPP look at the picture and answer the questions.A c tiv ity 3bObjective: • to listen for gistPP listen and check their answers to 3a.Tapescript

Sales Assistant: Hello, can I help you?Anvar: Yes, I want to buy a present for my friend’s birthday.SA: Well, ... we have nice T-shirts at the moment. A T-shirt’s a good

present for your friend. They’re fashionable.Anvar: Can I see one? Mm...It’s 50% cotton and 50% silk, isn’t it?SA: Yes, it is. Do you know where it’s made?Anvar: No, I don’tSA: E r ... ah ..It's made in Uzbekistan. What colour and size do you

want?Anvar: Blue. Size 36.SA: Size 36 in blue ... let me see ... yes, here you are.Anvar: Oh yes, that’s very nice. I’m going to take it.

UNIT5

Activity 3cObjective: • to practise listening for detail and note-taking PP listen and complete the notes in their exercise books.Suggestion: For faster classes PP: you can ask them to report what Anvar bought using the Simple Past Tense.Activity 4Objective: • to write about national costume PP wear Do the activity orally with one or two strong PP first. Then let PP write about themselves. Wearker PP could work in pairs as this helps them to produce a better text.NOTE: We have included some exersices on relative pronouns and defining relative clauses in the grammar section of this unit. This grammar has recently been added to the State Standards for class 7. You may want to use the material as a separate lesson on its own, or do some of the activities during this unit and some later in the year.

Lesson 5 We think th a t...Objectives:• to enable PP to talk about uniforms (using the language studied in the

previous lessons)• to introduce and practise complex sentences ‘I believe that’• to read for gist and main points and to practise inferring

77

UNIT 5 Activity 1 aObjective: • to practise writing a description of what someone is wearing Tell the PP to write a short text about the clothes they are wearing today. When they have finished, collect their Ex.Bks.Activity 1 bObjective: • to practise listening to descriptions and describing clothes T says e.g. ‘a blue cardigan’. PP look round, find who is wearing a blue cardigan and put their hands up to answer. PP must answer in full sentences. The P who answers, say the next description.Activity 2aObjective: • to practise comparing clothesPP look at the children in the picture and compare what they are wearing. Activity 2bObjective: • to practise reading for gistPP read the letters and answer the question. The texts are quite long but PP do not need to read them in detail before they can answer the question. Suggestion. If you have a slower class, you could let PP discuss the reading in pairs/groups before you discuss the answers to the question with the class. Activity 2cObjectives: • to practise reading for main points; to practise writing formal

letters giving an opinion PP work in groups of three or four. You can let PP choose groups according to which letter they agree with, or you can assign them to groups. (If you have a big class you will have several group As, and several group Bs.) PP read the letters again and, in their role as school director, they write a reply. They should use the same layout for their letters as in 2b. Remind PP that they should look at both letters to find reasons for their reply.Activity 2dObjective: • to develop evaluation skillsDisplay the letters around the room (or put them on the desks). Ask PP in their groups to go round and read the letters (if you have a big class you could organise it so that groups go round clockwise and only move to the next part of the room/desk when you give the order.) They should note:• which letter they like best and why (neat, polite, accepts PP ideas, answers all the points in the original letter, does not include unnecessary information)• one good thing about each letterWhen PP have finished reading, hold a brief feedback session. To keep the feedback lively, ask each groups to say what they liked about the first letter, then about the second letter, etc. At the end let them say which letter they liked best and why. NOTE: If you decide to do Project 1, remind PP to bring magazines, crayons, glue, scissors, etc. for the next lesson. You may even want to get PP started on the project as part of their homework.78

UNIT 5Lesson 6 Project

Objectives:• to consolidate the material of the unit• to give PP an opportunity to work creatively and cooperatively

Warm upCheck if PP found all the words in the homework wordsquare.Key:Across: polyester, jeans, wash,trousers, skirt, cotton Down: sweater, jacket, leather, fur, sew , silk, shorts Diagonal: cardigan, blouseThere are two projects. Choose one of them (or let your PP choose). If your class is average or slow, you may prefer the first option.

Project 1 Activity 1,2,3Go through the steps with the class and make sure that they understand what to do. Set a time limit for them to finish making their posters and begin their presentations. At least half of the lesson should be spent on the presentations. Divide the class into groups of three or four.Go round and help groups and remind them of the time.Activity 4Let groups give their presentations one after another. If possible, let the posters stay on the wall until all groups have presented. Make sure there is time for everybody and some time left at the end of the lesson for PP to give feedback. When the presentations have finished ask each group to say which uniforms they like and why.Project 2See Unit 3 Lesson 6 for the procedure.

Pronunciation 1Pronunciation Exercise 1athink, three, thunderstorm, thank, nothing, mathematics, month, south

Pronunciation Exercise 2thick, Thursday, thing, thermometer, north


Pronunciation 2Pronunciation Exercise 1athat, there, their, the, weather, father, mother

79

UNIT5Pronunciation Exercise 2brother, them, these, together, then, those Pronunciation Exercise 3PP own answers.

GrammarGrammar Exercise 11 Dilbar likes films, doesn’t she?2 They play tennis, don’t they?3 He doesn’t speak French, does he?4 She works very hard, doesn’t she?5 You don’t like swimming, do you?

Grammar Exercise 22a) Uzbek: Odamlaruchun forma shaklini tuzing. (Qaysi odamlar uchun?) Olimpiada 0 ‘yinlarida ishlaydigan odamlar.

Russian: Cnejiaft nH3aHn (J)0p\ieHH0H oaew iw dm .vodeu. (Kaioix jnoaen?) JlioaeH, Komopue pa6oTaioT Ha O jihm iihhckhx Hrpax.

b) Uzbek: Men kitobni o‘q\shri\ istayman.(Qaysi kitobni?)Siz kecha menga bergan kitobni.

Russian: H xony npouHiaTb m uey. (KaKyio KHury?)K H H ry , Komopyw Tbi aaji M He Bnepa.

c) Uzbek: Televizion dasturlaryo'q. (Qanday dasturlar?)Ayollar sportini ko'rsatadigjan televizion dasturlar.

Russian: HeT mejieeinuoHHbix npoepaMM. (KaKMX nporpaMM?) TejienporpaMM, ede noKa3aHbi >K enm H H bi 3aHMMafOiuMCCH cnopTOM.d) Uzbek: Vaqtimyo‘q. (Qanday vaqt?) Bo'sh bo'ladiganvaqtim.

Russian: HeT epeMenu! (Kajcoro BpeMeHH?) BpeMeHH, Kozda h CBo6oaen.

31 Design a uniform for the people who work at the Olympic Games.2 I’d like to thank the people who came to our kurash games.3 The people who live in Karakalpakstan speak Karakalpak.4 I like people who are friendly and kind.5 Amateurs are people who do sports for fun, not for money.4PP answers will vary but their answers must be made of complex clauses including ‘who’.

80

UNIT 5Grammar Exercise 3 11 This is the gold medal that/which Muhammadqodir won in 1995.2 I want to see the cup that/which you won on Saturday.3 I like the uniform that/which they wear in Japan.4 This is the prize that/which I got for my soft toys.

2PP answers will vary but their answers must be made of complex clauses including ‘which or that’.

3PP must omit ‘which or that’ from their answers for Exercise 2.

Grammar Exercise 41 This is the village where there are dinosaur footprints.2 Show me the place where it hurts.3 This is the sports centre where the Teenage Olympics are going to be.4 This is the car park where you can leave your car.Grammar Exercise 511 Autumn is the time when we pick cotton.2 Monday is the day when we do the washing.

2PP answers will vary but their answers must be made of complex clauses including ‘when’.

HomeworkLesson 1 National costumes1 Write the words.1 apron 2 skirt 3 kavush 4 chopon 5 shawl2 Write a letter to Lucy about the national costumes in your place.PP own answers.

Lesson 2 What size do you take?1 Read and fill in the gaps with the words from the cloud.Assistant:Good morning. Can I help you?Malika: Good morning. How much (5 words) is that pink embroidered

dress? We’d like to see it and try it on.Assistant: What size (3 words) do you take?Malika: Medium.Assistant: Here you are.Malika: It’s too small. Have you got a bigger (1 word) size?6 — Fly High 7 8

UNIT5Assistant: Here you are. Size 40. Is it OK?Malika: Yes. It’s very nice. We are going to take it. Here’s (2 words) the money. Assistant: Thank you. Goodbye.Malika: (1 word) Goodbye.2 Write your own dialogue like the one above.PP own answers.

Lesson 3 School uniform1 Copy and complete the sentences with the correct tag questions. Use:don’t you, do they, don’t they, do they, don’t they, don’t you.e.g. Karakalpak people don’t wear Uzbek national costume, do they?1 You wear a school uniform, don’t you?2 American pupils don’t wear a school uniform, do they?3 Your family wear national costume on special days, don’t they?4 In Japan all pupils wear the same school uniform, don’t they?5 You like to wear a school uniform, don’t you?2 Write two things you think are true about your teacher. Use verbs

from the cloud.PP own answers.Lesson 4 What’s it made of?1 Finish Activity 4 in the Class Book.PP own answers.

2 Write questions to ask your friend. You are not sure, so you must write a question tag.PP own answers.

Lesson 5 We think that...1 Find 14 words and write them.1 polyester 2 jeans 3 wash 4 trousers 5 skirt6 cotton 7 sweater 8 jacket 9 leather 10 fur11 sew 12 silk 13 shorts 14cardigan

2 Write the sentences.1 I think that her dress is pretty.2 He believes that uniforms are a good thing.3 Do you think those trousers are expensive?4 I know pupils in the UK wear a uniform.5 She agrees the trousers are cheap.6 My parents agree I can buy a new schoolbag.

Lesson 6 ProjectPrepare for the Progress Check.PP look through this unit.82

Unit 6 Shopping and customers’ rightsLesson 1 Shopping centres

Objectives:• to enable pupils to talk about shopping centres and buying things• to present and practise n + n combinations• to practise working with an extract from a dictionary• to raise awareness of the kind of information that can be found in a

dictionary of language and culture

Activity 1aObjective: »to establish the meaning of new phrases and revise known vocabulary Ask PP to make phrases with the word ‘shop’ using the small pictures. Activity 1 bObjective: • to teach PP how to use the phrases in sentencesAsk PP to say which shops they can see in the picture. Help them topronounce the new phrases correctly.Activity 1 cObjective: • to practise using the new phrases in sentencesThis is a normal Chain drill activity. In pairs PP make questions and asktheir partners to answer them.Activity 2aObjectives: • to read for gist; to raise awareness of layout, font, etc. as

integral features of particular text types Ask PP to look at the pictures and answer the question.

Language and culture note:This text is from the Longman Dictionary of Language and Culture. Ask PP if they know what they can find in a normal dictionary (translation, part of speech, example, phonemic transcription). Explain that there are also dictionaries whk:h give extra information about culture (the habits in a country). They are extremely helpful as PP will see in 2b.

Activity 2bObjective: • to read for detailTell PP to read the text silently and tell you the differences between corner shop and other shops.Activity 2cObjective: • to raise PP awareness of different culturesAsk PP to answer the questions. Draw your pupils’ attention to the differencesof the corner shops.Activity 3Objective: • to read for gistIn groups of 3 PP read the conversation and then answer the question. Activity 4a, 4b

83

UNIT 6Objective: • to give an opportunity for PP to work creatively In groups of 3 PP make their own corner shop. They role play. One is a Sales Assistant and the others are Customers. They practise buying/selling things. They use the phrases in the cloud to help them.

Lesson 2 Bargain for the best priceObjectives:• to enable PP to bargain and to talk about shopping habits• to talk about the size of clothes using ‘it fits/doesn’t fit me’• to practise listening for specific information and detail• to read for detail

Warm up

A P says the name of something e.g. a book, another P says the name of the shop where you can buy it e.g. book shop. This game should be played very fast and only for one minute.Activity 1aObjective: • to introduce and practise the new expressions Say the words and phrases from Lesson 1, Homework, Activity 2. Your PP repeat after you or the tape in chorus, then in rows and/or individually.

I lS e e Classbook for Tapescript Activity 1 bObjective: • to teach PP how to guess the meaning of the new phrases

with the help of pictures and sentences Draw your PP attention to ‘ ‘This ... fits ’ which is used when we speak about countable nouns in the singular and and These ... f it ’ which is used when we speak about countable nouns in the plural.Activity 1 c fObjective: • to practise using new the words and phrases in sentences This is a normal Chain drill activity.Suggestion: You could do a Grammar Exercise 1 here to give more practise with the structure ‘It’s too ...'.Activity 2aObjective: • to practise listening for specific information PP listen to the conversation and answer the questions.Tapescript

Sales Assistant: Can I help you?Customer: Yes, I want to buy a pair of shoes. Have you got these shoes

in size 8, please?SA: Let me see. Yes, here you are. Do you want to try them on?C: Yes, please.SA: Are they all right?C: Yes, they fit very well. I’d like to take them.

84

Key: 1 He wants to buy a pair of shoes. 2 Yes, he does.Activity 2bObjective: • to practise reading for detailBefore PP start reading the conversation, draw their attention to the end and explain that they must finish the conversation themselves.Activity 3Objective: • to give an opportunity for the PP to work creatively.In pairs PP make their own dialogues. They make dialogues according to the example.Suggestion: You could do Grammar Exercises 3a & 3b here. They focus on the use of ‘one, ones’ to avoid repetition of the noun. Exercise 3c could be done at home by faster PP instead of/in addition to the homework on the homework page.Activity 4aObjectives: • to practise talking about shopping; to prepare for listening PP read and answer the questions. Their answers may vary.Activity 4bObjective: • to practise listening for detail PP listen to the tape and answer the questions.Tapescript

UNIT 6

James: William, Patti, can you wait for me. I want to go into this supermarket and get a new pen. Mine’s run out.

Patti: Oh .. I’m coming with you. I need a new exercise book.William: Well, I might as well come too then. While you are getting your

things I can buy some chocolate.William: Mmm... that’s better. Lovely chocolate.Patti: Yeah, it’s great. Oh, can you wait a minute. I want to get a new

iron. This electrical shop should have one.James: OK, Patti, but don’t be too long. ‘Neighbours’ is on TV in 10 minutes

and we want to get home in time to see it.Patti: OK, OK. I can shop quickly, you know!

Key:1 supermarket, electrical shop2 pen, exercise book, chocolate, iron3 three: two boys and a girlActivity 4cObjective: • to practise talking about PP own shopping experiences PP work in pairs, they discuss the questions and then answer them.

85

UNIT 6Lesson 3 Customers’ rightsObjectives:• to practise talking about customers’ rights and giving advice• to practise listening for specific and detailed information• to practise reading for gist• to learn about customers1 rights

Activity 1 aObjective: • to practise talking about customers’ rights PP read the sentences aloud and say if they are True or False.Activity 1b, 1c, 1dObjective: • to listen for specific and detailed information Ask PP to listen to the tape and answer the questions in 1 b. Play the first part of the tape, ask PP about their answers, play the tape once more and stop after each answer on the tape so that any PP who got the answer wrong can hear the correct answer.Then PP look at the questions in 1 c and you play part 2. Repeat the procedure as for part 1.Draw PP attention to the phrases from the phone call which are in the Remember box which will help them answer question 3.Then ask PP find their answers to 1 a, listen to part 3 and check if they were right. Repeat the procedure you used in 1 b.Tapescript (part 1)

(Ring ring ... ring ring ... ring ring ...)Mr Smith: Hello. Shoppers’ Rights Officer. How can I help you?Mr Whitfield: Hello. This is Mr Whitfield speaking. I bought a cassette

recorder last week but it doesn’t work and ... well... and I would like some information about what I can do.

Mr Smith: I see. Where did you buy the cassette recorder?Mr Whitfield: At Brown's in the High Street.Mr Smith: I see. And have you told them about the problem?Mr Whitfield: Yes, I have. But they say that there is nothing they can do. Mr Smith: Oh dear...

Tapescript (part 2)Mr Smith: (fades in) Oh dear ... that just isn’t true. Now ... e r .. Can

you tell me when you bought the cassette recorder?Mr Whitfield: Yes, last Wednesday it was ... let me see... the twenty-fifth

of November.Mr Smith: Uh huh. OK ... And have you still got the receipt?Mr Whitfield: Yes, I have.Mr Smith: Good. And what is the problem with the cassette recorder? Mr Whitfield: It doesn’t play cassettes. When I put a cassette in, the cassette

86

goes round but there is no sound. I’ve tried with several cassettes... bu t.. it’s no good. It doesn’t work. I took it back to Brown’s and it didn’t work there either... (fades away)

UNIT 6

Tapescript (part 3)

Mr Whitfield: But .. it’s no good. It just doesn’t work. I took it back to Brown’s and it didn’t work there either... (fades away)

Mr Smith: OK. No, where’s what you can do. You can go back to Brown’s again and tell them that you have spoken to me. Tell them I have told you your rights and you want them to help you. You can choose. You can ask them to give you another cassette recorder or repair the cassette recorder you bought. But if you want your money back they must give it back to you. That’s because things you buy must work. Your cassette recorder does not.

Mr Whitfield: Thank you very much for your help.Mr Smith: You’re welcome. Good luck. Oh, and one thing ... make

sure you get the name of the person you speak to. If you have any more problems, please let me know. My name’s Mr Smith and I’ll be pleased to help.

Mr Whitfield: Goodbye.Mr Smith: Bye.

Activity 2Objective: • to talk about customers’ problems in Uzbekistan PP read and answer the questions. Tell them when to use ‘bad’.

3 | | Language Note: Food which is not ‘good’ is ‘bad’.

Activity 3aObjective: • to read for gistPP read the letter silently and then answer the questions.Activity 3bObjective: • to give advice about customers’ rights In pairs/groups, PP say what advice they can give John Priddy.

Lesson 4 Buy mine. It’s the best.Objectives:

• to raise pupils’ awareness and understanding of adverts• to practise talking about and writing adverts using the superlative and

adverbial phrases of place/time in end position______________________Activity 1Objective: • to introduce and practise the new vocabulary Help PP with the meaning of the new words. Then say the words and ask PP to repeat after you or the tape in chorus, row by row, and individually. Draw attention to the stress on: ad advert advertisement advertiser

11 See Classbook for Tapescript

UNIT 6 Activity 2aObjective: • to practise talking about advertsAsk PP to look at the advert, read and answer the questions.Activity 2bObjective: • to identify the parts of an advertising text This is a normal matching activity.Suggestion: Before moving on to activity 3 you could do the Word Building Exercise. It helps PP make the kind of word combinations often used in advertising. Stronger PP will be able to make many more combinations e.g. with ‘cream’ - face cream, ice cream, orange cream biscuit, etc.Activity 3Objectives: • to practise giving information about products using the

superlative; to practise adverbial time/place phrases in end position

PP make sentences about products using the substitution table. Draw their attention to the position of the time/place adverbial phrases.Activity 4a, 4bObjectives: • to give an opportunity for PP to work creatively; to practise

designing and writing an advert Make groups of 3-4. Ask them to make an advert. Tell them that the name should be memorable, the logo should be simple and memorable too, the picture should be glamorous so that it makes us feel that if we buy the product we will be smart/beautiful/successful, the text should be simple and memorable, if possible a slogan.Then ask them to display the advert and give a short presentation. Suggestion: You could ask PP to do Grammar Exercise 2 here, at the beginning of the next lesson, or for homework. It gives more practice in the structures and topics of this lesson.

Lesson 5 AdvertisingObjectives:• to enable PP to talk about advertising and its role in society• to practise reading for gist, main ideas and making notes• to raise awareness of strategies for inferring the meaning of unknown words• to identify the role of sentences in a text• to identify the writer’s opinion in a text

Activity 1aObjective: • to raise awareness of the role of visual information in a text PP should look at the advert quickly and then answer the question. Activity 1 bObjective: • to read quickly for gist 88

Ask PP to read the text carefully and check their answer in 1a. Draw their attention to the importance of visual information as part of a text, particularly in advertising.Activity 1cObjective: • to respond to the textPP answer the questions. They could do this work in groups.Activity 2aObjective: • to practise reading quickly to identify the parts of a text PP read and do the matching.Key: 1b 2a 3d 4c Activity 2bObjective: • to raise PP awareness of strategies for inferring the meaning

of unknown words PP do the activity. Then you can check it like this.First ask your PP to say the translation of the words. Then in their mother tongue PP should tell you how they guessed. Help them to realise that they can often guess correctly without the help of the Wordlist or a dictionary if they pay attention to the context and what they already know, other forms of a word, words that are similar in mother tongue and in English, etc. Activity 2cObjective: • to practise reading for main ideas and making notes PP copy the diagram, re-read the text and complete the notes. They can do this work in pairs.Activity 2dObjective: • to identify the role of sentences in a text PP say which sentences they found the information in, which sentences are just examples and which sentences they need for a summary. This is a first step in writing a summary.Activity 2eObjective: • to identify the writer’s opinion in a textPP should read the sentences aloud and say whether they are True or False orDon’t know and give their reasons based on sentences from the text.

Lesson 6 Project

UNIT 6

Objectives:• to revise and consolidate the material of the unit• to develop PP ability to work independently• to develop the skill of working cooperatively in a group• to develop critical thinking• to write a formal letter with correct layout, greeting and closing

UNIT 6 Activity 1aObjective: • to raise awareness of the structure and layout of formal letters In groups PP should read the letter silently and answer the questions. Activity 1 bObjective: • to process the information in the letter and to help PP to express

their own opinions with reasons for them Divide PP into groups of 3-4. Some groups are For and some Against advertising. In their groups PP discuss and answer the questions, give their opinions and say why. Explain that the group should not have a reporter, everyone in the group should say something during the report.When PP are ready, let the groups give their opinions.Activity 1cObjective: • to give practice in writing formal lettersTell PP to write a short letter to the senior citizens of the maxalla. Forweaker PP the letter may look like this:

Dear Senior Citizens o f the mahallaThank you fo r your idea about the advertising hoardings. We are going to th ink about your advice and t r y to find a good solution.

Yours sincerelyThe Leader o f the Mahalla Committee

Language and culture note: In British English if you write the name or title of a person at the beginning of a letter, you close with ‘Yours sincerely’. If you write ‘Dear Sir’ or ‘Dear Madam’ you close with ‘Your faithfully’.American English uses ‘Yours truly’ for all.

Pronunciation 1Pronunciation Exercise 1ashark, mushroom, brush, dictation, information, musician, special, delicious, ocean, Asian, possession, profession, surePronunciation Exercise 2British, invitation, cushion, goldfish, Spanish, nation, station, flash, radish, dish, pollution, mathematicianPronunciation Exercise 3PP own answers.

Pronunciation 2Pronunciation Exercise 1achain, kitchen, match, chalk, lunch, literature, temperature, picture90

Pronunciation Exercise 2chess, peach, culture, catch, creature, children, pinch-punch, vulture, chicken, channelPronunciation Exercise 3PP own answers.

GrammarGrammar Exercise 11 It’s too big to carry. I can’t carry it.2 It’s too difficult to read. I can’t read it.3 It’s too much to eat. I can’t eat it.4 This homework is too difficult to do. I can’t do it.5 This book is too long to finish. I can’t finish it.6 It’s too windy to play badminton. I can’t play it.7 I’m too tired to work. I can’t work.8 This ice-cream is too cold to eat. I can’t eat it.

Grammar Exercise 21 They’re the best mobile phones in Uzbekistan, aren’t they?2 It’s the most exciting film ever, isn’t it?3 It’s the tastiest palov in Samarkand, isn’t it?4 Oleg Ogorodov is a very famous tennis star, isn’t he?5 The Abdumavlonov brothers are karate champions, aren’t they?6 Tashkent is the biggest city in Central Asia, isn’t it?7 These chocolates are delicious, aren’t they?Grammar Exercise 3aPP must say that ‘one’ is used in place of ‘shirt’ and ‘ones’ to mean ‘shirts’.

Grammar Exercise 3bA: Can I help you?C: Yes, I want some new shoes. I want black ones.A: What size are you?C: A 36.A: OK. We have these ones or these ones.C: Can I try those ones on, please?A: How are they?C: They’re too big. Have you got any smaller ones?A: What about these ones?C: Oh yes, they fit me.Grammar Exercise 3cPP own answers but they must use ‘one’ and ‘ones’ in the dialogue.

Word Building ExercisePP answers will vary because every word in the first column can make a

UNIT 6

91

new word with the words in the second column. The following eight new words can be used as examples.

chocolate cake chocolate ice-creamorange drink fruit ice-creamlemon vanilla orange vanillafruit vanilla fruit cake

HomeworkLesson 1 Shopping centres1 Look at Activity 1 a and write where we can buy these things.We can buy a dress in the clothes shop.We can buy biscuits in the food shop.We can buy chocolate in the food shop too.We can buy tablets in the chemist’s.We can buy flowers in the flower shop.We can buy cameras in the electrical shop.We can buy bags in the clothes shop.We can buy a doll for your sister in the toys shop.We can buy ‘Fly High 8’ in the bookshop.We can buy a cassette player in the electrical shop.2 Find in the Wordlist and write the translation.Uzbek1 U sizga yarashdi. 5 Yo‘q, bu juda qimmat.2 Oxirgi narxingizqanday? 6 sarflamoq3 Qancha tolamoqchisiz? 7 almashtirmoq4 Arzonroq qilasizmi?Russian1 3 t o no^xo^HT Te6e. 5 HeT, 3 t o c j im u ik o m m h o to .2 KaKOBa Barna OKOHMaTe;ibHaH ueHa? 6 noiparaTb3 CKOJIbKO Bbl XOTHTe 3aiU iaTH Tb? 7 nOMCHJITb4 M o*eT e ycTynHTb?Lesson 2 Bargain for the best price1 Write the dialogue in order.1 Can I help you ?8 I’m going to buy a sweater.7 Would you like this sweater?2 Yes, I like it. I’ll take it. How much is it?5 That’s 8000 soums.3 Here you are.6 Thanks. Goodbye.4 Goodbye.92

UNIT 6

2 Look at the pictures and write sentences. Use the words in the cloud.1 It’s too big. It doesn’t fit her. She’s not going to buy it.2 It fits her. It looks nice. She’s going to buy it.3 It’s too short. It doesn’t fit him. He’s not going to buy it.4 It’s too small. It doesn’t fit him. He’s not going to buy it.

Lesson 3 Customers’ rights 1 Write the dialogue in order.C: Good morning.A: Good morning. Can I help you?C: Yes. I have a problem with this cassette recorder.A: Oh dear. What’s the matter?C: The sound doesn’t work.A: Let me t r y .....Oh yes, you’re right.C: What are you going to do?A: Well, I can give you a new one ... or give you your money back.C: I’d like a new one, please.A: OK. Here you are. I’m sorry about the problem. Here’s a free cassette to

go with the cassette recorder.C: Thank you. Goodbye.A: Goodbye, Sir.

Lesson 4 Buy mine. It’s the best.1 Write the words in the right column.NOTE: Warn pupils there are three items that don’t belong in any of the categories so they should think very carefully. They are: envelopes, writing paper and glue.

UNIT 6

Fruit Furniture Toys Electrical thingsapples, peaches apricots

a sofa, a chair, a table

a teddy bear, a doll, a plastic ball

an iron, a television, a tape recorder

Lesson 5 Advertising1 Find three adverts and bring them to class.PP own answers.


93

Unit 7 LeisureLesson 1 My favourite hobby is ...

Objectives:• to practise talking about leisure activities• to practise listening for specific information • to practise reading information in tables• to practise talking about most popular and least popular activities using

the superlative

Activity 1Objectives: • to revise vocabulary from the 5th form; to introduce and

practise some new words PP look at the labels and guess the meaning of the new words. Teach the pronunciation of the new words. Ask PP to say the meaning of the words in their mother tongue. Then ask them to make sentences using a verb and appropriate noun as in the example: I like playing the dutar, etc.Activity 2Objective: • to practise listening for specific information PP copy the numbers 1-3 in their Ex.Bks. PP look at the photo of Nodira and her coins and read the 3 questions and write the answers. Ask th^m who they can see, what Nodira is holding. ThefvPPIisTerTtolhetape and check their guesses. Then ask them what they think are the most popular leisure activities in Uzbekistan for boys and girls. Then they can try to guess the most popular ones in Britain too.Tapescript

Interviewer: Nodira, What’s your hobby?Nodira: I collect coins you know, coins from different countries.I: Mmm... you collect coins. And how many have you got?N: About two hundred, yes, two hundred I think.I: Where do you find them?N: Well, my father goes to different countries for his work, you know. He

gives me them. And when we go on holiday to other countries I always get some coins.

I: Where do you keep your coins?N: In beautiful albums. Would you like to see them?I: Wow! They’re beautiful. You’ve got a lot, haven’t you? And which are

your favourite coins?N: Er... I think the English coins are, yes, the English ones especially the

one with seven sides ... the 20 pence coin.I : Have your friends got coins?N: No, they don’t collect coins, they collect other things.I: Thank you, Nodira.

94

UNIT 7Key: 1b 2b 3c

Activity 3Objectives: • to practise reading information in tables; to practise talking

about most popular and least popular activities using the superlative

Ask PP to read the table and complete the sentences in their Ex.Bks. Activity 4Objective: • to practise asking and answering about leisure activities in

Britain and Uzbekistan Divide PP into groups.PP ask and answer about their favourite activities. They should make a note of the most popular five activities in their group. When groups are ready ask each group to report and keep a note on the BB of the most popular activities in the class.PP need this information to do their homework.

Lesson 2 He likes carvingObjectives:• to extend PP ability to talk about leisure activities• to practise reading for gist• to revise and practise ‘going to’ for intention• to listen for specific information

Activity 1aObjective: • to introduce and practise topic vocabulary Explain the meaning of the words (using the pictures where possible). Say the words or play the tape and ask PP to repeat after you or the tape in chorus, in rows and individually. Then let PP do Point and say in pairs.

1 1 See Classbook for Tapescript Activity 2Objective: • to practise reading for gistTell PP to look at the pictures. Ask them to say who the people are and what each of them is doing (in mother tongue). Then tell them to read each text silently and match it with the appropriate person/picture in their Ex.Bks.Key: 1 Munira 2 Adelya 3 Rustam 4 Masha 5 Aziz 6 Viktor Activity 3Objective: • to check understandingPP check their answers in pairs, using the dialogues as a model. After some time elicit answers by asking PP the questions.Activity 4Objective: • to practise listening for specific informationExplain that PP are going to listen to some British children being interviewed

about their hobbies. Write the table on the BB (without the ticks!) and ask PP to copy it. (Or, if you think this will be too long, you draw it on the BB and let PP just note down the name of the child and the letter of his/her hobbies in their Ex.Bks)PP listen and tick the appropriate hobbies for each person. Play the tape. Play the tape again and stop after each text and elicit/check the answers. Key:

UNIT 7

Name A B C D E F G H 1origami collect

coinspostcards

readcomics

takephotos

growflowers

sewtoys

playthepiano

writepoems

playcomputergames

Anna

Richard VKate

Timothy

Tapescript_________________________________________I: Anna, have you got any hobbies?

A: I like doing origami.I: Oh, right. Okay. Origami. What about collecting things?

A: Coins.I: Coins?

A: I’ve got a lot of coins.I: I see. Okay. Er... Have you got a camera?

A: Well, it’s the family camera. So...I: I see.

A: It’s not mine.I: Not yours.

A: No.I: All right.I: Right, Richard. Have you got any hobbies?

R: Yes, I have.I: That’s good. What are they?

R: Reading comics and collecting.I: What do you collect?

R: Er... just postcards.I: Oh, right. Okay. Have you got a camera?

R: Yes, I have.I: And do you take photos?

R: Mmm... Sometimes. And I love computer games.

I: Kate, have you got any hobbies?K: Yes.

96

!: I see. And what are they?K: I grow flowers and sew toys.I: You grow flowers and sew toys. Is that one of your toys? It’s beautiful.

Do you collect anything?K: No.I: Okay. Er... Do you play any musical instrument?

K: Yes, I play the piano.I: I see. Okay. Thank you.

I: Timothy, um ... have you got any hobbies?T: Yes. Um ... I love writing poems and playing computer games and

reading comics, of course.I: I see. Okay. Do you play a musical instrument?

T: No.I: And do you collect anything?

T: No._______________________________________________________________

Activity 5Objective: • to practise talking about hobbies and revise “be going to” for intention Let PP do the Chain drill. Then ask them to translate the sentence they said. Draw their attention to the meaning of “be going to” , that is for an intention at the moment.

Lesson 3 Popular TV programmesObjectives:• to introduce and practise ‘will’ for decisions made just now in affirmative

sentences and Wh-questions• to practise reading for detail

Activity 1Objective: • to revise the material from the 5th form and prepare for the

next activityDivide the PP into pairs. They take turns to ask and answer the questions about television viewing habits.Activity 2Objective: • to practise reading for detailDivide the PP into groups. They should read, say what they like, and find which programmes are popular in their groups. A representative from each group tells the class about what the group likes.Activity 3Objective: • to introduce and practise ‘will’ for decisions made just now in

affirmative sentences and Wh-questions Explain the problem to PP and ask them to decide what they will do instead

UNIT 7

7 — Fly High 7 97

of watching TV. Draw PP attention to the Remember box. Introduce the structure in the situation that mother explains. Tell PP that ‘be going to ’ is for an intention we made some time ago but when we make a decision just now we use ‘will’. ‘Will’ means we are certain we will do the action, ‘be going to’ means it is an intention. Then explain the form to PP.Then have an ordinary Chain drill, using the programmes in the TV guide.

Language Note:In modern English ‘will’ is used for all persons of the verb. ‘Shall’ is not used with future tense meaning.

Activity 4,5Objective: • to reinforce the new structurePP do further, more independent practice in groups.S uggestion: The homework is practice in reading. If you feel your PP need more practice with the new structure you could do Grammar Exercise 1 (will) and G rammar Exercise 3 (Wh-questions and will) or assign them for homework.

Lesson 4 Watching TV - is it good?

UNIT 7

Objectives:• to practise talking about advantages and disadvantages of television• to practise listening for detail• to practise reading for specific information and for detail___________

Activity 1Objective: • to practise listening for detailTell PP to keep their books closed. Tell them they are going to listen to some teenagers in Uzbekistan talking about TV and what they think about it. Write the table on the BB and ask PP to copy (or use the technique explained in Lesson 2 Activity 4. While listening PP tick the appropriate column.Key: _________

Sports Music Nature Cartoons Films News Quiz Ads EducationAziz S •/ V X

Go'zal ✓ X

Masha V X

Play the tape. Elicit answers. What do Aziz, Go'zal and Masha like watching? Don’t tell PP if their answers are right.

1 1 See Classbook for TapescriptActivity 2Objective: • to practise reading for specific informationPP open their books and read the interviews. Check how PP did and dealwith any difficult vocabulary. PP can work in pairs to do Activity 3.Activity 3Objective: to read for detail

98

PP copy the diagram into their Ex.Bks. Then they read the dialogues again and write the advantages and disadvantages of television. They can add some more from their own experience.Activity 4Objective: • to practise talking about advantages and disadvantages of television Explain that the class is going to debate ‘TV is waste of time. Teenagers should not watch TV’. Divide the class into 2 groups, one for and one against the motion. Choose 1 pupil to be the Chairman. Ask the Chairman to begin the debate by reading from the paper you have given him/her. Do not interrupt the debate, make notes. You will need them for feedback. Revise how to give an opinion and if necessary write the phrases on the BB. e.g. I think... Sorry,I don’t agree. We know th a t... so ... It’s true th a t... b u t...Explain that at the end of the debate the Chairman will ask them to vote according to their own ideas, not according to their role in the debate. After the vote ask PP for feedback. You could ask: Did you enjoy the debate? Why/ Why not? Then you can tell them your feedback.Paper for the ChairmanLadies and gentlemen. We are here today to debate the motion TV is waste of time. Teenagers should not watch TV’. Pupils for the motion are sitting on my left, pupils against the motion are sitting on my right. We have 15 minutes for the debate. Please raise your hand when you wish to speak. I decide the person to speak. Please be polite and don’t interrupt. At the end we are going to have a vote. Let’s begin. Turns to the ‘For’ group.Phrases for organising a debate.Next speaker, please Order! Order!Please vote now. If you are for the motion, raise your hand(Counts). If you are against, raise your hand(Counts). The Fors/Againsts are the winners.

Lesson 5 I won’t stay in townObjectives:• to talk about different summer camps• to practise reading for gist, main ideas, specific and detailed information• to practise using ‘will’ in negative sentences• to practise writing an informal letter

Activity 1aObjective: • to raise PP awareness of different camps Ask PP to read the letters and answer the questions.Activity 1 bObjective: • to practise reading for specific information PP read the letters again and do the task.

UNIT 7

UNIT 7 Activity 1cObjective: • to talk about what PP will do at summer camp or village using

‘will’ in affirmative sentences PP work in pairs telling each other what they will do at their camp or village. Activity 1dObjective: • to introduce and practise ‘won’t ’ for negative sentences about,

future activities Help PP with the new structure. They correct the statements.S uggestion: If you feel your PP need more practise, you could do Grammar Exercises 2-3 here - or assign them for homework.Activity 2a, 2b, 2cObjective: • to give PP freer practice in talking about camps PP look at the texts on the Project page and choose the camp they want to go to. Practise saying the question and the response a few times. Then ask all PP to get up and move around the room asking and answering until they have found a partner/group who want to go to the same camp. They should sit together and do 2c.Activity 2dObjective: • to practise writing an informal letterPP write a letter to their friend using the letters from Oleg and Shahnoza asexamples.

Lesson 6 ProjectObjectives:• to talk about definite future activity using ‘will’• to practise reading for specific information and for detail• to develop PP ability to work independently with the Wordlist• to develop strategies to guess the meaning of unknown words

Activity 1a, 1bPP read the task. Check that they understand. Divide PP into groups and tell them they have 20 minutes.Then groups take turns to present their camps to the class.

100

UNIT 7Pronuncia tion 1 Pronunciation Exercise 1auniversity, usually, use, pupil, new, computer, irregular, human Pronunciation Exercise 2music, student, continue, few, cucumber, interview, popular


P ronuncia tion 2 Pronunciation Exercise 1aup, understand, umbrella, unkind, unusual, fun, duck, jungle, cup, hundred, butter, instruction, mushroom, one, onion, above, worry, money, comfortable, love, another, blood, country, son

Pronunciation Exercise 2duststorm, upstairs, hungry, us, study, puzzle, jump, under, lunch, number, must, uncle, some, wonderful, honey, other, cousin


Grammar Grammar Exercise 1PP answers will vary.Grammar Exercise 21 I’ll work harder next year.2 I won’t eat sweets.3 I'll do all my homework.4 I won’t stay up late.5 I won’t watch too much TV.6 I won’t forget my brother’s birthday.7 I won’t fight with my sister.8 I won’t pester my parents to buy me things.9 I’ll help my mother with the housework.10 I’ll brush my teeth every day.Grammar Exercise 31 Where will you go in the summer?2 What will you do in French and English?3 How long will you be there?4 Who will you go there with?5 What will you do in the evenings?6 What will you do?7 Who will come from Canada?8 What won’t you do?

101

UNIT 7 HomeworkLesson 1 My favourite hobby is ...1 Write six sentences about your class. Use information from Activity 4.PP answers will vary.

Lesson 2 He likes carving1 Write your hobby in 5 sentences.PP own answers.

2 Write eight things you are going to do next week.PP own answers.

Lesson 3 Popular TV programmes1 Do this quiz. Find out how active you are.PP own answers.

Lesson 4 Watching TV - is it good?1 Today you had a debate about TV. What will you do tonight? Watch TV - or something else. Write six sentences about what you will do tonight. Use first, then, next, after that, then and finally.PP own answers.

Lesson 5 I won’t stay in town1 Add ten sentences to the Mother’s Day card.PP own answers.

Lesson 6 ProjectPrepare for the Test.PP look through Unit 5-7.

102

Unit 8 GeographyLesson 1 We’re going to BritainObjectives:• to practise talking about the political structure of Great Britain• to introduce the Present Passive in the affirmative form• to practise reading for detail• to practise listening for detail• to practise working with a map

Activity 1Objective: • to introduce the situation and prepare for the next activity PP look at the pictures, read the speech bubbles and answer the questions.Activity 2Objective: • to revise the material of the 6th form PP read the sentences and decide if they are True or False.Key: 1 true 2 false 3 false 4 trueActivity 3Objective: • to practise reading for detailPP copy the map of Britain in their Ex.Bks. Then they read the text and complete the map by writing the names of the counties in the appropriate places.Activity 4a, 4b, 4cObjectives: • to consolidate the Present Passive, to practise deducing the

meaning of the structure from the context Ask PP to read and translate the sentences, then let them answer the questions. You may ask one of the good pupils how Present Perfect is formed or explain it to the class yourself using the Remember box. Then ask PP to find other examples in the text, read and translate them.Tell them they already know this structure. Remind them about ‘made of’ and made in’ which they learned in Unit 5.Activity 5a, 5bObjective: • to practise listening for detailAsk PP to read the questions. Ask them to find the words they don’t know in the Wordlist: Head of State, Queen, rule, power.PP listen to the letter from the English PP and then answer the questions. Tapescript

Dear friends in Uzbekistan, thank you for your letter. We really liked the photos and we can’t wait to come and visit you.You asked us to tell you something about how our country is organised - so here you are.In Britain the Queen is the Head of State but in fact she doesn’t rule the country as she has no power. She’s a symbol of the country’s history and

103

it’s traditions. The Queen travels about tbeJJK, meets the people, entertains important foreign visitors and makes official visits. Her family also do these things.An important date in our history is 1949. That’s when Britain and the former colonies founded the Commonwealth. The Commonwealth includes many countries such as Canada, Australia, New Zealand, India and South Africa. The Queen of Great Britain is also the Head of the Commonwealth. The real power in our country doesn’t belong to the Queen though, it belongs to the British Parliament. That’s all for now. We want to know: Would you like to visit Parliament? Would you like to take a train round Britain? Looking forward to hearing from you. Your exchange friends.

S uggestion: You could do Grammar Exercise 1 here.

Lesson 2 We re in AmericaObjectives:• to practise talking about the political structure of America• to practise the Present Passive in the affirmative form• to practise listening for specific information• to practise reading for specific information• to work with the map of America

Activity 1Objective: to practise the pronunciation of the new wordsTeacher reads the words or plays the tape and PP repeat them and point tothe right place on the map.

1 1 See Classbook for TapescriptKey: The numbers of states match with the numbers on the map.Activity 2aObjective: • to stimulate PP interest in the textPP read the sentences and try to guess if they are True or False.Key: 1 false 2 true 3 true 4 true Activity 2bObjective: • to practise reading for specific information.PP read the text and check their answers in 2a.Activity 3aObjective: • to practise talking about the location of the statesPP work in pairs. They take turns, point to any state and talk about its location.Activity 3bObjective: • to give further practice in talking about the states PP continue to work in pairs. They take turns asking and answering questions. Activity 4Objective: • to practise listening for specific information

UNIT 8

104

PP listen to the conversation and number the places in order.Tapescript_______________________________________________________

UNIT 8

Guide: OK now ...is everybody here? So I’m your guide for this city tour of New York, the Big Apple. Now we’re driving along a river. Do you know which river it is?

Anvar: The Hudson.Guide: That’s right! Now isn’t this a beautiful park? Do you know what it’s called?Anvar: It’s Central Park.Guide: Yes. That’s right. OK now see this building. It’s the Metropolitan

Museum. New York has a lot of museums and galleries. You’ve already seen the Statue of Liberty, and now on your right you can see one of the very famous sights - look up and you can see....?

Anvar: The Empire State Building.Guide: Yes.Anvar: But I can’t see King Kong!

Key: 1c 2d 3b 4a

Activity 5Objective: • to practise talking about the sights in New York Pupils work in pairs, take turns in asking and answering the questions. Suggestion: You could ask PP to find these words in the Wordlist for homework to save time during the lesson. If you do this, review the words at the beginning of Lesson 3. Ask PP to translate the words, what part of speech they are, etc.1 port 2 region 3 monument 4 administrative 5 economic 6 railwa 7 ancient

Lesson 3 East or west, home is best!Objectives:• to practise reading and talking about regions in Uzbekistan• to practise reading and listening for specific information• to read for detail and makes notes• to work with the map of Uzbekistan

Activity 1 aObjective: • to raise awareness of the regions of UzbekistanPP read the names of regions of Uzbekistan, look at the map and match thenumbers and letters.Activity 1 bObjective: • to practise listening for detail PP listen to the dialogue and check their predictions.Tapescript

Iasi P1 : | know a. It’s Nukus. So the answer is a. P2: Yes, and I know b. It’s Urgench. So 2 is b. P3: I’m not sure, but I think 3 is k - Namangan.

105

UNIT 8Anvar: Yes, that’s right.P1: And 4 is m - Andijan.P2: And 5 is I - Fergana. But what’s 6?Anvar: Yes 6 is difficult. It’s g - Termez.P3: Is 7 k? \Anvar: No, you are wrong. 7 is f. It’s Karshi.P1: I know e. It’s Samarkand. Number 8 .P2: And 9 is c - Bukhara.P3: And 10 is d - Navoi.Anvar: Wonderful!P1: I’m sure that 11 is h - Djizzak.P2: And I’m sure that 12 is i - Gulistan.P3: And 13 is j-T ashken t.Anvar: Good. You are well done.

Key: 1a Nukus 2b Urgench 3k Namangan 4m Andijan 51 Fergana 6g Termez 7f Karshi 8e Samarkand 9c Bukhara 10d Navoi11 h Djizzak 12i Gulistan 13j Tashkent Activity 2aObjective: • to practise reading and listening for specific information PP listen and read the text. They answer the question.

iH See Classbook fo r Tapescript Key: Gulistan, Karshi, Tashkent Activity 2bObjective: • to read for detail and makes notesPP complete Victoria’s notes in their Ex.Bks following the example.Activity 2cObjective: • to practise talking about the regions of Uzbekistan using the

notes from readingPP work in pairs. They take turns to talk about the regions they want to visit. Suggestion: You could ask PP to do Grammar Exercises 3 here. It practises passive structures which PP already know (be interested in, be frightened of).

Lesson 4 Tashkent - capital cityObjectives:• to practise talking about famous places in Tashkent• to practise listening for detail• to practise reading for detailed information• to introduce and practise using the Present Passive in the negative,

interrogative and Wh-questions

Activity 1aObjective: • to introduce the buildings and practise saying the English names

for them

106

UNIT 8PP look at the pictures and answer the questions.Activ ity lbObjective: • to practise listening for detailPP listen to the text and write the answers in their Ex.Bks e.g. 1 i.Tapescript

So, you know that the capital of Uzbekistan is called Tashkent. But do you know what “Tashkent” means? It means “stone city” . Tashkent isn’t situated on the Tashkent river. It’s situated on the Chirchik river. It’s a big city. The population is more than 2 million. And as you can see, Tashkent’s a garden city, there are a lot of parks and lakes. Now we’re coming to the TV Tower, and there on your right, the Aquapark. In summer you can swim there and have fun. Tashkent’s a modern city. There are a lot of high buildings. Look on your right. You can see the beautiful Intercontinental Hotel. Do you like it?As you know, Tashkent’s the political, industrial, scientific and cultural centre of Uzbekistan and on your right is the Tashkent Business Centre. A lot of important meetings are held there. Now we are coming to the Oliy Majlis - the parliament. Isn’t it beautiful? Here on your left is Mustaqillik Square... Now this is the Alisher Navoi Opera and Ballet Theatre, named after the great poet, Alisher Navoi. It’s a beautiful building too. It shows operas and ballets by famous Uzbek, Russian and foreign composers. You can go here in the evening. If you don’t like ballet, you can go to the Uzbek National Theatre. It’s in front of you. It’s the oldest theatre in Uzbekistan. There are many museums in Tashkent. Amir Temur Museum shows the history of Amir Temur’s state ... (fade)

Key1: 1i, 2b, 3a, 4c, 5g, 6f, 7e, 8d, 9h Key 2: j metro station Activity 1 cObjective: • to talk about places PP would like to visit in Tashkent PP talk about the places they’d like to go to. If your PP know Tashkent well, encourage them to talk about places in Tashkent that they haven’t visited yet. Activity 2Objective: • to practise talking about TashkentPP read the sentences and say if they are True or False. If they are false they should contradict the statement using the Present Passive in the negative form. Introduce the negative by looking at the example. Draw PP attention to the Remember box.Suggestion: If you feel your PP need practice, you could do Grammar Exercise 4, or assign it as homework.Activity 3a, 3bObjective: • to practise making questions in Present PassivePP read the examples and write the questions and answers in their Ex.Bks.They can use all the texts in the Unit 8. Help PP if necessary.

107

UNIT 8 Activity 3cObjective: • to practise using the Present Passive in the negative,

interrogative and Wh-questions PP work in pairs. Thpy take turns to ask and answer each other’s questions. S uggestion: You may want to ask PP to find these words in the Wordlist and write their meaning for homework to save time during the lesson. If you do this, review the words at the beginning of Lesson 5. Ask PP to translate the words, what part of speech they are, etc.1 sky 2 represent 3 peace 4 valour 5 background 6 purity 7 justice

Lesson 5 What do the flags say?Objectives:• to introduce and practise the words for country, nationality and language• to practise talking about the flags of the UK, the USA and Uzbekistan• to practise listening and reading for specific information• to revise ‘I think that’ for speculating about things

Activity 1 aObjective: • to revise the material of the 6th form PP match the countries and the flags in their Ex.Bks.Activity 1 bObjective: • to introduce and practise the words for country, nationality and language PP listen, read and repeat after the tape. Then they can do point and say.

^ See Classbook for TapescriptCulture Note: Draw PP attention to the fact that Canada is a bi-lingual country. You can also tell them that many people in the USA speak Spanish, and that some people in the UK speak Welsh (in Wales) and Gaelic (in Scotland).

Suggestion: You could do Grammar Exercise 2 here. It gives further practice in countries and languages.Activity 1 cObjective: • to practise introducing people in an international setting This is a Chain drill done in pairs.Activity 2aObjective: • to practise listening and reading for specific information PP listen and read the text and then answer the question,

m See Classbook for TapescriptKey: the New Zealand, Australian, Canadian, Karakalpak flags are not described.Activity 2bObjective: • to practise talking about flagsPP work in pairs and take turns to ask and answer the questions. If your PP

108

find it difficult to make questions, you can give them some questions:1) What do the crosses on the British flag represent?2) What do the stripes on the Uzbek flag represent?3) What do the stripes on the American flag represent?4) What do the colours on the Uzbek flag represent?5) What do the colours on the American flag represent?6) What do the stars on the Uzbek flag represent?Activity 2cObjective: • to revise ‘I think that’ to speculate about the meaning of unknown

flagsPP continue to work in their pairs and try to interpret some other flags.

Lesson 6 Project Objectives:• to revise and consolidate the material of the unit• to develop PP ability to work independently and creatively• to develop the skill of working cooperatively in a group• to practise writing questions and affirmative and negative statements in

the Present Passive_________________________________________________

Activity 1Divide PP into groups of four and let them write their questions and answers on separate pieces of paper. Go round and help and correct as necessary. Activity 2As groups finish, check their work and make a note of any errors so you can deduct the appropriate number of marks!Activity 3When all groups have finished, give each group a copy of the quiz written by another group. Groups do the quiz. When they have finished they can get the answer sheets from you and check their answers. Groups who work fast may be able to do severaJ sheets of questions. (For this reason it’s good if you also prepare a quiz so that there is always a spare one for groups who finish quickly.)S uggestion: If you prefer, you could simply read out the questions yourself for everyone to do together and then go through the answers together afterwards.At the end add up the marks, deduct any marks for mistakes that were made when writing the questions and find the winning group.

UNIT 8

109

UNIT 8P ronuncia tion 1 Pronunciation Exercise 1afly, famous, fifty, breakfast, butterfly, staff, leaf, photo, physics, sulphur, nephew, autograph, draughts

Pronunciation Exercise 2feather, fireman, cafe, coffee, leaflet, traffic, photograph, chef, coughPronunciation Exercise 3PP own answers.

Pronunciation2 Pronunciation Exercise 1ajaguar, jelly, energy, germ, geography, giraffe, imagine, large, sledge, gymPronunciation Exercise 2language, jungle, just, German, vegetarian


Grammar Grammar Exercise 1PP answers will vary but the answers must be built with Present Passive.

Grammar Exercise 2Karakalpak is spoken in Karakalpakstan.Kazakh is spoken in Kazakhstan.Turkmen is spoken in Turkmenistan.English is spoken in the UK, the USA, Australia, India, South Africa, Malaysia, Canada and New Zealand.Tajik is spoken in Tajikistan.Uzbek is spoken in Uzbekistan.Russian is spoken in Russia.Kyrgyz is spoken in Kyrgyzstan.

Grammar Exercise 3 1aPP own answers. Their answers must be built with the phrase ‘be/not interested in’.1bPP own answers. Their answers must be built with the phrase ‘be/not frightened of’.

Grammar Exercise 41 Sumalak is not made in winter. It is made in spring.2 Navruz is not celebrated in autumn. It is celebrated in spring.

110

Unit 9 TravellingLesson 1 From Italy to ChinaObjectives:• to talk about means of transport, travelling and trips• to revise and practise previous vocabulary about travelling and transport, eb-~i the superlative

8 The city ^ - — nding for gist and main points Navoi. •■*«- *hirn.c are not explicit in the text

HomeworkLesson 1 We’re going to Britain 1 Write the verbs in the correct form.1 is divided 2 is called 3 is situated 4 are called 5 is named 6 is called7 is named

Lesson 2 We’re in America 1 Write the verbs in the correct form.1 is divided 2 is called 3 are called 4 is known 5 is grown 6 is found

Lesson 3 East or west, home is best!1 Complete the sentences.1 Uzbekistan is divided into the Republic of Karakalpakstan,12 regions

and Tashkent, the capital of the Republic.2 The Great Silk Road went through Fergana, Djizzak, Bukhara and Andijan.3 Nukus is the centre for silk worms.4 In ancient times Bukhara joined together such thinkers as Beruni,

Avicenna and others.5 Termez is a port and railway centre.6 Samarkand is famous for its historical monuments.7 The great statesman Amir Temur was from Kashkadarya.8 Bukhara is famous for its scientists and poets.

Lesson 4 Tashkent - capital city1 Say if the verbs are regular or irregular. Say the past participle.1 collect - regular verb, collected - past participle2 deliver - regular verb, delivered - past participle3 sort - regular verb, sorted - past participle4 read - irregular verb, read - past participle5 take - irregular verb, taken - past participle

2 Fill in the correct form of the verb.1 are collected2 are taken

m

peacevalourbackgroundpurityjustice

ifodalamoq tinchlik g'alaba orqa ton tozalik, poklik adolat, odillik

He6onpeacTaajiHTbmhpno5eAa3aflHHH roiaH, (J)OH

M H crora

cnapBezuiHBOCTb

Lesson 5 What do the flags say?

1 Design a flag for your school/village/town and write what it represents.PP own answers.

2 Write questions for the answers.1 Where is football played? 6 What is used to make khon atlas?2 When is cotton harvested? 7 Where is tennis played?3 When is Mother’s Day celebrated? 8 Where are palov, chuchvara and

novvot eaten?4 When is sumalak eaten? 9 Where is this book printed?5 Where is khon atlas made? 10 What is celebrated on 1 st September.


112

Unit 9 TravellingLesson 1 From Italy to ChinaObjectives:• to talk about means of transport, travelling and trips• to revise and practise previous vocabulary about travelling and transport,

and the superlative• to practise reading for gist and main points• to practise inferring meaning where things are not explicit in the text

Warm upRevise the vocabulary that PP already know for ways of travelling.Ask PP to say how people can travel and write the answers in two columns on the BB:By : bus, train, plane, car, trolleybus, tram, bicycle, boat, helicopter, jeep, balloon, metro, shipOn: foot, a horse, a camel, a donkey, an elephant (This vocabulary was introduced in the 5th and 6th forms.)Suggestion. With weaker classes you could help them by writing the beginning of words on the blackboard e.g. bicy - - - and leaving a dash for each missing letter.Activity 1a, 1bObjective: • to introduce and practise how to talk about travel wishes PP work in pairs. They look at the picture and read the conversation. Ask a pair of PP to read the example aloud and help them to do it.Then do a normal Chain drill.Activity 2Objective: • to revise and practise comparing means of transport using the

superlativeAsk PP to read the adjectives and say what transport is ‘the slowest’, etc. Let them say what they think.Suggestion: With weaker classes you could let PP prepare their answers in pairs in their Ex. Bks before eliciting answers.Activity 3aObjective: • to stimulate PP interest and ideas in the topic of the text Ask PP to read and answer the questions.Activity 3bObjective: • to practise reading for gistAsk PP to read the text and follow Marco Polo’s journey from Italy to China on the map on the next page.Activity 3cObjective: »to practise inferring meaning where things are not explicit in

the text

8 — Fly High 7 113

UNIT 9Ask PP to read the text again and answer the questions.Activity 3dObjectives: »to interpret pictorial information; to practise talking about transport Ask PP to look at the map and say what transport Marco Polo used on his trip. Activity 4Objective: • to practise talking about transportPP should work in pairs and talk about the transport they would like to use to repeat Marco Polo’s trip.

Lesson 2 The Silk RoadObjectives:• to practise talking and writing about places PP want to visit• to introduce and practise making comparisons with ‘... as I expected’• to practise listening for specific information• to practise map skills

Activity 1aObjective: • to stimulate PP interest and ideas about the topic Ask PP to read and answer the questions.Suggestion. With slower classes you could let PP prepare their answers in pairs before eliciting answers from the class.Activity 1 bObjectives: • to revise the names of countries in Asia and Central Asia; to

prepare for listening Ask PP to look at the map and say what countries the Silk Road crosses. Activity 1 cObjective: • to practise listening for specific informationWrite the following names of the tourists on the BB and ask PP to copy:Fredric Stone: Roger: Victoria: Alisher:Then ask PP to listen to the interview and write the places the tourists describe. Tapescript_______________________________________________________

Guide: These tourists come from several countries. They’ve just finished a trip on the Silk Road. It was great! They visited the old, historic cities and some small villages. Listen to their stories and match them with the route on the map.

Fred: Hello, my name’s Frederic Stone. I’m from Florida, USA. Do I like the trip on the Silk Road? Sure. It was great! The most interesting in my life. I have visited many countries: South Africa, Brazil, Mexico. But this trip is the most exciting. I’m interested in handmade things so I was waiting for the visit to Bukhara. I bought a carpet. It’s very, very beautiful! It’s more beautiful than I hoped. My friends are going to want one too!

114

Rojer: I’m Roger, from Great Britain. It’s my first trip to the East and I enjoyed it. Usually I spend my vacations in Europe. But now I know visiting oriental countries is much more interesting than visiting Europe. It’s a completely different culture, lifestyle and food. The Great Wall is really ‘great’! It’s bigger and longer than I thought. And Chinese food, mm ... really ‘great’. It was better than I expected.

Victoria: What I liked in the trip? You can’t believe it’s a desert. I live in Montana. The trees and mountains are green all the year round. I didn’t expect the Kizilkum desert to be beautiful. Especially in the early morning when the sun hasn’t come out and the clouds are different colours. It’s more interesting than I expected. It’s a great place to go to. Next year I want to cross the Karakum desert with my new friend from Australia. Anyone who wants to join us is welcome. Join us - my name’s Victoria.

Guide: What was the most interesting place on the Silk Road for you, Alisher?

Alisher: Khiva, it’s a miracle in the desert. The town is a museum. Walking in its narrow streets you can feel time. It is like living in a fairy tale about Aladdin. Khiva’s older than I thought. And more fantastic.

Key: Frederic Stone - Bukhara; Roger - China;Victoria - Kizilkum desert; Alisher - Khiva Activity 1dObjective: • to practise listening for specific informationAsk PP to listen to the interview again and say what the tourists liked in eachplace.Key:Frederic Stone: carpets Roger: The Great Wall, Chinese food Victoria: the desert in the early morning Alisher: Khiva. It’s like a fairy tale about Aladdin Activity 1eObjective: • to introduce and practise a new form of comparisonAsk PP to look at what the tourists said and say what kind of sentences they are.Key: comparative (place is compared with how I expected it to be).Draw PP attention to the example of how to make a negative comparison in the Remember box.Suggestion: You could do Grammar Exercise 1 here to practise the new comparative form.Activity 2a, 2bObjective: • to write and talk about places PP want to visit Ask PP to choose a place on the map of the Silk Road and write why they would like to visit it. Then they work in pairs (or groups) and tell their partner(s) where they want to go and why.

UNIT 9

115

UNIT 9 Activity 2cObjectives: • to practise talking about places PP want to visit; to practise

geographical skillsAsk PP to make a line of the route of the Silk Road (You can do this activity in groups 6-7 too to do it easily and fast). Show them the beginning (in the east) and the end of the route (in the west). They stand in order on the line according to which place they would like to visit. When they are all in their places check that they are right by getting them to say the place. Anyone in the wrong place can move.Then they take turns to explain their choice; e.g. I want to visit Bukhara because I’m interested in carpets. Remind them to listen carefully to their classmates. At the end they should say;a) who went to the same place as they didb) what the most popular place was

Lesson 3 Planning a tripObjectives:• to practise talking and writing about what to show a visitor to Uzbekistan• to practise working independently with the Wordlist• to practise reading for gist and detail• to revise and practise giving advice/suggestions with should

Warm UpPlay ‘Uzbekistan’. It’s the same as The Silk Road’ in the previous lesson but this time instead of a line you will show a rectangle which is Uzbekistan. Show the north, south, east and west. PP stand in a place they want to visit in Uzbekistan. The rest of the procedure is the same as for ‘The Silk Road’.Activity 1Objective: • to introduce and practise new wordsAsk PP to find the new words in the Wordlist and write their meaning and part of speech. Say the words and ask PP to repeat after you in chorus, rows and individually. Draw PP attention to the words in the Remember box.

Language Note: the way to use these words is: ‘to go on a trip/journey’, ‘to travel’. T o journey’ as a verb is formal and literary. As a noun it is used for something longer and more important than ‘trip’, ‘long + journey’ usually go together. ‘Travel’ can be a noun, but only in special circumstances, e.g. ‘My Travels’ by Marco Polo.

Activity 2aObjective: • to practise reading for gistAsk PP to read the texts and match them with the situations.Key: 1c 2d 3a 4bActivity 2bObjective: • to revise making suggestions/giving advice with ‘should’116

PP say what advice the traveller gives for the situations in 2a.Suggestion: You could do Grammar Exercise 2 here.Activity 3a, 3bObjective: • to practise writing suggestions with ‘should’Ask if any P in the class has a penfriend in another country. If so, ask them to say where they want to take their penfriend when s/he visits Uzbekistan. Explain to the class that they should all imagine they have a penfriend in another country. PP writes three suggestions for their penfriend. PP work in pairs/groups. They tell their partners their suggestions.Activity 4a, 4bObjective: • to prepare for the next activityPP work in pairs. Ask them to think about different places and things in Uzbekistan that they would like to show to their penfriend. Write these words on the BB. Then asks PP to copy the words in their Ex.Bks in the correct column: Places/Buildings/People/Food Activity 4cObjective: • to practise talking about what to show a visitor to Uzbekistan Ask PP to choose three things from the columns and tell the class why they want to show them to their penfriend.

Lesson 4 Xush Kelibsiz! Welcome!

UNIT 9

Objectives:• to practise talking about trips• to practise reading for gist• to practise inferring meaning where things are not explicit in the text• to introduce and practise a new form of adjective made from a verb• to revise and practise asking for and giving directions

Activity 1a, 1bObjective: • to introduce and practise the new vocabularyAsk PP to find the new words in the Wordlist and write their meaning and partof speech. Say the words and ask PP to repeat after you.Activity 2aObjective: • to stimulate PP interest and prepare for reading Ask PP to read the questions and answer them.Activity 2bObjective: • to practise reading for gistAsk PP to read the interview questions and match them with what the tourists wrote.K ey:1 c 2d 3a 4b'Activity 2cObjective: • to practise inferring meaning where things are not explicit in the text Ask PP to read the text again and answer the questions.

117

UNIT 9 Key:1 The tourists were in Uzbekistan.2 It was spring because the trees were in blossom.3 They liked to eat in small restaurants in the side streets and in choyhonas. Activity 3Objective: • to introduce and practise a new form of adjectiveAsk PP to read text b in 2b and find the phrases from the Remember box andsay what part of speech they are.Key: adjectivesDraw PP attention to how to make an adjective from a verb. Ask them to translate the phrase (with a strong class you could compare the translation with the structure in English ‘a thing which is amazing’ ‘a person who is caring’Suggestion: You could do Word Building Exercise here to practise the new type of adjective.Activity 4a, 4bObjective: • to ask and answer about PP own tripsAsk PP to think about one trip they had (it could be a school trip) and writeanswers to the questions in 2b.PP work in pairs. They take turns to interview their partner using the questions. Or they can go round the class and interview other classmates.Activity 5Objective: • to revise and practise asking for and giving directions PP work in pairs. They ask for and give directions using the map. They should help the tourists find the right place.Pairs take turns to ask and answer how to get to the places. This is revision of material in Unit 1.Tourist: Excuse me, where’s/how do I get to ...Rustam: Go straight on ...

Lesson 5 World SpotsObjectives:• to enable PP to talk and write about famous places in the USA and the

UK and around the world• to practise reading for specific information and for detail• to practise writing an informal letter

Activity 1 a, 1b, 1cObjective: • to introduce and practise the names of placesAsk PP to look at the pictures and match them with the names, listen andrepeat.Then they should work in pairs, point and say.Key: 1g 2d 3c 4e 5b 6f 7a

118

1 1 See Classbook for Tapescript Activity 2aObjective: • raise PP awareness of different buildings and countries Ask PP to say which places are in the USA and which are in the UK. Activity 2bObjective: • to give further practice in talking about the USA and the UK Ask PP to work in pairs, choose the place and say why they would like to go there.Activity 3aObjective: • to stimulate PP interest in the textAsk PP to look at the picture of the Statue of Liberty and answer the questions.Activity 3bObjective: • to practise reading for specific information PP read the text and check their answers in 3a.Activity 3cObjective: • to read for detailPP read the text again and do the True or False activity.Activity 3dObjective: • to stimulate PP to talk about what they know about the UK

and the USAThis is a quick activity which will allow PP who know about these countries the opportunity to say what they know, and talk about their own experience. Activity 4a, 4bObjectives: • to practise talking about famous places around the world; to

revise the material of the 5th and 6th form PP think of places they know. Then in groups they play the game. One P thinks of a place and says the name of it. The other has to say what country it is in. P1: The Taj Mahal.Group: The Taj Mahal’s in India./ls it in India?Activity 5Objectives: • to practise writing a postcard; to practise writing about places. S uggestion : If you have no time this could be done as homework. S uggestion : With weaker classes it may be better to do this as group work. Together the group can produce something better than individually, if the group do this, make sure that every member has the final product written in his/her Ex.Bks.NOTE: It would be a good idea to ask PP to prepare for the project at home before the project lesson. Divide PP into several groups. Ask each group to think over the trip they want to have from their place to other country or countries. Ask them to prepare a plan of the route, think about things they

119

UNIT 9

need to take with them, what transport they want to have while travelling, why they have chosen this place /places, what is the purpose of their visit, what they expect to see there.

Lesson 6 ProjectObjectives:• to revise and consolidate the material of the unit• to develop PP ability to work independently and creatively• to develop the skill of working cooperatively in a group• to develop critical thinking• to develop evaluation skills• to develop practical life skills

ActivityExplain the situation to PP. Make sure they understand and organise the groups. Remind them to use the questions to help them plan what to write. Remind them that they can use the map in Lesson 2. Show them what a diary page looks like (draw one on the BB) like this:

UNIT 9

Monday 4th Monday 11thTuesday 5th etc.

Tuesday 12th

PresentationTell PP they have 25 minutes to do their project. Go round and monitor what groups are doing. Tell them how the time is going. Warn them when they only have 5 minutes left and make sure they have organised who will say what.

EvaluationLet them present their projects. At the end, ask them if they are satisfied with themselves. Did they all contribute to their group’s presentation? Did they enjoy doing the project? etc.

Pronuncia tion 1 Pronunciation Exercise 1aIrish, ice cream, Hi, library, polite, dialogue, night, right, kind, sign, wild, July, skyPronunciation Exercise 2tidy, fight, blind, butterfly, kite, high, find, bye, light, eye, smile, dinosaur, nine, diningPronunciation Exercise 3PP own answers.

120

Pronuncia tion 2 Pronunciation Exercise 1aeight, neigh, hail, rain, tail, straight, great, May, day, play, take, snake, volcano, greyPronunciation Exercise 2again, neighbour, break, always, state, nail, say, potato, paint, today, cage, mail, latePronunciation Exercise 3PP own answers.

Grammar Grammar Exercise 11 These biscuits are more delicious than I expected.2 My homework is not as difficult as I thought.3 My father is stronger than I thought.4 I am taller than I thought.5 My mother is younger than I thought.6 The weather is not as good as I hoped.7 This book is not as interesting as I hoped.8 My uncle arrived earlier than I expected.9 These shoes are not as comfortable as I hoped.10 This TV is cheaper than I expected.Grammar Exercise 21 1 c, 2 d, 3 a, 4 b2Uzbek1 Bazmga kechikmaslik uchun ertalab soat 7.00 da jo‘nashimiz kerak.2 Bugun palov tayyorlay olishingiz uchun gurunch, sabzi, piyoz va go'sht

xarid qildim.3 Yozuvingizni o‘qiy olishim uchun iltimos uni tushunarli qilib yozing.4 Televizor ko'rayotgan paytimizda qulaylik yaratish uchun yangi divan

sotib olmoqchimiz.Russian1 MbI flOJDKHbl OTnpaBHTbCH B 7 HaCOB, flJIfl T o ro 4 T 06b I npH 6bIT b H a

BenepHHKy BOBpeMH2 H Kyniuia pnc, M 0pK 0B b , JiyK h mhco, htoSm tm CMorjia CBapmb iijiob

ceroflHH.3 r im im n o jK ajiy ftcT a aKKypaTHO, iit o 6 m h C M orna n p o w r a T b t b o k j p a6oT y .4 Mbi coSwpaeMca KynHTb hobmh ziHBaH. HTo6bi 6mjio yao6HO cuaeTb h

CMOTpeTb rejieBH3op.3PP own answers.

UNIT 9

121

UNIT 9Word Building 11 It’s an exciting book.2 I was at the opening ceremony.3 The President made the closing speech.4 The Chairperson has the deciding vote.5 The starting gun went and the race started.6 She fell off the moving bus.7 She switched on the reading light.8 She bought six laying hens from her neighbour. The next day she found 12 eggs!9 They went on a training course to learn to be teachers.10 A talking book is a story in a book which is also on cassette. You can

listen and read.TranslationUzbek1 U odamni toMqinlantirib yuboradigan kitob.2 Men ochilish marosimida bo‘ldim.3 Prezident yopilish nutqini so‘zladi.4 Rais hal qiluvchi ovozga ega.5 Start o‘qi uzildi va musobaqa boshlandi.6 U harakatlanayotgan avtobusdan yiqilib tushdi.7 U o ‘quv chirog'ini yoqdi.8 U qo'shnisidan oltitata tuxum qo'yadigan tovuq sotib oldi. Ertasi u 12 ta

tuxum topdi.9 U o ’qituvchilik kasbini o’rganish uchun trening kursiga qatnadi.10 Matni kitob hamda kassetada bo’lgan hikoya so‘zlovchi kitobdir.

Russian1 3 t o BOJiHyK»maa KHHra.2 ft 6buia Ha uepe.MOHMH otkpmthh.3 Ilpe3TOeHT BbicTynHJi c saitiiiOMHTejibHOH penbio.4 n pejcejaTejibCTByiomMH HMeeT pcmaiomHii rojioc.5CTapTOBbiif BbicTpe;i npo3Byqaji, h roHKa Hanajiacb.6 OHa Bbinama H3 4BH*ymeroca aBTo6yca.7 O H a BKJiioHHJia c b c t ajia MTeHHa.8 OHa KynHJia uiecTb KypHH HecyuieK y c b o c h coce/iKM. Ha cjieayioiuHH aeHb OHa Hanuia 12 hhu!9 Ohh n o c ry m u iH H a K ypcbi TpeH H H ra, h to S b i CTaTb yMHTejiHMH.10 roBopaiuaH KHHra — 3io paccKa3 hjih KHHra, KOTopaa 3anncaHa Taoce h Ha KacceTe. Bm MoxeTe HmaTb h cjiymaTb.

HomeworkLesson 1 From Italy to China1 Write about three places you want to go to and how.PP own answers.122

Lesson 2 The Silk Road1 Write what country you want to visit and why.PP own answers.

Lesson 3 Planning a trip1 Write questions for your friend asking for his suggestionsPP own answers.

2 Read the text from the dictionary. Complete the sentences with a suitable word.

1 I’ve travelled to many countries.2 I’m always nervous before a journey.3 I’m tired. It was a long journey.4 We went on a school trip to the mountains. It was great.5 How long will the journey take?6 How are we travelling there?7 Pack your suitcase. We're going on a long journey.8 I like going on trips .

Lesson 4 Xush Kelibsiz! Welcome!1 Read the letter and answer the questions.1 The letter is from Muhabbat.2 The letter is to Muhabbat’s Mum and Dad.3 She is in New York.4 She has seen the Statue of Liberty.5 She enjoyed seeing the Statue of Liberty.6 She is going to visit the Metropolitan museum.

Lesson 5 World Spots1 Write about your trip using the questions from 2b Lesson 4.PP own answers.

2 Write two sentences of your own. Use the words in the cloud.PP answers will vary but the following could be good examples.1 She jumped into the moving bus.2 She has seen a surprising thing in the museum.3 They went to the meeting place earlier than others.4 A lot of thanks were told to the organising committee.5 The recording studio was closed when telephoned there.6 The father kissed the sleeping child.


UNIT 9

123

Unit 10 Holidays, holidays!!NOTE: The homework for each lesson in this unit reviews and practises punctuation. You may wish to do some of this work in class, especially if your PP are not strong.

Lesson 1 Holiday in PlymouthObjectives:• to introduce some cultural information about England• to practise listening and talking about a place of interest in Plymouth• to listen for specific and detailed information• to present vocabulary for punctuation marks

Activity 1Objective: • to introduce the topicGive PP some time to think over their answers. Help them if they are not sure about how to answer the second question. A possible answer is: "To the seaside in the south of the country".Activity 2Objectives: • to introduce cultural information; to practise talking and lis

tening; to revise questions This is a normal information gap activity. PP work in pairs. First they should read the information on their pages, then write questions in their Ex.Bks, ask each other and write answers.Activity 3aObjective: • to prepare for the next activityPP find the words in the Wordlist and write them and their meaning in their Ex.Bks.Activity 3bObjective: • to teach PP to say the new words correctlySay the words or play the tape and ask PP to repeat after you or the tape alltogether, in rows and/or individually.

1 1 See Classbook for Tapescript Activity 4aObjective: • to listen for specific informationBefore you play the tape, draw PP attention to the two questions and to the phrase in the Remember box. Explain that people can say it when they haven’t seen each other for a very long time. People can also use the following phrase in letters: “Haven’t heard from you for ages!” Play the tape once and ask your PP, possibly the best ones, to answer the questions.Key:1 She played basketball (with her grandfather), went to the beach (with her

grandmother) and to the National Marine Aquarium.2 She saw sharks, seahorses and divers.

124

UNIT 10Tapescript

m James: Hello, Anne. Haven’t seen you for ages! Where have you been?Anne: Hello, James. I was away in Plymouth.James: Why did you go there?Anne: For my holidays. I stayed with my grandparents.James: Uh, with your grandparents... must be boring.Anne: Oh, no. My grandparents are wonderful! My grandad even played basket

ball with me, and my granny and I went to the beach when the weather was good. And one day they took me to the National Marine Aquarium.

James: The National Marine what?Anne: The National Marine Aquarium. There are hundreds of fish there,

and there are skilled divers, and they feed the fish by hand.James: Wow! That’s fantastic! What did you like most of all?Anne: Baby seahorses and sharks!James: Sharks?! How exciting! Please tell me all about them. How big

were they? Do they eat people?Anne: Some do. I’ll tell you more about them and show you some pictures

of the Shark Theatre. And where did you go on holiday?James: To North Cornwall... (The voice fades away)

Activity 4bObjective: • to listen for detailPlay the tape again. Pause to let PP write answers in their Ex.Bks.Key: 1c 2a 3c 4b Activity 5Objective: • to present the English names for the five punctuation marks You can start this activity with asking your PP to say the names of the five punctuation marks in their mother tongue, then they match them and the English names orally.Key:1b 2e 3d 4c 5a

Lesson 2 Exotic AmericaObjectives:• to introduce some cultural information about the USA• to practise talking and writing about good places to go to on holiday• to practise reading gist, main ideas and detail

Activity 1aObjectives: • to raise interest in the topic; to bring pupils’ background

knowledge into play In pairs PP write what they can remember about the USA. They can write the names of rivers, cities, famous people, places of interest.

125

UNIT 10 Activ ity 1bObjective: • to practise reading for gistPP read the two texts silently. When they finish, they should be ready to say that the first text is about the Hawaiian Islands and the second is about the Rocky Mountains and the Grand Canyon.Activ ity 1cObjective: • to practise reading for main ideas PP read silently and match in their exercise books.Key: 1 b,c,e 2 a,d,fA ctiv ity 2Objective: to practise reading for detailPP read the text silently. After they have finished, ask them to answer the questions. Key: Mr Green will go to Hawaii, because it’ll be interesting for him to see

how people dance hula and he can try shellfish.A ctiv ity 3Objective: • to practise talking about places where one can spend a holi

dayIn pairs PP talk about where they would like to go for a holiday. Tell them that they can choose from the places mentioned in the two lessons: Plymouth, Hawaii and Arizona and also talk about other places, both in Uzbekistan and elsewhere. They can use phrases like “ l”d like to go to... I think it’s ... I c a n ... there.’

Lesson 3 Welcome to Dreamworld!Objectives:• to introduce some cultural information about Australia• to practise talking and writing about places of interest in Australia• to practise reading for detail• to practise listening for specific information and for detail

Activ ity 1Objectives: • to raise interest in the topic; to bring pupils’ background

knowledge into play In pairs PP write what they know and remember about Australia.Activ ity 2aObjective: • to prepare for the next activityPP find the words in the Wordlist and write them and their meaning in their Ex.Bks.Activ ity 2bObjective: • to read for detailPP read silently. When they finish, ask as many of them as possible to say which piece of information they find to be the most interesting. Ask PP to explain why they think it to be interesting.Activ ity 3aObjective: • to practise listening for specific information

UNIT 10PP should listen to the tape and number the pictures in their Ex.Bks. Key: 1b 2e 3d 4f 5c 6aTapescript

Announcer: Hello and welcome to our listeners. I’m John Williams and in today’s programme I’m talking to Philip Mell from Australia. Philip is the manager of the Pacific Touring Company. Philip, what kind of trips do you organise for those who want to see Australia?

Philip: As you know, Australia today is a country which attracts a lot of visitors. Holidaymakers are fond of visiting Dreamworld. It is a park on the Gold Coast just 40 minutes from Brisbane. We organise groups of about 25 people who travel to the Gold Coast in comfortable buses.

Announc.: The Gold Coast? Is that the place where Captain James Cook landed in 1770?

Philip: E r ... yes, he landed on the east coast and raised the British flag there. Anyway ... Dreamworld has a lot of attractions, like roller-coasters, and lots more. There is a special place in Dreamworld - Koala Country, with a full day’s entertainment.

Announc.: What about well-known Australian animals? Can visitors see them in Dreamworld? You know, typical Australian animals: kangaroos, emus, ...

Philip: Yes, and koalas too. You can even cuddle a koala and take a photo with it.

Announc.: Oh, I know a lot of children would love to do that.Philip: (laughing) And grown-ups too! Well, I could tell you a lot more

about Dreamworld, but why not come and see everything with your own eyes? You know, once seen never forgotten.

Announc.: Thank you, Philip. Well, listeners, why not travel to the Gold Coast with the Pacific Touring Company for a holiday to remember.

A ctiv ity 3bObjective: • to practise listening for detailPlay the tape again. In their Ex.Bks. PP write captions for the pictures. Here are some possible ideas:a Cuddling a koala; b Visit the Gold Coast! c Typical Australian animals; d Riding a roller-coaster; e Captain James Cook.A ctiv ity 3cObjective: • to practise talking about visiting Dreamworld Ask as many PP as time allows to answer the question.A ctiv ity 4Objective: • To give PP further practice in talking about visiting Australia In pairs PP talk about an imaginary visit to Australia. Hopefully at least three questions will be asked and answered. Walk round the classroom, listening in and giving help when needed.

127

UNIT 10Lesson 4 What makes a good companion?

Objectives:• to introduce and practise ‘I’d ra ther...’ for expressing a preference• to practise listening for specific information• to practise reading for detail

Activ ity 1aObjective: to prepare for the next activityPP find the words in the Wordlist and write the meaning in their Ex.Bks. Activ ity 1bObjective: • to practise listening for specific information Let PP listen to the whole interview. If you feel that it is difficult for them to answer the questions, you can play the tape a second time, pausing in necessary places for the PP to answer the three questions.Key: 1 With his parents; 2 He’d like to travel with a group of boys and girls;3 Emma thinks it’s good to go hiking with lively people who know a lot of games; Melissa thinks that friendly people are good travelling companions. S uggestion: If your class is strong enough you can ask more questions, e.g. What do you think about Andrew’s parents? Are they good travelling companions? What do the girls say about their teacher?Tapescript

Announcer: Hello and welcome to the programme “Open Road”. Today we’re talking to a group of teenagers from London schools. I’m sure you all like travelling, don’t you?

Voices of children: Yes.Of course, I do. We do.Announcer: Do you usually travel alone or with your parents or

friends?Let’s begin with you, Andrew.

Andrew: Well, first of all, I don’t travel much...Announ.: But do you go anywhere on holiday?Andrew: Oh, yes. Usually my parents and I go to Wales where my

grandma lives.Announ.: Aha! So you travel with your parents. Are they good travelling

companions?Andrew: You see, I don’t quite understand what you mean by a good

companion. My Mum and Dad know a lot about the places we visit and ... er... it's fun to listen to their stories. But...

Announ.: Yes?Andrew: My Mum enjoys walking near the lakes and my Dad is fond

of mountain walks...Announ.: And you?Andrew: I’d rather ride a bike.Announ.: So you and your parents like different sorts of holiday activi

ties?Andrew: Yes, and that’s why I sometimes dream of a biking holiday

with a group of boys and girls. Biking is really great!128

Announ.: Thank you, Andrew. Emma, what sort of people do you like travelling with?

Emma: I think it’s good to go camping with lively people, people who know a lot of games. They are never dull.

Announ.: And do you know anyone who is never dull?Emma: Why, yes, of course. My friend Melissa, for example.Melissa: You know, Emma and I belong to our school Hiking Club

and we often go on hikes in the north of England. I think hiking with friendly companions is wonderful. One of the best companions I know is our teacher.

Emma: Oh, yes, I agree. Ms. Stutford is a good teacher and companion.Announ.: A good teacher and a good travelling companion in one per

son! Well, girls, I’m glad to meet someone as lucky as you. It has been very interesting to talk to you all. Thank you, everybody.

UNIT 10

Activ ity 2aObjective: • to make PP think about the meaning of the structure ‘I’d

rather ...’PP read the sentence and the question silently. Ask several of them to say what they think. You can also ask one of them to translate the sentence with the structure into their mother tongue.A ctiv ity 2bObjective: • to practise talking about preferences using the new structure Ask three PP to read the example aloud. Work with the stress and intonation if necessary. Now practise the structure according to the example.Activ ity 2cObjective: • to give PP freer practice in using the structure to talk about

preferencesMake groups of three. PP should make dialogues according to the example. Activ ity 3Objective: • to practise reading for detailPP read the texts silently and in pairs decide which children would make good pairs.Key: Robert and Mike; Amy and Frank.Ask PP to explain why Fiona is not a good travelling companion. They can do it either in English or in their mother tongue.S uggestion: You could do Grammar Exercises 1-3 here, or assign them as homework. They all give further practise with ‘I’d ra the r...’.

Lesson 5 Are you a good companion?Objectives:• to practise talking and writing about good travelling companions• to practise reading for detail• to raise PP awareness of the need to know themselves and their friends

9 — Fly High 7 129

UNIT 10 Activity 1Objective: • to practise talking about hiking in different seasons You can start this activity by talking about yourself. If you do not like hiking, you can say that you did when you were your PP age. Ask as many PP to answer the questions as possible. There will probably be more people who like hiking in summer rather than in other seasons. If so, say that when you were at school, you liked hiking in some other season, because you didn’t like hiking in hot weather. Possibly there will be PP who are of the same opinion.A ctiv ity 2Objective: • to practise talking about good travelling companions If necessary PP can first read activity 3 in Lesson 4 to remember the teenagers. Then, using the model, they explain their preferences to the partners.A ctiv ity 3Objectives: • to revise Present Simple; to practise writing on the topic PP do the activity in their Ex.Bks. It would be good if they wrote 4 or 5 sentences, the last of which can be examples of real people whom they consider to be very good travelling companions. Remind PP of -(e)s in the third person singular of the Present Simple Tense.A ctiv ity 4Objective: • to practise reading for detailPP do the activity individually. When they finish, you can ask them to say whether they agree with the description of themselves or not. We think it would be especially interesting to listen to those who answer the third description.

Lesson 6 ProjectObjectives:• to revise and consolidate the material of the unit• to develop PP ability to work independently and creatively• to develop the skill of working cooperatively in a group• to develop critical thinking• to develop evaluation skills

Activ ity 1Objective: • to check PP knowledge of punctuationThis activity checks how well PP did their homework in the unit, whichprepared them for a task like this.Key: Do you know that one of the best zoos in Britain is Paignton Zoo? You can see plants and animals from different habitats: lions, zebras, gorillas, penguins and a lot of snakes at the zoo. It is open every day from 10 a.m. Have a great day out!Activ ity 2aObjectives: • to give PP an opportunity to work cooperatively; to give

freer practice in writing about a good place for a day out Explain that PP are going to plan a day trip to a place of interest. They can go somewhere in Uzbekistan, another country - or even the Moon! They can travel in any way they like -ta x i, helicopter, spaceship ... Make groups.130

Make sure that each member of a group has a certain role: there may be authors, artists, editors. While PP are creating their posters, walk round giving help with ideas, structures and vocabulary. When posters are ready display them on the walls.Activ ity 2bObjectives: • to practise reading and talking, to help create a positive

attitude to the work done by others Let PP walk and read each other’s posters. Encourage them to make notes about the content and the design. Ask as many as possible to say what they liked about other groups’ posters.

UNIT 10

Pronunciation 1 Pronunciation Exercise 1aher, servant, circle, earthquake, world, hurt, turn, turnipPronunciation Exercise 2interpreter, nurse, learn, hurt, service, servantPronunciation Exercise 3PP own answers.

Pronunciation 2 Pronunciation Exercise 1aput, wool, foot, cook, Uzbek Pronunciation Exercise 2PP own answers.

G ram m ar Grammar Exercise 1PP own answers.Grammar Exercise 21 “ I’d rather sleep.”2 “ I’d rather stay in.”3 “ I’d rather not drink it.”4 “ I’d rather do it in the afternoon.”5 “ I’d rather read a poem.”6 “ I’d rather buy a brown bag.”Grammar Exercise 3aPP own questions. Their questions must have the phrase ‘would rather do’.Grammar Exercise 3bPP own answers and questions in 3a. But this time PP must use ‘would rather’ plus ‘because’.

HomeworkLesson 1 H o liday in P lym outh 1a Read and answer the question.The expected answer from PP is ‘No’.1b Read again. Answer the questions.This time the expected answer is ‘Yes’ because the sentences in the text have full stops in the end and the text is arranged clearly to make it understandable.2 Read and write in order.Dear Granny and GrandpaHow are you? Mum and Dad send their love to you.Thank you for the wonderful time I had in Plymouth. I’ve told all my friends about what we did together. The photos we took are great! I’ll send you some of them. Can I come and stay with you again next summer?Love, Anne

131

Lesson 2 Exotic America1 Read and write the sentences correctly.1 The boy wrote a letter.2 He wanted to know a lot of things.3 Did his friend answer all the questions?2 Write what things you need if ...PP answers will vary but the following are possible examples.1 We need warm clothes, a camera, hot drinks and food2 We need, a camera, extra films, cool drinks, some money and a good guide.3 We need very warm clothes and footwear, a lot of money and a camera.4 We need light clothes and footwear and books to read.Lesson 3 Welcome to Dreamworld!Read and write the sentences correctly.1 We bought oranges, apples, tomatoes and carrots.2 In autumn the leaves are red, yellow and brown.3 If you go to the USA, you should visit Arizona.Lesson 4 What makes a good companion?1 Read and write the sentences correctly.1 Our house has everything people need: gas, electricity, hot and cold water.2 Pack these things: shirts, jeans, socks and a pair of shoes.3 The story began like this: “School for me was the best place in the world.”2 Find and write seven words.1 beach 2 belong 3 comma 4 valley 5captain 6 colon 7 canyonLesson 6 Project Prepare for the test.PP look through units 8-10.

PROGRESS CHECKS Unit 1 City and villageNOTE: Before you begin the Progress Check draw PP attention to questions 3,4 and 5 and explain that PP can write their own ideas - there is no right or wrong answer - of course the language must be correct. You can check their answers by collecting their exercise books and marking them - or by going round and checking while PP are completing the rest of the Progress Check, or by having PP read out their answers during the class.LISTENING1 Listen and find the right answer. (30 marks; 5 for each right answer) Tapescript: Hello. My name’s Rosemary Moser. I live in East Prawle. It’s a village in Devon near the sea. It’s a very beautiful place. I live here and work here. I’m a painter. I came here 33 years ago. My studio is open from June to the end of September. Visitors are welcome to see my work every afternoon and at weekends. My studio is easy to find. When you get off a bus you can see the post office opposite the bus stop. Behind the post office there is a bakery. My studio is on its left. It’s a two-storey building with a green door.Key: 1b 2a 3b 4b 5a 6a

PROGRESS CHECKS

r e a d in g2 Read and write True or False. (30 marks; 5 for each right answer) Key: IT 2F 3T 4T 5F 6TREADING/WRITING3 Read the leaflets, choose one place you would like to visit and write why. (5 sentences, 10 marks) Key: Answers will vary.WRITING4 Write a card to your friend. (20 marks; minus 1 for each mistake) Dear AzizI’m having a great time here in Toshqo'rg'on. It’s a wonderful place. The weather is hot and sunny. Yesterday I visited the dinosaur footprints. I liked it very much and I want to see more things. Next Sunday I am going to go to Oltynsoy to see the famous tree!Wish you were here.LoveShuhrat Key: Answers will vary.

GRAMMAR5 Write five sentences about places near your school. Use There is/ There are. (10 marks; 2 for each correct sentence)

Key: Answers will vary.Total: 100 marks

PROGRESS CHECKS

U n it 2 Y ou r hea lth LISTENING1 Copy the table. Listen and complete the table. You can listen two times. (20 marks)Tapescript:Hello, listeners. We’re at Estover school today We are talking to pupils from year 9 and helping them with their problems.Interviewer: Hello. What’s you name?Katy: ...er...Katy.Interviewer: And what’s the problem you want to solve?Katy: My Mum’s always tired. How can I make her better?Interviewer: Does your Mum eat well? ...er... Make sure she has lots

of green vegetables because ...er...you know... they have iron and makes you strong. If possible, she should eat meat, too.

Katy: Thanks.Interviewer: Hello. And what’s your name?Michael: I’m Michael. And this is my problem: I can't sleep at night.Interviewer: Michael.,.er..What do you do before you go to bed? Michael: | watch TV, play football with my friends...Interviewer: Hey, that’s no good. You should relax before you go to bed.

Listen to some music, read a book and be quiet for awhile... And some people find a drink of milk helps too.

Michael: OK, thanks. I’m going to try it.133

PROGRESS CHECKS Key:

Name Problem AdviceKaty Mum is always tired Eat green vegetables, meatMichael Can’t sleep at night Relax. Listen to music, read a

book, be quiet, drink milk

LISTENING/PRONUNCIATION (5 marks, no mark if verb is spelled wrongly)2 Copy the table. Listen and write the words in the correct column. Tapescript:1 counted 2 finished 3 translated 4 tidied 5 ironed Key:

[t] [d] [id]e.g. washed 2 finished 5 ironed 1 counted

3 translated4 tidied

GRAMMAR3 Complete the sentences with the correct form of the verbs in brackets. (25 marks)Key: 2 have broken your leg. 3 have cut your head and arm 4 have hurt your back 5 has seen you 6 has given you medicine4 Look at the pictures and for each one write the problem. (5 marks) Key: 1 He’s got earache. 2 He’s got backache. 3 He’s got toothache.4 He’s got a temperature. 5 He’s got a stomachache.VOCABULARY5 Look at the picture of a girl and label the following parts of her body. (10 marks)Key: her left wrist 6 her fingers 3 her stomach 5her right thumb 4 her toes 10 her left knee 8her right shoulder 2 a nail 7 her right ankle 9

READING/WRITING (25 marks)6 Read the letter and write a reply. Use the words in the cloud.Key: Here is an example answer, but others are also possible.Dear ...Poor you. Toothache is horrible. You must brush your teeth every day in the morning and the evening. Do not eat sweets, sugar or novvot. Go to the dentist often.LoveAbbyPRONUNCIATION (10 marks; 2 for each correct pronunciation)7 Read aloud the list of words your teacher gives you.Teacher chooses which line P should read. P reads aloud the words, a kangaroo knife know kitchen kneel b catch ache cheese stomach center134

PROGRESS CHECKSc white write wrist when wrong d come comb some thumb home

Total: 100 marks

Unit 3 Sport LISTENING1 Listen to the dialogue and find the right answer. (30 marks; 5 for each) Tapescript:A: Hello. This is the A1 Sports Centre.B: Hello. I’d like to visit your centre.A: We’d be happy to see you. Would you like to get some information about it? B: Yes, please. I’d like to know if there is a swimming pool in your centre. And

do you have trainers in your gym?A: We have two big swimming pools: one indoor and one outdoor pool. And

we have a special pool for small children. There are trainers both in the gym and in the pools. They can help you to choose special exercises. We have tennis courts. If you do not know how to play, our trainers can teach you. We have a stadium. If you like football or basketball you can join our teams, and we’ve just organised a volleyball group. We have the best karate and taekwon-do trainers in the town...

B: Great! But you see, I have some health problems...A: Don’t worry. We have good doctors in the centre. Usually they examine

every person who visits the centre. If you need it they’ll offer you some thing special. We have groups for people who have health problems.

B: Thank you. When can I come?A: Any time. We work every day from 7 in the morning to 9 at night. We are

looking forward to seeing you.B: Thank you very much.Key: 1 b 2a 3a 4c 5a 6c GRAMMAR2 Write your opinion. (25 marks; 5 for each)PP write their own opinion. So they should write one of these phrases.Key: Sentences 1, 2 and 4 are positive so the responses can be So do I. I do too. (for agreement) or I don’t, (for disagreement)Sentences 3 and 5 are negative, so the responses may be Nor do I. I don't either, (for agreement) or I do. (for disagreement)

VOCABULARY/WRITING (25 marks; 5 for each)3 Read the letter and fill in the gaps. Use the following words: fit, gym, swimming pool, short, court, morning, good, result, team, expensive. There are more words than you need.Key: a short, b team, c good, d expensive, e fit4 Write a reply to Liza’s letter. ( 20 marks)Key: Answers will vary. Marks can be reduced if the meaning is not clear or if there are bad mistakes.Total: 100 marks

135

PROGRESS CHECKSUnit 5 Clothes LISTENING1 Listen to the text and find the boy in the picture. (5 marks) Tapescript:It was Sunday. Bahodir’s mother asked him to buy bread at the market. Bahodir’s little brother Shavkat also wanted to go the market with him. There were a lot of people at the market, and Bahodir lost Shavkat. Bahodir couldn’t find his brother, so he went to the main office of the market and explained his problem. The woman in the office made the following announcement over the radio “Attention, attention. A boy is lost. His name is Shavkat and he has straight brown hair and dark eyes. He is wearing a white cotton T-shirt, black jeans and white trainers. He is carrying a small white plastic bag. Has anybody seen the boy? If you have, please help him to get to the main office of the market. His brother is waiting for him” .Soon a young woman brought Shavkat to the office. The brothers were very happy to see each other, and Bahodir said, “I’m so glad I’ve got you back. Let’s go and buy ice-cream” .2 Listen again and write True, False or Don’t Know (20 marks, 4 for each) Key: 1F, 2DK, 3T, 4T, 5F

READING3 Read the text. Give it a title. (2 marks, if there are no grammar or spelling mistakes and the title is good; 1 if the title is good, but there are slight mistakes)Key: Answers will vary.4 Read the text again. Answer the questions. (18 marks; 3 for each) Key: 1 (Levi Strauss came to California) In 1850. 2 It was famous for its gold.3 Because they were (working a lot) looking for gold. 4 Because canvas was strong (and workers could use it for many things.). 5 They had no colour.6 Answers will vary, but probably a lot of pupils will write, “Yes, I do” .

GRAMMAR/TRANSLATION5 Translate into your mother tongue. (10 marks; 2 for each)Key: Uzbek1 Siz hech qanday sport turi bilan shug'ullanmaysiz, shundaymi?2 U tez-tez tabib huzuriga borib turadi, shundaymasmi?3 Angliyada ayollarning hech qanday milliy kiyimi yo‘q, shundaymi?4 Maktabingizdagi o ‘quvchilar forma kiyishadi, shundaymasmi?5 Siz odatda yangi o'quv yili boshlanishidan oldin o'quv qurollarini sotib

olasiz, shundaymasmi?Russian1 Tbi He 3aHMMaeiubCH h hk3khm cnopTOM, He TaK j ih ?2 O h nacTO xo/imt k BpanaM , He T ax jih?3 JKeHiUMHbi b A hivimh He hocht nauMOHaJibHyro oaeaqiy, He np aB zia jih?4 YqeHHKH b Barnett niKOJie h o c h t f|)opvty, He TaK jth ?5 Bbi o6hhho noKynaeie uiKOJibHbie ripMHa,zuie>KHOCTH ;io Hanajia yHe6Horo

rofla, He TaK jih?6 Complete the tag questions. (10 marks; 2 for each)136

PROGRESS CHECKSKey: 1 Helen usually wears skirts and blouses, doesn’t she? 2 His grandfather gets up very early, doesn’t he? 3 You don’t take part in debates very often, do you? 4 Anna’s parents don’t buy her expensive clothes, do they?5 They don’t like sweets, do they?7 Make one sentence out of two. (15 marks; 5 for each)Key: 1 I know (that) my Mum wears an apron when she cooks. 2 We know (that) this skirt is made of polyester. 3 I think (that) my jeans are very good.WRITING (20 marks; 4 for each item)8 W rite five sentences about what kind of school uniform you would like to wear. You can write about• colour • price• material • hats, schools bags, shoes and other things that• design can go with the uniform.

Key: Answers will vary. Marks can be reduced if the meaning is not clear or if there are bad mistakes.

Total: 100 marks

Unit 6 Shopping and customers’ rights LISTENING1 Listen and answer the questions. (15 marks; 5 for each) Tapescript:Anvar: Good morning.Sales Assistant: Good morning. Can I help you?Anvar: Yes. I have a problem with this pen.Sales Assistant: Oh dear. What’s the matter?Anvar: It doesn’t write.Sales Assistant: Let me try.... Oh yes, you’re right. Have you got your receipt?Anvar: Yes.Sales Assistant: Mmm ... I see. You bought it yesterday. Well, I can give you a new one.Anvar: OK.Sales Assistant: Here you are. I’m sorry about the problem.Anvar: Thank you. Goodbye.Sales Assistant: Goodbye.Key: 1 The pen doesn’t write. 2 The receipt. 3 A new pen.READING2 Match. (20 marks; 2 for each)Key: 1 d 2e 3a 4b 5g 6j 7f 8c 9h 10 i3 Read and match the problems and advice. There are two problems but three letters of advice! (20 points; 10 for each) Key: 1c 2a WRITING4 Write a reply to the letter. (20 marks)Key: Answers will vary. Marks can be reduced if the meaning is not clear or if there are bad mistakes.

137

PROGRESS CHECKS5 Write an advertisement for one of these products: cassette recorder, school bag. (10 marks)Key: Answers will vary. Marks can be reduced if the meaning is not clear or if there are bad mistakes.6 Spelling dictation. (15 marks; 3 for each correct word)You can choose any five words from the Unit which you find particularly interesting from the point of view of their spelling.

Total: 100 marks

Unit 8 Geography GRAMMAR1 Write sentences. (10 marks; 2 for each)Key: 1 This street is named after Navoi. 2 This part of Great Britain is called the Lake District. 3 What languages are spoken in Canada? 4 Is Teacher’s Day celebrated in October? 5 My shoes are made of leather. 6 A lot of letters are delivered to our school every day.2 The sentences with numbers have a mistake. Find and correct it.(20 marks; 4 for each correct answer)Key: You can improve your knowledge of the world by reading books, watching TV and travelling. (1) Before you go somewhere you need to learn about the places you are going to visit. Interesting information can be found in encyclopedias, travel leaflets, magazines and guide books. (2) You can learn about different countries and the parts they are divided into. (3) You can learn what these places are famous for. (4) Some places are named after famous people. (5) It is good if you know something about them.READING/VOCABULARY/TRANSLATION3 Read and translate the word lite racy ’ into your mother tongue.(5 marks)Key: Uzbek: savodxonlik Russian: rpaMOTHOCTb

4 Read and find the word which means: (25 marks; 5 for each)1 explained (line 2) 3 long talks given to people (line 4)2 calculate (line 3) 4 pay for (line 5) 5 prize (line 5)Key: 1 defined 2 compute 3 lectures 4 sponsor 5 award

5 Match. Be careful - there is one extra half. (25 marks; 5 for each)Key: 1c 2a 3 (no matching part) 4e 5b 6dWRITING6 Write three things you can do on International Literacy Day.(15 marks; 5 for each)Key: Answers will vary. Marks can be reduced if the meaning is not clear or if there are bad mistakes.T o ta l: 100 marks

138

Unit 9 Travelling l is te n in g1 Listen and find the right answer. (15 marks; 5 for each)Tapescript:Interviewer: Excuse me. We are doing a survey. Can you tell me, where are

you going for your holiday this year?Woman: Actually, I’m going to Canada. I want to visit my relatives there.

I’ve got two aunts and some cousins there. They live in Ottawa,the capital. It’s a long way to Canada so I plan to stay for a month.

Interviewer: Sounds great. When are you going?Woman: In September. The fall is very beautiful there. I'm going to fly to

Toronto and then get the train to Ottawa.Interviewer: Thanks for talking to me. I hope you have a really great time. Key: 1a in a big city, 2 b a month, 3 b by plane and c by train READING2 Read and answer the questions. (15 marks; 3 for each)Key: 1 Max, 2 Sindy, 3 Rustam, 4 Max, 5 RustamVOCABULARY/GRAMMAR3 Write a sentence for each form of transport. Use each adjective once.(20 marks; 4 for each)Key: Answers will vary but must include these elements:2 on a horse 3 on an elephant 4 by ship 5 by boat 6 by trainthe slowest, the fastest, the cheapestthe most/least comfortable, the most interesting

WRITING4 You visit an interesting place. Write a postcard to your friend.(20 marks; 2 for each correct sentence/greeting/closing)Key: See example in Unit 9 Lesson 4 Homework. Marks can be reduced if the meaning is not clear or if there are bad mistakes.SPEAKING5 Say what country or place you want to visit that you have not been to

yet. Talk about (15 marks)• what you know about this country• what you would like to learn about itKey: Answers will vary. Look at Tests 1-4, Activity VII for how to give marks for.6 Talk about your last trip. Say (15marks)• when you went on this trip• who you went with• what you saw and did during your tripKey: Answers will vary. Look at Tests 1-4, Activity VII for how to give marks for.

Total: 100 marks

PROGRESS CHECKS

139

TESTSTESTS

Units 1-4LISTENINGI Copy the table. Listen and complete the table.(20 marks; 8 for the problem, 12 for the advice)

NAME PROBLEM ADVICE

Tapescript:Interviewer: Good morning. And you are...?Cathy: My name’s Cathy and I’m fourteen. And ... er... my problem

is difficult to... difficult to talk about.Interviewer: I’m sure we can help.Cathy: I’ve got spots on my face. I don’t look nice. What can I do?Interviewer: OK, here’s what to do. Eat lots of fruit and vegetables and

drink lots of water, yeah and get lots of exercise - go for walks, play tennis, go swimming if you like, play handball. And remember: no chocolate!

Cathy: OK, so that’s good food, exercise, water and ...er.Jots of chocolate!

Key:

NAME PROBLEM ADVICECathy Got spots. Not pretty. Eat fruit, vegetables, don’t eat

chocolate, do sport/exercise.

READINGII Read and write True, False or Don’t Know.(20 marks; 4 for each correct answer)Richard Dixey is the director of a big medicine-producing company ‘Phytopharm’. ‘Phyto’ means ‘plant’ or ‘herb’ .“Using plants as medicine is old knowledge,” says Dr Dixey. “With the help of Western technology we are going to bring this knowledge into the 21st century”. Dr Dixey and his colleagues from ‘Phytopharm’ have travelled to such countries as China, India, Indonesia and Africa and studied plants in these places because they are going to use them in new medicines. At the moment they are testing new medicines for fat people, for skin problems and for old age problems.1 ‘Phytopharm’ is an American company. 2 In old times people knew how to use plants for illnesses. 3 Western technology can help in making medicines out of plants. 4 Dr Dixey and his colleagues have travelled to some countries in Asia and Africa. 5 They are testing two types of medicines now.Key: 1DK, 2T, 37, 47, 5F VOCABULARYIII Match the words and definitions. (20 marks; 4 for each correct answer)

140

1 origin a runners carry it to the place of the Olympic Games2 judge b a starting point3 prize c s/he decides the result of a competition4 mascot d the winner of a game or competition gets it5 torch e an object, animal or person that is a symbol of the

TESTS

Olympic Games Key: 1b, 2c, 3d, 4e. 5a

GRAMMARIV Copy and complete the table. (10 marks) Key:

do did donetake took takengo went gone/beensee saw seen

be was/were been

d idtaken

90seen

was/were

V Match. (10 marks)1 Their team is playing very well, a She’s going to visit a doctor.2 I don’t feel well. b He’s going to have a good rest.3 Nelly’s broken her arm. c I think they’re going to win.4 Jim’s very tired. d They’re going to have an important match.5 They’re cleaning their school gym. e I’m qoinq to stay in bed.

Key: 1c, 2e, 3a, 4b, 5dVI Choose the right verb. (5 marks)1 He (has, have, is) got a lot of medals. 2 There (are, is, am) a big show at the opening ceremony. 3 I (am, have, are) going to teach my friend to play badminton. 4 (has, have, are) you cleaned your shoes? 5 My father and I (have, am, are) going to watch a basketball match on TV.Key: 1 has; 2 is; 3 am; 4 have; 5 are

SPEAKING (15 marks)VII Talk about one of these things:• real Olympic Symbols • a TV sports programme• your favourite sport • a fan club you’d like to have• a famous athlete/footballer/tennis playerKey: Answers w ill vary. Give marks for:• fluency (how quickly pupils can respond, how long the responses are)• ideas (know what they like/don’t like, can say what they have/haven’t

learnt from the activity) ,• accuracy (PP may make a few mistakes but not too many, subject and

verb agree, she/he is used correctly)• range (use of varied and appropriate vocabulary, variety of structure) Total: 100 marks

Units 5-7l is t e n in gI Listen and write what the boys want to do. (2 m a rk s )

141

TESTSTapescript:John: Come on, everybody. What shall we do? What do you think, Sam? Sam: Why don’t we go to the park? We could play football there.Lucy: No, Sam. We played football yesterday. Let’s go to the cafe. I’m hungry. John: You’re always hungry, Lucy. I don’t think that’s a good idea. There’s a

new disco in our town. Let’s go there.Sam: Okay, John. I think they play a lot of rock music. It sounds good to me.

What about you, Lucy?Lucy: No, I don’t like rock music, it’s stupid. What about coming to my

house? We can watch my videos.John: Oh, I don’t like your videos, Lucy. I’ve seen them all.Key: They want to go to a disco.II Listen again and write True or False. (18 marks; 3 for each)1 Sam wants to play football. 2 Lucy says they played football yesterday.3 John is always hungry. 4 They play pop music in the new disco.5 Lucy doesn't like rock music. 6 John would like to watch videos in Lucy’s home.Key: 1T 2T 3F 4F 5T 6FGRAMMARIII Write the verbs in the correct form. Use going to or will.(20 marks; 4 for each)My friend and 1(1 spend) our summer holidays in a language camp. We think we (2 improve) our English. We (3 take) our English books and dictionaries with us, but we hope we (4 not do) any boring exercises. We know that it (5 be) hot in summer and we want to enjoy our holiday.Key: 1 are going to spend, 2 will improve, 3 are going to take, 4 won’t do,

5 will beREADING/TRANSLATIONIV Look and read. Match the pictures and words. Write their meaning in mother tongue. Your teacher shows the pictures. (10 marks; 2 for each)There is a Chinese story about the discovery of silk. The Emperor (1) asked his wife: “What is,eating the mulberry trees (2)?” His wife said “Worms (3) are eating them.” One day she dropped a cocoon (4) into some hot water and played with the cocoon in the water. Silk thread (5) separated from the cocoon. In this way she discovered silk in the garden of the Emperor. For a long time only the Chinese knew how to make silk.-Today China is still the biggest silk producer in the world.1 [picture of mulberry fruit and leaf] 4 [picture of silk thread]2 [picture of silk worm] 5 [picture of Chinese emperor, head only]3 [picture of silk cocoon]Key:

1 2 3 4 5Eng mulberry silk worm silk cocoon thread emperorUzb tut daraxti ipak qurti ipak pillasi tola, ip imperatorRus mejiKOBHua,

TyroBoe aepeBOIIiejIKOBHHHblHnepBb

mejIKOBHHHblHKOKOH

HHTKa HMnepaTop

142

TESTSV Number the sentences in order to make a summary.(10 marks, 2 for each)a The Chinese Emperor wanted to know what was eating his mulberry trees, b Do you know the history of silk?c The Emperor's wife knew that worms were eating the mulberry trees, d And this is how she discovered silk in the garden of the Chinese Emperor, e She dropped a cocoon into hot water. Silk thread came from the cocoon. Key: 1b, 2a, 3c, 4e, 5d VOCABULARYVI Look at the pictures (your teacher shows them). What do the boys like doing? Write five sentences. (20 marks; 4 marks each)e.g. Rustam likes playing computer games. He likes . . . .[2 pictures: a) Rustam - playing computer games, collecting coins, making models; b) Sasha - taking photos, collecting stamps, reading comics.] Key: Rustam/He likes collecting coins. Rustam/He likes making models. Sasha likes taking photos. Sasha/He likes collecting stamps. Sasha/He likes reading comics.SPEAKINGVII Talk about yourself. (20 marks; 4 for each category)1 Did you like taking part in the debate in your class? Why/Why not?2 Would you like to have another debate? Why/Why not?3 What things would you like to debate on?4 Do you think you can be a good Chairperson? Why/Why not?5 Do your friends think you can be a good Chairperson?Key: Pupils should say a few sentences about the debates, and about what they have learnt from doing them. Look at Test 1-4, Activity VII key for how to give marks for.

Total: 100 marks

U n its 8-10LISTENINGI Listen to the advert and answer the question. (You will hear the tape two times.) (10 marks; 5 for each)I What is the advert about? 2 What does GLOW represent?Tapescript: (Music) Do you think GLOW is a good name for a summer camp? We do because the word means not only soft light but also Girls Leading Our Work. GLOW camp is a camp for girls. If you want to spend an exciting week in this camp, call us at 3662 24 50 51. (Music)Key: 1 It is about a camp for girls. 2 GLOW means Girls Leading Our Work. VOCABULARYII Fill in the gaps with the best prepositions from the list. You may use a preposition several times: across by from for in through to on (10 marks; 2 for each)Dear ValerieHow are you? I haven’t heard from you (1) ... ages. I hope you are well. I m

143

iesert in springAl am travelling (3) ... a id he’s famous (») ... beihg strong. He

fine. It is great travelling (2) camel. Myl camel’s calteTTSultan belongs (p) ...my friend Ali. I'll writ^LoveJames K e ^ 1 for,GRAMMAR & READINGIII Read the interview. Complete the Questions in the Past Simple.(20 /narks; 1 for each correct word)

2 acrdiss, 3 on, 4 for, 5 to

Interviewer:

Malry:Interviewer:Mary:mterviewer:Mary:

/interviewer:Mary:Interviewer:Mary:

Interviewer:

Mary:

from Australia and I’d

uld you like to know? Key/ go/get/travel to Australia

by ship to Sydney. e going/travelling by ship

did you stay in Australia

' did you do there "'does: visiting places of interest

Hello, Mary. I know you’ve ci like to ask you some quests I’m happy to answer them.How did you ( . . .3 words)?By plane to Singapore,Did you (... 4 words)?Oh, yes, very much. I lov How long ( . . . 5 words)?A month.What ( . . .4 words)?The usual things a tour^ and taking photos.(...2 words) the m o^ interesting thing ( . . .2 words)? Key: What was Key: you sawI think it was tN^animals. They are very unusual - the echidna, the^k^rfgaroos and, of course the koalas.

PUNCTUATIONiy / PUnctuate the sentences. (15 marks; 3 for each sentence)

woula\ you ratherj^av^f by plane or train Key: W ould .......... train?2lfTS~bfiochum-«dys^VVelcome to the national park” Key: The....says, . 3 pacly your th ingsa T-shirt shorts and a baseball cap Key: Pack your things/ a T-sprfrt, shorts and a baseball cap.

WRIjpKJ/GRAMMARHM/the gaps with the correct form of the verb. (25 marks; 5 for each)

How to make feltFirg't the sheep (1 collect) and the wool (2 cut). Then the wool (3 wash). After that the wool (4 comb). Finally the wool is coloured - brown, white, red, blue, etc. and cut into smaller pieces. The pieces (5 make) into rugs. Key: 1 is collected, 2 is cut, 3 is washed, 4 is combed, 5 are madeSPEAKING (20 marks)VI Talk about your friend. Say• her/his name • things she/he can do well

Answer the questions:1 Does your friend like travelling? If she/he does, what is her/his favourite way of travelling? 2 Is she/he a good travelling companion? Why/Why not?Key: Answers will vary. Look at Test 1-4, Activity VII key for how to give m arks for.Total: 100 marks144

fly high english 7hasanboy.uz/wp-content/uploads/2017/10/ingliz_tili_7...fly high 7 is the third...

Documents