module 1

20
9(T) What’s in this module? ñ Refer Ss to the title of the module Lifestyles and ask them to suggest what it means and what they think the module is about. Elicit answers and tell Ss to browse through the units and check. Suggested Answer Key The title refers to the living conditions, behaviour and habits of a person or a group of people. We will learn about how different people around the world live. ñ Use pictures 1 and 2 to engage Ss’ attention, stimulate discussion and prompt their interest in the module. ñ Ask questions to begin a discussion about the topics that will be covered in the module. Suggested Answer Key Focus Ss’ attention on pic. 1. T: What page is picture 1 from? (p. 10) S1: It’s from p. 10. T: What can you see in picture 1? S2: A busy street in London. T: How do you think the picture is related to the title of the unit? S3: I think it shows something of what life is like in a busy city. etc T: What page is picture 2 from? (p. 10) What can you see in picture 2? How do you think the picture is related to the title of the unit? etc Find the page numbers for … ñ Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding. Answer Key an email (p. 11) What is an email? Do you write emails? Who do you send them to? etc risky jobs (p. 12) What does risky mean? Why are these jobs risky? Would you like to do one of these jobs? Why (not)? etc two men in uniform (p. 15) Who do you think these men are? What country are they from? Where do you think they work? Would you like to visit this place? etc a map of the London underground (p. 16) Have you been on the London underground? What is the underground rail network in your country called? etc Vocabulary ñ Play the recording. Ss listen and repeat, either chorally or individually. ñ Ss translate the words into their language. ñ Refer Ss to the Word List if necessary. ñ Choose a S to read the example. Ss prepare their answers, then say their part. Lifestyles Topic In this module Ss will learn about different jobs and free-time activities and talk about lifestyles in the city and the country. Module page 9 Lesson objectives: Overview of module Vocabulary: city life – country life (tall, modern buildings; shops, cinemas & theatres; heavy traffic; peaceful & quiet; constant noise & pollution; feeling isolated; fresh air; friendly, helpful people; convenient public transport; crowded streets; beautiful countryside) 1a City life ― country life 10 Lesson objectives: To read for specific information, the present continuous, the present simple vs the present continuous, write an email Vocabulary: facilities, traffic, get homesick, by tube, miss, milk the cows, barn, feed the chickens, can’t stand the smell, meet the bus, feel isolated, close at hand, hustle and bustle 1b Risky jobs 12 Lesson objectives: To learn jobs, forming adjectives, relative clauses, act out an interview Vocabulary: Jobs (bank clerk, dentist, pilot, actor, police officer, receptionist, farmer, coach, reporter, teacher); personality adjectives (brave, imaginative, friendly, sociable, hardworking, patient, polite, smart, honest, careful, skilful) 1c Modern living 14 Lesson objectives: To use connectors, write an article Vocabulary: Phrases with ‘feel’ 1d Culture corner 15 Lesson objectives: To read and listen for specific information, write a short article Vocabulary: complete, warders, introduced, prisoners, guarded, take care of, ravens, uniform, formal occasions, protected 1e Single, please 16 Lesson objectives: To buy an underground ticket, introduce types of ticket, present /æ/, /i:/ Vocabulary: Modes of transport (by train, bus, motorcycle, plane, tube, bike, taxi, car, boat, ship, on foot), other (simple, return, line) 1f Curricular Cut: Geography 17 Lesson objectives: To learn about Mexico, matching, write a short article about New Delhi, India Vocabulary: capital city, continent, population, language, currency, transport, food, tourism, leisure Self Check 1 18

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Page 1: Module 1

9(T)

What’s in this module?

ñ Refer Ss to the title of the module Lifestyles andask them to suggest what it means and what theythink the module is about. Elicit answers and tellSs to browse through the units and check.

Suggested Answer Key

The title refers to the living conditions, behaviourand habits of a person or a group of people. Wewill learn about how different people around theworld live.

ñ Use pictures 1 and 2 to engage Ss’ attention,stimulate discussion and prompt their interest inthe module.

ñ Ask questions to begin a discussion about thetopics that will be covered in the module.

Suggested Answer Key

Focus Ss’ attention on pic. 1.

T: What page is picture 1 from? (p. 10)S1: It’s from p. 10.T: What can you see in picture 1?

S2: A busy street in London.T: How do you think the picture is related to

the title of the unit?S3: I think it shows something of what life is like

in a busy city. etcT: What page is picture 2 from? (p. 10)

What can you see in picture 2? How do youthink the picture is related to the title of theunit? etc

Find the page numbers for …

ñ Ss find the page numbers for the items listed. Askquestions to check Ss’ understanding.

Answer Key

an email (p. 11) What is an email? Do you writeemails? Who do you send them to? etc

risky jobs (p. 12) What does risky mean? Why arethese jobs risky? Would you like to do one of thesejobs? Why (not)? etc

two men in uniform (p. 15) Who do you think thesemen are? What country are they from? Where doyou think they work? Would you like to visit thisplace? etc

a map of the London underground (p. 16) Have youbeen on the London underground? What is theunderground rail network in your country called? etc

Vocabulary

ñ Play the recording. Ss listen and repeat, eitherchorally or individually.

ñ Ss translate the words into their language.ñ Refer Ss to the Word List if necessary.ñ Choose a S to read the example. Ss prepare their

answers, then say their part.

Lifestyles

Topic

In this module Ss will learn about different jobs andfree-time activities and talk about lifestyles in thecity and the country.

Module page 9

Lesson objectives: Overview of moduleVocabulary: city life – country life (tall, modernbuildings; shops, cinemas & theatres; heavy traffic;peaceful & quiet; constant noise & pollution;feeling isolated; fresh air; friendly, helpful people;convenient public transport; crowded streets;beautiful countryside)

1a City life ― country life 10

Lesson objectives: To read for specific information,the present continuous, the present simple vs thepresent continuous, write an emailVocabulary: facilities, traffic, get homesick, bytube, miss, milk the cows, barn, feed the chickens,can’t stand the smell, meet the bus, feel isolated,close at hand, hustle and bustle

1b Risky jobs 12

Lesson objectives: To learn jobs, forming adjectives,relative clauses, act out an interviewVocabulary: Jobs (bank clerk, dentist, pilot, actor,police officer, receptionist, farmer, coach, reporter,teacher); personality adjectives (brave, imaginative,friendly, sociable, hardworking, patient, polite, smart,honest, careful, skilful)

1c Modern living 14

Lesson objectives: To use connectors, write an articleVocabulary: Phrases with ‘feel’

1d Culture corner 15

Lesson objectives: To read and listen for specificinformation, write a short articleVocabulary: complete, warders, introduced, prisoners,guarded, take care of, ravens, uniform, formaloccasions, protected

1e Single, please 16

Lesson objectives: To buy an underground ticket,introduce types of ticket, present /æ/, /i:/Vocabulary: Modes of transport (by train, bus,motorcycle, plane, tube, bike, taxi, car, boat, ship,on foot), other (simple, return, line)

1f Curricular Cut: Geography 17

Lesson objectives: To learn about Mexico, matching,write a short article about New Delhi, IndiaVocabulary: capital city, continent, population,language, currency, transport, food, tourism, leisure

Self Check 1 18

Page 2: Module 1

beautiful countryside

Lifestyles� What’s in this module?

ñ city life/country life

ñ people & jobs

ñ people’s lifestyles

ñ free-time activities

K I don’t mind J I like L I can’t stand

ñ present continuous

ñ present simple vs present continuous

ñ relative clauses

ñ forming adjectives from nouns

Look at the pictures. Which place do

you prefer: a village or a busy town? Why? Use

the phrases and your own ideas to tell the class.

heavy trafficshops, cinemas & theatres

crowded streets

feeling isolated

tall, modern buildings

fresh air friendly, helpful people

constant noise & pollutionpeaceful & quiet

convenient public transport

® I prefer the village. I like peaceful and quiet places.

I can’t stand crowded streets and heavy traffic.

Vocabulary ñCity life ― country life

� Listen and repeat. What are these words in your

language?

1

2

Find the page number for pictures 1 & 2.

� Find the page numbers for

ñ an email ñ risky jobs

ñ two men in uniform

ñ a map of the London underground

9

Page 3: Module 1

DAY 2 Everyone stays in bed late here. It’s

8 am and Annabel’s mum is making

breakfast. This afternoon we’re going

shopping in Oxford Street, and then we’re

going to the cinema! I’m so excited!

DAY 4 I travel to Annabel’s school by

tube. Her school is huge with 1,500

students, and her friends are very helpful.

I’m enjoying the lessons, but most of all I

love the facilities. The computer room and the

swimming pool are my favourites.

DAY 6 Today, I’m feeling a bit tired. It’s always

noisy here and you can hear the traffic all

night. I think I’m getting a bit homesick, too. I

miss the beautiful countryside and my friends

from my hometown. I’m happy I’m going

home tomorrow, but I’m sure I’ll visit London

and see Annabel’s lovely family again!

5

10

15

DAY 2 Everyone gets up at 5 am because there’sa lot to do on the farm. Sarah’s mum is very nice.She brings me a cup of tea in bed, but I just goback to sleep. Later, I go outside in the farmyardto help Sarah’s family. Today, we are milking thecows in the barn and feeding the chickens. Theanimals are lovely, but I can’t stand the smell.DAY 4 Sarah’s mum takes me to meet the schoolbus every morning. We drive five miles and itleaves at exactly 7 am. Sarah’s school is verysmall, but everyone’s so friendly. DAY 6 Learning about farming is interesting, butI’m happy I’m going home tomorrow. The fresh air

is nice, but it’s too quiet here. I also feel isolated.In the city the streets are crowded, but you haveeverything close at hand. I miss the hustle andbustle of London, but I don’t want to leave mynew friends.

20

25

30

35

Reading

1 Describe the pictures. Imagine you are there. What can you hear, see, smell? How do you feel

(relaxed, stressed, etc)?

Annabel and Sarah are guests on a reality TV show.Annabel lives in London. Sarah lives on a farm in the

north of Scotland. They are swapping families andschools for a week.

10

Page 4: Module 1

10(T)

Warm-up ActivityRead the title and look at the pictures on p. 10. Elicitwhat Unit 1a is about (Life in the city versus life in thecountry).

1 To describe pictures using the senses

ñ Ask various Ss to describe each picture.ñ Tell Ss to close their eyes and imagine that

they are at one of the locations. Elicit whatthey can hear, see, smell, and how they feel.

Suggested Answer Key

The picture on the left shows a village in thecountryside next to a lake or a river and somehills. I can hear the sound of water gently movingand birds singing. I can see the green grass on thehillside and I can smell the fresh country air. Ifeel relaxed and peaceful.The picture on the right shows a busy road in thecity of London. I can hear the sound of traffic onthe road and horns beeping. I can see the city andthe tall buildings, and I can smell the fumes ofthe cars. I feel stressed and anxious.

2 To read and listen for specific information

ñ Allow Ss time to read the diary entries on p. 10.ñ Play the recording for Ss to listen and follow in

their books.ñ Read questions 1-6 aloud and allow Ss some

time to answer them.ñ Check Ss’ answers.

Answer Key

1 Sarah feels excited because she’s goingshopping in Oxford Street and then to thecinema this afternoon.

2 Annabel can’t stand the smell of the animals.3 Sarah’s school is very small.4 Annabel misses the hustle and bustle of London.5 Sarah misses the beautiful countryside and her

friends from her hometown.6 Sarah is getting homesick.

3 To present new vocabulary

ñ Read the words/phrases aloud. Allow Ss sometime to look up the words and make theirsentences.

ñ Ask various Ss to present their sentences to theclass.

Suggested Answer Key

In London people travel by tube.My school has great facilities.There is a lot of traffic in the city.I get homesick when I’m away from home.I miss my family when I am away from home.Farmers get up early every day to milk the cows.Animals on a farm live in a barn.Farmers feed the chickens corn or other grains.Annabel can’t stand the smell of the animals.

When I visit my grandma she always meets the bus.I feel isolated in the countryside.In the city everything is close at hand.I like the hustle and bustle of the city.

Page 5: Module 1

11(T)

4 To personalise learning and consolidatevocabulary

ñ Explain the task.ñ Allow Ss enough time to complete the sentences

about themselves.ñ Check Ss’ answers. Ask some Ss to read out

their answers.

Suggested Answer Key

1 I like my city because everything is close at hand.2 I love my school because it has brilliant facilities.3 I enjoy being in the countryside because I love

the fresh air and the peace and quiet.

5 To present the present continuous tense

ñ Go through the theory box.ñ Elicit how the present continuous is formed

(with the verb ‘to be’ and the main verb withthe –ing ending).

ñ Revise the spelling rules with Ss on the board(Verbs ending in -e drop the –e and add -ing. Verbsending in one stressed vowel between twoconsonants double the last consonant and add -ing.Verbs ending in -l double the –l and add -ing. Verbsending in -ie drop the –ie and take -y and –ing).

ñ Refer Ss to p. 119 for more details.ñ Elicit examples from the text.

Answer Key

We form the present continuous with the verb ‘tobe’ and the main verb with the -ing ending.Examples: Annabel’s mum is making breakfast.Today we are milking the cows in the barn andfeeding the chickens.

6 To practise the present continuous tense

ñ Ss do the task. Check Ss’ answers.ñ Elicit answers from Ss around the class.

Suggested Answer Key

1 is making 3 is leaving 5 is milking2 are going 4 is visiting

7 To compare the present simple tense withthe present continuous tense

ñ Read out the first sentence.ñ Ask Ss: Does the sentence describe what Ann is

doing now? (No) Does it describe what she willdo in the future? (No) Does it describe somethingshe does regularly i.e. a habit or routine? (Yes)What tense is used? (the present simple)

ñ Do the same for sentences 2 and 3, then ask Ssto find examples of each tense and its use inthe text on p. 10.

Answer Key

1 present simple, a habit/routine2 present continuous, an action happening now3 present continuous, a future arrangement

Examples: Everyone stays in bed late here.(habit/routine) It’s 8 am and Annabel’s mum ismaking breakfast. (an action happening now)

This afternoon, we’re going shopping in OxfordStreet and then we’re going to the cinema!(future arrangements) etc

8 To practise the present simple and thepresent continuous tenses

ñ Allow Ss some time to read the email andcomplete the task.

ñ Check Ss’ answers.

Answer Key

1 am studying (an action happening now)2 am sitting (a future arrangement)3 start (a routine)4 am working (action happening now)5 am meeting (a future arrangement)

9 To ask and answer comprehension questionson a text

ñ Explain the task and read out the example.ñ Ss complete the task in pairs.ñ Walk around the class monitoring Ss as they

complete the task. Encourage Ss to use boththe present simple and the present continuoustenses in their questions and answers.

Suggested Answer Key

A: Where does Sarah live?B: On a farm in the north of Scotland.A: What time do they get up at Annabel’s house?B: They get up late.A: What time does Sarah usually get up?B: She usually gets up at 5 am.A: What is happening at Annabel’s house when

Sarah’s writing her diary entry on Day 2?B: Annabel’s mum is making breakfast.A: What is happening at Sarah’s house on Day 2?B: They are milking the cows in the barn and

feeding the chickens. etc

10 To write an email

ñ Go through the plan and elicit from various Sstheir daily routine and plans for tonight.

ñ Remind Ss that they can use the email in Ex. 8as a model.

ñ Allow Ss time to write their emails or assignthe task as HW.

ñ Ask some Ss to read their completed emails tothe class.

Suggested Answer Key

Hi Janet,Thanks very much for your email. At the momentI’m waiting for my exam results.I don’t have school so I wake up late everyday. Isometimes meet my friends and go shopping.Tonight I’m going to the cinema with my friend,Ann.Well, that’s all for now. Write again soon.Jane

Page 6: Module 1

We use the present continuous for:

ñ actions happening now. He’s sleeping

now. Kevin isn’t watching TV.

ñ arrangements in the future.

I’m seeing my friends tonight.

Are you coming?

2 Read and listen to the diaries

and answer the questions.

Explain the words in bold.

1 Who feels excited? Why?

2 What can’t Annabel stand?

3 Whose school is very small?

4 What does Annabel miss?

5 What does Sarah miss?

6 Who’s getting homesick?

Workbook 1a

ñPresent continuous

5 Read the theory. How do we

form the present continuous?

Find two examples in the text.

Explain the use.

9 In pairs, ask and answer questions based on

the text.

® A: Where does Annabel live?

B: In London.

Para 1: thank your friend, write what you are doing now

Para 2: write about your daily routine & what you are doing tonight

Para 3: closing remarks

Writing (an email)

10 Portfolio: Write an email to your English pen friend.

Follow the plan.

Grammar see

p. 119

4 Complete the

sentences.

1 I like my city because ............

2 I love my school because ........

3 I enjoy being in the countryside

because .............................

1 Ann usually does her homework in the afternoon.

2 Look! She’s doing her homework.

3 She’s going out later.

ñPresent simple vs present continuous

7 Read the sentences. What tenses are the verbs in bold

in? Which tense shows: an action happening now? a

habit/routine? a future arrangement? Find examples in

the texts on p. 10.

8 Put the verbs in brackets into the correct tense,

present simple or present continuous. Give reasons.

Hi Steve,

Thanks very much for your email. At the moment, I

1) ..................... (study) really hard. I 2) ....................

(sit) my exams next week.

My lessons 3) ........................... (start) at 8:30. After

school, I go to my part-time job. I 4) ...........................

(work) in a library for the next few months. Tonight, I

5) ........................... (meet) my friends.

Anyway, I’d better finish here. Write again soon.

Victor

6 Complete the sentences by putting the verbs leave, visit,

make, go, milk into the present continuous.

1 Mum ........................................... breakfast now.

2 We ................................. shopping this afternoon.

3 Hurry up. The school bus ................................... .

4 She .................................. her aunt this weekend.

5 Harry’s in the barn. He ........................... the cows.

Vocabulary

3 Look up these words/phrases

in the Word List. Make

sentences using them.

ñ by tube ñ facilities ñ traffic

ñ get homesick ñ miss ñ milk

the cows ñ barn ñ feed the

chickens ñ can’t stand the

smell ñ meet the bus ñ feel

isolated ñ close at hand

ñ hustle and bustle

11

Page 7: Module 1

12

Educationteacher

.............

Moneybank clerk............. Medicine

dentist.............

Sportscoach

.............

Otherfarmer

.............

Mediareporter

.............

Restaurants/Hotels

receptionist.............

Transportpilot

.............

The Artsactor

............

CB

Warren FaidleyJoel Sartore

Law & Orderpolice officer

.............

There are people who don’t like desk jobs. They prefer adventure and 1) ................. .

Sometimes, they even 2) ................. a little danger!

Joel Sartore is a 8) ................... wildlife photographer who workswith the National Geographic Society. “Photography is the key tothe whole world,” he says. “You have to be 9) ................... andcareful, but when you see the pictures you’ve taken, then you feelreally 10) ................... .”

Warren Faidley is a real-life storm chaser whose job is to photographtornadoes, lightning strikes and 3) .................. . He’s very 4) ...................and determined. The 5) ..................., adventure and excitement are thethings which he likes most about his job.

Jonathan Alpeyrie is a war photographer. Every day, he wakes upin the middle of a war zone where 6) ................... are going off allthe time. It’s a 7) ................... job which requires a lot of courage.Jonathan wants to show the world the horrors of war so thatgovernments do more to stop them.

2 Listen to the sounds and

match them to the pictures (A-C).

What is each person’s job (1-3)?

What do they have to do?

5 What is more important in a job: making a

lot of money or personal satisfaction? Give reasons.

VocabularyñJobs

1 Copy the spidergram in

your notebooks. Add as many

jobs as possible in four minutes.

Compare with your partner.

b) Explain the words in bold. Say two things you

remember about each person.

A Jonathan Alpeyrie

4 a) In pairs,

complete the texts

with words from Ex. 3.

Listen to a radio

interview and check.

3 Check the meaning of these

words in the Word List.

ñ talented ñ proud

ñ travel ñ look for

ñ hurricanes

ñ bombs and rockets

ñ patient ñ excitement

ñ dangerous ñ brave

Page 8: Module 1

12(T)

Warm-up ActivityAsk Ss to look at the title and the pictures on p. 12.Elicit what ‘risky’ means (dangerous) and ask Ss whatthey think Unit 1b is about (dangerous jobs).

1 To present new vocabulary and brainstormfor jobs

ñ Allow Ss time to copy the spidergram into theirnotebooks.

ñ Explain/Elicit any unknown vocabulary (e.g.media – TV, newspapers and magazines; the Arts– music, painting, literature, cinema, dance)and explain the task.

ñ Ss write as many other jobs as they can think ofwithin four minutes. Ss compare their answerswith a partner.

ñ Check answers with the class on the board. Sscopy all the jobs into their spidergrams.

Suggested Answer Key

Money: bank manager, stock broker, cashierMedicine: doctor, nurse, surgeon, vetTransport: train/bus/lorry driver, flight attendantThe Arts: musician, dancer, artist, director, sculptor,painterLaw & Order: lawyer, judge, MPRestaurants/Hotels: manager, waiter, chef, maidOther: fire fighterSports: athlete, referee, footballerMedia: TV presenter, DJ, newspaper/magazineeditorEducation: headmaster, private tutor

Guess the jobPlay in teams. The leader thinks of a job and mimes it.Teams in turn try to guess what his/her job is. The firstteam to guess correctly gets 1 point. Continue thegame.

e.g. Leader (dentist) – mimes pulling out toothTeam A S1: Are you a sculptor? etc.

2 To match sounds to pictures and jobs topeople

ñ Direct Ss’ attention to pictures A-C on p. 12.ñ Play the recording and elicit which sounds

match which picture.ñ Read out job titles 1-3 and ask Ss to match the

job titles to the people.ñ Elicit what each job involves.

Answer Key

The first sound matches picture C.The second sound matches picture A.The third sound matches picture B.

C 1 A 2 B 3

Suggested Answer Key

A storm chaser photographs lightning storms andtornadoes.A war photographer photographs battles duringtimes of war.A wildlife photographer photographs animals andplants in their natural habitats.

3 To present new vocabulary

ñ Allow Ss some time to look up the meanings ofthe words in the Word List, then elicitdefinitions from various Ss around the class.

ñ As an optional extension, ask Ss to makesentences using the words/phrases.

4 a To read for structure, cohesion andcoherence, to listen for confirmation

ñ Allow Ss some time to read the text and fillthe gaps.

ñ Prompt Ss to try each word in a gap whenthey are unsure and then read the sentenceto see if it makes sense.

ñ Play the recording. Ss listen and check theiranswers.

Answer Key

1 excitement 6 bombs and rockets2 look for 7 dangerous3 hurricanes 8 talented4 brave 9 patient5 travel 10 proud

b To present new vocabulary

ñ Allow Ss some time to look up the words inbold in the Word List. Elicit their meaningsfrom various Ss.

5 To develop critical thinking skills

ñ Explain the task and elicit/explain whatpersonal satisfaction means (the pleasure thatyou feel when you do something you want todo or get something you want to get).

ñ Elicit various Ss’ opinion on the topic. Ask Ss tojustify their opinion. Ss do the task orally.

ñ Alternatively, Ss spend 3 minutes writing a fewsentences on the topic. Ss tell their partners.Invite some Ss to read their sentences to theclass.

Suggested Answer Key

I think personal satisfaction is more importantbecause if you don’t like what you do, even if youmake a lot of money, you still won’t be happy.

Page 9: Module 1

13(T)

Read the box aloud. Demonstrate the point by choosingadjectives from Ex. 3, writing them on the board (e.g.talented, proud, patient, brave) and eliciting theiropposites (untalented, modest, impatient, cowardly).

6 a To present personality adjectives andtheir opposites

ñ Read aloud the lists of adjectives 1-11 andexplain/elicit the meaning of any unknownwords.

ñ Point out that some opposites are formedwith the word plus a prefix.

ñ Ss do the task.ñ Play the recording. Ss listen and check.

Answer Key

1 d 3 a 5 b 7 i 9 f 11 e2 c 4 j 6 h 8 k 10 g

b To match adjectives to jobs

ñ Read out the jobs and the example.ñ Ss work in pairs and choose appropriate

adjectives to describe the jobs.ñ Elicit answers from various pairs.

Suggested Answer Key

A nursery teacher needs to be imaginative andpatient.A fire fighter needs to be brave and skilful.A storm chaser needs to be patient and careful.A lawyer needs to be hardworking and smart.A waiter needs to be friendly and polite.A doctor needs to be smart and skilful.

7 To form adjectives from nouns

ñ Read the rule in the box.ñ Point out that forming adjectives from nouns

can involves a change in spelling (even thoughthe examples do not).

ñ Give an example (sun ― sunny). ñ Ss complete the exercise. Check Ss’ answers

and correct spelling.

Answer Key

1 funny 2 famous 3 beautiful

8 To present relative clauses with who,which, where, whose

ñ Read the examples aloud and complete therules with the class.

ñ Refer Ss to pp. 119-120 in the Grammar sectionfor more detail.

Answer Key

1 who 3 which 2 where 4 whose

ñ Ask Ss to give examples from the texts on p. 12.

Answer Key

Warren Faidley is a real-life storm chaser whosejob is to photograph …… adventure and excitement are the things whichhe likes most about this job.… he wakes up in the middle of a war zone wherebombs and rockets are going off …It’s a job which requires a lot of courage.… wildlife photographer who works with …

9 To practise using relative pronouns

ñ Allow Ss some time to read the sentences andfill in the correct relative pronoun.

ñ Check Ss’ answers.

Answer Key

1 who 3 who 5 which2 where 4 whose

10 To practise using the relative pronounswho/which

ñ Ss complete the sentences.ñ Check Ss’ answers.

Suggested Answer Key

2 which, relax3 who, lazy, unhelpful4 which, travel5 which, a swimming pool

11 To act out an interview

ñ Divide the class into groups of four and assignroles.

ñ As a class, come up with possible interviewquestions and write them on the board (e.g.What do you like best about your job? Whatskills do you need to do your job?).

ñ Ss act out their interviews in groups, takingturns to answer the questions.

ñ Monitor the activity around the class, then asksome Ss to act out their interview for the class.

Suggested Answer key

A: What do you do for a living, Joel?B: I am a wildlife photographer for the National

Geographic Society.A: Do you like your job?B: Yes. I like it very much. Photography is the key

to the whole world.A: What skills do you need to do your job?B: You need to be patient and careful. A: And, what do you do for a living, Warren?C: I’m a storm chaser. etc

® TEACHER’S RESOURCE PACK: pp. 13, 14

Page 10: Module 1

VocabularyñPersonality adjectives

6 a) Match the opposites. Listen and

check.

10 Complete the sentences so that they

are true for you. Use who or which.

1 I like people ® who are sensitive and honest.

2 I often go to the park, .................. is the

perfect place to .................. .

3 I can’t stand people ............ are ............

and .................. .

4 I like reading books .................. are about

.............. .

5 I prefer hotels ............. have .............. .

Speaking

11 Work in groups of four. You are

an interviewer. Your partners take the

roles of the three people in the text.

Prepare your questions and interview

them. Act out your interview.

1 She’s very ...................... (fun). Everyone

likes her jokes.

2 Ricky Martin is a .................. (fame) singer.

3 Angelina Jolie is very ................ (beauty).

ñ I like people who are polite and honest.

ñ Courage and adventure are the qualities which

characterise him.

ñ He likes places where people are friendly.

ñ What’s the name of the man whose car you borrowed?

We use 1) ......... with people. We use 2) .........

with places. We use 3) ......... with things or ideas.

We use 4) ......... to show possession.

7 Read the rule. Form adjectives from the

nouns in brackets.

a war reporter? a nursery teacher?

Forming adjectives from nouns

We add -ous, -y, or -ful to the noun to form adjectives.

danger ― dangerous, risk ― risky, care ― careful

1 brave

2 imaginative

3 friendly

4 sociable

5 hardworking

6 patient

7 polite

8 smart

9 honest

10 careful

11 skilful

a unfriendly

b lazy

c unimaginative

d cowardly

e unskilled

f dishonest

g careless

h impatient

i impolite

j shy

k stupid

a fire fighter? a storm chaser?

Decide in pairs.

® A war reporter needs to be brave and smart.

a waiter?a lawyer? a doctor?

Workbook 1b

b) Which of the

adjectives above best describe:

GrammarñRelative clauses

8 Read the examples and complete the rules

with: who, which, whose or where. Find

examples in the texts on p. 12.

Learning opposites

Learn adjectives with their opposites. This will

help you remember them.

see

pp. 119-120

9 Complete the sentences with:

ñ who ñ which ñ where ñ whose

1 He .................... laughs last, laughs best.

2 Ibiza is the place ..................... she often

spends her summer holidays.

3 My parents are the only people ................

always support me.

4 An orphan is a child ............. parents aren’t

alive any more.

5 She enjoys watching films ......................

make her cry.

13

Page 11: Module 1

Writing (an article for a school magazine)

5 Portfolio: Answer the questions in the plan.

Para 1: present yourself (Who are you? How old are you? Where do you

come from? Where do you live? What is your town like?)

Para 2: your house (What’s your house like? What’s your room like?)

Para 3: your family (How many people are there in your family? What

do your parents do for a living?)

Para 4: your friends (How do you spend your free time with your friends?

Where does your best friend live? What do you do together?)

Use your answers to write an article about yourself foran international school magazine (60-80 words).

Using connectors

We use and to join similar ideas. We

use but to join opposing ideas. We use

or to link two alternatives.

ñWord power

3 Read the box. Which phrase can

you find in the text? Make

sentences using the phrases.

1 It’s a nice place. It is very

expensive.

2 We often go to Pierre’s. We

have lunch there.

3 We can go by bus. We can

walk.

4 We swim there. We play

Reading & Writing

1 Look at the pictures. What

do you think John’s lifestyle is

like? Listen and read to find out.

2 Explain the words in

bold. Ask and answer questions

based on the text.

® A: How old is John?

B: 15. Where does he come from?

4 Read the theory. Find examples

in the text, then join the

sentences.

Workbook 1c

+ adjective (= feelings) He feels

sad.

+ like + ing form (= fancy) Do you

feel like going out?

+ about (= think) How do you feel

about your new teacher?

I’m John Smith. I’m 15 years old and I come from Wales. I livein a fantastic city next to the sea called Swansea. It is very bigbut it’s lovely and full of friendly people. I really enjoy livinghere, but it gets a bit noisy when the tourists arrive in thesummer.

My house I live in a small house very close to the

beach. Every morning I wake up to the sound of seagulls.

My room is on the second floor and has a great view of the

sea. I love looking at the sea. It makes me feel calm.

My family My family isn’t very big, just my parents

and myself. My dad works with children with special

needs, and my mum is a nurse at the local hospital. They

both work long hours, but they don’t mind. They really

enjoy their jobs.

My friends I have a lot of friends. Some of us are in a

band. I play the guitar. We often play for the locals. My

best friend lives in the house next to mine. When we are

together, we talk about music or we make plans and dream

about the future.

14

Page 12: Module 1

14(T)

Warm-up ActivityAsk Ss to look at the title of the unit, the title of thetext and the picture of the boy on p. 14. Elicit what Ssthink Unit 1c might be about (an average teenager’slifestyle).

1 To predict the content of a textñ Draw Ss’ attention to the pictures at the top of

p. 14 and elicit what they show (a teenager,John, and a view of a UK city).

ñ Elicit suggestions about John’s lifestyle (is astudent, has part-time job etc).

ñ Play the recording. Ss listen and follow thetext in their books.

(Ss’ own answers)

2 To ask and answer comprehensionquestions on a textñ Ss work in pairs and do the task.ñ Walk around the class and monitor the activity.

Ask various pairs to give a short summary of thetext.

Suggested Answer Key

A: He comes from Swansea in Wales. What doeshe say about Swansea?

B: It is very big, lovely and full of friendlypeople. He likes living there but he thinks itgets a bit noisy when the tourists arrive in thesummer. What is his house like?

A: It is a small house close to the beach. What ishis room like?

B: It is on the second floor and has a great viewof the sea. etc

3 To learn phrases with ‘feel’ñ Read aloud the phrases in the box.ñ Give further examples to aid understanding

(e.g. How do you feel today? I feel happy. Myclothes feel comfortable. I feel like eating anice cream. etc).

ñ Elicit which phrase can be found in the text (Itmakes me feel calm).

ñ Ask Ss to make sentences of their own usingthe phrases.

ñ Check Ss’ answers.

Answer Key

It makes me feel calm.

Suggested Answer Key

I feel happy.My skin feels soft.I feel like staying in tonight.How do you feel about watching a DVD later?

4 To learn about and use connectors

ñ Read the Learning to learn box aloud.ñ Elicit examples from the text and write them

on the board.ñ Ss complete the task on their own.ñ Check Ss’ answers.

Answer Key

I’m 15 years old and I come from Wales.It is very big but it’s lovely and full of friendlypeople.I really enjoy living here but it gets noisy when … … we talk about music or we make plans. etc

1 It’s a nice place but it is very expensive.2 We often go to Pierre’s and we have lunch

there.3 We can go by bus or we can walk.4 We swim there and we play beach volleyball.

5 To write an articleñ Explain the task.ñ Tell Ss to write the plan in their notebooks and

make notes of the answers to the questions foreach paragraph.

ñ Allow Ss time to write their articles or assignthe task as HW.

ñ Remind Ss that they can use the article in Ex. 1as a model.

ñ Ask some Ss to read their completed articles tothe class.

Suggested Answer Key

Being 14I’m Maria Ceres. I’m 14 years old and I come fromSpain. I live in Malaga. It is a very big city.

My houseI live in a small house close to the beach. My roomis on the top floor. I love my room.

My familyThere are six people in my family: my mum, mydad, me and my three brothers, José, Mario andCarlos. My dad is a doctor and my mum stays athome.

My friendsI have lots of friends. I go to the cinema withthem. My best friend, Rosa, lives in the sameneighbourhood as me. We play music together.

® TEACHER’S RESOURCE PACK: p. 15, PairworkActi vities pp. 17-18

Page 13: Module 1

15(T)

Explain that the Culture corner is designed to introduceSs to an interesting topic related to the culture of theUK or another English–speaking country.

Warm-up ActivityDraw Ss’ attention to the title and the picture, andelicit what they think they are going to read about (acastle in England and the men that guard it).

1 a To make predictions about a text

ñ Elicit who the men in the picture are(Yeoman Warders) and ask Ss to guesswhere they work. Ask Ss if they know whatthe bird in the picture is called.

ñ Play the recording. Ss listen and follow thetext in their books.

Answer Key

The men in the picture are Yeoman Warders. Theywork at the Tower of London. The bird is a raven.

b To present new vocabulary

ñ Allow Ss some time to look up theunderlined words in the Word List. Elicittheir meanings from various Ss.

2 To read for specific information

ñ Ask Ss to read the text again and answer thequestions.

ñ Check Ss’ answers.

Answer Key

1 T 2 DS 3 F 4 DS

3 To recall information from a text

ñ Ask Ss to close their books and work in pairs.ñ Ss complete the task. Monitor the activity,

then ask various pairs to report back to theclass.

(Ss’ own answers)

4 To listen for specific information

ñ Ask Ss to read through the gapped text andelicit what kind of information might bemissing (1 a person’s name, 2 a name of a partof the Tower or a noun, 3 something you canbuy, 4 a time, 5 a price).

ñ Play the recording. Ss listen and complete themissing information.

ñ Check Ss’ answers.

Answer Key

1 William 3 toys 5 £16.002 history 4 6 pm

5 To write a short article about a populartourist attraction in your country

ñ Explain the task and give some suggestions forwhat Ss can write about (e.g. The RoyalAndalusian School of Equestrian Art, The RoyalPalace of Madrid, La Zarzuela Palace).

ñ Suggest that Ss use the Internet, encyclopaedias,travel brochures etc, to gather information andassign the task as HW. Encourage Ss to addpictures if possible.

ñ Ask various Ss to present their projects to theclass.

Suggested Answer Key

A trip to Italy is never complete without a visit tothe Vatican City and the Papal Palace which isguarded by the Papal Swiss Guard.

The Papal Palace, also called the ApostolicPalace, is the official home of the Pope in VaticanCity. Some of its over 1,000 rooms are open to thepublic including Raphael’s Rooms. It also includesthe Papal Apartment, offices and chapels, inparticular, the Sistine Chapel with its beautifulceiling frescoes painted by Michaelangelo.

The Swiss Guard is responsible for guarding theentrances to the Apostolic Palace. The guardsmust be Swiss, catholic young men between 19and 30 who are of good character and at least1.74 metres tall. They are a Guard of Honour andalso keep order every time the Pope appears inpublic.

The official dress is a distinct blue, red, orangeand yellow uniform with a metal helmet and theycarry a spear.

® TEACHER’S RESOURCE PACK: Game p. 20

Page 14: Module 1

Atrip to London is never complete without a visit to the Tower ofLondon. The Yeoman Warders, or ‘Beefeaters’, guard the Tower.

King Henry VIII first introduced Beefeaters in 1485. They were hisbodyguards. They looked after1 the prisoners in the Tower and guarded theCrown Jewels. These days they guide the tourists who visit the Tower. Theyalso take care of the eight big black ravens which live in the Tower.

There are 36 Yeoman Warders. They all live in the Tower with theirfamilies. The Beefeaters are famous for their red and gold uniform, but theyonly wear this on formal occasions. Most of the time they wear a dark blueuniform with red trimmings2.

No one is exactly sure where the name ‘Beefeater’ comes from. One theory isthat the warders got meat instead of money as a salary! Others say that the namecomes from the French word buffetier. Buffetiers were the guards in the palace ofthe French king. They protected the king’s food.

1 a) Look at the title and the

picture. Who are these men?

Where do they work? What is

the bird called? Listen and

read to find out.

The Yeoman Warders

2 Read the text again. Mark the

statements T (true), F (false) or

DS (doesn’t say).

1 Beefeaters guard the Tower

of London. ....

2 They give free tours. ....

3 They have three uniforms. ....

4 Beefeaters eat lots of meat. ....Project

5 Portfolio: Collect information about a popular tourist

attraction in your country where you can see people

in special uniforms. Write:

ñ where it is/its history

ñ who you can see there/their job/their uniform

3 Imagine you are a

Beefeater. Present yourself to the

class. Say who you are, where you

work, what you do at work and

what you wear at work.

1 took care of 2 pieces of material used to decorate clothing

4 You will hear some information about the Tower

of London. Listen and complete the gaps (1-5).

First built in: 0)® 1078Built by: 1) .................. the ConquerorYou can: take a tour, learn about the Tower’s 2) .................., see the Crown JewelsYou can buy: guide books, jewellery, 3) ............Tower closes at: 4) ..................Tickets: adults 5) .................., children í9.50

Workbook 1d

b) Explain the underlined

words.

15

Page 15: Module 1

Yellow = Circle Line Fare = £3

Pronunciation /æ/, /∞/

5 Listen and tick (�). Listen and repeat.

Think of two more words with the same

sounds.

Workbook 1e

ñBuying an underground ticket

1 How do you usually travel?

4 Portfolio: You and your friend are in

London. You want to go from Liverpool Street

to Westminster. Use the map to act out a

dialogue between you and the ticket seller.

Use dialogue B as a model. Record yourselves.® I usually travel by tube.

TS: Next, please.

P: Two tickets, please.

TS: Where to?

P: St James’s Park.

TS: Single or return?

P: Single, please.

TS: That’s £6.00.

A

TS: Yes, please?

P: Two return tickets to Barbican, please.

TS: That’s £12.00.

P: Here you are. Which line do I take,

please?

TS: Take the Circle Line.

P: Thanks a lot.

TS: You’re welcome.

Β

2 a) Listen and repeat. Say the

sentences in your language.

b) Who says each sentence/phrase in

Ex. 2a: a ticket seller or a passenger?

Read and listen to the dialogues, and

check. Where does each person want to go?

/æ/ /∞/ /æ/ /∞/

Pete beat

pit bit

peal slip

pill sleep

ñ Next, please. ñ Where to?

ñ Single or return? ñ Return to Barbican,

please. ñ That’s £6.00. ñ Which line do I

take, please? ñ You’re welcome.

1 Who’s next?

2 Where are you

going?

3 It costs £6.00.

4 Thank you very much.

5 It’s my pleasure.

3 Find phrases in the

dialogues which mean:

Everyday English

16

Page 16: Module 1

16(T)

Warm-up ActivityAsk Ss to read the title and look at the map on p. 16and guess what Unit 1e is about (buying a ticket forthe London underground).

1 To revise vocabulary for means of transport

ñ Go through the list of means of transport andcheck Ss’ understanding by asking for adescription, example, or L1 equivalent.

ñ Ask various Ss how they travel to school/work/at the weekend.

(Ss’ own answers)

2 a To understand situational languageand consolidate vocabulary through translationñ Play the recording with pauses for Ss to

repeat.ñ Elicit/Explain the meaning of any unknown

words (e.g. Barbican – a place in London).ñ Ss translate the sentences into their L1.ñ Remind Ss to give the equivalent statements

in their own language, rather than directtranslations.

(Ss’ own answers)

This exercise may be played as a memory game.Tell Ss to look at the sentences for one minuteand then close their books. Ss, then, try torecall as many sentences as they can. Elicitsentences from various Ss around the class.

b To listen for specific information

ñ Ss read the dialogues.ñ Elicit who would say each sentence/phrase. ñ Play the recording. Ss listen and follow the

dialogue in their books and check theiranswers.

ñ Elicit where each person wants to go.

Answer Key

A ticket seller would say: Next, please. Where to?Single or return? That’s £6.00. You’re welcome.A passenger would say: Return to Barbican, please.Which line do I take, please?

Answer Key

A St James’s Park B Barbican

3 To understand the meaning of everydayEnglish expressionsñ Explain the task and allow Ss enough time to

read dialogues A and B and find the matchingphrases for phrases 1-5.

ñ Check Ss’ answers. Ask some Ss to read outtheir answers.

Answer Key

1 Next, please. 4 Thanks a lot.2 Where to? 5 You’re welcome.3 That’s £6.00.

4 To act out a dialogue using visual prompts

ñ Explain the task and help Ss to find therelevant information in the underground map(i.e. Liverpool Street, Westminster, name ofline, cost of tickets). Draw this diagram for Ssto follow.

ñ Ss work in pairs and act out their dialogues.Remind Ss to use dialogue B on p. 16 as a model.

ñ Walk around the class, monitoring the activity.Ss record themselves.

ñ Ask some pairs to act out their dialogues forthe class.

Suggested Answer Key

A: Yes, please?B: Two return tickets to Westminster, please.A: That’s £6.00.B: Here you are. Which line do I take, please?A: Take the Circle Line. B: Thanks a lot.A: You’re welcome.

5 To practise pronouncing /æ/, /∞/

ñ Allow Ss time to copy the table into theirnotebooks.

ñ Play the recording. Ss listen and tick thecorrect box in the table for each word.

ñ Play the recording again with pauses for Ss torepeat.

ñ Check Ss’ answers and elicit further examplesof words with the same sounds.

Answer Key

Suggested Answer Key

/∞/: heat, meet, meat /æ/: hill, pin, kid

Student A Student B

Ask for next customer.(Yes, ...?)

State price.(That’s ... .)

Name line.(Take ... .)Reply positively.(You’re ... .)

Ask for tickets/state destination.(Two ... to ... .) Give money, askwhich line to take.(Here you ... .Which line ...?)Thank A.(Thanks ... .)

/æ/ /∞/ /æ/ /∞/

Pete � beat �

pit � bit �

peal � slip �

pill � sleep �

Page 17: Module 1

17(T)

Explain that the Curricular Cut introduces a subjecttaught at schools in the UK as part of the NationalCurriculum (e.g. Geography, History etc).

Warm-up ActivityAsk Ss to look at the pictures and the title of the text,and say what they think Unit 1f will be about(information about the people, transport and food inMexico City).

1 To use visual and audio stimuli to speculateabout a place

ñ Play the recording and ask Ss to look at thepictures on p. 17.

ñ Ss talk in pairs about their impressions ofMexico City from the sounds and the pictures.

(Ss’ own answers)

2 a To read for specific information

ñ Brainstorm with the class for relevantquestions (e.g. How many people livethere? What has it got? How many peoplevisit it every year?)

ñ Allow Ss time to read the text and thenelicit whether Ss’ questions were answered.

(Ss’ own answers)

b To match headings to paragraphs in atext

ñ Explain the task and allow Ss some time toread the text again and complete the task.

ñ Play the recording. Ss listen and check theiranswers.

Answer Key

1 C 2 A 3 D 4 B

3 To work in groups, research using theInternet and write a text on New Delhi

ñ Divide the class into groups and explain the task.ñ Remind Ss to visit the website given and

encourage them to include pictures.ñ Allow Ss time to complete the project or assign

the task as HW.ñ Ask various groups to present their work to the

class.

Write these words on the board. Ss in teams makesentences using the words, one at a time. Each correctsentence gets 1 point. The team with the most points isthe winner. city, buildings, park, museum, nightlife,heavy traffic, metro, network, busy street, markets,sports, friendly people, local food, serve

e.g. Team A S1: Milan is a city in ItalyTeam B S1: I live in a beautiful building in my

city.

Suggested Answer Key

New DelhiCapital City of India

CONTINENT: AsiaPOPULATION: 322,000LANGUAGE: Hindi and EnglishCURRENCY: Indian Rupee

TourismNew Delhi is the second richest city in the worldfor birds. It has over 450 species. It has also gotbeautiful old buildings, lots of temples, museumsand big parks. It’s a great place to visit.

TransportNew Delhi is quite easy to get around becausepeople can use buses, auto rickshaws and taxis.The city’s fantastic metro network has three linesand 59 stations.

LeisureIn their free time, the people in New Delhi shopat colourful street markets. They also enjoy goingto the cinema and the theatre. They have lots offairs and festivals. Cricket and football are themost popular sports.

FoodThe people of New Delhi are very friendly. Thefood is excellent, too! The restaurants servedelicious local food like piping hot Punjabi makkiki rotis (flat bread prepared from corn) andsarson ka saag (prepared from fresh, greenmustard leaves).

Page 18: Module 1

17

2 a) Think of three questions you would like to ask

about Mexico City. Read the text. Can you answer any

of your questions?

1 Listen to the sounds and look at the pictures.

Imagine you are there. What do you think it is like

there? (noisy, quiet, crowded, busy, clean, polluted,

etc) Tell your partner.

® I think it is busy. There are ... I can smell ...

GEO-KIDS SPECIAL

Mexico City is one of the world’s largest cities.

It has got beautiful old buildings, green parks,

museums and an exciting nightlife. It’s a great

place to visit. Nine million people visit it each

year.

Mexico City is a difficult city to drive in because

of the heavy traffic. The city’s fantastic metro

network, however, has 11 lines and is very

cheap. There are hundreds of buses, trolley

buses and peseros (minibuses), too.

In their free time, Mexicans shop at colourful

street markets. They also enjoy going to the

cinema and theatre. They even have street

parties. Football and horse racing are the

most popular sports.

The people of Mexico City are very friendly.

The food is excellent, too! The restaurants

serve delicious local food like tortillas

and frijoles (beans).

4

3

2

1

home

whatÕs

new?

profiles

Workbook 1f

3 Work in

groups. Collect information

about living conditions in

New Delhi, India, and write

a similar text. Present it to

the class.

You can visit this website:

en.wikipedia.org

Search keyword: New Delhi

ICT

Capital city of Mexico

Continent: North America

population: 20 million

language: Spanish

CurrenCy: Peso

Click on and tell us about your city. How is it different from Mexico City?

TransportA Tourism

C

LeisureD

FoodB

b) Read again and label sections 1-4 with headings

A-D. Listen and check. Explain the words in bold.

Page 19: Module 1

18

( )Points: ___9X3 27

( )Points: ___5X3 15

4 Put the verbs in brackets into the present

simple or the present continuous.

1 John ........................ (visit) his parents this

weekend.

2 He ............ (take) me to school every day.

3 Be quiet. The baby .................... (sleep).

4 He ................. (meet) his friends tonight.

5 She usually .............. (get up) at 7:00 am.

6 The bus .................... (leave) every evening

at 6:30.

7 ................... (he/do) his homework now?

8 What time .................. (you/start) work?

9 He ....................... (not/watch) TV now.

10 She ................ (not/like) flying by plane.

11 ....................... (they/leave) next week?

12 Lisa ................ (not/milk) the cows now.

5 Complete with:

ñ Which line do I take, please? ñ One ticket

to Oxford Circus, please. ñ That’s £3.00.

ñ Thanks a lot. ñ Return, please.

A: Next, please.

B: 1) ...................................................

A: Single or return?

B: 2) ............................... How much is it?

A: 3) ...................................................

B: Here you are. 4) .................................

A: Take the Circle Line, then change at Baker

Street and take the Bakerloo Line.

B: 5) ...................................................

Now I Can ...

... in English

ñ talk/write about city/country lifeñ write about my daily routineñ talk about people’s jobs & personalitiesñ write an article about myselfñ buy tickets on the London undergroundñ write a text about a tourist attraction in my country

( )Points: ___12X2 24

( )Points: ___5X4 20

( )My score: ___100

close

heavy

get

crowded

public

feel

fresh

1 A homesick

B transport

C streets

D traffic

E at hand

F air

G isolated

1 Match the words.

( )Points: ___7X2 14

No, but my

sister has.

Have you got

any brothers?

3 Fill in: who, which, whose, or where.

1 I like people .............. are funny and kind.

2 That’s the café ........... we go every Saturday.

3 She’s the girl ........ won the science award.

4 I prefer books ............ have lots of action.

5 That’s the girl ....................... father is a

war reporter.

2 Choose the correct word.

1 He usually travels on train/foot.

2 She’s a talented/rewarding photographer.

3 He never lies. He’s a(n) honest/patient person.

4 I miss the hustle and noise/bustle of LA.

5 Public transport is convenient/heavy here.

6 I’m hometown/homesick. I miss home.

7 I hate the constant/crowded noise in Paris.

8 He feels lonely/friendly away from his family.

9 War reporters must be proud/brave.

Page 20: Module 1

18(T)

Self CheckAllow Ss 10 to 15 minutes to complete the SelfCheck. Ask Ss to check their answers against thekey on p. 151. Then Ss read the Now I Can sectionand evaluate themselves.

® TEACHER’S RESOURCE PACK: Portfolio Activitiesp. 16, p. 19, Test 1 pp. 97-100

Ss play in two teams. Write all the words you’ve learntin this module on the board. The Ss repeat them aloud.One S from Team A is sent out of the room and whilehe/she’s away, erase one of the words. The S outsidethe classroom comes back and has to guess the rightword. Do the same with a S from Team B. The teamwith the most points wins.