NextCHAPTER
2 : Spend,Spend.Spend!
Public Places
1. Listen to the conversation in a clothes shop. When you hear a word on your list,tick it.
Listening
& Writing
Listening
Comprehension: Vocabulary & Put a tick
Aims:
1. To test how students check the meaning of the words by listening
2. To enable students to
check whether the words in their list match with the ones in the conversation
they hear.
The
same type of question is also seen in chapter 13 vocabulary part question 1 in
page 80; chapter 19 vocabulary part question
2 in page 118.
Also in Revision (units11-19) part vocabulary question in page 124.
Workbook, chapter 1 question 8 in page 6; chapter 4 question 8 in page 16; chapter 8 nönönöquestions 7,8 in page 32; chapter 14 question 8 in page 54.
-
Look at the articles.Some of the information is missing.Interview your partner and find out the missing information.
|
THOMAS
WEBER is------------
JOANNE YOUNG is well-known as a--------- Years
old and lives in-------------
She is engaged to a man called------------,who is He
is married with----------young
a-----------.
Joanne lives in the United States but Children
.He is a very famous musician.
She is------------. However,She speaks English He
plays the -----------in an orchestra in
perfectly.She
hasn’t got any children, but she has Liverpool
and often appears on TV.At
three pets a-----------,a--------- and a-----------. The
moment Thomas is working in -------
In
her spare time she likes --------and -----------. Mozart
is his favourite composer, but He
loves ---------------too. |
Reading
& Speaking
Cloze
Test and Interview
Aims: 1. To encourage the students to make predictions.
2. To enable the students to
ask specific questions about the words that might
llkþkþlklþkþlkfill the blanks. 3.
To enable the students to change the passage accordingly.
The same type of question is also seen in chapter 6 voc.part question 2a
in page 40;chapter 7 Use and Review part question 2 in page 47; chapter 8 Use
and Review part question 1a in page 53,voc.part question 2 in page 52; chapter
11 Use and Review part question 4 in page 71; chapter 9, Use and Review part
question 1 in page 59; chapter 14 Use and Review part question 1 in page 89;
chapter 16 Use and Review part question 4 in page 101; chapter 19 Use and Review
part question 2b in page 119.
CHAPTER
3 : The Family Unit
Talking
about families
-
Draw a family treeof your partner’s family.Look at the example.Talk about your partner’s family.
|
Flora =
Gianni
Marisa =
Claudio
Sergio
Antonio |
Writing
& Speaking
Drawing
Charts and Short Talk
Aims:
1. To enable students to organize
their ideas
2. To enable students
to interpret the tree
The
same type of question is also seen in chapter 5 question 2 in page 30.
Workbook,
chapter 3 question 6 in page 12; chapter 5 question 11 in page 21.
2.
Listen
and complete the sentences with adjectives from the box below.
|
Good-tempered fun
honest patient generous
affectionate
1.My grandad is ---------.
3. My cat is ------------.
2.My mum is ----------.
4. My dad is
-----------. |
Listening
& Writing
Listening
comprehension: vocabulary and Completion
Aims: 1. To test how much students understand the talk
2. To make students to
complete the sentences accordingly
The same type of question is also seen in chapter 4 questions 2,3 in page
24; chapter 7 question 3 in page 42; chapter 14 question 2 in page 86; chapter
16 question 2 in page 96; chapter 18 question 1 in page 108; chapter 19 question
1a in page 116.
Also
in Revision (units11-19) part vocabulary part in page 124.
Workbook,
chapter 3 question 10 in page 13; chapter 4 question 10 in page 17;chapter 5
question 12 in page 21; chapter 6 question 10 in page 25; chapter 7 question 10
in page 29; chapter 8 question 11 in page 33; chapter 9 question 11 in page 37;
chapter 10 question 8 in page 40; chapter 11 question 12 in page 44; chapter 12
question 9 in page 47; chapter 14 question 10 in page 54; chapter 15 question 8
in page 58; chapter 16 question 9 in page 61; chapter 17 question 10 in page 64;
chapter 18 question 7 in page 67,chapter 19 question 8a in page 72; chapter 20
question 9a in page 76.
3.
You are a customer in a clothes shop, look at your rolecard and think
about what you’re going to say and have a conversation with your partner.
|
You
are going somewhere(on holiday?to an important meeting?) You
need new clothes. Think about these questions: Where are you Going?How
much can you spend?What do you want to buy?What Colours,sizes
and styles do you like?Go to the shop and ask shop Assistant
to help you (Could I---? Would you-----?)Ask about prices And
how to pay-credit card,cheque or cash? |
Speaking
Using
Rolecard for assessing oral production
Aim:
To test students to what extend they can produce a talk
The
same type of question is also seen in chapter 6,7,16use and review parts
questions 1 in pages 41,47,101.
Also
in Revision (units 11-19)part speaking question in page 125.
4.
Change
the verbs in brackets to the past simple or the past continuous.
|
Liz (wake up)(1)-------------at 7 o’clock. She (get up)
(2)---------
(put on )(3)-----------her dressing gown and(go)(4)----------
downstairs. She (make)(5)----------some toast and some coffee.
The phone (ring)(6)---------while she (have)(7)---------a shower,
But she (not answer)(8)-----------it.After her shower she (get
Dressed)------------and(take)(10)-------------the dog for a walk
At 8 o’clock she(leave)(11)-----------the house to go to work
But as she (drive) (12)-----------down the motorway,she(turn on)
-----------the radio and (hear)(14)------------the newsreader say,
‘good morning. I hope you are all enjoying a relaxing Bank
Holiday monday!’ |
Writing
Grammar (subskill)
Fill in the Blanks
Aim: To enable students to use the correct forms of the tenses.
The same type of question is also seen in grammar parts in chapter 2
question 3 in page 15; chapter 5 question 2 in page 33; chapter 6 questions 3,7
in pages 38,39; chapter 9 questions 1,2 in page 56; chapter 11 question 9 in
page 69; chapter 12 question 1 in page 74; chapter 14 question 2,3 in page 86;
chapter 15 questions 2,3,7 in pages 94,95; chapter 16 question 7 in page 99;
chapter 17 question 1 in page 106; chapter 18 questions 2,3 in pages 110;
chapter 19 question 2 in page 116.
Also
in Revision (units 11-19)part grammar question in page 124.
Workbook,
chapter 3 question 3 in page 11; chapter 5 question 1 in page 18;chapter 8
question 2a in page 30; chapter 9 question 4 in page 35; chapter 11 question 7a
in page 42; chapter 12 question 4 in page 46; chapter 14 question 1 page 52;
chapter 17 question 3 in page 62; chapter 19 question 2 in page 69.
-
Before you read the newspaper article guess the answers to the questions.
-
Are Kate and Nick interested in clothes?
-
How did Kate fist become a model?
-
Join these sentences to make one sentences. Use one of the linking words ‘ ‘and,but,because,so’.
|
|
3.
Is modelling very different for men and women? |
Reading
Aim: To enable students to make some guesses to clear out
the topic.
The same kind of question is also seen in skills parts in chapter 1
question 1 in page 7; chapter 2 question 1 in page 13; chapter 3 question 1
in page 25; chapter 6 question 1 in page 37; chapter 8 question 1 in page
49; chapter 9 question 1 in page 55; chapter 10 question 1 in page 61;
chapter 12 question 1 in page 73; chapter 14 question 1 in page 85; chapter
15 question 1 in page 91; chapter 16 question 1 in page 97; chapter 17
question 1 in page 103; chapter 19 question 1 in page 114.
Workbook,
chapter 5 question 8a in page 20; chapter 7 question 7a in page 28; chapter
13 question 7a in page 50; chapter 15 question 6a in page 57.
|
1.He
failed the exam. He couldn’t go to university. 2.Last
year I went to France.I went to Turkey 3.I
saw the car coming towards me. I couldn’t stop. 4.I
left the beach early. I was very hot. |
Writing
Partial
sentences with linking words
Aim:
To make students aware of the sequence of reason and result
The
same type of question is also seen in writing parts in chapter 1 in page 8;
chapter 4 in page 26; chapter 6 in page 38; chapter 15 in page 92.
Workbook, chapter 4 question 9 in page 17; chapter 13 question 1 in
page 48; chapter
klkk15 question 7 in page 58; chapter 20 question 8 in page 76.
CHAPTER 4 : Me and
My Body
On the Phone
1.
Match
the sentences with the pictures.
|
He/She’s: 1.got
stomachache
4.got a rash 2.got
a bad cold (or flu)
5.sprained his/her ankle 3.broken
his/her arm |
Reading
Pictures
and Sentence Matching
Aim:
To
test how students recognize the vocabulary by the help of the pictures.
The
same type of question is also seen in chapter 1 skills part question 2a in
page 7; chapter 6 skills part question 1a in page 37and vocabulary part 2a
in page 40; chapter 9 question 2a in page 54; chapter 12 question 1 in page
72,skills part question 1 in page 73,vocabulary part question 1 in page 76;
chapter 13 vocabulary part questions 1,2 in page 82; chapter 14 grammar part
question 4 in page 87, vocabulary part questions 1,3 in page 88; chapter 15
vocabulary part question 1 in page 94; chapter 17 question 2 in page 102;
chapter 18 vocabulary part question 1 in page 112; chapter 19 question 1b in
page 114,vocabulary part question 3 in page 118;
Also
in Revision (units 1-9 part reading question in page 64.
Workbook,
chapter 2 question 6 in page 9; chapter 4 questions 4,5 in page 15; chapter
6 question 6 in page 23; chapter 8 question 5 in page 31;chapter 9 question
5 in page 36;chapter 10 question 6a in page 39; chapter 12 question 6 in
page 46; chapter 13 question 2 in page 48; chapter 14 questions 5,7 in page
53; chapter 16 question 7 in page 60; chapter 19 questions 5,6 in page 71.
2.
Work with a partner,take turns to be the doctor and the patient.
|
PATÝENT
You don’t feel well.Tell the doctor about your
symptoms.
Choose from these symptoms: I can’sleep.I feel dizzy.I am
always sick when I eat. I have no energy. I’ve got spots.
DOCTOR
Ask the patient for more information and give advice.
Use must and should. Example: Are you working too
hard?
Do you smoke? You should get more rest. |
Speaking
Role
Playing by Turn Taking
Aim:
1.To make students talk about the ilness
2. To enable students to use must/should in such cases.
The
same kind of question is also seen in chapter 1 Use and Review part question
2a in page 11; chapter 2 question 3 in page 12,chapter 6 question 3 in page
36,vocabulary part questions 1,2 in page 40; chapter 8 question 2b in page
48,Use and Review part question 2 in page 53; chapter 9 question 3 in page
54; chapter 13 question 3 in page 78; chapter 16 question 3 in page
96,vocabulary part question 4 in page 100, Use and Review part question 4 in
page 101; chapter 17 question 5 in page 102, Use and review part question 1
in page 107; chapter 18 question 3 in page 108; chapter 19 question 4 in
page 114; chapter 20 question 2 in page 120.
3.
Write
a story about the pictures below, use linking words (and ,but,so), time
expressions (when,while,in at)and tell your story to the class.
Writing
& Speaking
Using Pictures for Assessing Writing Production and Reporting
Aims: 1. To test how students interpret the pictures
2. To make them report to be checked
The
same type of question is also seen in chapter 3 vocabulary part question 2
in page 22; chapter 5 question 2 in page 33; chapter 7 question 5 in page
42,vocabulary part question 3 in page 26; chapter 8 Use and Review Part
question 3 in page 53; chapter 9 grammar part question 2b in page 56,Use and
Review part 2 in page 59; chapter 11 vocabulary part questions 2,3 in page
70; chapter 16 skills part question 3 in page 97; chapter 19 Use and Review
part question 1 in page 119; chapter 20 skills part question 3 in page 121.
4.
Listen
to the conversation and answer
these questions.
|
1.
What does Carol say when she answers the phone? 2.
What does Emma say next? 3.
Emma in vite Simon to play tennis.What does she say?
4.
How does she offer the book the tennis court? |
Listening
& Speaking
Understanding
Talks and Short – Answer speaking
Aims:
1. To test students listening comprehension
2. To enable to give
immidiate answer to the questions.
The
same type of question is also seen in chapter 4 grammar part question 1 in
page 27; chapter 5 grammar part question 5; chapter 7 grammar part question
2 in page 45; chapter 8 skills part question 2b in page 49; chapter 10
skills part question 3b in page 61; chapter 13 skills part question 3 in
page 79;chapter 17 grammar part questions 1,2 in page 104; chapter 18 skills
part question 2 in page 109.
5.
Use these notes and words in brackets to make sentences. Add any
other words mnmmmmm
that are necessary.
|
1.
not eat at the hotel / food awful(should) 2.
buy traveller’s cheques/ difficult to change money(should) 3.
not take young children skiing/ too dangerous (must)
4. remember your
camera/ mountains fantastic(must)
5.
not pack formal clothes/ very casual there(should) |
Writing
Grammar (subskill)
Word combination and
Addition
Aim: To test and improve students’ grammar usage
The same type of question is also seen in grammar parts in chapter 7
question 1a in page 45; chapter 11 question 7 in page 69; chapter 12
question 1 in page 75; chapter 15 question 8 in page 93; chapter 17 question
4b in page 105; chapter 18 question 3 in page 111; chapter 19 question 2b in
page 116.
Also in Revision (units1-9)Part writing question in page 65,Revision (units 11-19) part grammar part in page 124.
CHAPTER
5 :
Getting Around
Making
Travel Arrangements
1.
Read
the conversation and Put it in the correct order.
|
·
Well, It’s time to go.We’ve had a great time.Thanks for
everything ·
Sure.Bye.Look after yourself ·
Next time you must come to us. ·
Yes.We’d love to. Have a safe journey.Don’t forget to write ·
Not at all. We’ve enjoyed having you here. |
Reading
& writing
Reading Comprehension and Rearrangement
Aims: 1. To test how much students understand from the
sentences
2. To enable students
organize the conversation accordingly
The same type of question is also seen in chapter 14 question 3 in
page 84; chapter 16 skills part question
2c in page 97; chapter 19 skills part question 5 in page 115.
Workbook, chapter 6 question 11 in page 25, chapter 8 question 12 in
page 33.
2.
Complete
the conversation .Replace the verbs in brackets with ‘going to, will or
Present Continuous.
|
MUM:
I can’t decide what to dothis morning.
Oh, I know, I (do)(1)-----------some work in the garden. TESS:
But, It’s raining! MUM:
Is it? Oh well,that’s not a problem. I (put on)(2)---------
My coat.Then I have to go out because I have an appointment
At the vet’s. I (take)(3)----------the cat for his flu
injection. TESS:
I (play)(4)----------badmiton with Roger at 11and then I (buy)(5)
--------a present for Dad. Max, are you OK? MAX:
No I feel sick suddenly.I think I (go)(6)---------back to bed.
Tom (have)(7)-----------a party tonight and I want to feel OK
for it. |
Writing
Grammar
(subskill)
Multiple
Choice – Incomplete Item
Aim:
1. To test students’ grammar usage
2. To improve students’ grammar
The
same type of question is also seen in grammar parts in chapter 2 question 3
in page 15; revision unit question 3 in page 63.
CHAPTER
6 : Daily Bread
Eating Out
1.
Read
the article answer these questions.
|
1.
How many meals does Deborah have in a day? 2.
What is the name of each meal?
3.
What snacks does she eat? |
Reading
& Speaking
Cursory Reading / Skimming and Short-Answer
Aims: 1. To test students’ skimming ability while reading
2. To check students to
what extend they can pick up the certain points.
The same type of question is also seen in chapter 7 grammar part b in
page 44; chapter 8 grammar part 2 in page 50; chapter 9 skills part question
4 in page 55; chapter 13 skills part question 3 in page 79; chapter 14
skills part question 1a in page 85.