Katarina Metzner Dajana Vidaković
HELLO, WORLD! 8 Priručnik za učitelje/učiteljice za osmi razred osnovne škole, osma godina učenja
Hello World 8 PRIR.indb 1
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Izdavač Profil Klett d. o. o. Zagreb, Petra Hektorovića 2
Za Izdavača Dalibor Greganić
Direktorica izdavaštva Petra Stipaničev Glamuzina
Urednica Mia Šavrljuga, prof.
Lektor Eric Bergman
Likovno-grafičko uređivanje Profil Klett
Fotografije Shutterstock
Prijelom Ivan Belinec
Tisak Og grafika, Jastrebarsko 1. izdanje, 2021. Zagreb, Hrvatska © Sva prava pridržana. Nijedan dio ovog priručnika ne može biti objavljen ili pretisnut bez prethodne suglasnosti izdavača i vlasnika autorskih prava.
Član smo europskog udruženja izdavača udžbenika.
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Katarina Metzner Dajana Vidaković
HELLO, WORLD! 8 Priručnik za učitelje/učiteljice za osmi razred osnovne škole, osma godina učenja
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CONTENTS
1 Course description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2 Student’s Book: a short guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3 PBL: an introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 4 Lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Starting up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Till We Meet Again!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
5 Games and activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 6 Resource Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
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COURSE DESCRIPTION Welcome to Hello, World!, a four-level course for upper-primary students covering 105 hours of lessons at each level. The Hello, World! course gives you and your students the opportunity to make teaching and learning simple and effective. It has a clear structure that is easy to follow. The course consists of five main units and additional lessons at the start and the end of the book. The Student’s Book offers a clearly structured progression in presenting vocabulary and grammar. These are reinforced with numerous communicative tasks throughout the course.
ISBN 978-953-3592-65-7
Hello World 8 UDZB Naslovnica 2021.indd 1,3
Primary school curriculum The material in the Student’s Book covers all the requirements of the primary school curriculum. It offers engaging and motivational topics that cover various interests of the student-users of the Student’s Book and the Workbook. The activities in the course are designed to motivate students and encourage active participation. They also offer opportunities to develop students’ critical and creative thinking abilities. The activities are accompanied by categories such as Study tip! and Project tip! that help students develop their learning skills by providing practical ideas about how to learn and plan their learning. The course takes students through five English-speaking countries and thus develops students’ intercultural competencies. Course Components • Student’s Book • Workbook • Teacher’s Book with a photocopiable Resource Bank • Audio CD • Digital materials available on the IZZI platform • Materials for students with special educational needs • Test Bank • Posters
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Student’s Book • Three introductory lessons aimed at revising the language learned in previous years, offering learning strategy tips and introducing the book’s characters • Five core units to teach four language skills, present grammar and vocabulary and foster communication skills • A clear outcome for each lesson in a unit • A word list at the end of each unit along with phonetics exercises and an exit ticket using metacognitive strategies • A finishing lesson to bring the story to a conclusion • An appendix to teach target culture through holidays and special days: Halloween, Christmas and Valentine’s Day • A Writing Bank for further developing writing skills • Tasks to develop students’ creativity • Tasks adapted to students’ various language proficiency levels • Curious me! sections to encourage students’ curiosity and investigative spirit • Study tip! sections to help students become autonomous learners • Project tip! sections to draw attention to language and tips useful for unit projects • Stop and think! sections to develop students’ analytical skills
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• The My... Grammar! category for reinforcing grammar structures
• Additional ideas for delving deeper into the material
• The My... Everyday English! category to teach functional language
• Ideas for language games in the classroom
• The Language matters section at the end of each unit for exposing students to phonetics and self-study metacognitive questions
• Background notes and cultural information
• A bilingual grammar summary • An audio CD with listening tasks from the Student’s Book and Workbook
• Ideas for formative assessment • Student’s Book and Workbook answer keys • A tapescript for the Student’s Book and Workbook audio sections • An abundant Resource Bank with bespoke photocopiable material • Checklists for students and rubrics for peer assessment • Analytical rubrics for summative assessment IZZI Digital Platform • Clear outcomes for each lesson • A wide range of digital exercises for each Student’s Book unit • Numerous videos on culture and grammar accompanying the lessons in the Student’s Book
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Workbook • A wide range of exercises accompanying each unit in the Student’s Book • A revision at the end of each unit to test students’ listening and reading comprehension skills • Additional phonetics exercises to accompany the Language matters section • A clear system to show each exercise’s level of difficulty • Curious me! sections to develop students’ curiosity • Study tip! sections to develop students’ self-study
• Student’s Book and Workbook audio • A list of new or less familiar vocabulary from the Student’s Book with audio Test Bank • Five editable progress tests for formative assessment—groups A, B and C (for students with special educational needs) • Five-minute grammar and vocabulary tests for formative assessment
Teacher’s Book
• Five editable speaking tests for either formative or summative assessment
• Clear outcomes for each lesson in compliance with the primary school curriculum
• Two editable writing tests for either formative or summative assessment
• A clear structure for each lesson with step-bystep instructions
• Five editable listening and reading comprehension tests for summative assessment—groups A, B and C (for students with special educational needs)
• Methodological tips on how to present, do or assess various activities in the Tricks of the trade category
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• Various additional content: quizzes, exercises, audio recordings, etc.
• Recordings for all the listening tasks
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Meet the characters The five units in the course take students across five English-speaking countries. Each country is introduced by the main character of the unit. The characters are connected through a common interest: participating in the Big Sibling Youth Programme. Meet the characters!
Diego is from New York City in the USA. He is 14 years old but he’s already thinking about his future career. He would like to do a job that involves working with people because he’s got great people skills. In his free time, he volunteers a lot because he loves helping his peers.
Freddie comes from London in the UK. He’s a self-professed history buff and history is his favourite subject at school. He does not see himself as a history teacher one day, and he’s still trying to find a future career path that can accommodate his love for history.
Amelia lives in Montego Bay in Jamaica. She helps her parents run a tour company but, in the future, she would like to work with tourists in a different capacity after finishing her studies. She would like to learn about tourism and marketing and work with modern technologies and ideas.
Charlotte is from a small town in Wyoming in the USA. Her home state is famous for its natural beauty and unique geography. She is interested in exploring the natural world, but she’s also thinking of becoming a doctor one day.
Lota and Luka are twins who come from Sydney in Australia. Their family is moving to Croatia soon and they are thinking about their future in a new country. Luka wants to pursue a culinary career and would like to become a chef one day. And Lota would like to go to university but she’s still a bit indecisive about her future career.
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STUDENT’S BOOK: a short guide There are five core units in the Student’s Book. Each unit consists of five lessons. Every unit starts with an introductory lesson. It is designed for one or two in-class lessons, depending on your interests and time requirements. KICK-OFF! aims at introducing the main topic of the unit in a fun and stimulating way. It challenges students to think critically and express their opinions in a creative way.
Every lesson topic opens with introductory questions aimed at giving students a voice in creating a plan for the unit. By actively involving them in the decision-making process rather than simply informing them about what they are expected to learn, students become active participants in the outcomes of each lesson.
UNIT 1
CI T Y E H T S I T A WH PLE? O E P E H T T BU
pany? ng in your com person! wh people love bei you’re a people Do you thrive ge crowd? Do the signs that st when in a lar n you have all the s’, ‘ye so. is Are you happie think stions Explain why you to all these que If the answer do you possess? ow. Which ones people skills bel 1 Look at some flexibility trustworthiness patience y empath eness tiv or pp su honesty skills active listening
at does it mean? and look e of the Unit. Wh of the lessons, > Read the titl Read the titles 1. it Un h oug about? > Leaf thr rn lea you l wil What at the pictures.
T, GO! E S , Y D RE A
write ments. Then k for a few mo
k at the ones interaction. Loo end on human ? Why? Think of 2 Many jobs dep be best for you uld wo one ich below. Wh ple persons. fessions for peo some other pro counsellor her youth hts lawyer teac human-rig salesperson hologist psyc social worker
down
New Yor ates’. think about MEET DIEGO! h your classm your eyes, and r thoughts wit k City. Close 1 Diego is from New Yor you’ve pictured. Compare you t ngs places and thi
O D BY E BY DOING! LE ARNING RE WELL , BUT NOTughGcomOe to an end, so you’d FA soon eno PROJECT 1:the final year of your elementary educate. Whionat! Yeabetrter8 wilwaly to look back on memorable moments
tha
C. Which of eo about NY mentioned? your list are things from
2
vid 1 Watch the
KICK-OFF!
OPLE SAVVY? ple? ARE YOU PE rounded by peo en you are sur
the
s! You’re in the years to com > Congratulation of your class for turing the spirit better start cap er important get about oth rbook? y 2 Don’t for and how the than a class yea r education
r people in you process. You ced the whole staff most have influen and support ng chi tea s, familie or two, too! erve a page definitely des
e to be a doesn’t hav 1 A yearbook s and tion of photo simple collec create e some tim to quotes. Take re box. You asu tre le tab an unforget s aph ogr ce for aut can leave spa dent , or collect stu y not and messages Wh s. ent em achiev blunders and lls and classroom wa go outside the special r yea the made record what the world? munity and in your com picking! there for the The ideas are
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the correct locations to check. eo again and Watch the vid information. Island o eens, Staten 1 Puerto Ric the Bronx, Qu Manhattan, 2 Brooklyn, 3 Manhattan are 4 Times Squ ich Village 5 Broadway own, Greenw le Italy, Chinat Litt 6 SoHo, urg 7 Smorgasb 1 a) Match the
8 Tokyo
boroughs food market Hiro Diego’s family ds neighbourhoo s of the World the Crossroad the City t theatre distric
e3 from Exercis Use the terms Work in pairs. b) SPEAKING y. New York Cit
Curious me!
lots of NYC has got but the most nicknames, is certainly famous one Find out the Big Apple. k got it! how New Yor
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Video-based tasks introduce the country and culture that students will be learning about. They also present the character who will guide students
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the workload ms! Distribute Get into tea preferences. your skills and according to ists, editors… art s, ers, writer best. Photograph what they do t can choose be Each studen dline: will it to set the dea an o int it Don’t forget n tur t, or will you year? a short projec ut your final ject througho ongoing pro rish, want to che moments you ok: the precious printed yearbo collected all m. There’s a you , the When you’ve ely ord ativ rec ern you want to sponsors? Alt decide how keep why not find r IT skills and expensive, so could use you this could be you or k, a scrapboo could make uds. ries in the clo your memo
go and talk about Die tences, and a) to make sen
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LEARNING BY DOING! presents the project for each unit. At this point, students are already acquainted with the topic and the outcomes of the project. This allows an introduction of project-based learning into the classroom in a structured way.
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Each lesson begins with an I can... statement, which clearly states the main outcome of the lesson. All the activities throughout the lesson lead to active and personalised production as described by the outcome.
1 son Les
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1A ME, MYS EL
F A ND I
I can describe a pers on’s ch arac ter.
SPEAKING Do you like me eting new peo you have jus ple? Why (no t met? t)? films
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The My... GRAMMAR! section presents a certain grammatical structure in a guided, inductive way. It encourages students to discuss targeted grammatical structures and provides the necessary rule (s), which are based on example sentences.
games
music
What topics do
you usually
talk about wit h
sport
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a) SPEAKING Look at the adjectives bel like? ow. What do they mean? What are peo wise ple that the outgoing se adjective ambitious s describe immature easy-going chatty passionate bossy serious impolite moody I think people wh self-consciou lazy hardworking s o are reliable disrespectfu serious don 't make l honest time for fun act responsible ivities. b) Which of the adjective s would peo siblings, frie ple you kno nds and tea w use to des chers. Explain cribe you? Thi parents would why you thi nk of your par probably say nk so and wh that I am…, ents, grandpar ether you agr because… ents, ee with them. Start like thi 4 s: My Which of Die go’s family me mbers is eac previous pag h sentence abo e to check you ut? Complete r answers. the sentences 1 ____________ . Then scan _________ is the text on the leaving for col 2 ____________ lege. _________ sin 5 ___ ___ gs ____________ beautifully. 3 ____________ ___ work har d every day. _________ is 6 ____________ always com _________ lov menting on 4 ____________ es baseball. films. 7 ___ _________ is ____________ talking to Die we speak. ______ is spe go’s brother nding a lot of as her boyfriend time with these days.
people
weather a) Hiro, an exc school hange studen t from Japan, questions for is going to sta Diego, and add y with Diego’ two question s family for s that you wo six months. What school uld ask. Look at his do you go to? What are you r family memb Where will I ers like? stay at your What are you hom e? r pet peeves How big is you or guilty ple r family? asures? What do you like doing in ____________ your free tim ____________ e? ____________ b) READING _________ ____________ Read the tex ____________ t, and tick the ____________ questions fro _________ m Exercise 2 a) that Diego answers. et me introd uce myself. I’m Diego and think. When I live in Brookl you get here, yn, the best you’ll see wh are six of us part of New y! Here’s wh in the house: York – or at at you should my parents, least that’s wh know before You’ll probab my older bro at I you come to ly like my gra ther and sist stay with us. ndma best. er, my grandm goofy and fun There She a ’s and me. ver to be around. y wise and alw She moved to ays gives gre sing backing New York fro at advice. At vocals in ma m the ny famous Ne Puerto Rico same time, she can’t sing at when she wa w York clubs. all, but that’s is ver y s young, and Her voice stil what makes outgoing and she used to l sounds am our weekend cheerful, too azing! I, on karaoke nights . They are als the other han But when the even more fun o very hardw d, whole family . My parents orking, so I is together, I but don’t wo are don ver ’t see them as y love every mi rry: we never much as I’d nute of it. Ou fight – it’s jus like to. r conversation t how we talk My brother s can be qui ! is leaving for te loud, college soon, passionate abo so you’ll be sta ut baseball: ying in his bed the walls of team, the Ne room. He is his room are w York Mets. really covered in pos They are my that baseball ters of his fav favourite tea is very popula orite m, too. I thi r in Japan, as like your new nk I’ve read somew well. I hope room! My sist here tha t you er’s ’re a fan and be spending room is just that you’ll too much tim across the hal e with her, eith l, but we pro spending a lot bably won’t er. She’s got of time with a boyfriend, him. She can all big sisters so she is be very bossy are like. And at times. I gue me? I’m really and caring, ss that’s what chatty, as you or at least tha can tell. I’m t’s what my doesn’t really also very hel friends say. sound like it I’m pful ver y modest, too when I talk so much abo , even though Although I’m ut myself! it pretty easy-g oing, there are always comme som e things that nting on wh at we’re watch I find very ann fact, as I’m typ ing together: oying. For exa ing this I can tha mple, my dad t’s definitely hear him in ruining it for on the top of is the other roo my brother. my pet-peeve m, discussin Ugh! But I’m when he cat s list. In g what happen sure he’s als ches me dri s next in the o annoyed at nking juice stra before dinner movie and some things ight from the are guilty ple I do. He always carton. I can asures of mi yells at me cheesy pop ’t help mysel ne. However music in my f: that and eat , I’d say the room... Luckily ing chocolate more about biggest one , nobody has me and my is definitely seen me doi family, you kno dancing to som staying with ng tha w what you t so far! So, now e us! can expect wh that you kno en you come w over. I hope you’ll enjoy c) Read the text again. Wh at are Diego’ s answers to Hiro’s quest ions in Exercis e 2 a)?
L
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Hello world
My... GRAM
MAR! Present simple vs pre
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sent continuou Read the sev s en sentences in Exercise 4, 1 Which sen and discuss. tences are in present simple 2 What sort ? Which are of activity doe in present con s each senten tinuous? ce express? Write number Present con s 1–7. tinous action in pro gress annoying hab Present sim ple its a state or con fixed arrang dition ement for the statements wit fut ure activity hap h stative ver pening around bs, e.g. hate, like, need, wa now love, nt, sound, thi nk habits, repeat ed actions and Let’s practise timetables more! → WB , Gr
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Students are referred to additional exercises for practice in the Workbook.
Each lesson ends with exercises that aim at personalising the topic. Students are encouraged to use target structures and vocabulary actively and creatively.
p. 12
Read one mo ammar sum re of Diego’s mary → pp. answers to Hir 122-123 o. Choose the In my free tim correct option e, I (1) like / am liking rea . Spider-Man, ding superh but this week ero comics. My fav I (2) read / am (3) volunteer orite superh reading a com / am volunteer ero is ic about Dared ing in a local about it when evil. I also youth club a you arrive in few times a New York. I lov and English, week. I’ll tell e languages and I am flue you more . I (4) speak nt in Americ some Japane / am speaking an Sign Langua se, too. I’ll be Spanish ge. This week able to say at I (6) listen / am I (5) learn / am least ‘Hi!’ to listening to som learning you when you learning the e Japanese visit us! Right pop music on language eas now, ier! my stereo. Ho pefully, it wil l make 6 SPEAKING Ma ke notes fol lowing the qu class. estions below , and prepar e a short tal 1 What qua k about you lities do you rself. Presen like in people t it to your ? Include at 2 What do you least five adj think are you ect ive r best qualitie s. 3 What are som s? e of your pet pee ves? Think of 4 Have you the habits peo got any guilty ple are always pleasures? If annoying you you have, sha with. re at least one with your cla ssmates.
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Grammar exercises are contextualised and topic based. They encourage students to express themselves creatively by using the language that has been practised.
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Students are referred to the bilingual Grammar Summary at the end of their Student’s Books.
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Relevant vocabulary is introduced and then further recycled through reading and listening to texts, exercises and activities in both the Student’s Book and Workbook. Vocabulary is presented and practised in a way that allows students to learn words and phrases in context.
ME … ME S E K A M T A 1B WHtalk about people and places in my life.
3
I can
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know rds you do not k up the wo another. Loo them to one , and explain ow bel rds wo friends s rs. Look at the acquaintance a) Work in pai relatives list. neighbours in the word classmates nts are ndp gra o is important siblings best rcise 1 a). Wh parents I usually call my ries from Exe I feel Use the catego friend when Work in pairs. s? new e... d b) SPEAKING aus goo re some lonely, bec you... 5 want to sha to you when ll? ? don’t feel we ice 6 adv d e? nee 1 ? k left at hom blem at school 7 have no mil homework? 2 have a pro w what’s for e fun? and 8 don’t kno 3 want to hav ose the topic text, and cho ? him. Read the 4 feel lonely to ant import are t tha ngs about the thi go is writing 2 a) READING Die a. the main ide o I am. MAIN IDEA make me wh nd time with say. l bored. TOPIC what others a) People I spe you never fee lf, no matter rse sts you ere of people, so be int a) My b) Always nded by lots to be surrou b) My people It is important c) ality Jake, Luis and c) My person me as well. e important to a lot of tim My friends are . We spend best buddies touch with my in ng up. We’ve are chi ays cat na alw Leo out and g ke up, I’m in e gin wa I or sur , nt han ter , tty me pu ing mo com I’m pre together jok 1 From the my phone or dergarten, so our alone love, be it on nds since kin mind being to be part of the people I all been frie Chloe used wrong: I don’t y. so I’m , me sta en ago get to wh rs e n’t st yea are her real life. Do at my happie 25 they to Boston two time, but I’m lt to keep t she moved shape me. ld say they re. It’s difficu from time to group too, bu ple. You cou h other anymo m, and nds over nded by peo rarely see eac y close frie talking to the we sta m, 5 surrou the and h e r wit ilia ber that s fam g out h someon If this sound ugh. I remem I love hangin in touch wit from them. miss her, tho son, ngs do per I er forget . thi ple ces nev new peo rself a learning grade. You long distan t you l firs cal the ht in you mig sh on her to you, then 30 I had a cru sh, do you? t I like. to have at too. your first cru my class tha can be sure re is a girl in very e siblings, you ple most hav peo of crushes, the you the ing short. She’s en eak are Sp 10 Wh . They just Mel for . life or ves a, for lea los e a nd Me els not sporty ody least one frie Her name is o lacrosse. I’m even if everyb ny. She’s int sister, who k with you, say. I think fun y and r the and as the art t, likely to stic sm my bro to posites attrac ugh to have the ones I can the courage at all, but op I’m lucky eno 35 type siblings are still gathering As they ay next rely on. My too, but I’m blems with. his 14th birthd I can always she likes me g t share my pro celebrating kin tha is is Tal e and ! m to Jak ved n ble t. hal pro ays tur ask her ou a problem 15 alw n. The only g at an off the m shared is nk I’ll try the doesn’t call rt volunteerin say, a proble week, so I thi ly: I hope he ed me to sta there late pir k be ins sic to n has py bee to them he has ns. I’m hap center for tee ver they are anti-bullying party! e with whate ping them cop for them, hel STOP AND THINK! through. 20 going What’s the difference .. go. between the words 'nursery' o does Die g out with? text again. Wh and 'kindergarten'? Can you 5 miss hangin b) Read the nursery? h? think of some more 6 know from problems wit blems? pro e 1 share his hav re? y p when the t with any mo hel examples? tac 7 con e p? hel 2 not hav en he needs 8 rely on wh sh on? 3 have a cru g out with? gin han e 4 spend tim 13.7.2021.
16 Hello world
in, and d the text aga rasal verb. Rea b called a ph below. a type of ver is ons It t. ati tex lan verb in the ng as the exp underlined same meani a) Look at the that have the phrasal verbs underline the Study tip! being asleep eone line 1 to stop time with som VOCABULARY le nd (a lot of) 't focus on sing line 5 to spe e eon phrasal verbs, don of them y close to som us on the When learning at you expect line 11 to sta wh as a whole. Foc do to e st someon but learn the verb situation ds, lt . wor icu verb diff the line 13 to tru a with meaning of l successfully context to get the news line 18 to dea ut the latest a rn or talk abo here to start line 22 to lea ebody somew som ite inv you line 36 to tionship with romantic rela ions below. cel an event wer the quest line 38 to can ined, and ans ? ual words? have underl learned so far you e t at the individ hav tha bs you bs ver t by looking st ver b) Look at the underlined jus erent from mo bs you have se verbs diff ver l the asa are down in w phr 1 Ho ng of the the sentences ss the meani tence. Write 2 Can you gue them in a sen use each of and t, tex from the 4 Choose four phrasal verbs ok. rect order your notebo into the cor the pictures the places in ten, and put do not need. ping Hiro. Lis you sky e is tur go pic 5 is one TENING Die them. There a) 1.1 LIS go mentions land (1–3) as Die Coney Is stoops
VOCABULARY
Phrasal verbs
MoMA
about r notebook ke notes in you rcise 4 a). ten again. Ma h place in Exe eac b) 1.1 Lis ut abo s say what Diego ut and talk abo your notes, rs. Compare c) Work in pai uts. g-o han ite Diego’s favour
6
oose a D WRITING Ch SPEAKING AN
Easy-peasy
task.
text, and Write a short ant r most import present you r favourite you people and ose an hang-outs. Cho t out to presen interesting lay n, e.g. a your informatio or an ter pos a , list top-five infographic.
No picnic
PROJECT TIP!
play exhibition, or a seen a film, an te Has your class yearbook, and wri a ticket in your ude Incl ly? late d it or not. whether you like
and your your friends Think about did you g-outs. Why favourite han be your to ple peo choose these on a ee agr do you friends? How ? Why is you hang out place where ? you to ant ort this place imp ctice your rt notes, pra Prepare sho present it to and e hom speech at ates. your classm
! Down to work ce
the pla Think about . What where you live ies do ivit places and act k there? teenagers lac like to you uld What wo live that see where you the lives of ke ma uld wo ter? teenagers bet rt talk. Prepare a sho
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16:40:23
Hello world
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In each unit, there are writing exercises developed on three levels: Easy-peasy, No picnic and Down to work! They all lead to the same outcome, but provide differentiated levels of applying cognitive skills, knowledge and creativity. Individually or in pairs/groups, students choose which task they would like to work on. Alternatively, the teacher may decide and choose one task for the whole class.
10
Carnegie Hall
The Study tip! offers guidance related to learning strategies for reading, writing, listening or speaking. Students are encouraged to use various learning techniques and methods.
HELLO, WORLD! 7
Hello World 8 PRIR.indb 10
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The My... Everyday English! section presents the useful, functional language that students will need on a daily basis.
3 son Les
1
2
The STOP AND THINK! section serves as a gentle reminder to students to draw upon their existing knowledge and express the focal points of lexical content presented in the lesson.
3A A SUPER -CIT Y I can make, ac cept and re fu se sugges tions .
SPEAKING Vis iting New Yor k can be a cha Which of the llenging tas tours below k. Luckily, the would you be re are nume most intere rous guided sted in? What NYC Culinary tours to help would you exp Tour you! ect to see, hea ‘Outer Borou r and taste the ghs ’ Tour ‘Movie&TV Sit re? ‘Green NYC’ es’ Tour Tour ‘History of NY Dis C’ Tour cover Street Art NYC ‘Music of NY a) READING C’ Tour Diego is writin 9/11 Tour g an article for Hiro’s sch 1 What is he ool magazine writing about? . Scan the tex t, and answe 2 Why has he r the question chosen that s. title? 3 Which site s does he me ntion?
3
MARVE L-OU N S YC
What do Spider-M an, the Avenge rs, and other lege fight and perform ndary superhero other awesome es have in com stunts to save the one more charact mon? They fly, day from terrifyin er that plays a swing, g villains, of cou key role in all the Stan Lee said tha rse. But there’s ir stories: New t he chose it to York City. The brillian make his stories Metropolis, t Marvel writer more realistic. . So let me take Unlike fictiona you to some of l citie s my must-see loca such as Gotham or tions from Mar vel movies and comics.
b) 1.4 Listen again. Where does... 1 Uncle Ben say the popula r quote from 2 Peter Parker Spider-Man? earn money by selling his photos?
My... EVERYDAY
1
Can you ima gine Spider-M an without eno New York is rmous buildi home to som ngs to swing e of the most the world. Bu between? elegant and ilt in 1930, the recognizable 102-storey Em of the world skyscrapers pire State Bu ’s tallest buildi in ilding earned ng. Soon the its work. On the title mo e of my favori vie industry decided to fea te movie sce of the buildi nes is when ture it in ng in the 193 a gia nt ape climbs 3 classic Kin the title for g Kong. The to the top almost 40 yea Empire State rs, the Twin Tow . Unfortunate Building hel d ers, were des ly, two of the troyed in a ter towers, kno The bridges wn as rorist attack of New York on September have also had most popular their mome 11, 2001. way to get acr nts to shi oss the East ne in pop cul one of NYC’s River must be ture. The most recogn the Brooklyn izable sights . I enjoy riding Bridge. It’s . But my fav the aerial tra orite is the Qu you a great mway: it tak eensboro Bri view of both es you to Ro dge, osevelt Island the bridge and scene from and gives the city. It’s Spider-Man, also the settin when he sav passengers, g of a thrillin es his crush, from his nem g Ma ry Jane, alo esis, the Gre Bridge is not ng with tramw en Goblin. Eve as famous as ay n though the the Brooklyn Queensboro Bridge, it is featured in lot s of movies, ! There are two places that are cen alike. Grand tral for New Central Termin Yorkers, visito al is one. It’s rs and superh of movie and more than a eroes comic scenes bustling train take place at record holde station: lots this famous r is Central Par landmark. Bu k. This huge in NYC!) has t the real pu blic park (bu appeared in t only the fift hundreds of landscapes, h-largest movies and sculptures and TV shows, architecture of the movie ! Its various have surely industry. The captured the y are also the love spending imagination reason why their free tim Ne w Yorkers and e here. My fav Bow Bridge, tourists orite part of . Even superh the park is the eroes get hu romantic rt sometimes!
Here are some useful phrases to help you accept or decline suggestions in a polite way. Add some more to each column.
4
2
3
22 Hello world
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Students are encouraged to use target vocabulary actively through personalised speaking activities.
16:40:51
Hello world
ENGLISH!
Making sugges tions You / We could… Let’s… What / How abo ut…? Why don’t you / we…? Why not…? Shall we…?
3 Peter Parker become a sup erhero? 4 Peter Parker grow up?
Making, accept ing and Accepting sug gestions Great idea! Perfect ! Sure! Why not? It sounds / look s… That’s fine by me! Yes, let’s! I’d love to! Yes, I feel like…
WRITING Wo rk in pairs. Ch oose a situati you. on, and
1 You and you r friend are dec iding what to do in the evening.
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b) Read the article again, and comple te it with the A which con missing sen nects Manha tence parts ttan with Qu below. eens B and is the most-filmed E until the firs location in the t World Trade C NYC is real wo rld Center and relatable, tower was bui bot h to readers lt D and even has and to writer a catchy son s F where poor old g written abo STOP A Spidey gets his ut it ND TH heart broken INK! by Mary Jane If yo a) 1.4 LISTE NING Diego a worud don’t unde and Hiro are from th rstand the pictures planning the of th in the correc e text, e contex ir Spider-Man t order (1–3). w Tour. Listen h yo u look ere can t There is one , and put it up? picture you do not need.
write a dialog
declining sugges tions Declining sugges tions That’s a good idea , but… I’m not sure. I’d rather (not)… I’m not (that) kee n on… I’d prefer… I’d love to, but… I don’t feel like …
ue. Follow the
2 You are talk ing to your par ents about where to travel in summer.
Curious me! Who is Miles Morales? Ho w is his story different fro m Peter Parker ’s? Find out, and decide which story you pre fer and why.
instructions you
r teacher wil
l give
3 You and you r friend want to go to the cinem a. Agree on wh ich film to see.
SPEAKING Ne w York City has a lot to below, and offer to peo do research. ple of variou s interests. Work in gro Step 1 ups. Follow the steps Ste p 2 Choose a tou r from Step 3 Prepare a sho Exercise 1 on rt the Step 4 Present you presentation previous pag r work to about e. As a class, cho the rest of the the sites on Find out wh ose the tour. class. at you the most int Your classm Explain what could see and eresting ates will each of do there. tour. Discus use a rubric them is, and s what that your include you would like teacher will fun facts and give them to visit photos. first if you we to evaluate your work. nt to NYC on a school trip.
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The Curious me! section has a threefold purpose. It can be assigned for homework: students research the topic on their own and then present their findings to the class, or just submit them to the teacher. It can be done in class, individually or in pairs/groups. Finally, it can be assigned as an additional task to fast-finishers in mixed-ability classes.
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In each unit, there is an authentic text to encourage students to read and interpret examples of children’s literature, original songs or poems. All of these aim at developing both their reading and listening skills. Students are encouraged to practise reading aloud by paying attention to pronunciation, intonation and rhythm.
SK HE MA T D IN H E B . 3B can understand an authentic text I
1
2
es? ut superhero you know abo How much do rk in groups. ing: low fol nemesis the SPEAKING Wo ut gear sing, think abo costume and While discus personality superpowers ego er alt name and think it . What do you e of the poem sses. Read the titl ck your gue a) READING poem, and che the d rea en superheroes. is about? Th the names of blanks with ck. in. Fill in the ten and che Lis d. the poem aga d nee t Rea do no b) 1.5 o names you Hulk There are tw the Incredible Black Widow Wolverine Superman Elasti-Girl Spider-Man r fou tic fantas erica The Captain Am
by Steve
_____ ____________ I could be (1) I don’t think s red of height sca __ of t ___ sor I’m _________ to be (2) ___ I’d sort of like es of spider bit aid afr I’m t Bu __ ____________ ld be (3) ___ I suppose I cou stare people would ________ But I’m afraid ___ ___ ___ being (4) I’d consider r hair s bad for you But radiation’ ught w there’s a tho ________, no (5) _________ me sure that’s for But I’m not hot y, Johnny too Ben’s too ugl t can’t see And Sue I jus
3
em sion of the po Write your ver . a Superhero If I Could Be erheroes you Think of sup uldn’t like would and wo lain why. exp and to be,
1 What
2
to Before coming , the big screen were superheroes stly in featured mo and comic strips at k Loo . books effects some sound What e. pag s thi on do they mean?
ten, and LISTENING Lis n Stanton? Who is Brando
1.6
1
perhaps ________, him (6) _________ hty shield I love his mig ugh not brave eno But I fear I’m yield get rough, I When things
I create
superhero. Create a new at mission? Wh What is their at like, and wh k do they loo ? erpowers are their sup nemesis? Who is their
message of
ple 3 Why do peo
the photos. tch them to erviews. Ma
a superhero If I could be ich I’d be I wonder wh find time I tried to it’s Or maybe ide me The hero ins
2 What is the
questions. answer the start? en did HONY 2 How and wh
r? Why (not)? good listene 3 Are you a
2
did time when I There was a my 1 I t to fit in with wasn’t what everything jus I Moving to NYC ened to music oms often list I sitc s. and ate s vie classm . d school, city expected. Mo ppe the ski I of , e n’t really like ealistic pictur did e unr los an to nt pai really ately wanted the crowds are and I desper es! The noise and city hungry at tim e parts of the ight. I was so ier we Som app ng. oyi unh ck ann homesi I tried, the unsafe. I get But the more d are dirty and lots of things: , I just stoppe But I do like I got. One day e. els dy s ebo ice sometimes. s, cho be som little freedom pretending to that hundreds of when e everything ties you have I learned to lov the answer and opportuni re who I am. So ss they’re mo me gue kes I . ma NYC rn to living in people hing, and lea n bumping into is: change not for who important tha learning ept yourself in dog poo. I’m love and acc and stepping 14) the bad. e ie, rat hnn tole (Jo . d and you are to love the goo (Jack, 16)
? open up to him
3 homes erent foster I lived in six diff feeling eleven. I was before I was es even , and sometim sad and lonely s came n the Brown angry. And the d my pletely change along and com new ‘family’ got a fect, life. The word per not me. They’re meaning for y do ody is. But the of course: nob e hav I l I finally fee their best, and m my I never call the a real home. my y’re anymore. The foster family of the fullest sense family in the a, 14) word. (Brend
iews. h of the interv m above eac ed? Write the questions ask ates. nk were the ssm thi cla r you you do h wit in. What your answers interviews aga stions? Share b) Read the the same que you answer How would c) SPEAKING
this poem?
through and browse of New York, at log, Humans it. Describe wh nton’s photob you’ve chosen y wh 1 Visit Brandon Sta lain exp at question r attention. Wh ose a story, and they drew you y the photos. Cho wh and the photos is going on in nton asked? be limited to Brandon Sta it up. It could do you think ject, and set nity or town. mans of... pro Hu n local commu ow r include your 2 Think of you ld work on a cou and ic you or a top school, can choose your class or dom, or you ns can be ran Your questio . single theme
4 Choose a task.
I illustrateonce more.
em Read the po ses or more ver Choose one es them. How do and illustrate ut each abo l fee r ho the aut ns, tio cap e Includ superhero? t and/or though and speech , too! sound effects balloons. Use
PROJECT TIP!
tes ut your classma Learn more abo k of t high school. Thin before you star to ask like ld wou you some questions the your stories in them, and include yearbook.
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The Creative me! section allows students to choose between two or more activities as a follow-up activity related to the authentic text. They are encouraged to think critically about the themes and motives discussed as well as to express themselves creatively by, e. g., drawing, singing, composing, acting, etc.
12
. estions below d listener? lities of a goo at are the qua ng? 2 Wh eni list ive is act
3 a) READING Read the int
13.7.2021.
24 Hello world
Curious me!
NING
pe t pers onal ex I can talk abou
1 SPEAKING Discuss the qu
d I could be Ree Maybe though other three And lead the stretch a of bit a Reed’s Well maybe me take care of I can barely
estions. swer the qu rk in pairs. An be? Why? SPEAKING Wo e would you ero, which on erh sup a be ld 1 If you cou
I write
OF LISTE R E W O P E TH riences .
3C
ero
e a Superh
B If I CLaozaruowld itz
Each lesson ends with exercises that aim at personalising the topic. Here, students use learned structures and vocabulary actively and creatively.
16:41:08
Hello world
16:41:15
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PROJECT TIP! directs students’ attention to the language structures they will need while working on the project. It also guides students through the project creatively by suggesting various topics and activities that they might include in it.
HELLO, WORLD! 7
Hello World 8 PRIR.indb 12
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Each Lesson 4 aims at developing students’ writing skills. It provides a writing model that students study in detail to help them with their own writing.
4 son Les
1 Wo rk in pairs.
S U P E R HE R
The Pencil, paper, go! section presents and allows students to practise various aspects of writing, such as text structure, sequencing, paragraphing, formal and informal language, etc.
O, ME
I can wr ite a charac ter desc rip tion.
1
8
9
2 a) READING Die
go has create d his own sup erhero. Rea My name is d the text. Wh Art-Man, an at superpow d I live in Ne teenager, ers does he w York Cit but I have possess? y. I may loo a special ski k like a reg At night, I ll that nobo ular roam the str dy else kno eets of Bro ws about. the help of okl yn, my night vis looking for ion, I can spo offensive gra building wa t hateful me lls. Then I use ffiti. With ssages tha my super-spe murals to co t appear on edy painting ver the gra ffiti. When ski costume, bu lls to paint I started, inspiring t I stopped I use d to wear wearing it it. Now I jus my superhero because I t wear overa thought I loo lls, so I do to make up ked ridiculou n’t get cove new lies for s in red in paint my mom ab have anoth . It’s exhau out what ha er great ski sting s happened ll: I can be passers-by to my clothe come invisib or the police s. I le at the . Although I reading the first sign of am not doing news when anything wr people are I may not ong, I don’t guessing wh have any wo o want to be the creator of rld-saving uncovered. what do we the latest superpowers I like prefer see mural is. , but I believ ing on our beautiful an e that what daily comm d inspiring I ute do to ? really matte school or wo rs. After all, rk: hateful messages b) Read the or something text again. In your notebo superhero: bas ok, draw a min ic informati d map and inc on and his alt lude the follow er ego, superp 3 Loo ing informati owers, costum k at the highlig on about Die e and cause. go’s hted words them? in the text. Wh at do they me an, and when do we use
Pencil, paper, go !
ONE MORE LOOK!
Linking words Match the
linking words _________ from the text to show result to their use. or consequence _________ to connect two _________ similar things to show the reas _________ on to express that _________ the action in one to contrast two statements of the statements _________ to express time is surprising Writing ban ___ ______ - to exp k → pp. 110 ress choice -111
4 WR ITING Think
26 Hello world
about your own superh the one in Exe ero, and pre rcise 2 b). Use pare a mind the informati about what map similar on from you type of superh to r mind map ero you would to write a tex like to be. t
Check and tick .
I have written thre e paragraphs. I have covered all the topics from the mind map. I have used at leas t four different linking words. I have used cap ital letters and punctuation correctly. I have checked my spelling.
Curious me!
3
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Students are given a structured writing task.
16:41:16
I can talk abou t immigrat ion .
SPEAKING An swer the qu estions. 1 Who or wh at is an imm igrant? 2 What are the reasons that make people 2 leave their cou a) READING ntry? Read the tex t, and match There is one the heading you do not need. headings to the paragr aphs. 1 The Journe y 2 The Statue of Liberty 4 The Isle of 3 The Americ Hope or Tea an Dre am rs 5 The Meltin g Pot For more tha n a century, peo ple have looked York, especia lly, has always at America as the land of opp attracted peo Big Apple as ple from all ove ortunity. New a place where r the world. The dreams come a gateway for y have seen the true ever sinc millions of imm e 1892, when igrants. Ellis entry into the it officially bec Island was one United States ame of the most imp . ortant ports When steams of hips replaced sailing ships, faster and eas the journey to ier. The firstAm eric and a sec bec without a visi ond-class tick ame much t to Ellis Island. et owners cou However, mo ld go to NYC and spent the st people had journey in the a third-class unclean crowd But what the ticket ed bottom par y all had in com ts of the stea mon was the scared of the mship. feeling of bei new beginning ng lost, confus and what awa never see the ed and ited ir home countr . The majority y again. of them would With the last day of the jou rney came hop step was the e in the shape inspection at of ‘Lady Liberty Ellis Island. The their heavy bag ’. The last place was jam s and bundle med with peo s. After a short interrogation. ple and medical check-u The inspectors p came a two checked wheth society. Finally -minute er the person , those who did was n’t pass the insp a threat to the countries, wh ir ection were sen ile the lucky one t back to their s could start cha sing their Am The USA is a erican dream nation of imm s. igrants. All tho US have taken se people who hav their culture, e gone to the customs and contributed to languages wit what Americ h them. They a is today: a mu symbol of imm have all lticultural soc igration and iety. Today, Elli the cultural div immigrants and s Island is a ersity of the nat the US citizen ion. It still insp s, who believe open to anyone ires both the their country in search of a will always kee better life. p its doors b) Read the text again. Are the sentences are true (T), false (F) or it 1 Ellis Island doesn’t say was the only (DS)? Explain port of entry 2 All passen your answe into America. gers from ste rs. amships had 3 Most imm to go thr ough Ellis Isla igrants went nd. back to visit 4 People had their home lan to leave their d. luggage for ins 5 Not everyo pection. ne passed the inspection. Which countr 6 The US is y was the a place where different cul Statue of Lib tures come tog erty originally ether. designed for ? Find out how it ended up in the USA! SPEAKING Im agine packin g your whole give a short life into a bag talk. . What would you take wit h you, and wh y? Make a list , then
2 7
A N DR E A M
5 son Les
THE AMERIC
Your teache r will give you superheroes a list of 12 sup from the list erheroes. Loo they represent k at the emojis . Explain you r choices. below, and 1 guess which 3 4 5 6
Hello world
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For further writing practice, students are referred to the Writing Bank at the end of their Student’s Books.
16:41:22
Students are encouraged to assess their own writing with the help of the ONE MORE LOOK! section. They are Provided with a checklist that clearly states what is expected of them.
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Each unit ends with the LANGUAGE MATTERS section, consisting of two parts. The first part introduces students to a peculiarity of English phonetics through simple exercises and gives relatable explanations of the phenomenon. The aim is for students to recognise and connect these specific aspects of the English language to their own knowledge and mother tongue.
At the end of each unit, there is a word list encompassing the vocabulary that students may not be familiar with as well as the key vocabulary for the unit.
F, AND I ti iritirati, smeta jen) 1A ME, MYSEL stro annoy bossy chatty college l disrespectfu easy-going goofy immature impolite modest moody outgoing pet-peeve reliable s self-consciou als backing voc re guilty pleasu
šefovski (na brbljav viša škola neobazriv otvoren n šašav, smota ponašanja, djetinjastog nezreo n nepristoja skroman nama sklon promje , ćudljiv raspoloženja n ore otv iritira stvar koja te pouzdan uzdanja, niskog samoposebe pun sumnji u ali vok i prateć slatki grijeh
ME... ME 1B WHAT MAKES poznanik
acquaintance pozvati van ask out prijatelj buddy gužva, vreva azati buzz odgoditi, otk pušteno pro call off nadoknaditi e) catch up nositi se (s čim cope with simpatija ati sh cru prikaz display udaljenost vrijeme distance u posljednje ) lately osloniti se (na a kog on uz rely biti jeznica stick with podzemna žel subway obratiti se ilja tar protiv nas cen turn to st center skupiti hrabro u koga anti-bullying rage gather the cou someone biti zaljubljen tu on tak ostati u kon have a crush keep in touch
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skinny storey stunt terrifying thrilling villain
alter ego gear lead stare widow
STAND 2B TAKING A
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Lesson 2
Ready, set, go!
WORD LIST
LANG MATTUAGE ERS
16:41:22
Hello world
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The second section raises students’ awareness of their own knowledge and encourages them to plan their own learning. Through simple metacognitive questions divided into three key studying and learning stages (before, during and after), this section presents students with various techniques for working on their language learning strategies. It can be assigned either at the beginning of each unit so that students can keep track of their progress or at the end as preparation for formative and/or summative testing.
HELLO, WORLD! 7
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PBL: an introduction “Project based learning is a dynamic approach to teaching in which students explore real world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups. ”* This is only one of the definitions of project based learning or PBL, but it accurately summarises its gist. Using PBL in the classroom promotes collaboration and interaction since students are usually required to work in small groups. Students bring their own unique ideas, and they are often allowed to choose their role in the group in accordance with their preferred learning style (s). Students are encouraged to increase their learner autonomy. They learn content, language and skills simultaneously, which is one of the main goals of the new English language curriculum in Croatia. All of this makes it possible to develop key 21st century skills: critical thinking, creativity and innovation, collaboration and communication.
3 Allow some time for students to brainstorm and offer their ideas about how to do the chosen project. The project described in their Student’s Books can be altered according to your and your students’ preferences. 4 When you have collected all the ideas, it is time to get more specific. Form groups or organise students in some other way, and make sure everyone knows what their task is. Set milestones and a precise deadline. 5 To help students monitor their progress, prepare a to-do list/checklist for them to tick. Explain the merits of such assessment and coach them on how to use it before they start working on the project. 6 Students can also participate in preparing an assessment rubric. The rubric itself can be either in English or in Croatian. It is very important that students understand what is expected from them and how it will be assessed.
7 While working on a specific unit, draw your students’ attention to the Project tips! sections Each PBL assignment in the Student’s Book is strategically placed throughout the unit. They based around a topic. The topic itself relates to unit goals and objectives. Students choose what provide ideas on how to use language structures or vocabulary from a certain lesson in the their own product will look like. They usually have a number of options available, but they can project. Discuss it with them (in Croatian if necessary). also opt for something not suggested in their books. 8 Allow at least two lessons for the presentation of the project. Make sure students offer feedback In order to make the most of the suggested PBL on each other’s work. If possible, have students assignments, it may be useful to follow some present their work to other classes or in the local simple steps: community. 1 Together with your students at the beginning of the school year, choose one or more projects that you will do that year. Ask your students to study each project closely and have a vote on which ones they like best. 2 When the time comes to start working on a specific project, go through it in detail with your students. Allow some time for them to read the overall instructions at the beginning of the unit. In lower-ability classes, this part of the project can be done in Croatian. Make sure everyone knows what the goals of the project are.
*Source: http://www.edutopia.org/project-based-learning
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STARTING UP
UNIT 1
Lesson 1
PLAY, LEARN, GROW! NASTAVNA TEMA
Engleski i ja
NASTAVNA JEDINICA
Play, learn, grow!
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
Opis predmeta i kućanskih poslova
GRAMATIKA
Glagolska vremena past simple i present perfect simple, nulti kondicional
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Razredni jezik, govorenje o izazovima online okruženja, izražavanje slijeda radnji i općih istina
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije MEĐUPREDMETNO POVEZIVANJE
A.3.1., A.3.2., C.3.1., C.3.3. Hrvatski jezik Izricanje prošlih radnji
UDŽBENIK
Str. 6. -7.
RADNA BILJEŽNICA
Str. 6. –7.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • You may want to bring a print dictionary to class or make it possible for students to use an online dictionary. • Explain to students that they are going to revise what they remember from Year 7 doing nine different tasks. • Refer your students to the steps. Go through each step with students and check their understanding. • Divide students into groups, and make sure they divide the work equally. Have them choose a representative for the group and the name of their team. • Distribute the photocopiable answer sheets to students (Resource bank, Resource 1, pp. 406-412) and make sure the teams write their name on the answer sheet.
16
MAIN PART • Set the timer to not more than a few minutes for each activity and assign a point for each correct answer. The team with the most points is the winner. • You may want to adjust the timer for every task, depending on the ability of your students. • Start the countdown and let students do the task. Monitor them and make sure they follow the rules. • After the time has run out, ask students to stop the activity and have teams share their answers. Assign points to each team. • You may want to write down the points for each team on the board. • Refer students to the next task. • Start the countdown again and ask students to stop after each task. • You may want to limit some of the activities and give instructions for the following tasks: • Task 1 Set the countdown to 60 seconds. • Task 2 Let the representative of each team describe the object in 60 seconds. Award points according to their correctness, fluency and confidence. • Task 4 Have a representative of each team report the arguments to the class in 60 seconds. Award points according to their correctness, fluency and confidence. • Task 5 The representative of the team reports the three activities that their team has done to the class. When awarding points, focus on the correct usage of the present perfect. • Task 6 Award points by focusing on the correct usage of the present perfect simple in the sentences. • Task 7 Award additional points to the teams that haven’t used an online or print dictionary. • When students have finished all the tasks, check which team has scored the highest number of points.
HELLO, WORLD!
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1
4
up
Step 1
1
2
PLAY, LEARN, GROW! Step 3
Analyse your results. What do you remember from Year 7? What do you need to revise? How happy are you with your knowledge?
Let’s check how much you already know. Follow these steps:
Step 2
Your teacher will set the timer for each activity, and assign points. Stay focused, race against the timer, and collect points. The team with the most points is the winner!
Step 4
There are plenty more exercises to do in your workbook. Check them out!
1 v __ __ __ __ __ the carpets
3 __ __ the laundry
6 __ u __ __ the furniture
5 __ __ __ __ y the bin
3
4 i __ __ __ the clothes
Describe this object. Talk about its size, shape, colour and material. Say how it is used and where it is kept.
Read the statement below. Think up the best arguments that you can for both sides: three that support the claim and three that disagree with it. Choose a group representative to report your arguments to the class.
Social media are destroying our lives.
make
visit
sing
be
celebrate
blow
buy
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wish
look
What a day it was: your grandma turned 100! Put the verbs below in the past simple, and write six sentences about what happened last weekend. Make sure you use all the verbs!
2 __ __ s __ the dishes
Complete these verbs with the missing letters to get jobs you do round the house. Find out which word hides behind the red lines. Then write six sentences about the __ __ __ __ __ __ you did or didn’t do last week.
Get into groups of four. There are nine different tasks for you to do. Make sure you divide the work equally.
g tin ar St
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ndem try / ta ? cycling
ideo play / v for games urs five ho ? p non-sto
tartan wear / skirt?
5 invite / friends
4 Mrs Russell organise / a party
3 install / a lightning protection system
2 paint / the house
1 repair / the roof
Play the Have you ever? bingo game! Look at the bingo card and use the prompts to write presentperfect questions. Answer the questions as a team. When you get three Yes, I have! answers in a row, shout BINGO!. Report to the class the three activities that your team has done.
Look at the illustrations. A mighty storm damaged the Russells’ house two months ago. What has happened since then? Write five sentences using present perfect and the prompts below.
win / a medal?
n old visit / a ? castle
/ donate ? money
he Old read / T e Sea? d th Man an ence / experi ms proble health ng to relati logy? techno
nan ope be / at ival? air fest
2 etiooderfstna
1 rai tuoipolln
______________________
______________________
______________________
______________________
8 _______________________________________
7 _______________________________________
6 watse dsalpois
5 onuoopverptial
______________________
______________________
Unscramble the letters to get terms for environmental problems. Add two more words in English that relate to the topic. Use an online or printed dictionary if you can’t remember the words.
3 labogl migwanr
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You’ve made it! Congratulations!
Example: a comedy: hilarious
List as many film genres as you can. Then write one adjective that is appropriate for each genre. The more you write, the more points you collect!
4 cie lingmet
If...
If you mix...
What if? Look at the pictures and say what the result is.
If you forget an umbrella on a rainy day, you...
If...
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UNIT 1
STARTING UP
ANSWER KEY 1 1 vacuum, 2 wash, 3 do, 4 iron, 5 empty, 6 dust; 2 Students’ answers. 3 visited, celebrated, bought, looked, made, sang, was/were, blew, wished. Students’ answers. 4 Students’ answers. 5 Have you ever tried tandem cycling? Have you ever played a video game for five hours non-stop? Have you ever worn a tartan skirt? Have you ever won a medal? Have you ever visited an old castle? Have you ever donated money? Have you ever read The Old Man and the Sea? Have you ever experienced health problems relating to technology? Have you ever been to an open-air festival? 6 The Russells have repaired the roof. They have painted the house. They have installed a lightning protection system. Mrs. Russell has organised a party. They have invited friends. 7 1 air pollution, 2 deforestation, 3 global warming, 4 ice melting, 5 overpopulation, 6 waste disposal. 8 Students’ answers.
• Discuss the results with students and how much they remember from Year 7. • Let them think about the things they need to revise. • Finally, discuss how happy they are with their knowledge and give some advice on how to improve.
Exercise 2 a), p. 6 • Students read the words first and then sort them into the correct categories. • Check answers as a class. ANSWER KEY instruments
charitable events
devices
health problems
media
accordion
telethon
gaming console
anxiety
headline
trumpet
blood drive
keyboard
poor eyesight
article
smartwatch
stiff neck
host
VR headset
depression
channel
food donations benefit concert
bass guitar
smartphone
Exercise 2 a), p. 6 • Let students think of some more words they could add to each category. • In a lower-ability class, you may want to let students work in pairs or groups. • Check students’ ideas as a class. ANSWER KEY Students’ answers.
WORKBOOK PRACTICE
PLAY, LEARN, GROW!
Exercise 1, p. 6 • Have students find the natural disasters in the wordsearch and match them to the explanations.
1
Find six natural disasters in the word search, and match them to the explanations.
2
• Check answers as a class.
1 __________________________ a long period when there is little or no rain
G
T
O
R
N
A
D
O
E
T
2 __________________________ a sudden violent movement of the earth’s surface that sometimes causes damage
V
J
X
A
B
N
G
C
A
H
V
G
E
F
B
K
K
T
R
G
I
J
Q
Q
N
N
G
S
T
U
E
N
A
C
I
R
R
U
H
O
X
Q
T
A
F
H
K
N
Q
R
S
S
X
L
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H
B
A
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D
U
N
O
B
Z
N
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R
A
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U
I
T
C
F
I
K
P
D
R
I
O
N
D
L
D
E
I
3 __________________________ an overflow of water onto land that is not normally under water 4 __________________________ an extremely large wave caused by a violent movement of the earth under the sea
ANSWER KEY
5 __________________________ a strong, dangerous wind that spins as it moves across the ground 6 __________________________ a devastating storm, also called a tropical cyclone, with winds that reach a speed of 119 km per hour
1 drought, 2 earthquake, 3 flood, 4 tsunami, 5 tornado, 6 hurricane
2
a) Sort out these words.
2
telethon
gaming console
poor eyesight trumpet musical instruments
accordion smartphone
headline
anxiety
food donations stiff neck
charitable activities
host devices
laptop VR headset depression
blood drive article
smartwatch benefit concert
bass guitar
health problems
channel the media
b) Can you add two more words to each category?
3
2
Complete these sentences with the adjectives below. mysterious
brilliant
nail-biting
moving
thought-provoking
enchanting
1 I thought it was a ___________________________ idea to raise money for the local homeless shelter. 2 I love the Welsh countryside, especially the ___________________________ rustic cottages: they are so charming and in harmony with nature! 3 A Thousand Splendid Suns is a deeply ___________________________ story about love, family and friendship, set in the wounded country of Afghanistan. I couldn’t hold back my tears at the end of the novel.
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HELLO, WORLD!
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ENDING THE LESSON WORKBOOK PRACTICE SPEAKING Exercise 5, p. 7 • Instruct students to choose one of the three topics and prepare a short talk about it with the help of the questions. • In small groups, students give the talk about the chosen topic. • Invite volunteers to present their topics to the class. HOMEWORK WB pp. 6–7, Exercises 3 and 4
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STARTING UP
UNIT 1
Lesson 2
LEARNING CAN BE EASY NASTAVNA TEMA
Engleski i ja
NASTAVNA JEDINICA
Learning can be easy
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
MEĐUPREDMETNE TEME Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.3., D.3.2.
Uporaba informacijske komunikacijske tehnologije
A.3.1., A.3.2., A.3.3., C.3.1., C.3.3., D.3.1., D.3.3.
UDŽBENIK
Str. 8. -9.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Let students try to remember some of the learning strategies they have used in the previous year. • Discuss with students the ways in which the learning strategies have helped them.
• In pairs, they discuss why it is important to know the answers to the questions before they start working on the project. Give them some time to think about the answers. • Discuss the answers as a class. ANSWER KEY Students’ answers.
FINDING SOURCES Exercise 3, p. 8 Step 1 • Distribute the photocopiable reliable sources lists to students (Resource Bank, Resource 2, pp. 406-412). • Help students write which sources are trustworthy for finding information for their projects. • Discuss students’ ideas as a class. • If possible, go online and show some of the websites students have mentioned. Step 2
• Refer students to the title Study smart! and discuss its meaning with them.
• In pairs, students look at the list of sources, circle the ones they use most often and explain their choices.
STUDY SMART!
• Discuss students’ answers as a class.
SPEAKING
Step 3
Exercise 1, p. 8 • In groups, students read the instructions to the exercise and study the project. • Students discuss and explain the most difficult part of working on the project. • Let volunteers share their ideas with the class. ANSWER KEY Students’ answers.
MAIN PART PART I GETTING STARTED
• Have students think what they can do if they do not understand some words or phrases from the sources written in English. • Let volunteers share their ideas with the class. • You may want to remind students of some online dictionaries they could use to check the meaning of the words or phrases. • Suggested online dictionaries: https:// www.oxfordlearnersdictionaries.com/, https://www. macmillandictionary. com/, https://www.collinsdictionary. com/dictionary/english, https://www. e-rjecnik.net/
KNOWING YOUR TASK Exercise 2, p. 8 • Let students look at the questions first.
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ANSWER KEY Students’ answers.
HELLO, WORLD!
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LEARNING CAN BE EASY STUDY SMART! 1
SPEAKING You have probably already done a report or a project on some topic, both in English and in other lessons. Work in groups, and look at the project below. When you are assigned a similar project, what is the most difficult part of working on it? Why? getting started finding sources working on the sources organising information using IT to present your assignment
the English language itself presenting your work in class
Which capital of the English-speaking countries would you like to visit? Follow the steps below, and do the task. Step 1 Choose a capital, and find information about it. Cover the following topics: general information history bits and pieces places to visit
things to do
Step 2 Prepare a short speech and a presentation with pictures and captions. Step 3 Present your work to the rest of the class.
Part I GETTING STARTED KNOWING YOUR TASK
2
Look at the questions below. Why is it important to know the answers to them before you start working on your project? 1 What is the task about? How much do I already know about it? 2 If I have further questions or need more input, who can I ask for help? 3 Why am I doing this task? What is the final product that I have to create?
FINDING SOURCES
3 Discuss the questions below. 1 Where can you find reliable sources for your project? Write a list of some trustworthy sources, and put it somewhere where you can check it when you need it. 2 Which sources do you use most often to find information for your projects? Circle and explain your choices. websites
textbooks from other school subjects
school or public library people videos/documentaries 3 What can you do if you do not understand some words or phrases in sources written in English?
Part II ACTIVE READING 4 5
1
LISTENING What is active reading, and why is it important? Discuss in groups, then listen and check your ideas.
a) READING Read the text on the opposite page. Which... 1 strategies have you used so far? 2 strategies do you think are useful? 3 strategies would you like to try out?
b) Are there any other strategies you have used? What are they? How do you use them?
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UNIT 1
STARTING UP
PART II ACTIVE READING
ANSWER KEY
LISTENING
Students’ answers.
Exercise 4, p. 8 • In groups, students discuss what ‘active reading’ is and why it is important.
• Refer students to the STOP AND THINK! section. Discuss with students what skimming and scanning are. Have them think about what they focus on when using these reading strategies. Elicit their ideas.
• Students listen and check their ideas. 1
• Play Track 1. Check answers as a class. TRICKS OF THE TRADE
Track 1 Have you ever read a text and then had to go back and read it again because you couldn’t remember what it was about? If this has happened, it means that you haven’t read the text actively. The best way to check your understanding is to ask yourself a simple question: Can I describe or retell what I have just read? Active reading is a skill that takes some time and practice to master. It means that you, a reader, engage with a text. You use various strategies to find the most important information, and you read critically and analytically. If you practise active reading, you will save time and won’t have to go back and re-read the text over and over again. Why is it important to learn how to read actively? Soon you’re finishing primary school, and every new education level comes with its challenges. The texts will get longer, and there will be more individual research and reading expected from you. And one way to become more successful is to try out active reading strategies and find some that work best for you.
ANSWER KEY Active reading is a reading skill in which a reader engages with a text and reads the text critically and analytically.
Exercise 5 a), p. 8 • Students read the text on page 8 first. • Have them answer the questions. • Check answers as a class. ANSWER KEY Students’ answers.
Exercise 5 b), p. 8 • In pairs, students answer the questions.
Skimming is reading rapidly to get a general overview of the material. Scanning is reading rapidly in order to find specific facts. PART III PRESENTING YOUR PROJECT Exercise 6, p. 9 • Go through the steps with students and discuss the tips as a class. • Explain to students that they are going to use these steps in preparing a project. ENDING THE LESSON Exercise 7, p. 9 • Although students are going to do the task for homework, go through the task as a class. • Instruct students to choose one of the capitals of the English-speaking countries they would like to visit. • Let students study Exercise 1 and the described project. • Go through the steps together with your students again. Make sure they understand what they need to do. Remind them to use the tips they have learned about in this lesson. • Have students present their work at the beginning of the next lesson. HOMEWORK Student’s Book, p. 9, Exercise 7
• Brainstorm and discuss students’ answers as a class.
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HELLO, WORLD!
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IES ACTIVE READING STR ATtheEG empty spaces
1 SKIMMING THE TEXT
ce, ask yourself Before you choose a text as your sour for you to be whether or not that’s the right text save you time looking at. Skimming the text first can at the title and and effort before you even start. Look you. Read the headings. Images, if any, can also help captions below them.
2 READING FOR GENERAL INFORMATION
a text you want Now that you’ve made sure this is before you to work on, read the whole text once get a basic ll start taking any notes. This way, you’ understanding of it.
3 NOTE-TAKING
> Margins are at both sides of the printed Do you rem page. They can be used for skimming ember what writing key words, comments are? What and scanning or questions to summarise on when u do you focus sing e writ you If h. grap para the these read each of in strategies? g the main points of the text in them, you can hide the text and use your notes for , or revising. If you don’t want to write in them y notes. stick use ys alwa can you are not allowed to, diagrams and > Graphic organisers, such as charts, the text while on mind maps, are great ways to work re working you read. Carefully read the task you’ ion you have on, and see what pieces of informat of your choice, to find. Prepare a graphic organiser and take notes while you read.
ng to decide Writing in itself is a type of learning. Havi king about thin what you want to write down means rent ways of 4 ANALYSING YOUR NOTES what you have just read. There are diffe reading? Look How successful were you at active taking notes: s to practise note ul your ing is a usef away from the text, and use > Highlighting or underlining while read If you can . read lve writing out talking about what you have technique. Although it doesn’t invo questions, the have found successfully retell the text or answer words or phrases, it points out that you t should wha important than it means you’ve done a good job! But a piece of information which is more t it can help you do if you don’t know what to say abou a note? the surrounding text. If done properly, just make Go back and re-read the part of the text that the note you focus on relevant parts of the text: e the whole refers to. Add to your notes, or re-write them, and sure you don’t highlight or underlin here. Do you try to use them again. text! You can also use colour-coding remember what that is?
Part III PRESENTING YOUR PROJECT 6
You’re almost there! Consider these three important things when organising your notes into the final product you have to prepare. STEP 2 STEP 1
CHECK
Check that you have included all the ne ce ssary information.
T
TURN YOUR NOTES INTO TEX
nise • For a writing assignment, orga your notes into text. are • For a speaking assignment, prep or , tion enta pres a note cards, visuals that will help you stay on track and deliver your speech.
STEP 3
BE FAIR!
• Do not copy the text! Use your notes to retell it in your own words. If you want to include par ts of the original text, quote them and list your sources at the end . • Find free images to use in your project.
IT’S YOUR TURN NOW!
7
Look at Exercise 1, and prepare the project described there. Follow the steps you have learned about in this lesson. Good luck!
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STARTING UP
UNIT 1
Lesson 3
FUTURE ME
SPEAKING
NASTAVNA TEMA
Engleski i ja
NASTAVNA JEDINICA
Future me
PREDVIĐENI BROJ SATI
1
Exercise 1, p. 10 • Have students look at the questions and think about the categories.
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C. 8.3, C.8.4.
• Write the categories on the board and brainstorm students’ ideas.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Glagolsko vrijeme present simple; modalni glagoli would, could, should
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Čitanje, razumijevanje i pisanje kratke poruke, traženje i davanje savjeta
MEĐUPREDMETNE TEME
country city family job hobbies ANSWER KEY Students’ answers.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2.
MAIN PART
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.3., D.3.2.
READING
Poduzetništvo
A.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem
UDŽBENIK
Str. 10. -11.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
Exercise 2, p. 10 • Ask students if they can guess what the Big Sibling Youth Programme is. • Let them read the text about the Big Sibling Youth Programme and answer the questions. • Check answers as a class.
STARTING THE LESSON • Have students present the projects they have done that you assigned for homework. • Play a Matching game (see Games and Activities on pp. 394-398) with students. • Write the names of the people on one side of the board and the jobs on the other. Divide students into two teams. Teams take turns matching the people with the correct job. The team with the most correct matches is the winner. • Suggested people and their jobs: Yuri Gagarin – an astronaut, Jamie Oliver – a chef, JacquesYves Cousteau – an oceanographer, Ernest Hemingway – a writer, Florence Nightingale – a nurse, Amal Clooney – a lawyer, Frederic Chopin – a composer, Michael Schumacher – a car racer, Alexander Fleming – a biologist, Steve Wozniak – a computer scientist.
ANSWER KEY 1 The Big Sibling Youth Programme offers support to young people who need help with deciding about their future. 2 They target teenagers (13 – to 19-yearold children). 3 The programme assigns a mentor who helps the teenager decide which school to enrol in and answers questions about a school or future career path.
READING Exercise 3 a), p. 10 • Explain to students that they are going to meet six young people who will be their guides through the book. • Students read the instructions and skim the texts to find out what kind of decisions these six young people are trying to make. • Check answers as a class. ANSWER KEY The six young people are trying to make decisions about their future jobs and schools.
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HELLO, WORLD!
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FUTURE ME 1 SPEAKING How often do you think about your future? Where do you see yourself as a 30-year-old? Think about the categories below. country
city
family
job
hobbies
2 READING Read the text about the Big Sibling Youth Programme, and answer the questions below. 1 What is the programme about?
2 What age group do they target?
3 How does the programme work?
ABOUT US We are a non-profit organization whose mission is to help young people realise their full potential. We offer one-to-one support by providing a Big Brother or a Big Sister for teenagers who need help with deciding about their future. If you’re not sure which school to enrol in or what your future career might be, or if you simply have questions about a school and career path you’re interested in, contact us. One of our volunteers will become your mentor: they will answer all your questions and make your decision easier!
3 a) READING These six young people will be your guides through this book. They all have one thing in common: they are all taking part in the Big Sibling Youth Programme. Skim the texts, and find out what kind of decision all of them are trying to make.
14
13
YEARS OL D
Freddie London, U K
YEARS OLD
Diego New York, USA
Hi! My name is Diego, and I’m from New York, in the USA. I’m only 14 years old, but I’ve already started thinking about my future career. Although I have a lot of different options to choose from, I would like to do a job that involves working with people. All my classmates and teachers say my people skills are great. I also volunteer a lot; I love helping my peers. I’d like to get some advice on my possible future jobs from you. Thanks!
Hello! My name is F reddie, an London, in d I’m from the UK. M y favourite subject has school always bee n his my friends or family sh tory. None of ares my p for it, so I assion would like to talk to so who could meone give me so me ideas ab what scho out ol to atten d. People be a histo tell me to ry teacher , but I don would enjo ’t think I y the job. Could I talk someone who shares to my fascinat ion with past times , please?
b) Read the texts again. For each teenager, answer the questions below. 1 What is their area of interest? 2 How certain are they about their future career?
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UNIT 1
STARTING UP
Exercise 3 b), p. 10 • Let students read the text again and answer the questions. • Distribute the photocopiable Future me tables to students (Resource Bank, Resource 3, pp. 406-412) and have them complete the first two rows with the missing information for Diego, Freddie, Amelia, Lota, Luka and Charlotte. • You may want to ask students to complete the last column in the table with the missing information about themselves. Discuss students’ ideas as a class.
WRITING Exercise 5 a), p. 10 • Have students imagine they are members of the Big Sibling Youth Programme. • Draw students’ attention to the prompts and let them think about them. • Distribute the photocopiable short message templates to students (Resource Bank, Resource 4, pp. 406-412). • Students write a short message asking for advice regarding their future career. • Give them enough time and help if necessary.
• Check answers as a class. ANSWER KEY ANSWER KEY
Students’ answers.
Diego
Freddie
Amelia
Area of interest
working with people, volunteering
history
tourism, marketing, modern technologies
How definite are they about their future career?
quite sure
quite sure
definite
Lota
Luka
Charlotte
Area of interest
further studies
cooking
exploring the natural world, medicine
How definite are they about their future career?
not sure
definite
indecisive
ENDING THE LESSON SPEAKING Exercise 5 b), p. 10 • In pairs, students read their partner’s message and offer some advice. • You may want to turn this activity into a Guess the classmate game (see Games and Activities on pp. 394-398). Collect all the messages from students and read them randomly to the class. Students try to guess who wrote the message and offer advice for each message. • Monitor students and help them if necessary.
SPEAKING Exercise 4, p. 10 • In pairs or small groups, students discuss the jobs that might suit the interests of Diego, Freddie, Amelia, Lota, Luka and Charlotte. • Ask students to complete the last row in the table for the six children and finally for themselves. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
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HELLO, WORLD!
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4 SPEAKING For each student, think of some jobs that
YEARS OLD
might suit their interests. Explain your choices.
Lota and Luka Sydney, Australia
14
YEARS OLD
14
YEARS OLD
Amelia Jamaica
Greetings from Jamaica! I’m Amelia. I live in Montego Bay, a world-famous tourist destination. My parents run a tour company, and they expect me to join them when I finish my studies. I like the idea of working with tourists, but I’d like to do it differently. I’d like to learn about tourism and marketing, and work with modern technologies and ideas. Is there someone I could talk to about my ideas? Really appreciate your help!
Charlotte
Hi from Sydney, Australia! We are Lota e up and Luka, and we’re twins. Luka mad quite do to like he’d what t his mind abou a chef. a while ago; he decided to become yet. ed decid n’t I, on the other hand, have ing look I’m so y, ersit univ I’d like to go to for me are prep will that ol scho a for to further studies. Our family is moving both for t grea be ld wou Croatia soon, so it ing of us to talk to someone local. Look forward to hearing from you!
Wyoming, USA
HI! I’m Charlotte. I live in the USA, in the state of Wyoming. I live in a relatively small town, so there aren’t that many career options to ch oose from. My state is famous for its natur al beauty and uniqu e geography. I’m intere sted in exploring the natural world, but I’m really indecisive: I’m also thinking of be coming a doctor. I’d like to talk to some one and find out wh ich would fit better wi th my skills and personality. Many tha nks in advance.
5 a) WRITING Imagine you are a member of the programme. Write a short message asking for advice regarding your future career. Think about the prompts below. your interests
your skills
your personality
your strengths
your weaknesses
b) SPEAKING Work in pairs. Read your partner’s message, and offer some advice. Then switch roles.
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UNIT 1
Lesson 13
UNIT 1 WHAT IS THE CITY BUT THE PEOPLE READY, SET, GO! NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
MAIN PART
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / Learning by doing!
Video 1
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3.
Exercise 1, p. 12 • Ask students if they remember where Diego is from.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
boroughs, Brooklyn, Manhattan, the Bronx, Queens, Staten Island, Times Square, Broadway, Little Italy, Chinatown, Greenwich Village, SoHo, Central Park, Smorgasburg, cosmopolitan city, go on a spree, bagels, pastrami, pretzel, stoop
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o New York Cityju
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.3., B.3.2., B.3.4., C.3.3., C.3.4.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., C.3.2., C.3.3., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.1., C.3.2., C.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem Geografija New York City, označavanje znamenitosti na mapi New York Cityja
UDŽBENIK
Str. 12. -13.
RADNA BILJEŽNICA
Str. 8. -9.
DIGITALNI SADRŽAJ IZZI
Video Meet Diego!
STARTING THE LESSON • Discuss the title of the unit with your students. Ask them to try to explain the meaning of the phrase what is the city but the people. • In small groups, students leaf through the unit, read the titles of the lessons and look at the pictures. Students give their ideas about the topics in the unit. TRICKS OF THE TRADE “What is the city but the people? ” is a quote from Coriolanus, a tragedy written by William Shakespeare. The tragedy is based on the life of the legendary Roman leader Caius Marcius
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Coriolanus. The meaning of the phrase is that the people living in the cities are what make great cities, not the buildings.
MEET DIEGO!
• Students close their eyes and think about New York City for a few moments. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 5, pp. 406-412) and distribute it to students. Students fill the mind maps with the things they have pictured and already know about New York City. • At the end of the lesson, you may want to use the mind map and let students add the new information they have learned in the lesson, using another colour. • In small groups, they compare their mind maps with their classmates. Let students report back their ideas to the class. ANSWER KEY Students’ answers.
Exercise 2, p. 12 • Before playing the video, instruct students to check their mind maps about New York City while watching the video. Play Video 1. Check answers as a class. 1• country Video 1 Hola! Me llamo Diego y soy de Nueva York. Soy puertorriqueño: like many other people from all over the world, my family came to New York from Puerto Rico in search of a better life, dreaming of making it big. Together with other nations and cultures, our Puerto Rican heritage has helped build and shape the City of New York as we know it today. If you ask me, it is this mix of different people and cultures that makes NYC great. But this cosmopolitan city is not familiar to New Yorkers only: many of its streets and places are famous all over the world. With a population of over 8
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2
3 1 2 3 4 5 6 7 8
WHAT IS THE CITY BUT THE PEOPLE? RE ADY, SET, GO!
> Read the title of the Unit. What does it mean? > Leaf through Unit 1. Read the titles of the lessons, and look at the pictures. What will you learn about?
things from your list are mentioned?
1 Watch the video about NYC. Which of the
1 a) Match the locations to the correct information. Watch the video again and check.
Puerto Rico Brooklyn, Manhattan, the Bronx, Queens, Staten Island Manhattan Times Square Broadway SoHo, Little Italy, Chinatown, Greenwich Village Smorgasburg Tokyo
Curious me! NYC has got lots of nicknames, but the most famous one is certainly the Big Apple. Find out how New York got it!
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b) SPEAKING Work in pairs. Use the terms from Exercise 3 a) to make sentences, and talk about Diego and New York City.
boroughs food market Hiro Diego’s family neighbourhoods the Crossroads of the World the City theatre district
Diego is from New York City. Close your eyes, and think about New York for a few moments. Then write down places and things that you’ve pictured. Compare your thoughts with your classmates’.
MEET DIEGO! 1
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ARE YOU PEOPLE SAVVY?
patience
honesty
flexibility supportiveness
trustworthiness
KICK O F F !
1 Look at some people skills below. Which ones do you possess? Explain why you think so.
Do you thrive when you are surrounded by people? Are you happiest when in a large crowd? Do people love being in your company? If the answer to all these questions is ‘yes’, then you have all the signs that you’re a people person!
empathy
active listening skills
psychologist
teacher
salesperson
youth counsellor
2 Many jobs depend on human interaction. Look at the ones below. Which one would be best for you? Why? Think of some other professions for people persons.
social worker
human-rights lawyer
LEARNING BY DOING! PROJECT 1: FAREWELL, BUT NOT GOODBYE
2 Don’t forget about other important people in your education and how they have influenced the whole process. Your families, teaching and support staff most definitely deserve a page or two, too!
Get into teams! Distribute the workload according to your skills and preferences. Photographers, writers, artists, editors… Each student can choose what they do best. Don’t forget to set the deadline: will it be a short project, or will you turn it into an ongoing project throughout your final year?
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When you’ve collected all the precious moments you want to cherish, decide how you want to record them. There’s a printed yearbook: this could be expensive, so why not find sponsors? Alternatively, you could make a scrapbook, or you could use your IT skills and keep your memories in the clouds.
3
> Congratulations! You’re in the final year of your elementary education! Year 8 will soon enough come to an end, so you’d better start capturing the spirit of your class for the years to come. What better way to look back on memorable moments than a class yearbook?
4
1 A yearbook doesn’t have to be a simple collection of photos and quotes. Take some time to create an unforgettable treasure box. You can leave space for autographs and messages, or collect student blunders and achievements. Why not go outside the classroom walls and record what made the year special in your community and the world? The ideas are there for the picking!
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UNIT 1
UNIT 1
million people, making it the most populous city in the US, New York attracts over 60 million visitors a year! It truly is the city that never sleeps. I live in a brownstone rowhouse in Brooklyn. Brooklyn is one of the five boroughs that make up the city of New York. The other four are Manhattan, the Bronx, Queens and Staten Island. Manhattan, or the City, as New Yorkers call it, is the smallest borough, but millions of tourists go there for its unique sights and tastes. You name it, Manhattan has it! Times Square, also called the Crossroads of the World, is full of neon-lit billboards, stores, entertainers and people. From there, you can go to Broadway and check out its many theatres and shows. Culture lovers can enjoy the world-famous museums and galleries. And those interested in shopping can go on a spree on Fifth Avenue! If you’d like to try out your business knowledge, the Financial District with the famous Wall Street is the right place for you. With so much to see and do, you’ll definitely get hungry. Why not have a hot dog on the go? For a taste of New York’s staple foods, you can also try bagels, pastrami on rye, or pretzels. If you have a sweet tooth, don’t miss out on New York cheesecake or the black-and-white cookie! You can also enjoy ethnic food in many delis and restaurants across the neighborhoods of Little Italy, Chinatown, Greenwich Village and SoHo. Or pop over to Brooklyn and join the thousands who visit Smorgasburg, NYC’s largest weekly open-air food market. When you get tired of the concrete jungle, relax in Central Park, New York’s famous green oasis. You can also grab a cab, take the train or walk across the Brooklyn Bridge and enjoy the view of New York’s iconic skyline. If you’re feeling adventurous, take a helicopter tour or one of the ferries on the Hudson and East Rivers to admire the city from a different perspective. Catch a breath after all this excitement and chill on stoops: one of my favorite places to be. Talking to family, friends and my neighborhood Brooklynites: nothing beats that. And this fall I’m welcoming Hiro, a Japanese exchange student from Tokyo, to join my family. But that’s not all: I’m also getting a Japanese dog, a Shiba Inu pup! I’m looking forward to learning about Japanese culture and showing them the places and the people that make up this great city. We’ll visit other places, as well. Upstate New York has lots to offer, too. And Washington, DC, Philadelphia and Boston are just a ride away. Nevertheless, for me it’s all about my city.
ANSWER KEY Students’ answers.
• If available, prepare a map of New York City or show it via an OHP. Ask students to find the places mentioned in the video. Exercise 3 a), p. 12 • Students match the locations to the correct information.
• Check answers as a class. ANSWER KEY 1 Diego’s family, 2 boroughs, 3 the City, 4 the Crossroads of the World, 5 theatre district, 6 neighborhoods, 7 food market, 8 Hiro
• Explain any new vocabulary. Suggested vocabulary: heritage, cosmopolitan city, populous, rowhouse, packed, neon-lit, go on a spree, bagels, pastrami, pretzel, have a sweet tooth, concrete, skyline, exchange student, stoop. • You may want to discuss the difference between neighbourhoods and boroughs with students. TRICKS OF THE TRADE A neighbourhood is a geographically localised community within a larger city, town, suburb or rural area. A borough is a town that has its own government. It also can be a part of a big city but has powers of self-government. When a borough is a part of a big city, it represents a more formal division than just a neighbourhood. When you move from one borough to another, you might notice different tax rates or different parking regulations. (Source: Wikipedia, Vocabulary. com) Exercise 3 b), p. 12 • In pairs, students use the terms from Exercise 3 a) to make sentences. They talk about Diego and New York City to their partners. • Let volunteers share their ideas. ANSWER KEY Students’ answers.
CURIOUS ME! Explain to students that New York City has got a lot of nicknames, but that the most famous one is “the Big Apple”. If available, have students research how New York City got that nickname. Have them report what they have found out. This task can also be assigned for homework.
• Play Video 1 again. Students check their answers.
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The nickname “the Big Apple” was popularised in the 1920s by a newspaper reporter named John Fitz Gerald. He was writing about horse racing, and once, in New Orleans, he heard stable workers using “the Big Apple” when talking about going to New York City’s major race tracks. Gerald used the nickname several times in his articles and the name took on a life of its own. It was officially adopted as thecity’snickname in 1971 when it was used in an ad campaign to attract tourists.
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TRICKS OF THE TRADE
READY, SET, GO! CANADA
UNITED STATES OF AMERICA Ottawa
1
Read Diego and Hiro’s plans for their trips outside New York City. Look at the map, and complete these sentences with the missing names.
2
Although New York City is the biggest city in the USA, the state of New York isn’t its biggest state. However, it is one of the 13 original colonies and states, represented by the 13 stripes on the US flag. It lies in the north-eastern USA. Its capital is not New York City, as you might think, but (1) ___________________. The state extends into two of the five Great Lakes: (2) _____________________ and (3) _____________________. New York State borders the country of (4) _____________________ in the north; we’ve made plans to visit Toronto and the Canadian capital, (5) _____________________. The state of New York also borders five other US states. We don’t have time to explore them all, but we’ve decided to spend a few days in (6) _____________________, the capital of Massachusetts. We are also going to visit (7) _____________________, also known as Philly, the biggest city in Pennsylvania. I have some relatives there. Finally, we’ll travel to the US capital, (8) _____________________. Would you like to come along?
• Distribute the photocopiable city nicknames worksheets to students (Resource Bank, Resource 6, pp. 406-412). Have students match the cities to their nicknames.
2 2
• They look at the map and complete the sentences with the missing words. • Check answers as a class. ANSWER KEY 1 Albany, 2 Lake Erie, 3 Lake Ontario, 4 Canada, 5 Ottawa, 6 Boston, 7 Philadelphia, 8 Washington
Exercise 2 a), p. 8 • Draw students’ attention to the meaning of the word borough. • Have students read the clues on the opposite page and match them to the boroughs of NYC. • Check answers as a class. ANSWER KEY 3 Manhattan, 4 Brooklyn, 2 Queens, 5 the Bronx, 1 Staten Island
5
borough noun, American English /ˈbʌrə/ part of a county (or a city) that has its own local government
3 1
Curious me!
WORKBOOK PRACTICE Exercise 1, p. 8 • Students read about Diego and Hiro’s plans for their trips outside New York City.
a) Read the clues on the opposite page, and match them to the boroughs of NYC. The compass at the top of the page can help you.
2 1
Boston, Philadelphia and Washington, DC are cities with interesting history and lots of tourist attractions. Look them up on the Internet, and decide which one you’d like to visit. Explain your choice.
4 1
1 1
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Exercise 2 b), p. 9 • Students read the questions at the end of each paragraph and answer them. Brainstorm their ideas of where they could look up the answers if they don’t know them. • Check answers as a class. ANSWER KEY 1 Empire State Building, One World Observatory, the High Line, the Metropolitan Museum of Art, Chrysler Building; 2 Brooklyn Bridge, 3 John F. Kennedy International Airport, 4 The New York Yankees, 5 The Statue of Liberty
Exercise 3 a), p. 9 • Students complete the sentences with the words first. • Then they match the sentences to the pictures.
CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about Boston, Philadelphia and Washington, DC. Let them decide which city they would like to visit and explain their choice.
• Check answers as a class. ANSWER KEY 1 billboards, 2 neighborhoods, 3 delis, 4 stoops, 5 avenues, 6 cabs / 5, 3, 1, 6, 4, 2
READY, SET, GO!
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UNIT 1
Exercise 3 b) p. 9 • Ask students to explain the meaning of the remaining words.
ANSWER KEY Students’ answers.
• Encourage students to try to explain them in their own words. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class.
ANSWER KEY A rowhouse is one of a row of similar houses that are joined together by both of their side walls. Pastrami is strongly seasoned smoked beef. A subway is an underground railway. (Source: Collins Dictionary)
Brooklyn is the most populous borough, and lies southeast of Manhattan. Thanks to Coney Island’s beaches and the country’s oldest amusement park, as well as many other features, it attracts millions of visitors every year. In 1883 it was connected to Manhattan by a bridge. What is its name?
The Bronx is the northernmost borough of NYC. It is home to one of the largest US zoos, the Bronx Zoo, and the New York Botanical Garden. Yankee Stadium, where baseball is played, is located in the Bronx. What is the name of the team that plays there?
Students’ answers.
b) Read the questions at the end of each paragraph, and answer them. Where can you look up the answers you donʼt know?
3 a) Complete the sentences with the words below, then match them to the pictures. There are three
ENDING THE LESSON
words you do not need.
neighborhoods
cabs
stoops
avenues
subway
1 _____________________ are large advertising boards on the outside of buildings or at the sides of roads.
LEARNING BY DOING!
Brightly lighting Times Square, they give it its recognisable look. 2 Manhattan is the most famous borough, with its picturesque _____________________, such as Little Italy, SoHo, Chinatown and the Village.
PROJECT 1: FAREWELL, BUT NOT GOODBYE
3 NYC is known for its _____________________. These shops sell cooked meat and cheese, as well as other NYC staple food and food items from other countries. 4 Many New Yorkers love spending time on their _____________________, which are raised areas with stairs
• Have students read the introduction to the project.
leading to the door of the house. 5 Manhattan is known for its grid layout: there are 220 streets that run east-west and 12 _________________ that run north-south. 6 NYC is famous for its iconic yellow _____________________. They are a popular way to get around the city along with other means of transport, such as the subway and the buses.
• Go through the instructions together with students. Help with any unknown vocabulary if necessary.
b) What do the remaining words mean? Explain them in your own words, or look them up in a dictionary.
9 Hello World 8 RB 2021.indb 9
KICK-OFF!
Exercise 2, p. 13 • In small groups, students discuss the jobs that would be best for them and explain why.
ANSWER KEY
Staten Island is connected to Brooklyn by a bridge, but if you want to go to Manhattan, you have to take the Staten Island Ferry. This free commuter ferry is also a popular tourist attraction. Once on board, you can enjoy the view of Manhattan and Ellis Island. Which statue can you see on nearby Liberty Island?
pastrami
Students’ answers.
• You may want to write their ideas on the board.
Queens is the largest and the most ethnically diverse borough. It is situated north and east of Brooklyn, on Long Island. It is the home of the New York Mets baseball team. The two busiest NYC airports are located in Queens: La Guardia and which other well-known airport?
delis
ANSWER KEY
• Let them think about some other professions for people.
Manhattan is the smallest borough, but certainly the most popular one. It’s also the most crowded borough in New York. Itʼs located in the northwest of the city. It’s famous for its skyscrapers, and for landmarks such as Times Square and Central Park. Which other sights can you see there?
billboards
• Monitor students and help them if necessary. • Have volunteers share their ideas with the class.
• Check answers as a class.
rowhouses
Exercise 1, p. 13 • In small groups, students look at some people skills and explain which ones they possess and why they think so.
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Are you people savvy?, p. 13
• If necessary, explain the meaning of the world savvy to students. • In small groups, students read the questions and answer them.
• Distribute photocopiable yearbook ideas templates (Resource Bank, Resource 7, pp. 406-412) that can help students create their class yearbook. • Help students form teams and think about what information they should include in their yearbooks as well as its design. Students should also assign themselves the roles on their teams according to their skills and preferences and set the deadline for the yearbook.
• Discuss the answers as a class.
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WHAT IS THE CITY BUT THE PEOPLE
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y, ad Re ! go t, se
• Finally, they decide on presentation options – a scrapbook, a printed yearbook or an online yearbook. Talk about their preferences and the equipment and/or software they might need for it.
READY, SET, GO!
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UNIT 1
1A ME, MYSELF AND I Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Me, myself and I (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
wise, outgoing, ambitious, easy-going, passionate, serious, immature, chatty, bossy, impolite, self-conscious, reliable, moody, lazy, hardworking, disrespectful, honest, responsible
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
The expression me, myself and I refers to the explanation: only me, me alone, me without companionship. “Me, Myself and I” is one of the great classic songs of Billie Holiday, and the expression stuck in the language. It was published by Irving Gordon, Allan Roberts and Alvin Kaufman on June 15, 1937. SPEAKING Exercise 1, p. 14 • In small groups, students discuss the questions and the topics they usually talk about with people they have just met. • Discuss students’ answers as a class.
Opisivanje osobina
ANSWER KEY Students’ answers.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.2. Hrvatski jezik Čitanje s razumijevanjem, opis osobina
MEĐUPREDMETNO POVEZIVANJE
TRICKS OF THE TRADE
UDŽBENIK
Str. 14. -15.
RADNA BILJEŽNICA
Str. 10. -11.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON
MAIN PART Exercise 2 a), p. 14 • Explain to students that Hiro, an exchange student from Japan, is going to stay with Diego’s family for six months. • Have students look at Hiro’s questions for Diego and add two more questions they would ask. • Check students’ ideas as a class. ANSWER KEY
• Check homework as a class. • If you have assigned the Curious me! section for homework, have students report how New York City got the nickname “the Big Apple” and share which city they would like to visit and why – Boston, Philadelphia or Washington, DC. • Discuss the meaning of the title of the lesson with students. • Ask them to try to guess what the lesson is about. ANSWER KEY Students’ answers.
34
Students’ answers.
READING Exercise 2 b) p. 14 • Students read the text and tick the questions from Exercise 2 a) that Diego answers. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: goofy, backing vocal, outgoing, easy-going, pet peeves, guilty pleasure, cheesy. ANSWER KEY What are your family members like? What are your pet peeves or guilty pleasures? Where will I stay in your home? How big is your family?
WHAT IS THE CITY BUT THE PEOPLE
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1 1 I can describe a person’s character.
1A ME, MYSELF AND I
films
games
music
sport
weather
school
SPEAKING Do you like meeting new people? Why (not)? What topics do you usually talk about with people you have just met?
What are your pet peeves or guilty pleasures?
What are your family members like?
What school do you go to?
_____________________________________________
_____________________________________________
How big is your family?
Where will I stay at your home?
a) Hiro, an exchange student from Japan, is going to stay with Diego’s family for six months. Look at his questions for Diego, and add two questions that you would ask.
What do you like doing in your free time? b) READING Read the text, and tick the questions from Exercise 2 a) that Diego answers.
You’ll probably like my grandma best. She’s very wise and always gives great advice. At the same time, she is very goofy and fun to be around. She moved to New York from Puerto Rico when she was young, and she used to sing backing vocals in many famous New York clubs. Her voice still sounds amazing! I, on the other hand, can’t sing at all, but that’s what makes our weekend karaoke nights even more fun. My parents are very outgoing and cheerful, too. They are also very hardworking, so I don’t see them as much as I’d like to. But when the whole family is together, I love every minute of it. Our conversations can be quite loud, but don’t worry: we never fight – it’s just how we talk!
My brother is leaving for college soon, so you’ll be staying in his bedroom. He is really passionate about baseball: the walls of his room are covered in posters of his favorite team, the New York Mets. They are my favourite team, too. I think I’ve read somewhere that baseball is very popular in Japan, as well. I hope that you’re a fan and that you’ll like your new room! My sister’s room is just across the hall, but we probably won’t be spending too much time with her, either. She’s got a boyfriend, so she is spending a lot of time with him. She can be very bossy at times. I guess that’s what all big sisters are like. And me? I’m really chatty, as you can tell. I’m also very helpful and caring, or at least that’s what my friends say. I’m very modest, too, even though it doesn’t really sound like it when I talk so much about myself! Although I’m pretty easy-going, there are some things that I find very annoying. For example, my dad is always commenting on what we’re watching together: that’s definitely on the top of my pet-peeves list. In fact, as I’m typing this I can hear him in the other room, discussing what happens next in the movie and ruining it for my brother. Ugh! But I’m sure he’s also annoyed at some things I do. He always yells at me when he catches me drinking juice straight from the carton. I can’t help myself: that and eating chocolate before dinner are guilty pleasures of mine. However, I’d say the biggest one is definitely dancing to some cheesy pop music in my room... Luckily, nobody has seen me doing that so far! So, now that you know more about me and my family, you know what you can expect when you come over. I hope you’ll enjoy staying with us! c) Read the text again. What are Diego’s answers to Hiro’s questions in Exercise 2 a)?
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et me introduce myself. I’m Diego and I live in Brooklyn, the best part of New York – or at least that’s what I think. When you get here, you’ll see why! Here’s what you should know before you come to stay with us. There are six of us in the house: my parents, my older brother and sister, my grandma and me.
L
2
1
on ss Le
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3
4
wise
outgoing
ambitious hardworking
bossy lazy
chatty
easy-going
passionate
honest
self-conscious
disrespectful
impolite
serious
reliable
responsible
I think people who are serious don't make time for fun activities.
a) SPEAKING Look at the adjectives below. What do they mean? What are people that these adjectives describe like?
moody
immature
b) Which of the adjectives would people you know use to describe you? Think of your parents, grandparents, siblings, friends and teachers. Explain why you think so and whether you agree with them. Start like this: My parents would probably say that I am…, because…
2 _____________________ sings beautifully.
1 _____________________ is leaving for college.
7 _____________________ is spending a lot of time with her boyfriend these days.
6 _____________________ loves baseball.
5 _____________________ work hard every day.
Which of Diego’s family members is each sentence about? Complete the sentences. Then scan the text on the previous page to check your answers.
3 _____________________ is always commenting on films. 4 _____________________ is talking to Diego’s brother as we speak.
Present simple vs present continuous
Read the seven sentences in Exercise 4, and discuss.
My... GRAMMAR!
Grammar summary → pp. 122-123
Present simple a state or condition statements with stative verbs, e.g. hate, love, like, need, want, sound, think habits, repeated actions and timetables
1 Which sentences are in present simple? Which are in present continuous? 2 What sort of activity does each sentence express? Write numbers 1–7. Present continous action in progress annoying habits fixed arrangement for the future activity happening around now
Let’s practise more! → WB, p. 12
5 Read one more of Diego’s answers to Hiro. Choose the correct option.
In my free time, I (1) like / am liking reading superhero comics. My favorite superhero is Spider-Man, but this week I (2) read / am reading a comic about Daredevil. I also (3) volunteer / am volunteering in a local youth club a few times a week. I’ll tell you more about it when you arrive in New York. I love languages. I (4) speak / am speaking Spanish and English, and I am fluent in American Sign Language. This week I (5) learn / am learning some Japanese, too. I’ll be able to say at least ‘Hi!’ to you when you visit us! Right now, I (6) listen / am listening to some Japanese pop music on my stereo. Hopefully, it will make learning the language easier!
class.
15
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6 SPEAKING Make notes following the questions below, and prepare a short talk about yourself. Present it to your
1 What qualities do you like in people? Include at least five adjectives. 2 What do you think are your best qualities?
3 What are some of your pet peeves? Think of the habits people are always annoying you with.
4 Have you got any guilty pleasures? If you have, share at least one with your classmates.
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1A ME, MYSELF AND I
UNIT 1
Exercise 2 c), p. 14 • Students read the text again and find Diego’s answers to Hiro’s questions in Exercise 2 a). • In a lower-ability class, you may want to instruct students to underline the answers to the questions in the text.
answers and whether they agree with them or not. • Remind students to start using the prompt sentences in the exercise. • Let volunteers share their answers and ideas with the class.
• Check answers as a class. ANSWER KEY 1 My grandma is wise, goofy and fun to be around. My parents are outgoing and cheerful. They are also hardworking. My brother is really passionate about baseball. My sister can be very bossy at times. I’m really chatty. I’m also very helpful and caring. I’m very modest, too. I’m pretty easy-going. 2 My guilty pleasures are drinking juice straight from the carton, eating chocolate before dinner and dancing to some cheesy pop music in my room. 3 You’ll be staying in my brother’s bedroom. 4 There are six of us in the family: my parents, my older brother and sister, my grandma and me.
• At this point, you can GO DIGITAL and practise reading aloud. SPEAKING Exercise 3 a), p. 15 • In pairs, students look at the adjectives and answer the question and explain their choices. • Draw their attention to the sentence in the speech bubble they should use when answering the questions. • Discuss students’ answers as a class. • In a lower-ability class, you may want to pre-teach the following vocabulary: immature, chatty, self-conscious, reliable, moody, disrespectful. ANSWER KEY Students’ answers.
SPEAKING Exercise 3 b), p. 15 • In small groups, students think about the adjectives people they know would use to describe themselves. They explain their
36
ANSWER KEY Students’ answers.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 10 • Students go through the list of adjectives and match them to the definitions. • Check answers as a class. ANSWER KEY 1 outgoing, 2 immature, 3 self-conscious, 4 moody, 5 disrespectful, 6 impolite, 7 ambitious, 8 chatty, 9 passionate, 10 reliable, 11 easy-going, 12 responsible
Exercise 1 b), p. 10 • Instruct students to write the missing definitions for four adjectives using a monolingual dictionary. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • In a stronger-ability class, you may want to challenge the students to try to write their own definitions. • Check answers as a class. ANSWER KEY bossy – always telling people what to do; lazy – unwilling to work or be active; doing as little as possible; honest – always telling the truth and never stealing or cheating; hardworking – putting a lot of effort into a job and doing it well. (Source: Oxford Learner’s Dictionaries)
Exercise 2 a), p. 10 • Students match the adjectives to their opposites from Exercises 1 a) and b). • Check answers as a class.
WHAT IS THE CITY BUT THE PEOPLE
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ANSWER KEY
1 ambitious, 2 honest, 3 immature, 4 impolite, 5 disrespectful, 6 responsible
6, 2, 3, 1
b) Correct the mistake in every sentence. Use adjectives from Exercise 2 a).
Le ss on
1
1A ME, MYSELF AND I VOCABULARY
1
self-conscious
1 He sometimes behaves like a child. He’s so mature!
___________________
2 Iʼm very irresponsible; I always complete my tasks on time.
___________________
3 She is very disrespectful of older people. She always gives them her seat on the bus.
___________________
4 I think it was very polite of you to talk back at your mum like that yesterday.
___________________
5 My sister is so ambitious that when she comes home from school she just lies
a) Match these adjectives to their definitions. There are four adjectives you do not need. ambitious
1
ANSWER KEY
chatty moody
disrespectful easy-going
bossy responsible
immature honest
passionate impolite
on the couch and watches TV.
lazy
outgoing
of breaking the kitchen window.
hardworking
1 ____________________________ enjoys talking to and meeting people
3
2 ____________________________ behaves in a silly, childish way 3 ____________________________ worried about other people’s opinion of oneself 4 ____________________________ likely to experience unpredictable changes of mood
___________________
6 Diego’s brother wasn’t being dishonest with his parents when he accused Diego
reliable
___________________
a) READING Read four letters from exchange students participating in the same exchange programme as Hiro. What are their interests? Match the interests to the right person. There are two words you do not need. 1 mechanics
5 ____________________________ doesn’t respect other people or things
2 film
3 music
4 photography
5 sport
6 volunteering
6 ____________________________ rude, and doesn’t behave nicely Hi! My name is Elea, and I’m from Finland. I love spending time in nature, but what I
7 ____________________________ wants to achieve something; wants to be successful 8 ____________________________ enjoys talking a lot
love even more is helping others. I often help my friends with homework. These days, I’m
9 ____________________________ shows intense interest or enthusiasm
spending my free time in a children’s home. I’m helping the children study and get better
10 ____________________________ capable of being trusted or relied on
marks. Sometimes, it’s more than just tutoring someone: it’s helping them believe in themselves. They really like it when I pay them a visit. I enjoy it, too!
11 ____________________________ not easily upset, relaxed 12 ____________________________ a person who takes their obligations seriously
Picture this: it’s a dark, gloomy night. Suddenly, you see a bat coming towards you. It turns into a vampire, and you start running for your life... And then you
b) Use a monolingual dictionary, and write the four definitions that are missing.
hear: “Cut!” Well, that’s what I’ve always wanted to do. My imagination runs wild from
1 ____________________________________________________________________________________________________
time to time, as you can tell. Oh, I’ve almost forgotten – I’m Andrei, from Romania. You
2 ____________________________________________________________________________________________________
know, the country Count Dracula comes from!
3 ____________________________________________________________________________________________________
Hola! I’m Catalina, and I come from Argentina. Have you ever been there?
4 ____________________________________________________________________________________________________ c) Complete these sentences with adjectives from Exercises 1 a) and b). There are eight adjectives you do not need. 1 Diego’s parents are very ________________. Because of their jobs, they aren’t home as much as Diego would like them to be.
It’s really something. My favourite thing about my country is that you can hear someone playing the guitar or singing in the street wherever you go. You can also see people dancing to the music. There are so many places I’d like to tell you about and lots of different musicians I’d love to show you! I wish more teenagers in India wanted to do the things I want to do when I
2 Since Diego’s parents work such long hours, he and his siblings have always had to be ________________ and independent.
grow up! It’s nothing special, really, but I like it very much. My name’s Varun, and I always
3 There are days when Diego is really ________________ and doesn’t feel like doing anything at all. But that’s alright; everybody has days like that.
help my dad repair all kinds of different bike or car parts, so it won’t be long before I get to
4 It’s not always easy being with ________________ people – sometimes there’s not much you can talk about.
day and ask me to help you out!
do major repairs. I hope I’ll start repairing cars soon. Who knows – you might visit me one
5 Even adults can be ________________. A lot of them don’t act their age. 6 The opinions Diego gets from his grandma are always ________________. She has no problem telling him that his singing skills aren’t his best feature.
2 2
b) Think about the students, and use different adjectives to describe them. Explain why you think so.
7 Diego says that his older sister is ________________, because she’s always telling him what to do. And often not in a polite way.
Example: I think that Elea is..., because...
8 Diego thinks that he is pretty ________________, because things rarely stress him – although there are some things about his family that annoy him.
______________________________________________________________________________________________________
______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
a) Match the adjectives below to their opposites from Exercises 1 a) and b). 1 unambitious
______________________
4 polite
______________________
2 dishonest
______________________
5 respectful
______________________
3 mature
______________________
6 irresponsible
______________________
11
10
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Exercise 2 b), p. 11 • Have students read the sentences first and find the mistakes. • Students correct the mistakes using the adjectives from Exercise 2 a). • Check answers as a class. ANSWER KEY 1 immature, 2 responsible, 3 respectful, 4 impolite, 5 unambitious, 6 honest
READING Exercise 3 a), p. 11 • Students read the instructions for the exercise. Make sure they understand what they need to do.
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ENDING THE LESSON • To further revise the vocabulary, play a version of Ball game (see Games and Activities on pp. 394-398) with the key vocabulary from the lesson. Suggested questions: What does someone who is ________ do? or How can you tell that someone is _________? Use the following adjectives: wise, outgoing, ambitious, easy-going, passionate, serious, immature, chatty, bossy, impolite, self-conscious, reliable, moody, lazy, hardworking, disrespectful, honest, responsible, annoyed. HOMEWORK WB pp. 10–11, Exercises 1 c) and 3 b)
• Students match the interests to the right person. • Check answers as a class. 1A ME, MYSELF AND I
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UNIT 1
Lesson 2
resent simple vs present P continuous
NASTAVNA TEMA9
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Me, myself and I (2. sat)
PREDVIĐENI BROJ SATI
2
• Instruct students to read the seven sentences in Exercise 4 again.
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
• In groups, students discuss the questions.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Glagolska vremena present simple i present continuous
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje radnji u sadašnjosti, opisivanje osobina
MEĐUPREDMETNE TEME
• Refer students to the My... GRAMMAR! section.
• You may want to ask students to underline the tense in each sentence. • They write the numbers of the sentences in Exercise 4 next to the explanation of the activity each sentence expresses.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3.
• Discuss answers as a class.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje sadašnjosti, opis osobina
UDŽBENIK
Str. 15.
RADNA BILJEŽNICA
Str. 12.
• Tell students that they have a detailed explanation of when to use the present simple tense or the present continuous tense in the Grammar Summary on pages 122 and 123 of their Student’s Books.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework. • Play Sentence building (see Games and Activities on pp. 394-398) with students to revise the text from the previous lesson. Students should make sentences with the given words about Diego’s family. Suggested vocabulary for word slips: goofy, backing vocal, outgoing, conversations, baseball, boyfriend, bossy, chatty, pet peeves, guilty pleasures. MAIN PART Exercise 4, p. 15 • Have students complete the sentences about Diego’s family members without looking at the text. • Let students scan the text and check their answers. • Check answers as class. ANSWER KEY 1 Diego’s brother, 2 Diego’s grandma, 3 Diego’s dad, 4 Diego’s dad, 5 Diego’s parents, 6 Diego’s brother, 7 Diego’s sister
38
My... GRAMMAR!
• At this point, you can GO DIGITAL and further practise present simple and present continuous. ANSWER KEY Sentences in the present simple tense: 2, 5, 6. Sentences in the present continuous tense: 1, 3, 4, 7.
Exercise 5, p. 15 • Students read one more of Diego’s answers to Hiro and choose the correct option. • They check their answers in pairs before checking as a class. • Discuss with students what helped them choose the correct tense. ANSWER KEY 1 like, 2 am reading, 3 volunteer, 4 speak, 5 am learning, 6 am listening
WORKBOOK PRACTICE Exercise 5, p. 12 • Students read an exchange student’s letter and circle the correct form of the verb. • In pairs, students swap their notebooks and correct mistakes, if any. Check answers as a class.
WHAT IS THE CITY BUT THE PEOPLE
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ENDING THE LESSON
• Check answers as a class. ANSWER KEY
SPEAKING
1 gets, 2 love, 3 is organising, 4 are singing, 5 is filming, 6 are helping
Exercise 6, p. 15 • Let students read the questions first.
Exercise 6, p. 12 • Students complete the message Hiro has sent to Diego using the present simple or the present continuous form of the verbs in the brackets.
• Students make notes following the questions and prepare a short talk about themselves.
• This task can be used for formative assessment to check how well students use and understand the difference between the present simple and the present continuous. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 love, 2 find, 3 read, 4 is making, 5 uses, 6 am cleaning, 7 finish, 8 don’t have, 9 am working, 10 are learning, 11 says, 12 listen
My...
4
• Distribute an analytic rubric for peer assessment (Resource Bank, Resource 8, pp. 406-412). Discuss it with students and explain that they will need it for two purposes: first for planning their talk and second for assessing their peers’ talks later. • Monitor students and help if necessary. • Ask individual students to present their speeches by providing answers to the questions in the exercise. • While students are presenting themselves, make sure the others are paying attention and evaluating the students’ speeches using the peer assessment rubric. After each student, ask the others to provide feedback and say what the strong and weak points of the speech were. HOMEWORK
GRAMMAR! Present simple vs present continuous There are two mistakes in each set of sentences. Find and correct them. 1 I always trying to help my friends when I sees them struggling. __________________________________________________________________________________________________
WB p. 12, Exercise 4
2 Diego’s little cousin catchs insects all day long. Her brother, on the other hand, running away from them all the time. __________________________________________________________________________________________________ 3 Our parents goes on a trip every year. This year, their staying home. __________________________________________________________________________________________________ 4 My sister currently talking to her classmate. He need help with homework. __________________________________________________________________________________________________ 5 You really listening to me? I’m not so sure about that! See? Your still doing it. __________________________________________________________________________________________________ 6 While Diego’s brother helping with housework, his sister are hanging out with her friends. __________________________________________________________________________________________________
5
Diego is participating in an international exchange programme. Read an exchange studentʼs post on the programme website, and circle the correct form of the verb. Hi, whoever (1) gets / is getting to read this! I’m Kaleo, and I’m from Hawaii, a truly beautiful place for people who (2) love / are loving nature. Even though drawing is my thing, I’m also a big fan of singing. These days, our local youth community centre (3) organises / is organising a party to celebrate the end of the international “Clean the Beaches” eco-project. My friends and I (4) sing / are singing at the opening, and our school video team (5) films / is filming a short video clip for students from all over the world to show them what we’ve achieved. We’ve learned that being eco-friendly doesn’t take much time, and we are glad we (6) help / are helping the community and the planet! I’ll upload the video here, so you can see it, too. What about you? Are there any eco-projects you’re participating in? Let me know in the comments below!
6
Complete the message Hiro has sent to Diego on the programme website. Use the present simple or the present continuous form of the verbs in the brackets. Hi, Diego! I (1) _______________ (love) superhero comics, too! When we have some free time at school, I usually (2) _______________ (find) a spot somewhere and (3) _______________ (read) about my favourite superheroes’ adventures. The Japanese are all about heroes and villains. There are a lot of manga, comic and book clubs in Japan, and Spider-Man (4) _______________ (make) a big comeback here. However, my favourite superhero is the Green Lantern. He (5) _______________ (use) a very special ring to defeat his enemies. I (6) _______________ (clean) my room this week: when I (7) _______________ (finish) cleaning it, I’ll take a few photos of the Green Lantern posters I have on my bedroom walls and send them to you. I (8) _______________ (not have) much free time these days, because I (9) _______________ (work) on a school magazine. I’m very glad to hear that you (10) _______________ (learn) Japanese! I also love learning new languages, and my teacher (11) _____________ (say) I’m good at them. Oh, and Japanese pop music is great! I often (12) ______________ (listen) to it with my friends. Bye for now!
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1A ME, MYSELF AND I
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UNIT 1
1B WHAT MAKES ME... ME Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
What makes me... me (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
sound familiar, a problem shared is a problem halved, opposites attract, gather the courage
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o ljudima i mjestima u svom životu
ANSWER KEY Students’ answers.
SPEAKING Exercise 1 b), p. 16 • Have students look at the questions first. • In pairs, students answer the questions using the categories from Exercise 1 a). • Draw their attention to the sentence in the speech bubble they should use when answering the questions. • Invite volunteers to share their answers with the class. ANSWER KEY
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2.
Students’ answers.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.2.
MAIN PART
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, opisivanje ljudi i mjesta
UDŽBENIK
Str. 16.
RADNA BILJEŽNICA
Str. 14.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play Chinese whispers with your students (see Games and Activities on pp. 394-398). Suggested messages: Being disrespectful is something I find very annoying. This week I am volunteering at a local animal shelter. I’m very reliable, even though my parents wouldn’t say that. Binge-watching TV series is one of my guilty pleasures. My brother is passionate about superheroes, as far as I can tell. Exercise 1 a), p. 16 • In pairs, students look at the words below and try to explain them to one another. • Instruct students to look up the words they do not know in the word list. • Let volunteers share their explanations with the class.
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READING Exercise 2 a), p. 16 • Explain to students that Diego is writing about the things that are important to him. • They read the text and choose the topic and the main idea. • Check answers as a class. • In a lower-ability class, you may want to pre-teach the following words and expressions: sound familiar, a problem shared is a problem halved, opposites attract, gather the courage. ANSWER KEY Topic: b) My people. Main idea: a) The people I spend time with make me who I am.
Exercise 2 b), p. 16 • Students read the text again and answer the questions. • Check answers as a class. ANSWER KEY 1 his siblings, 2 Chloe, 3 Melosa, 4 Jake, Luis and Leona; 5 Chloe, 6 Jake, Luis and Leona; 7 his siblings, 8 his siblings
WHAT IS THE CITY BUT THE PEOPLE
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16
1
2
1
5
10
15
20
I can talk about people and places in my life.
1B WHAT MAKES ME… ME
parents
siblings
grandparents
classmates
neighbours
relatives
5 6 7 8
want to share some good news? don’t feel well? have no milk left at home? don’t know what’s for homework?
friends
I usually call my best friend when I feel lonely, because...
acquaintances
a) Work in pairs. Look at the words below, and explain them to one another. Look up the words you do not know in the word list.
need advice? have a problem at school? want to have fun? feel lonely?
b) SPEAKING Work in pairs. Use the categories from Exercise 1 a). Who is important to you when you... 1 2 3 4
MAIN IDEA a) People I spend time with make me who I am. b) Always be yourself, no matter what others say. c) It is important to be surrounded by lots of people, so you never feel bored.
a) READING Diego is writing about the things that are important to him. Read the text, and choose the topic and the main idea. TOPIC a) My interests b) My people c) My personality
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My friends are important to me as well. Jake, Luis and Leona are my best buddies. We spend a lot of time together joking, hanging out and catching up. We’ve all been friends since kindergarten, so I’m pretty sure they are here to stay. Chloe used to be part of our group too, but she moved to Boston two years ago, so we rarely see each other anymore. It’s difficult to keep in touch with someone and stay close friends over long distances. I do miss her, though. I remember that I had a crush on her in the first grade. You never forget your first crush, do you?
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W ha t’s th e differenc e betwee n th e w ords 'nurse and 'kinde ry' rgarten'? Can you think of so me more examples ?
STOP AND THINK!
Speaking of crushes, there is a girl in my class that I like. Her name is Melosa, or just Mel for short. She’s very smart and funny. She’s into lacrosse. I’m not a sporty type at all, but opposites attract, as they say. I think she likes me too, but I’m still gathering the courage to ask her out. Jake is celebrating his 14th birthday next week, so I think I’ll try then. The only problem is that he has been sick lately: I hope he doesn’t call off the party!
miss hanging out with? know from nursery? help when they have problems? rely on when he needs help?
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From the moment I wake up, I’m always in touch with the people I love, be it on my phone or computer, or in real life. Don’t get me wrong: I don’t mind being alone from time to time, but I’m at my happiest when I’m surrounded by people. You could say they shape me. I love hanging out with them, talking to them, and learning new things from them. If this sounds familiar to you, then you might call yourself a people person, too.
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5 6 7 8
When you have siblings, you can be sure to have at least one friend for life. They are the people most likely to stick with you, even if everybody else leaves. I’m lucky enough to have my brother and sister, who I can always rely on. My siblings are the ones I can always turn to and share my problems with. As they say, a problem shared is a problem halved! Talking to them has inspired me to start volunteering at an anti-bullying center for teens. I’m happy to be there for them, helping them cope with whatever they are going through.
share his problems with? not have contact with any more? have a crush on? spend time hanging out with?
b) Read the text again. Who does Diego... 1 2 3 4
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4
5
6
VOCABULARY Phrasal verbs
When learning phrasal verbs, don't focus on single words, but learn the verb as a whole. Focus on the context to get the meaning of the verb.
Study tip! VOCABULARY
a) Look at the underlined verb in the text. It is a type of verb called a phrasal verb. Read the text again, and underline the phrasal verbs that have the same meaning as the explanations below. line 1 to stop being asleep line 5 to spend (a lot of) time with someone line 11 to stay close to someone line 13 to trust someone to do what you expect of them line 18 to deal successfully with a difficult situation line 22 to learn or talk about the latest news line 36 to invite somebody somewhere to start a romantic relationship with you line 38 to cancel an event
b) Look at the verbs that you have underlined, and answer the questions below. 1 How are these verbs different from most verbs you have learned so far? 2 Can you guess the meaning of the phrasal verbs you have underlined just by looking at the individual words?
MoMA
Listen again. Make notes in your notebook about what Diego says about each place in Exercise 4 a).
Carnegie Hall
Easy-peasy
Think about your friends and your favourite hang-outs. Why did you choose these people to be your friends? How do you agree on a place where you hang out? Why is this place important to you? Prepare short notes, practice your speech at home and present it to your classmates.
No picnic
stoops
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Think about the place where you live. What places and activities do teenagers lack there? What would you like to see where you live that would make the lives of teenagers better? Prepare a short talk.
Down to work!
Has your class seen a film, an exhibition, or a play lately? Include a ticket in your yearbook, and write whether you liked it or not.
PROJECT TIP!
Coney Island
LISTENING Diego is skyping Hiro. Listen, and put the places in the pictures into the correct order (1–3) as Diego mentions them. There is one picture you do not need.
Choose four phrasal verbs from the text, and use each of them in a sentence. Write the sentences down in your notebook. a) 1.1
b) 1.1
c) Work in pairs. Compare your notes, and talk about Diego’s favourite hang-outs.
Write a short text, and present your most important people and your favourite hang-outs. Choose an interesting layout to present your information, e.g. a top-five list, a poster or an infographic.
SPEAKING AND WRITING Choose a task.
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1B WHAT MAKES ME... ME
UNIT 1
• At this point, you can GO DIGITAL and practise reading aloud. • Refer students to the STOP AND THINK! section. Students explain the difference between the words nursery and kindergarten. • In groups, students think about some more examples. • Check answers as a class. TRICKS OF THE TRADE A nursery in British English is a kindergarten in American English. WORKBOOK PRACTICE READING Exercise 5 a), p. 14 • Let students read the paragraphs and match them to the headings.
of Carnegie Hall are offered from September through July. 4 This historic landmark dates back to the early 1890s. 5 It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. 6 “Yes, practise! ” 7 In the Rose Museum, you will hear insider stories about musical stars, see their signed posters and learn many amazing facts about the 130 year-long history of the hall.
ENDING THE LESSON Exercise 5 c), p. 14 • This exercise can be used as an exit ticket activity to check what students have learned about Carnegie Hall. • Students write three facts, name two musicians who have performed there, and write one unusual piece of information in the corresponding circles. • Allow enough time for students to complete the task. • If time allows it, let students share some interesting answers or, alternatively, do so at the beginning of the following lesson.
• In a lower-ability class, you may want to pre-teach the following vocabulary: passer-by, prestigious, gifted, historic landmark, insider. • Check answers as a class.
ANSWER KEY Students’ answers.
ANSWER KEY
4
2, 3, 1
a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb. Base verb Phrasal verbs
Study tip! READING
b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own.
• Refer students to the Study tip! READING section before starting Exercise 5 b) and remind them that when having to look for different pieces of information, they should underline each sentence in a different colour.
______________________________________________________________________________________________________ ______________________________________________________________________________________________________
5
1 Walls Filled with Stories
3 Who, When, Where?
4 Why Was It Built?
Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than 50,000 concerts and other events have taken place in the hall. For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and learn many interesting facts about the 130-year-long history of the Hall. b) Read the text again. Underline the sentence that says...
• Check answers as a class.
1 who has played in Carnegie Hall.
5 who paid for its construction.
2 where it is located. 3 when you can take a guided tour.
6 what, according to a rumour, gets you to Carnegie Hall.
4 when it was built.
7 where you can hear insider stories.
Study tip! READING When having to look for different pieces of information, underline each sentence in a different colour.
c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have performed there, and write one unusual piece of information.
ANSWER KEY
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2 Among the Best
According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z.
Exercise 5 b), p. 14 • Students read the text again and underline the sentences that give the answers to the questions in the exercise.
1 This prestigious hall has welcomed many worldclass musicians, from Tchaikovsky, George Gershwin, Judy Garland, Frank Sinatra, the Beatles, Pink Floyd to Jay-Z on its three stages. 2... this is a place you should definitely visit in New York City. 3 Guided tours
a) READING Match these headings to the paragraphs. There is one heading you do not need.
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WHAT IS THE CITY BUT THE PEOPLE
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• If you wish to explore the topic further, distribute the photocopiable People in my life mind maps to students (Resource Bank, Resource 9, pp. 406-412). • Instruct students to go back to Exercise 2 b) in their Student’s Books on page 16 and think about the answers to the questions for themselves. • Students complete the mind map with the names of important people in their lives. • When they are finished, in pairs or small groups, students discuss the reasons why the people in the mind map are important to them. • Let volunteers share their mind maps and ideas. • Alternatively, you can assign this task for homework. ANSWER KEY Students’ answers.
1B WHAT MAKES ME... ME
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UNIT 1
Lesson 2 NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
What makes me... me (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
stick with, rely on, cope with, catch up, call off
GRAMATIKA
Frazalni glagoli
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o ljudima i mjestima u svom životu
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Zdravlje
B.3.1. A, B.3.1. B
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem, opisivanje ljudi i mjesta Geografija New York City
UDŽBENIK
Str. 17.
RADNA BILJEŽNICA
Str. 13. -14.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • If you have assigned the People my life mind maps for students to complete for homework, let volunteers share their mind maps and ideas. • Play a version of the Translation game (see Games and Activities on pp. 394-398) to revise the vocabulary from the previous lesson. Say some sentences in Croatian and instruct students to find them in the text in their Student’s Books on page 16 and translate them into English. Suggested sentences: Dovoljno sam sretan što imam brata i sestru na koje se uvijek mogu osloniti. (I’m lucky enough to have my brother and sister, whom I can always rely on.) Sretan sam što sam tu za njih, pomažući im da se nose s problemima koje trenutno imaju. (I’m happy to be there for them, helping them to cope with whatever
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they are going through.) Provodimo puno vremena šaleći se, družeći se i nadoknađujući propušteno. (We spend a lot of time joking, hanging out and catching up.) Mislim da se i ja njoj sviđam, ali još uvijek skupljam hrabrost da je pozovem van. (I think she likes me too, but I’m still gathering the courage to ask her out.) • You may want to write one of these sentences on the board and underline the phrasal verb in it. I’m happy to be there for them, helping them to cope with whatever they are going through. • Explain to students that the underlined verb is a phrasal verb. MAIN PART Exercise 3 a), p. 17 • Draw students’ attention to the underlined verb in the text in Exercise 2 a). • Explain to them that we call this type of a verb a phrasal verb. • If necessary, explain what a phrasal verb is. • Instruct students to read the text again and find and underline the phrasal verbs that have the same meaning as the explanations. • Check answers as a class. ANSWER KEY line 1 – wake up, line 5 – hang out, line 11 – stick with, line 13 – rely on, line 18 – cope with, line 22 – catch up, line 37 – ask out, line 39 – call off
TRICKS OF THE TRADE A phrasal verb is a phrase that consists of a verb with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts. (Source: Cambridge Dictionary) Exercise 3 b), p. 17 • In groups, students look at the verbs that they have underlined and answer the questions. • Discuss the answers as a class.
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Study tip! VOCABULARY • Refer students to the Study tip! VOCABULARY section and discuss the tip together with students. Remind them that when learning phrasal verbs, they shouldn’t focus on single words, but learn the verb as a whole and focus on the context to get the meaning of the verb. • At this point, you can GO DIGITAL and further practise phrasal verbs. Exercise 4, p. 17 • Students choose four phrasal verbs from the text and use each of them in a sentence. Remind them to write the sentences down in their notebooks.
• Students complete the sentences with the missing phrasal verbs from Exercise 1. • Remind them to use the correct form of the verbs. • In pairs, students swap their notebooks and correct the mistakes, if there are any. • Check answers as a class. ANSWER KEY 1 catch up, 2 wakes up, 3 ask out, 4 cope with, 5 stick with, 6 rely on, 7 call off, 8 hang out
1B WHAT MAKES ME... ME VOCABULARY
1
Complete these phrases to make phrasal verbs. wake
rely
catch
stick
call
ask
hang
cope
2 out
1 with
• Ask students to share their examples with the class. • Give short feedback to each student.
1
2 a) Students’ answers. 2 b) Students’ answers.
3 up 5 off
4 on
2
a) Match the phrasal verbs to the illustrations they represent. There are two phrasal verbs you do not need. 1 wake up
2 hang out
5 catch up
ANSWER KEY Students’ answers.
6 stick with
A
3 rely on
4 cope with
7 ask out
8 call off
B
C
WORKBOOK PRACTICE D
VOCABULARY
E
F
b) Illustrate the two phrasal verbs remaining in Exercise 2 a).
Exercise 1, p. 13 • Students complete the phrases to get the phrasal verbs. • Check answers as a class.
3
Complete these sentences. Use the correct forms of phrasal verbs from Exercise 1. 1 I always find time for myself and my friends to ______________________. I love hearing whatʼs new! 2 At weekdays, Diego ______________________ early, but he’s rarely out of bed before 10 a.m. at weekends. 3 Leona: Remember that boy I was telling you about? What should I do about him? Diego: He seems nice. I think you should _________________ him _________________! 4 It’s much easier to ______________________ your problems when your friends are there to help you. 5 When you find a friend you can trust, ______________________ them. They will always be there for you. 6 I can always ______________________ my best friend to help me out with everything. 7 My favourite cousin can’t come to my birthday party this weekend. I think I’ll _________________ it _________________; I don’t want to celebrate it without him.
ANSWER KEY 1 stick, cope, 2 ask, hang, 3 wake, catch, 4 rely, 5 call
Exercise 2 a), p. 13 • Have students look at the illustrations. • They match the phrasal verbs to the illustrations. • Check answers as a class. ANSWER KEY A 6, B 3, C 4, D 2, E 5, F 8
Exercise 3, p. 13 • Let students go through the sentences first.
8 When my friend and I ______________________, we usually spend hours together just talking and walking round the town.
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Exercise 4 a), p. 14 • Instruct students to choose one of the verbs: give or look. • Students should use a dictionary to find several phrasal verbs with the chosen verbs. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • You may want to let students work in pairs or small groups.
1B WHAT MAKES ME... ME
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UNIT 1
• In a higher-ability class, ask students to think of some of their own examples of phrasal verbs with give or look. • Check students’ ideas as a class. ANSWER KEY Students’ answers.
4
a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb. Base verb Phrasal verbs
b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
5
a) READING Match these headings to the paragraphs. There is one heading you do not need. 1 Walls Filled with Stories
2 Among the Best
3 Who, When, Where?
4 Why Was It Built?
According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z. Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than 50,000 concerts and other events have taken place in the hall. For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and learn many interesting facts about the 130-year-long history of the Hall. b) Read the text again. Underline the sentence that says... 1 who has played in Carnegie Hall.
5 who paid for its construction.
2 where it is located. 3 when you can take a guided tour.
6 what, according to a rumour, gets you to Carnegie Hall.
4 when it was built.
7 where you can hear insider stories.
Study tip! READING When having to look for different pieces of information, underline each sentence in a different colour.
c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have performed there, and write one unusual piece of information.
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LISTENING Exercise 5 a), p. 17 • Explain to students that Diego is Skyping with Hiro. • You may want to discuss with students if they have ever Skyped someone. • Students listen and put the places in the pictures in the correct order. 1.1.
ANSWER KEY
• Play Track 1.1.
2, –, 1, 3. Carnegie Hall is not mentioned.
• Check answers as a class.
Exercise 5 b), p. 17 • Instruct students to make notes in their notebooks about what Diego says about each place in Exercise 4 a).
Track 1.1 Diego: Hi, Hiro! It’s great to finally see you! Hiro: Hello, Diego! It’s great to see you, too! I’m very excited about the trip. I’ve made a list of things I’d love
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to see in New York when I arrive. Could you tell me something about your favourite places in the city? Diego: Sure! The city is so big that I know just a tiny part of it. I’ll definitely take you to Coney Island. It’s in Brooklyn, not far from my house, and it’s a place where you can have loads of fun. There’s a beach I go to for a swim with my brother. There’s also an amusement park with lots of different rides. I hope you’re not afraid of heights, because you can’t skip a ride on the Wonder Wheel! Hiro: Oh, I’m not. Sounds fun! The amusement park is actually on my list; I love going on roller-coaster rides. Diego: Great! Then I was thinking of taking you to my favorite place in New York. It’s not in Brooklyn but in Manhattan, so we’ll need to take the subway. It’s the Museum of Modern Art, or MOMA, as people usually call it. I’m really into art, and some of the paintings by Andy Warhol are displayed there. He’s my favorite artist! Hiro: Oh, I’d love that! I only know his work from what I’ve seen on the Internet; I can’t wait to see it in person. Are there any other places worth visiting? Diego: I’m a big fan of everything relating to superheroes, and New York City is quite famous for the locations where superhero movies have been filmed. Maybe we could go on a themed tour? My sister and I are really into movies in general, so we often go to see them together. There’s a cinema just a few blocks from my house. We can go there, as well, if you want. Hiro: Sure, that would be great! I like movies, too. One of my favorites is ‘Godzilla’. It’s about a Japanese monster that almost destroys New York. Have you ever seen it? Diego: I sure have, and I loved it! I didn’t enjoy seeing my city getting destroyed, though! Hiro: Yeah, I’m sure you didn’t! Look, I also like to go for a jog in the morning. Is there a park nearby with some good routes? Diego: Sure there is. There’s Prospect Park, a huge park in Brooklyn where I often hang out with my friends. It’s very nice and pretty quiet, since it’s not as popular with tourists as Central Park. We can go for a run or ride a bike or skateboard there together! Hiro: Deal! Wow, we’re going to do so many different things! Diego: That’s the beauty of New York: there’s something for everyone here, and it never gets boring. Oh, and I forgot to tell you about another hang-out I love. It’s the stoops right in front of my house. It’s a New York thing. I often sit there with my friends; we chat and have fun. Seeing and hearing the buzz of the city can be very relaxing. Hiro: I think I’ll like it in New York City!
• Play Track 1.1 again.
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Exercise 5 c), p. 17 • In pairs, students compare their notes and talk about Diego’s favourite hang-outs. • Let volunteers share their notes about Diego’s favourite hang-outs with the class. ANSWER KEY Coney Island is in Brooklyn, you can have loads of fun there and there’s a beach Diego goes to for a swim with his brother and an amusement park with lots of different rides. MOMA is where some of the work by Andy Warhol is displayed. There are stoops in front of Diego’s house, he often sits there with his friends and chats and has fun with them.
PROJECT TIP! • Discuss the Project tip! section with students. If there is time, let students name the films, exhibitions or plays they have seen. Encourage them to include the tickets in their yearbooks and write their opinion of them. ENDING THE LESSON WRITING Exercise 6, p. 17 • Go through the tasks with students and instruct them to choose one of them. • Distribute the photocopiable infographic/ poster templates (Resource Bank, Resource 10, pp. 406-412) to students who have chosen to do the Easy-peasy task. • Allow enough time for students to finish the task. Monitor and help if necessary. • Have students present their work. HOMEWORK WB pp. 13–14, Exercises 2 b) and 4 b)
1B WHAT MAKES ME... ME
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UNIT 1
Lesson 2
2A FRIENDS WILL BE FRIENDS Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Friends will be friends (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
stand up for, fall out, make up, work out, put up with, confide in
GRAMATIKA
Frazalni glagoli
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o prijateljstvu
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.,
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Zdravlje
B.3.1. A, B.3.1. B
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem
UDŽBENIK
Str. 18. -19.
RADNA BILJEŽNICA
Str. 15. -16.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Divide students into groups and have the groups find at least five things that they all have in common.
• Students look at the list of qualities and rate them from the most (1) to the least (3) important for them. • Have students explain their choices in groups. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
MAIN PART READING Exercise 2 a), p. 18 • Students read the instructions to the exercise and take the quiz. • Tell them not to pay attention to the empty boxes yet. • Have students check their results. ANSWER KEY Students’ answers.
SPEAKING Exercise 2 b), p. 19 • In small groups, students discuss the results and answer the questions. • Discuss students’ results and answers as a class. • Together with students, you may want to make a class list of the most important friendship skills. ANSWER KEY
• Discuss the things students have in common.
Students’ answers.
• Ask students to tell you who the person is in their lives they have most in common with. Is it their sibling? Best friend?
READING
SPEAKING Exercise 1, p. 18 • Let students think about what they value most in a friend.
Exercise 3, p. 19 • Draw students’ attention to the highlighted phrasal verbs in the text. • Students read the text again and match the verbs to their explanations. • Check answers as a class.
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2A FRIENDS WILL BE FRIENDS 2A FRIENDS WILL BE FRIENDS I can talk about friendships.
has a good family background.
is someone you can share your secrets with.
is very intelligent and gets good marks.
SPEAKING Think about what you value most in a friend. Look at the list of qualities, and rate them from the most (1) to the least (3) important for you. Explain your choices. A true friend… has the same interests as you. is honest and always tells the truth.
is reliable and always there for you. is popular and good-looking. is funny and makes you laugh.
5 Your friend has won a competition. How do you feel? A It’s time to celebrate! B I can’t put up with it! For once, I want to be the centre of attention. C I’m very proud of my friend and happy about their success!
4 You have started going out with someone. How do you treat your best friend? A I spend most of my time with my girlfriend or boyfriend and very little time with my friend. B My friend? Who? C Friends come first. They’re always there for you, especially if relationships don’t work out.
a) READING Diego has taken an online quiz about friendship. Try it out. Circle the options that are true for you, then check your result.
TRUE OR FAKE? Take the test to discover what kind of friend you are! 1 You have just heard someone gossiping about your best friend. You: A Join in. B Say nothing. C Stand up for your friend. fallen out and stopped 2 Two of your friends have talking to each other. You: A Don’t care as long as they both get on well with you. B Ignore the problem. C Talk to them both so they can make up.
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Cs: Have you ever won a medal for being a true friend? You definitely deserve it! You value your friends, and you make them feel comfortable and safe when they are with you. You are supportive and always on their side no matter what decision they make. They can rely on you through the good times and the bad.
6 Have you ever thought about your definition of friendship? Friendship is: A Having someone you can have fun with. B Hanging out with the popular kids. C Having somebody you can confide in.
Bs: Have you heard of toxic friendship? Not all friendships are positive, and it seems that you are in a negative relationship. You can sometimes be a little self-centred: if you don’t want to hurt your friends, you need to start paying attention to their feelings and to what they are telling you.
3 A friend has shared a juicy secret with you. What do you do? A Text everyone you know. B Use it against them next time they refuse to do something for you. C Keep it to yourself. If your answers are mostly… As: Has anyone told you that there is more to life than just having a good time, and that you should take it more seriously? You are surely fun to be around, but your friends need you to be more responsible, supportive and trustworthy. Have you thought about slowing down and working on your listening skills?
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3
4
5
b) Do you agree with the results and what they say about you? Why (not)? Which friendship skills could you improve to be a better friend? Discuss in class.
VOCABULARY Phrasal verbs
2 trust somebody enough to share your secrets with them
1 tolerate or accept something
6 happen or develop in a particular way (usually good)
5 argue with someone and stop being friends
4 defend someone who is being criticised
Read the text again. Look at the highlighted phrasal verbs in the text. Match them to their explanations below.
3 become friends again
Present perfect simple
Read the examples, and complete the rules for using the present perfect tense. Circle the correct word.
1 We use the present perfect when we are concerned with the past / present effects of an action. Two of your friends have fallen out. (Are they feeling friendly towards each other now?)
2 We use the present perfect tense to talk about actions that happened at a specific / non-specific time in the past. Your friend has won a competition. (It’s not stated ‘when’.)
3 We use the present perfect to talk about our routines / experiences. Have you ever won a medal for being a true friend? (At any time in your life.)
Grammar summary → pp. 125-126
Remember! We use the present perfect simple with these time expressions: just, yet, already, ever, never, for, since...
Let’s practise more! → WB, pp. 16-17
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a) 1.2 Hiro and Diego are talking about friendships. Complete their dialogue. Use the present perfect simple tense of the verbs in brackets. Listen and check.
Diego: I (1) ________ never _____________ (be) a troublemaker. However, ever since I started working as a volunteer at a help centre for teenagers, I (2) ____________________ (meet) a lot of kids whose friends were a bad influence. Hiro: I understand... In Japan, I had a friend who had a really bad influence on me. (3) ________ you ever _____________ (let) your friends copy the homework you (4) ____________________ (work) hard on? (5) ________ you _____________ (skip) school or your sports practice? I (6) ____________________ (do) it all. I suppose I was worried he would make fun of me and stop hanging out with me. I don’t know. Anyway, we (7) ____________________ (fall out) and I (8) ____________________ (not speak) to him for months. Diego: But things (9) ____________________ (work out) really well for you, I see! Hiro: Yeah, I (10) ____________________ (learn) an important lesson, too: never do things against your will. True friends support you no matter what.
b) What has Hiro done to please his friend? Have you ever done anything similar? If yes, what?
4 How do you feel in their company? 5 Have you ever fallen out, and, if so, why? 6 How has that affected your friendship?
SPEAKING Prepare a short talk about friendship. The questions below will help you. 1 What makes a good friend? 2 Have you found it in someone? 3 How has this person influenced you?
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2A FRIENDS WILL BE FRIENDS
UNIT 1
ANSWER KEY 1 put up with, 2 confide in, 3 make up, 4 stand up for, 5 fall out, 6 work out
• At this point, you can GO DIGITAL and practise reading further.
Exercise 2 b), p. 16 • Students read the text again and answer the questions, writing E for Ethan, L for Lisa, and J for Jenny. • Check answers as a class. ANSWER KEY
WORKBOOK PRACTICE
1 Jenny, 2 Ethan, 3 Lisa, 4 Jenny, 5 Lisa, 6 Jenny, 7 Ethan, 8 Lisa
READING Exercise 2 a), p. 15 • Students read the text about what Diego’s friends say about friendship.
b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny. Who says that… 1 some friends criticize you publicly? 2 they have a true friend to whom they can speak freely, without being judged? 3 having someone to talk to and share secrets with is very important to them? 4 some friends say things about you when you’re not there? 5 they don’t make decisions easily? 6 they have stopped tolerating their friends’ unkind behaviour? 7 a person can’t have a lot of good friends? 8 they had an argument with a friend?
• Have them choose the correct answer: A, B or C. • Check answers as a class.
My...
3
ANSWER KEY
GRAMMAR! Present perfect simple Put the words in the correct order to make sentences in the present perfect simple. 1 with / I / have / fallen out / my / never / best friend ______________________________________________________________________________________________________ 2 yet / I / met / my / haven’t / boyfriend’s family ______________________________________________________________________________________________________ 3 always / has / confided / me / She / in ______________________________________________________________________________________________________ 4 you / to / ever / the USA / Have / been / ? ______________________________________________________________________________________________________ 5 mum / anything / has / My / posted / never / online ______________________________________________________________________________________________________ 6 just / he / at me / Has / waved / ? ______________________________________________________________________________________________________
1 C, 2 B, 3 C, 4 A, 5 B, 6 C, 7 B, 8 A
TRICKS OF THE TRADE You may want to draw students’ attention to the words advice and advise and stress the difference a single letter makes. Explain that advice is a noun and advise is a verb.
4
Complete the sentences with the time expressions below. There are two time expressions you do not need. already
yet
still
ever
never
always
just
for
since
recently
1 I’m proud to say that I have _____________________ lied to my best friend. 2 Iʼve seen this film three times _____________________. 3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like. 4 They haven’t visited us _____________________ last Easter holidays. 5 He hasn’t finished his science project _____________________. 6 We’ve known each other _____________________ eight years. 7 I’ve started hanging out with some new friends _____________________.
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2A FRIENDS WILL BE FRIENDS
8 Sit down and join me. The film has only _____________________ started.
5
1 ____________________________________________________________________________________________________? Unfortunately, no; we’ve never tried Thai food. 2 ____________________________________________________________________________________________________? No, I haven’t seen Mary for weeks. 3 ____________________________________________________________________________________________________? She’s been here since early in the morning. 4 ____________________________________________________________________________________________________? Yes, I once won a silver medal in a running competition. 5 ____________________________________________________________________________________________________? Yes, I’ve had lunch at work.
VOCABULARY
1
a) Match the two parts of each phrasal verb. Then match the phrasal verb to its translation. 1 2 3 4 5 6
out with up for out up with up in
put confide work fall stand make
Write questions in the present perfect simple for these answers.
posvađati se s kim riješiti se zauzeti se za povjeravati se pomiriti se trpjeti, podnositi
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b) Complete the sentences with the correct forms of the phrasal verbs from Exercise 1 a). 1 I used to _____________________ with my best friend a lot when we were younger. Luckily, we’ve stopped
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fighting over silly things. 2 When you _____________________ what you believe in, you build up your self-confidence.
ENDING THE LESSON
3 When you feel that everything is falling apart, don’t despair. Things always ____________________ in the end. 4 I’ve got a lot of friends to talk to, but when I have a secret to share, my sister is the first person I _____________________.
• Distribute the photocopiable phrasal verbs wordsearch (Resource Bank, Resource 11, pp. 406-412) to students to revise the phrasal verbs from this and the previous lesson.
5 Nothing’s good enough for him; he’s always complaining. I won’t _____________________ it any longer! 6 I had a fight with my boyfriend, but we _____________________ this morning. We had a talk, and I realised it was all just a big misunderstanding.
2
a) READING Diego’s friends are talking about friendship. Read what they say. Choose the correct answer: A, B or C. Ethan: I’d say that friends really are the family you choose. They accept you for who you are and make you feel safe. It’s only when I can speak my mind without being judged that I’m sure I have a real friend. You can’t be that relaxed with everyone. Friends need to be (1) _____ and (2) _____. And I don’t believe in having a bunch of best friends. You can’t be friends with everybody. I’m lucky I have one friend I can always rely (3) _____.
ANSWER KEY
Lisa: Friendship is very important to me. Having someone who listens to you and who you can confide (4) _____ means the world to me. I’m often indecisive, so I turn to my friends for help. We (5) _____ each other and talk openly and honestly. I’ve fallen (6) _____ with my best friend only once, and it didn’t last long. We soon realised that our friendship is too valuable for us to quarrel over different opinions.
1 ask out, 2 call off, 3 catch up, 4 confide in, 5 cope with, 6 fall out, 7 hang out, 8 make up, 9 put up with, 10 rely on, 11 stand up for, 12 stick with, 13 wake up, 14 work out
Jenny: Choose your friends wisely! I’ve learned that the hard way. There are friends who embarrass you in front of others and make you feel insecure. They’re very (7) _____; they only care about themselves. They talk about you behind your back and refuse to admit when they do something wrong. I used to put (8) _____ with such behaviour, until I finally realised that such toxic friends aren’t really worth keeping around. 1 2 3 4
A trusty A supported A after A in
B trust B supportive B at B at
C trustworthy C supporting C on C on
5 6 7 8
A advice A down A self-centring A up
B advise B in B self-centred B on
C advices C out C self-centre C in
HOMEWORK 15
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WB p. 15, Exercises 1 a) and b)
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NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Friends will be friends (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Glagolsko vrijeme present perfect simple
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o prijateljstvu
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Zdravlje
B.3.1. A, B.3.1. B
• You may want to remind students of the examples they have shared in the Never have I ever game and discuss which rule refers to those sentences. (Rule 3 – we use the present perfect simple tense to talk about experience). • Draw students’ attention to the Remember! section and discuss the time expressions we use with present perfect simple with students. • Tell students that they have a detailed explanation of the present perfect simple in the Grammar Summary on pages 125 and 126 of their Student’s Books. • At this point, you can GO DIGITAL and further practise the present perfect simple tense.
Hrvatski jezik Izricanje prošlosti
MEĐUPREDMETNO POVEZIVANJE UDŽBENIK
Str. 19.
RADNA BILJEŽNICA
Str. 16. -17.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework. • Play the Never have I ever game (see Games and Activities on pp. 394-398) with students. MAIN PART
My... GRAMMAR!
• Since the present perfect simple tense has been mastered in the previous school year, this activity should be quite easy.
ANSWER KEY 1 present, 2 non-specific, 3 experiences
LISTENING Exercise 4 a), p. 19 • Students read the dialogue and complete it, using the present perfect simple tense of the verbs in brackets. 1.2.
• Play Track 1.2. • Check answers as a class.
Present perfect simple
• Refer students to the My... GRAMMAR! section. • Instruct them to read the examples and think about the rules. • In groups, students circle the correct words to complete the rules for using the present perfect simple tense. • Have volunteers explain the answers. • Ask students to think of some more examples of sentences for the three rules in the GRAMMAR! section.
Track 1.2 Diego: I’m so happy that you have come to stay with us and that we’re getting on well! Hiro: Yes, me too! You’re not the kind of person who would get me into trouble. My parents were extremely worried about that, because I made some really bad decisions during the last school year. Diego: I have never been a troublemaker. However, ever since I started working as a volunteer at a help centre for teenagers, I have met a lot of kids whose friends were a bad influence. Hiro: I understand... In Japan, I had a friend who had a really bad influence on me. Have you ever let your friends copy the homework you have worked hard on? Have you skipped school or your sports practice? I have done it all. I suppose I was worried he would make fun of me and stop hanging out with me. I don’t know. Anyway, we have fallen out and I haven’t spoken to him for months. 2A FRIENDS WILL BE FRIENDS
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Diego: But things have worked out really well for you, I see! Hiro: Yeah, I have learned an important lesson, too: never do things against your will. True friends support you no matter what. Diego: That’s true! Have you ever visited a help centre? Why don’t you come with me one day and share your experience with teenagers who are having the same problems? Hiro: Sure, why not? I’d be happy to help!
b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny. Who says that… 1 some friends criticize you publicly? 2 they have a true friend to whom they can speak freely, without being judged? 3 having someone to talk to and share secrets with is very important to them? 4 some friends say things about you when you’re not there? 5 they don’t make decisions easily? 6 they have stopped tolerating their friends’ unkind behaviour? 7 a person can’t have a lot of good friends? 8 they had an argument with a friend? My...
3
GRAMMAR! Present perfect simple Put the words in the correct order to make sentences in the present perfect simple. 1 with / I / have / fallen out / my / never / best friend ______________________________________________________________________________________________________ 2 yet / I / met / my / haven’t / boyfriend’s family ______________________________________________________________________________________________________ 3 always / has / confided / me / She / in ______________________________________________________________________________________________________ 4 you / to / ever / the USA / Have / been / ? ______________________________________________________________________________________________________ 5 mum / anything / has / My / posted / never / online ______________________________________________________________________________________________________ 6 just / he / at me / Has / waved / ? ______________________________________________________________________________________________________
ANSWER KEY 1 have been, 2 have met, 3 have let, 4 have worked, 5 have skipped, 6 have done, 7 have fallen out, 8 haven’t spoken, 9 have worked out, 10 have learned
4
Complete the sentences with the time expressions below. There are two time expressions you do not need. already
yet
still
ever
never
always
just
for
since
recently
1 I’m proud to say that I have _____________________ lied to my best friend. 2 Iʼve seen this film three times _____________________.
Exercise 4 b), p. 19 • In pairs, students answer and discuss the questions.
3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like. 4 They haven’t visited us _____________________ last Easter holidays. 5 He hasn’t finished his science project _____________________. 6 We’ve known each other _____________________ eight years. 7 I’ve started hanging out with some new friends _____________________. 8 Sit down and join me. The film has only _____________________ started.
5
• Check the answer as a class and let volunteers share their answers.
1 ____________________________________________________________________________________________________? Unfortunately, no; we’ve never tried Thai food. 2 ____________________________________________________________________________________________________? No, I haven’t seen Mary for weeks. 3 ____________________________________________________________________________________________________? She’s been here since early in the morning. 4 ____________________________________________________________________________________________________? Yes, I once won a silver medal in a running competition. 5 ____________________________________________________________________________________________________? Yes, I’ve had lunch at work.
ANSWER KEY Hiro has let his friend copy the homework he has worked hard on, and he has skipped school and sports practice. / Students’ answers.
WORKBOOK PRACTICE Exercise 4, p. 16 • Students complete the sentences with the time expressions. • Check answers as a class. ANSWER KEY 1 never, 2 already, 3 ever, 4 since, 5 yet, 6 for, 7 recently, 8 just
Write questions in the present perfect simple for these answers.
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Exercise 6, p. 17 • Students read the e-mail Hiro is writing to his mum. They complete it with the present perfect simple of the verbs in brackets. • This task can be used for formative assessment to check how well students use and form the present perfect simple. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 have had, 2 have unpacked, 3 haven’t sorted out, 4 have known, 5 have even organised, 6 have you ever met, 7 have never been, 8 have never laughed, 9 haven’t been, 10 haven’t read
Exercise 7 b), p. 17 • Students read the sentences in Croatian and translate them into English. • Remind students to pay attention to the placement of the time expressions.
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• In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.
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Hiro is writing to his mum. Complete his e-mail with the present perfect simple of the verbs in brackets. Hi Mum, I (1) ________________________ (had) a great day today! I (2) ________________________ (unpack), but I still (3) ________________________ (not sort out) my things and clothes. The room I’m staying in is just perfect. I even have my own bathroom! You don’t have to worry; the Serranos are really friendly. I feel as if I (4) ________________________ (know) them all my life. They (5) ________________________ (even/organise) a big family lunch to welcome me. (6) _____________ you _____________________ (ever/meet) a Puerto Rican? I
ANSWER KEY 1 My friend and I have known each other for ten years. 2 I’ve just heard some juicy gossip. 3 How long has Diego lived in New York? 4 Have you ever been proud of your friend? 5 I have always liked reading comics.
(7) ________________________ (never/be) with so many talkative people. They all speak at the same time. You should hear that, itʼs like on film! It’s going to take a while for me to get used to it. But I (8) ________________________ (never/laugh) so much in my life! I can already see that this is going to be a wonderful experience. We (9) ________________________ (not be) out yet, but I picked up some travel-guide brochures when I was at the airport. I (10) ________________________ (not read) them, though; I’ll do that later. What about you? How are you and Dad? Miss me already? Talk to you soon!
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a) Translate these sentences into Croatian. 1 I’ve already made a decision.
_______________________________________________________
2 Sheʼs fallen out with her best friend.
_______________________________________________________
3 I’ve never witnessed bullying.
_______________________________________________________
4 We’ve just arrived home from the airport.
_______________________________________________________
5 Have you ever stood up for a friend?
_______________________________________________________
b) Translate these sentences into English. 1 Prijateljica i ja poznajemo se već deset godina. _______________________________________________________
Exercise 8, p. 17 • Have students read the instructions to the exercise.
8
2 Upravo sam čula sočan trač.
_______________________________________________________
3 Koliko dugo Diego živi u New Yorku?
_______________________________________________________
4 Jesi li ikada bio ponosan na prijatelja?
_______________________________________________________
5 Uvijek sam voljela čitati stripove.
_______________________________________________________
SPEAKING Work in pairs. Read the rules, and play a game of Noughts and Crosses. Step 1
Step 2
Step 3
Decide who is going to write Xs, and who is going to write Os.
Take turns choosing a square. On a yellow square, talk about the topic. On a green square, read the answer and ask the correct question.
If you have answered correctly, you may claim the square. The winner is the first person to complete three squares across (→), down (↓) or diagonally ( )!
• Go through the steps together with students and make sure they understand the rules. • In pairs, students play the Noughts and Crosses (see Games and Activities on pp. 394-398) game.
↓
SPEAKING
No, I’ve never been to NYC.
No, I’ve never gossiped about my best friend.
how long you’ve known your best friend
something you’ve experienced this week
the best time you’ve ever had
the silliest thing you’ve done
something interesting you’ve read
I’ve had this mobile phone since last summer.
One thing I’ve done that I’m not proud of is lying to my parents.
17
• Monitor students and help if necessary. Hello World 8 RB 2021.indb 17
• Let volunteers share their answers. ANSWER KEY 1 Have you ever been to NYC? 2 Have you ever gossiped about your best friend? 3 Students’ answers. 4 Students’ answers. 5 Students’ answers. 6 Students’ answers. 7 Students’ answers. 8 How long have you had this mobile phone? 9 What is one thing that you have done that you are not proud of?
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ENDING THE LESSON SPEAKING Exercise 5, p. 19 • Explain to students that they will prepare a one-minute talk about friendship. • Have them read the questions and think about the answers. • In pairs, students give their talk about friendship. • Invite volunteers to give their talk to the class. ANSWER KEY Students’ answers.
HOMEWORK WB pp. 16–17, Exercises 3, 5 and 7 a)
2A FRIENDS WILL BE FRIENDS
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UNIT 1
2B TAKING A STAND Lesson 1
• Brainstorm their ideas about the situations when it is important to take a stand. TRICKS OF THE TRADE
NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Taking a stand (1. sat)
PREDVIĐENI BROJ SATI
2
The meaning of the idiom to take a stand is to express one’s opinion and/or to defend one’s point of view or beliefs. (Source: MerriamWebster Dictionary, YourDictionary. com)
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.3., B.8.4., C.8.1., C.8.2., C.8.3., C.8.4.
MAIN PART
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
SPEAKING
VOKABULAR
Idiomi: get to the bottom of, easier said than done, fed up with, drive up the wall, face the music
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o nasilničkom ponašanju
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Zdravlje
B.3.1. A, B.3.1. B, B.3.2. B, B.3.2. C
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, idiomi
UDŽBENIK
Str. 20. -21.
RADNA BILJEŽNICA
Str. 18. -19.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
Exercise 1, p. 20 • Students read and discuss the questions in groups first. • Have a class discussion about the questions. • Encourage students to speak in English but accept the expressions in Croatian. ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 20 • Explain to students that Diego is volunteering at the Stop Bullying Center for teenagers. • Students read the messages and match them to the types of bullying. • Check answers as a class.
STARTING THE LESSON • Check homework as a class. • Play a version of the Give me five game (see Games and Activities on pp. 394-398). Divide students into groups and assign each group five time expressions used with the present perfect simple tense. Set up a time limit and instruct students to write down sentences using the given time expressions at least once each. When the time is up, have group representatives read out their sentences. Give a point for each correct sentence. Suggested time expressions: ever, never, already, just, yet, for, since, recently, lately, this week/month/year, etc.
ANSWER KEY 2, 4, 1, 3
Exercise 2 b), p. 20 • Students read the messages again and answer the questions. • Check answers as a class. • You may want to explain any new vocabulary, if necessary. Suggested vocabulary: nasty rumours, trip, passive bystander, student council, election campaign, hurtful, conduct a poll. • At this point, you can GO DIGITAL and practise reading aloud.
• Discuss the title of the lesson with students.
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2
20
1
2
2B TAKING A STAND I can talk about bullying. SPEAKING How can you recognise bullying? How is it different from arguing or fighting? How do you think a person who has been bullied feels? Discuss with your classmates.
cyberbullying
social bullying
physical bullying
a) READING Diego works as a volunteer at the Stop Bullying Help Centre for teenagers. Read the messages he has just received, and match them to the types of bullying. verbal bullying
4 I’m running for president of the school’s student council, and I’ve posted my election campaign posters on social media. Some mean students keep writing hurtful comments from fake accounts. They’ve even conducted an insulting Internet poll about me. It’s driving me up the wall. I see this position I’m running for as a chance to make a change, but I’m starting to lose hope... (Tanisha, 16)
3 Who do I turn to? A group of boys at school are making one boy’s life a living hell. They keep hitting and tripping him and throwing his things in the toilet. He sprained his ankle on the stairs today while trying to get away from them. Is it OK to be a passive bystander? I’m fed up with watching it and doing nothing. I feel guilty. (Adrian, 13)
2 I often take traditional Indian food, cooked by my mum, to school for lunch. Zoey says it looks like pig food. She calls me names and tells me Indians stink. My friends tell me to ignore it. I’ve tried, but it’s easier said than done. I’m so annoyed, I feel like throwing the food in her face. I’ve never had such negative feelings about anyone, but I really can’t help it now. (Bahar, 13)
NEED HELP? OUR TRAINED TEENAGE VOLUNTEERS ARE HERE FOR YOU! 1 Someone has spraypainted an embarrassing message about me on the wall of the school playground. I’d like someone to get to the bottom of it. I think a boy from my class has done it. He keeps spreading nasty rumours about me, and I can’t stand it anymore... I’m having trouble sleeping, and I’m losing my appetite. What can I do to stop it? I feel depressed. I’m crying as I write this. (Janine, 14)
1 a bully who teases and uses insults to hurt another person?
4 a person who wants to make a difference in their school community?
b) Read the messages again. Which one tells us about...
2 shaming someone online?
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5 a person whose family background is being insulted? 6 a person who feels bad about witnessing bullying?
3 a person with emotional and health problems?
idiom (n) /ˈɪdɪəm/ a phrase with a mea ning different from the liter al meaning of the ind ividual words
VOCABULARY Idioms 3 One idiom has been coloured in each message. Match them to their explanations below. 1 when you are annoyed, or bored with a situation that has existed for a long time 2 when something makes you very frustrated or angry 3 to find out the explanation or cause of a bad situation 4 when something seems like a good idea, but it’s difficult to do
Hello world 8 UDZB 2021.indb 20
don’t face the bully /
record evidence of bullying /
Tanisha
3
stand up for yourself
4
Adrian
a) 1.3
4 SPEAKING Work in groups. Discuss the teenagers’ problems. What advice would you give them? 5
Bahar
LISTENING Diego is doing his best to help these teenagers who are going through a rough time. Listen, and match his advice to the teenagers’ names.
turn to adults for help
remain calm and under control /
Janine b) 1.3
be a silent bystander /
take a photo of the bully
Listen again. What advice does Diego give to each of the teenagers? Tick. Then compare his advice to yours. How different are they? 1
report your friends 2
Expressing present time
PAST
the present simple tense: the present continuous tense: the present perfect simple tense:
1
NOW
FUTURE
I often take traditional Indian food to school for lunch. I’m running for president of the school’s student council. I’ve never had such negative feelings about anyone.
Look at the sentences and the timeline, and explain when we use each tense. Match the use to the tense.
My... GRAMMAR!
2 3
Let’s practise more! → WB, pp. 20-21
Use present simple, present continuous or present perfect simple of the verbs in brackets.
6 Diego is writing about bullying in NYC schools for the help centre’s website. Complete the text.
Easy-peasy
Create an anonymous questionnaire for your classmates to check their experience of bullying. Come up with at least 8 questions in the present perfect tense. Collect the answers, and present the results to the class.
No picnic
Down to work!
In pairs, organise an antibullying day dedicated to promoting kindness and tolerance at your school. Write a programme with a list of activities and events, and write short descriptions of each. Present your programme to the rest of the class.
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Bullying is a serious problem. It (1) _______________ (affect) teens around the world every day. In NYC schools it (2) _______________ never _______________ (be) worse. Eighty-two percent of teens report that they (3) _______________ (witness) their peers being bullied at some point. One student in five (4) _______________ (not feel) safe in and near school. Every day, thousands of students (5) _______________ (stay) home to avoid their bullies. And even there, they aren’t safe. At home, they (6) _______________ (struggle) with cyberbullying. It often (7) _______________ (happen) at night and causes emotional problems, such as anxiety and having trouble sleeping. Most students (8) _______________ (not tell) their parents when they are cyberbullied, which is a big problem. So far, our school (9) _______________ (do) its best to prevent cyberbullying. At the moment, they (10) _______________ (celebrate) kindness and acceptance as part of the Respect for All week.
Make an anti-bullying poster with your antibullying message(s). You can include drawings, writing, images and more. Why not use poster-making apps and websites to make your poster visually attractive?
7 WRITING AND SPEAKING Choose a task.
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2B TAKING A STAND
UNIT 1
ANSWER KEY 1 Message 2, 2 Message 4, 3 Message 1, 4 Message 4, 5 Message 2, 6 Message 3
VOCABULARY Idioms Exercise 3, p. 20 • Draw students’ attention to the meaning of the word idiom. • You may want to give students a few examples of idioms in Croatian. Suggested idioms: glava u oblacima, nemati ni glavu ni rep, slagati se kao pas i mačka, ići kao po loju, etc. • Let students find the coloured idioms in the messages in Exercise 2 a). • Students read the explanations and match them to the idioms. • Check answers as a class. ANSWER KEY 1 fed up with, 2 It’s driving me up the wall. 3 get to the bottom of it 4 it’s easier said than done
SPEAKING Exercise 4, p. 21 • In groups, students discuss the teenagers’ problems and think about the advice they would give them. • Monitor students and help if necessary. • Let the representatives of the groups share their advice for the teenagers’ problems.
• Check answers as a class. • In a lower-ability class, you may want to explain the new vocabulary. Suggested vocabulary: harass, handful, confront, offender. Track 1.3 1 Dear beep, I understand that you’re fed up with it, but bullying back is not the answer. That would just give the mean girl more reason to pick on you. Have you tried answering calmly, saying something like “Want some? It’s delicious” and pretending that you don’t care? Get support from your friends, too. They shouldn’t just be silent bystanders. Bullying usually stops when peers intervene. And if it doesn’t, report it to your teacher, and the bully will have to face the music. 2 Hi, beep! Talking about it is definitely a step in the right direction, and you should feel proud of yourself for doing it. Being a passive witness is almost as bad as being the bully. If you feel safe to do so, you can stand up for the boy next time they harass him. And if you’re afraid to do that, talk to an adult who can help. If you help to stop this from happening ever again, you’ll feel much better about yourself! 3 Dear beep, first of all, block and report anyone who is bullying you online. Also, keep records of any online bullying by saving messages or taking screenshots. And, most importantly, don’t let a handful of envious people discourage you from reaching your goal. Have you considered turning what they’ve done to your advantage? Show your fellow students that you will do everything to stop that kind of behaviour if they vote for you. The bullies might end up regretting what they’ve done. 4 Hey, beep! Chin up! What you’ve just described is a very sneaky way of bullying. People who gossip and do things behind your back are, in fact, really insecure and often feel very bad about themselves. They pick on other people to make themselves look better. Have you tried confronting the boy? Be confident. It might make him lose his power. And report the graffiti to the school authorities. They should find the cause of the problem and deal with the offender.
ANSWER KEY Students’ answers.
1 Bahar, 2 Adrian, 3 Tanisha, 4 Janine
LISTENING
LISTENING
Exercise 5 a), p. 21 • Students read the instructions to the exercise. Make sure they understand what is expected of them.
Exercise 5 b), p. 21 • Students read the advice Diego gives to each teenager.
1.3.
• Play Track 1.3.
• Students match Diego’s advice to the teenagers’ names.
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ANSWER KEY
• They listen to the track again and tick the correct advice. • Play Track 1.3 again.
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• In groups, students compare Diego’s advice to theirs. • Discuss the differences as a class.
• In pairs, students think about some other acts of bullying for the categories and add them under the headings in Exercise 2 a). • Monitor students and help if necessary. • Check answers and discuss students’ ideas as a class.
ANSWER KEY 1 report your friends, 2 turn to adults for help, 3 record evidence of bullying, 4 stand up for yourself
ANSWER KEY
Exercise 2 a), p. 18 • Students read the explanations and copy the types of bullying next to their explanations.
1 cyber bullying: posting insulting photos, setting up fake accounts, conducting offensive internet polls, 2 physical bullying: tripping, hitting, stealing, 3 verbal bullying: teasing, name-calling, insulting, 4 social bullying: spreading rumours, leaving someone out, gossiping
• Check answers as a class.
/ Students’ answers.
WORKBOOK PRACTICE
ANSWER KEY 1 cyberbullying, 2 physical bullying, 3 verbal bullying, 4 social bullying
ANSWER KEY
VOCABULARY a) Match the two parts of the phrases. 1 to lose
2 to stand up somebody names rumours
3 to spread
4 to feel
a passive bystander depressed
5 to call
Exercise 3 a), p. 19 • Have students match the sentence halves to get full sentences. • Check answers as a class.
2B TAKING A STAND 1
2
• Check answers as a class.
6 to be
for yourself
your appetite
b) Copy the phrases from Exercise 1 a) next to their explanations. 1 ____________________________________ to say rude, insulting things to a person 2 ____________________________________ to watch what is happening, but choose to ignore it 3 ____________________________________ to be unhappy and without hope 4 ____________________________________ not to have the same desire to eat as you used to 5 ____________________________________ to tell (a lot of) people a piece of news that might be true or invented 6 ____________________________________ to be confident and defend yourself c) Complete the sentences with the appropriate forms of some of the phrases from Exercise 1 a). Make all the necessary changes. Then use the two remaining phrases in sentences of your own.
1 If you get to the bottom of something, you discover the reasons why something happens. 2 If something is easier said than done, it looks like a good idea, but it’s not easy to achieve. 3 If you drive someone up the wall, you make them very frustrated. 4 If you’re fed up with something, you’ve had enough of it. 5 If you face the music, you admit what you’ve done and take punishment for it. / 3, 5, 1, 2, 4
1 I think that people who _______________________________ about others actually don’t feel good about themselves. 2 When you choose _______________________________, you choose to ignore the situation rather than try to help. 3 No matter how much I dislike someone or how angry I get, I never ________________ them ________________. 4 When you don’t get the respect you deserve from others, don’t be afraid to ______________________________. 5 ______________________________________________________________________________________________________ 6 ______________________________________________________________________________________________________
2
• Instruct them to draw their own illustration of the remaining idiom from Exercise 3 a).
a) Match the types of bullying to their explanations. verbal bullying 1 _______________________ (using digital technology to deliberately harass or humiliate)
cyberbullying
2 _______________________ (any bullying that hurts someone’s body or damages their possessions)
social bullying
physical bullying
3 _______________________ (the act of saying unkind and hurtful things to a person)
Exercise 3 b), p. 19 • Students match the idioms from Exercise 3 a) to the illustrations.
4 _______________________ (bullying behind someone’s back and encouraging others to turn against them)
• Check answers as a class and let volunteers show their illustrations. ANSWER KEY A 5, B 4, C 2, D 3 / Students’ illustrations.
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Exercise 2 b), p. 19 • Students go through the acts of bullying and copy them under the correct headings in Exercise 2 a).
Exercise 4 a), p. 19 • Explain to students that Diego has received a message from another upset teenager. • Students read the message and complete the text with the correct form of the idioms from Exercise 3 a). 2B TAKING A STAND
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UNIT 1
• Check answers as a class.
• You may want to have a class exhibition of students’ drawings and choose the best illustrations.
ANSWER KEY 1 easier said than done, 2 fed up with, 3 driving me up the wall, 4 get to the bottom of, 5 face the music
Exercise 4 b), p. 19 • Let students think about what advice they would give to Alyssa.
• Alternatively, you can organise charades and have groups act out the idiom of their choice, while the class tries to guess the idiom shown. ANSWER KEY 1 b), 2 a), 3 b), 4 c), 5 a), 6 b), 7 c), 8 c), 9 b), 10 a)
• They write a reply to her message. Remind them to use at least one of the idioms from Exercise 3 a).
HOMEWORK
• Give students enough time.
WB p. 18, Exercises 1 a), b), and c)
• Have volunteers read out their advice. ANSWER KEY Students’ answers.
b) Sort these acts of bullying under the correct headings in Exercise 2 a). Add at least two more examples. teasing
tripping somebody
setting up fake accounts gossiping
3
insulting
posting insulting photos
hitting somebody name-calling
stealing
spreading rumours leaving someone out
conducting offensive polls on social media
a) Match the sentence halves to form full sentences. 1 If you get to the bottom of something,
you make them very frustrated.
2 If something is easier said than done,
you admit what you’ve done and take punishment for it.
3 If you drive someone up the wall,
you discover the reasons why something has happened.
4 If you’re fed up with something,
it looks like a good idea, but it’s not easy to achieve.
5 If you face the music,
youʼve had enough of it.
b) Match the idioms from Exercise 3 a) to the illustrations. Draw your own illustration of the remaining idiom in Exercise 3 a).
A 1
C D
B
4
a) Diego has received a message from another upset teenager. Complete the text with the correct form of the idioms from Exercise 3 a). A boy at my school keeps picking on me. He’s always teasing me and calling me names. My parents advise me not to talk back, but that’s (1) ___________________________________. I wish it were that simple! I’m so (2) __________________________________ it! On top of that, the other day, someone conducted an embarrassing Internet poll about me, asking a question about my physical appearance. My life has become a nightmare; I can’t sleep, I can’t eat, I keep thinking about who it was. Itʼs really (3) _______________________________. I can’t tell whether it’s this boy, but I definitely want to (4) ___________________________________ it. How can I find out? Can you help me, please? I just want that person to (5) ___________________________________, apologise and stop doing it! (Alyssa, 13) b) What advice would you give Alyssa? Write a reply to her message. Make sure you use at least one of the idioms from Exercise 3 a). Dear Alyssa, ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
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ENDING THE LESSON • Distribute the photocopiable idioms quiz templates to students (Resource Bank, Resource 12, pp. 406-412). Students do the quiz and illustrate two idioms of their choice.
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Lesson 2
My mum and dad always watch documentaries in the evening.
NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Taking a stand (2. sat)
Mike’s sister doesn’t drink coffee late in the day.
PREDVIĐENI BROJ SATI
2
Helen is coming to Daniel’s party next Friday.
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
Are they having a meeting on Thursday?
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
Have you ever tried Mexican food?
GRAMATIKA
Izricanje prošlosti, sadašnjosti i budućnosti pomoću glagolskih vremena present simple, present continuous i present perfect simple
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o nasilničkom ponašanju
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B. 3.3, B.3.4., C.3.1., C.3.2., C.3.3.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., B.3.1., B.3.2., C.3.1., D.3.1., D.3.3.
Zdravlje
B.3.1. A, B.3.1. B, B.3.2. B, B.3.2. C
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, izricanje prošlosti, sadašnjosti i budućnosti
UDŽBENIK
Str. 21.
RADNA BILJEŽNICA
Str. 20. -21.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play a version of the Cut up sentences game (see Games and Activities on pp. 394-398) with students. Distribute the photocopiable cut up templates to students (Resource Bank, Resource 13, pp. 406-412). • Once all the groups have rearranged the sentences, write them on the board.
We have lived in this house since 2017.
• Underline the verbs in the sentences and ask students to tell you the tense used in each sentence. • Have students think about the situations in which we use the tenses. ANSWER KEY 1, 2 present simple; 3, 4 present continuous; 5, 6 present perfect simple
MAIN PART
My... GRAMMAR!
Expressing present time
• Refer students to the My... GRAMMAR! section. • Students read the sentences first. • Instruct students to look at the timeline and have them explain when we use each tense. • Encourage students to speak in English but accept the expressions in Croatian. • Students match the use to the tense. • Discuss the answers as a class. • At this point, you can GO DIGITAL and further practise expressing present time. ANSWER KEY 2 the present simple tense, 1 the present continuous tense, 3 the present perfect simple tense
Exercise 6, p. 21 • Explain to students that Diego is writing about bullying in NYC schools for the help centre’s website.
2B TAKING A STAND
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UNIT 1
• Students complete the text, using the present simple, present continuous or present perfect simple of the verbs in brackets.
My...
5
Have you ever...
• In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.
1 made fun of others?
6
Exercise 7, p. 20 • Students read an e-mail from Diego’s friend Leona and choose the most suitable answer, A, B or C, to complete the sentences. • Check answers as a class. ANSWER KEY 1 B, 2 B, 3 C, 4 C, 5 A, 6 A, 7 B, 8 B, 9 B, 10 A, 11 C, 12 B, 13 A, 14 B
_______________________
6 felt pressure to do something because everyone else does it?
_______________________
Circle the correct answers. Then tick the sentences that are true for you.
4 I’ve never / yet / usually posted insulting photos of my friends on social media. 5 I at the moment / every day / sometimes feel pressured into gossiping. 6 The amount of time I’m spending looking at a screen since / these days / often is alarming.
7
Diego has received a text message from his friend Leona. Choose the most suitable answer – A, B or C – to complete the sentences. Hi Diego, I (1) ____ a great time here at the youth camp in Greece! I (2) ____ for one more week. People (3) ____ really nice since the first day, and I (4) ____ some friends that I’ll keep in touch with afterwards. I like our timetable at the camp. We (5) ____ lessons every morning, and then we usually (6) ____ some sport. But that’s not the plan for today! Today we (7) ____ to the gym; we (8) ____ on a day trip to Athens. We (9) ____ the Acropolis Museum. I can’t wait to see the Parthenon, I’m so excited! And, by the way, we have already visited the ancient site of Delphi. I know how you (10) ____ the story about the Delphi fortune tellers, so I (11) ____ you a postcard of the site. I (12) ____ home next Sunday; my plane (13) ____ at 7 a.m. We’ll see who gets home first – me or the postcard. Have to run now, I can hear the teacher; she (14) ____ us! See you soon! 1 2 3 4 5 6 7 8 9 10 11 12 13 14
SPEAKING
Students’ answers.
_______________________
5 posted a hurtful comment?
3 I never feel depressed, but sometimes / already / today I’m feeling really sad because I got an F in a test.
WORKBOOK PRACTICE
ANSWER KEY
_______________________
2 One of my classmates has today / recently / yet told me that he’s moving abroad.
1 affects, 2 has (never) been, 3 have witnessed, 4 doesn’t feel, 5 stay, 6 struggle, 7 happens, 8 don’t tell, 9 has done, 10 are celebrating
• When they are finished, have them report to the class what they have or haven’t done.
_______________________
3 done something just to be liked or to fit in?
1 I ever / now / always feel bad after I say unkind words to my friends when we get into an argument.
ANSWER KEY
• They write down short answers to the questions.
_______________________
2 spread rumours? 4 made hurtful graffiti?
• You may want to discuss the tenses used in each sentence with students. Have them explain why they have used a particular tense.
Exercise 5, p. 20 • Students read the questions first.
GRAMMAR! Expressing present time SPEAKING Write down short answers to these questions. Report back to the class on what you have or haven’t done. Explain your answers.
A have A stay A are A already make A have A do A don’t go A go A visit A love A already send A fly A leaves A calls
B B B B B B B B B B B B B B
am having am staying are being am already making are having are doing aren’t going are going are visiting are loving am already sending am flying is leaving is calling
C C C C C C C C C C C C C C
have had have stayed have been have already made have had have done haven’t gone have gone have visited have loved have already sent have flown has left has called
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Exercise 9 a), p. 21 • Students complete the text, using the present simple, present continuous or present perfect simple. • This task can be used for formative assessment to check how well students understand expressing present time and the use of present simple, present continuous and present perfect simple. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 becomes, 2 harm, 3 becomes, 4 aren’t looking for, 5 starting, 6 don’t stand/aren’t standing, 7 affects, 8 Have (you ever) been, 9 have (you ever) made, 10 have ever done, 11 have/‘ve hurt, 12 respect
Exercise 9 b), p. 21 • Students read the text again and answer the questions. • Check answers as a class.
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WRITING AND SPEAKING
1 A permanent public record is everything we post/put on the internet. It becomes a part of our digital footprint so everyone can see it (our future employer, a new boyfriend/girlfriend). 2 It’s easier to hurt people online because it’s much easier to be bold and rude when you aren’t standing face to face with the person. 3 You should admit that you have done something that you’re not proud of and apologise to the person you’ve hurt.
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Exercise 7, p. 21 • Although students are going to do the task for homework, go through the tasks with students. Instruct students to choose one of them. • Suggest some of the poster-making apps and websites to the students who have chosen to do the Easy-peasy task. • Suggested poster-making apps and websites: canva. com, adobespark. com.
Read the situations, then write sentences in present simple, present continuous or present perfect simple using the prompts in the brackets. 1 Diego sees his neighbours go out. Minutes later, a delivery man comes to their door.
• You may want to remind the students who have chosen the No picnic task to use the present perfect tense in their questionnaire.
Diego tells him: ___________________________________________________________________. (they / just / go out) 2 Diego is at Grand Central Terminal. He wants to know when the train from Boston arrives. He asks: ___________________________________________________________________________? (the train / arrive) 3 Diego is meeting his friend Jake. Jake’s arm is in plaster. Diego asks: ________________________________________________________________________________? (happen) 4 Diego’s dad is temporarily out of job. Someone asks him where he works. He says: _________________________________________________________________ at the moment. (I / not work) 5 Hiro wants to know how often Melosa has her lacrosse practice. He asks: ________________________________________________________________________________? (you / have)
• In a lower-ability class, you may want to instruct students to work in groups.
6 Hiro has borrowed a book from Diego’s friend Luis. Luis asks him whether he’s finished reading it. Hiro answers: ______________________________________________________________________. (I / not read / yet)
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2
ANSWER KEY
a) Complete the help centre’s teen bullying brochure. Use present simple, present continuous or present perfect simple.
HOMEWORK
Have you ever posted a hurtful comment or shared something unkind about someone else? Do you know that everything you post (1) _________________ (become) part of a permanent public record? That way, you (2) ____________________ (harm) not just the online reputation of the person being bullied; you also harm your own. Whatever you put on the Internet (3) ____________________ (become) part of your digital footprint
B pp. 20–21, Exercises 6 and 8 W Student’s Book, p. 21, WRITING AND SPEAKING, Exercise 71
and might hurt you later. Maybe you’re not aware of it right now, because you (4) _________________________ (not look for) a job or (5) ____________________ (start) a new relationship at the moment. But it might have negative consequences in the future. It’s much easier to be bold and rude when you (6) ____________________ (not stand) face to face with the person. People are sometimes unaware how unkind some of the messages they send in the virtual world are. Real or virtual, they hurt the same. Think about how your everyday behaviour (7) ____________________ (affect) other people. (8) ___________ you ever __________________ (be) mean to someone or (9) ___________ you ever __________________ (make) fun of the way they look or speak? Take the first step, and be honest to yourself. If you (10) ____________________ (ever / do) something that you’re not proud of, now is the time to admit it and apologise to the person you (11) ____________________ (hurt). It’s really rewarding, you’ll see. People (12) ____________________ (respect) those who are nice and kind to them. b) Read the text again. Answer these questions. 1 How can a permanent public record harm you? ________________________________________________________________________________________________________ 2 Why is it easier for people to hurt others online? ________________________________________________________________________________________________________ 3 What should you do if you hurt someoneʼs feelings? ________________________________________________________________________________________________________
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ENDING THE LESSON • Make enough copies of the 3-2-1 Exit ticket (Resource Bank, Resource 14, pp. 406-412) to check how well students have understood the use of present simple, present continuous and present perfect simple. • If time allows it, check what students have written or, alternatively, do so at the beginning of the following lesson. If necessary, explain the use of the tenses one more time.
2B TAKING A STAND
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UNIT 1
Lesson 3
3A A SUPER-CITY Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
A super-city (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
stunts, villains, fictional, skyscraper, storey, featured, ape, get across, tramway, nemesis, bustling, landmark, record holder, awesome, brilliant, enormous, recognisable, fictional, thrilling, bustling, legendary
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje znamenitosti grada
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.3., B.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.3., C.3.3., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Geografija New York City
UDŽBENIK
Str. 22. -23.
RADNA BILJEŽNICA
Str. 22. -23.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Students present their anti-bullying posters, the results of their bullying questionnaire or the programmes for an anti-bullying day. • While students are presenting their work, make sure the others are paying attention. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • You may want to revise the usage of tenses for expressing present time, so
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distribute the photocopiable Expressing present time worksheets to students (Resource Bank, Resource 15, pp. 406-412). ANSWER KEY 1 What are you drinking? 2 Correct. 3 Her back hurts because she has worked in the garden every day for the last two weeks. 4 How long has he known about it? 5 I am busy because I’m studying for my English test tomorrow. 6 Correct. 7 We haven’t planned our holiday yet. 8 He usually helps his mother in the kitchen. 9 He hasn’t called Susan today, so he doesn’t know where she is. 10 How often do you go to the cinema?
• Draw students’ attention to the title of the lesson and let them explain the meaning of the phrase super-city. ANSWER KEY Students’ answers.
TRICKS OF THE TRADE A super-city: 1 a very large city, with a population in the millions; 2 a vast urban area, often incorporating several smaller cities. (Source: Collins Dictionary) MAIN PART SPEAKING Exercise 1, p. 22 • Have students read the instructions and go through the list of guided tours. • Write the following places on the board and ask students to try to match them to the tours. Monteleone bakery the Empire State Building Brooklyn, the Bronx and Queens the Statue of Liberty Central Park the Audubon Mural Project Carnegie Hall the World Trade Center/One World Trade Center • In small groups, let students think about which of the tours they would be most interested in and what they would expect to see, hear and taste there.
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3A A SUPER-CITY I can make, accept and refuse suggestions.
1
SPEAKING Visiting New York can be a challenging task. Luckily, there are numerous guided tours to help you! Which of the tours below would you be most interested in? What would you expect to see, hear and taste there? NYC Culinary Tour
‘Outer Boroughs’ Tour
‘Movie&TV Sites’ Tour
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‘History of NYC’ Tour
‘Green NYC’ Tour
Discover Street Art NYC
‘Music of NYC’ Tour
9/11 Tour
a) READING Diego is writing an article for Hiro’s school magazine. Scan the text, and answer the questions. 1 What is he writing about?
2 Why has he chosen that title?
3 Which sites does he mention?
MARVE L-OUS NYC superheroes have in common? They fly, swing, What do Spider-Man, the Avengers, and other legendary from terrifying villains, of course. But there’s fight and perform other awesome stunts to save the day : New York City. The brilliant Marvel writer one more character that plays a key role in all their stories c. Unlike fictional cities such as Gotham or realisti Stan Lee said that he chose it to make his stories more ns from Marvel movies and comics. locatio ee must-s . So let me take you to some of my Metropolis,
1
Can you imagine Spider-Man without enormous buildings to swing between? New York is home to some of the most elegant and recognizable skyscrapers in the world. Built in 1930, the 102-storey Empire State Building earned the title of the world’s tallest building. Soon the movie industry decided to feature it in its work. One of my favorite movie scenes is when a giant ape climbs to the top of the building in the 1933 classic King Kong. The Empire State Building held the title for almost 40 years, . Unfortunately, two of the towers, known as the Twin Towers, were destroyed in a terrorist attack on September 11, 2001.
The bridges of New York have also had their moments to shine in pop culture. The most popular way to get across the East River must be the Brooklyn Bridge. It’s one of NYC’s most recognizable sights. But my favorite is the Queensboro Bridge, . I enjoy riding the aerial tramway: it takes you to Roosevelt Island and gives you a great view of both the bridge and the city. It’s also the setting of a thrilling scene from Spider-Man, when he saves his crush, Mary Jane, along with tramway passengers, from his nemesis, the Green Goblin. Even though the Queensboro Bridge is not as famous as the Brooklyn Bridge, it is featured in lots of movies, !
3
2
There are two places that are central for New Yorkers, visitors and superheroes alike. Grand Central Terminal is one. It’s more than a bustling train station: lots of movie and comic scenes take place at this famous landmark. But the real record holder is Central Park. This huge public park (but only the fifth-largest in NYC!) has appeared in hundreds of movies and TV shows, ! Its various landscapes, sculptures and architecture have surely captured the imagination of the movie industry. They are also the reason why New Yorkers and tourists love spending their free time here. My favorite part of the park is the romantic Bow Bridge, . Even superheroes get hurt sometimes!
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UNIT 1
• Brainstorm students’ ideas as a class. ANSWER KEY
• Refer students to the STOP AND THINK! section. Discuss with students where they can look up a word if they don’t understand it from context.
3A A SUPER-CITY
NYC Culinary Tour – Monteleone bakery, ‘Outer Boroughs’ Tour – Brooklyn, the Bronx and Queens, ‘Green NYC’ Tour – Central Park, Discover Street Art NYC – the Audubon Mural Project, ‘Movies & TV Sites’ Tour – the Empire State Building, ‘History of NYC’ Tour – the Statue of Liberty, ‘Music of NYC’ Tour – Carnegie Hall, 9/11 Tour – the World Trade Center/ One World Trade Center / Students’ answers.
READING Exercise 2 a), p. 22 • Have students read the instructions as well as the questions. • Students scan the text and answer the questions. • Check answers as a class. ANSWER KEY 1 Hiro is writing about New York and some of its famous locations from films and comics. 2 He has chosen that title because New York City plays a key role in Marvel Comics stories about Spider-Man, the Avengers and other superheroes, all written by Marvel writer Stan Lee. 3 He mentions the Empire State Building, the Twin Towers, the Brooklyn Bridge, the Queensboro Bridge, Roosevelt Island, Grand Central Terminal and Central Park.
ANSWER KEY Students’ answers. Suggested answers: In the Student’s Book, in an online or a print dictionary.
• You may want to divide students into groups and instruct them to go online and find the sites mentioned in the text in Exercise 2 a). • Suggested sites: the Empire State Building, the Twin Towers, the Brooklyn Bridge, the Queensboro Bridge, Roosevelt Island, Grand Central Terminal, Central Park. • If that is not possible, display a map online via an OHP and find the places together with students. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 22 • Students read the definitions first and then match them to the adjectives. • Check answers as a class. ANSWER KEY
Exercise 2 b), p. 22 • Let students read the missing sentence parts first.
8, 3, 7, 6, 5, 4, 1, 2
• Students then read the article carefully and complete it with the missing sentence parts.
• Refer students to the Study tip! VOCABULARY section and remind them that it is easier to remember new words if they put them in a context they can relate to. Let students think of something they find awesome, brilliant or thrilling. Discuss students’ ideas as a class.
• Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: stunts, villains, fictional, skyscraper, feature, ape, get across, tramway, nemesis, bustling, landmark, record holder. • At this point, you can GO DIGITAL and practise reading aloud.
Study tip! VOCABULARY
ANSWER KEY Students’ answers.
ANSWER KEY C, E, A, D, B, F
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b) Read the article again, and complete it with the missing sentence parts below. E until the first World Trade Center tower was built
A which connects Manhattan with Queens B and is the most-filmed location in the world C NYC is real and relatable, both to readers and to writers D and even has a catchy song written about it
3
F where poor old Spidey gets his heart broken by Mary Jane
a) 1.4 LISTENING Diego and Hiro are planning their Spider-Man Tour. Listen, and put the pictures in the correct order (1–3). There is one picture you do not need.
STOP AND THINK! If you don’t u a word from nderstand of the text the context ,w you look ithere can up?
b) 1.4 Listen again. Where does... 1 Uncle Ben say the popular quote from Spider-Man?
3 Peter Parker become a superhero?
2 Peter Parker earn money by selling his photos?
4 Peter Parker grow up?
My... EVERYDAY ENGLISH! Here are some useful phrases to help you accept or decline suggestions in a polite way. Add some more to each column.
4
Making suggestions You / We could… Let’s… What / How about…? Why don’t you / we…? Why not…? Shall we…?
Accepting suggestions Great idea! Perfect! Sure! Why not? It sounds / looks… That’s fine by me! Yes, let’s! I’d love to! Yes, I feel like…
Declining suggestions That’s a good idea, but… I’m not sure. I’d rather (not)… I’m not (that) keen on… I’d prefer… I’d love to, but… I don’t feel like…
Who is Miles Morales? How is his story different from Peter Parker’s? Find out, and decide which story you prefer and why.
WRITING Work in pairs. Choose a situation, and write a dialogue. Follow the instructions your teacher will give you. 1 You and your friend are deciding what to do in the evening.
5
Making, accepting and declining suggestions
Curious me!
2 You are talking to your parents about where to travel in summer.
3 You and your friend want to go to the cinema. Agree on which film to see.
SPEAKING New York City has a lot to offer to people of various interests. Work in groups. Follow the steps below, and do research. Step 1
Step 2
Step 3
Step 4
Choose a tour from Exercise 1 on the previous page. Find out what you could see and do there.
Prepare a short presentation about the sites on the tour. Explain what each of them is, and include fun facts and photos.
Present your work to the rest of the class. Your classmates will use a rubric that your teacher will give them to evaluate your work.
As a class, choose the most interesting tour. Discuss what you would like to visit first if you went to NYC on a school trip.
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2
Complete the texts with the words below. There are three words you do not need. story skyscraper
VOCABULARY
1
a) Match the adjectives to their definitions. 1 awesome
2 legendary
5 fictional
6 thrilling
3 enormous 7 bustling
record holder landscape
featured title
tramway
landmarks
scenes
villains
stunts
go across
ape
New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known (1) _____________________ every day. The movie and comic industries have certainly played a role here; many popular stories are set in this thrilling city. Writers and directors choose New York City for their heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.
4 recognizable 8 brilliant
extremely clever or bright
from a story, not real or true
very large, huge
easy to know or identify
busy, full of people and activity
extremely good
exciting and a lot of fun
very famous and talked about a lot, like a hero in a traditional story
Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also held the (5) _____________________ of the world’s longest suspension bridge for twenty years. Its construction wasn’t an easy one; at least 20 people, including its designer, John A. Roebling, died building this masterpiece. It was finally completed by Roebling’s daughterin-law, Emily. She was the first person to (6) _____________________ the bridge. However, New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants crossing it to show them it was safe! Today, it still dominates New York City’s (7) _____________________.
Study tip! VOCABULARY It’s easier to remember new words if you put them in a context you can relate to. For example, think of something that you find awesome or consider brilliant. What is thrilling for you? b) Complete these sentences with adjectives from Exercise 1 a). 1 In 1962, Stan Lee had a _____________________ idea: creating a superhero story with a teenager as the main character. That’s how Spider-Man, one of the best-known superheroes of all time, was born. 2 We went sky-diving last summer and had lots of fun. I was so excited to try it out; it was a ________________ experience! 3 It’s difficult to say what the most _____________________ structure in NYC is; there are so many of them that are famous around the world. 4 New York City is one of the most _____________________ cities in the world, because there are over eight million people living there and many more visiting it every year.
The Chrysler Building is considered by many to be the most elegant (8) _____________________ in NYC. It was the world’s tallest building when it was completed in 1930, but not for long. The Empire State Building became the new (9) _____________________ just a year later. Nevertheless, this romantic 77-story building still inspires many writers and movie directors. Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper is (10) _____________________ in many other famous movies and TV shows.
My...
3
5 The characters in this novel and all the events are entirely _____________________. The story takes place in NYC. 6 You can get an _____________________ view of the Statue of Liberty if you take the Liberty Island ferry. 7 Skyscrapers in NYC are absolutely _____________________. You really can’t imagine their size until you see them with your own eyes. 8 Many _____________________ artists have lived in New York City and used it as inspiration for their work.
EVERYDAY ENGLISH! Making, accepting and declining suggestions Match the suggestions to the responses. 1 Let’s go shopping today.
That’s a great idea; the weather is just perfect!
2 Why don’t you ask someone to help you?
I’d love to play, but I have to do my homework first.
3 Shall we meet at half past seven?
Oh, yes; I could use a new T-shirt!
4 We could go to the beach today.
I don’t think I’ll be able to make it by then.
5 How about booking a hotel for our holiday?
I’d prefer to sleep outdoors, under the stars.
6 Let’s play basketball!
I’d rather not; I’d like to do it myself.
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Exercise 2, p. 23 • Students read the text and complete it with the missing words. Remind them that there are three words they do not need. • Check answers as a class. ANSWER KEY 1 landmarks, 2 stunts, 3 villains, 4 scenes, 5 title, 6 go across, 7 landscape, 8 skyscraper, 9 record holder, 10 featured
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ENDING THE LESSON • To further revise the vocabulary, play Music action with students (see Games and Activities on pp. 394-398) with the key vocabulary from the lesson. Suggested vocabulary: stunts, villains, fictional, skyscraper, storey, featured, ape, get across, tramway, nemesis, bustling, landmark, record holder, awesome, brilliant, enormous, recognisable, fictional, thrilling, bustling, legendary. HOMEWORK WB p. 22, Exercise 1 b)
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NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
A super-city (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
Expressions for making, accepting and declining suggestions: How about...? Shall we...? It sounds... That’s fine by me! I’d rather... I’m not keen on... I’d prefer...
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Izražavanje, prihvaćanje i odbijanje prijedloga
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3.
Učiti kako učiti
A.3.1., A.3.2., B.3.1., B.3.2., B.3.3., B.3.4., C.3.3., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem, izražavanje, prihvaćanje i odbijanje prijedloga Geografija New York City
UDŽBENIK
Str. 23.
RADNA BILJEŽNICA
Str. 23. -24.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • You may want to play the Noughts and crosses game (see Games and Activities on pp. 394-398) to do a comprehension check of the text students have read in the previous lesson. • Suggested questions: 1 Who wrote the stories about Marvel superheroes? 2 How many storeys are there in the Empire State Building? 3 When was the Empire State Building built? 4 When were the Twin Towers destroyed? 5 Which bridge connects Manhattan with Queens? 6 What is the name of Spider-Man’s nemesis? 7 What is the name of the big train station in New York City? 8 Where is Bow Bridge located? • 9 How big is Central Park in comparison to other parks in New York City?
3
Lesson 2
MAIN PART LISTENING Exercise 3 a), p. 23 • Explain to students that Diego and Hiro are planning their Spider-Man tour. • Brainstorm what students already know about Spider-Man. • Ask them if they can guess which places they are going to visit on the tour and name the sites in the pictures. 1.4.
• Play Track 1.4.
• Students listen and put the pictures in the correct order. • Check answers as a class. Track 1.4 Diego: I’ve finished writing the article for your school magazine. Phew! It wasn’t an easy job, I have to say. There’s so much to choose from, and so little space on one page. Hiro: That’s true. I’m googling all the Spider-Man sites in New York I’d like to see, but it seems that putting myself in the shoes of my favorite superhero will take time. Diego: You’re staying here for six months, so we’ll have enough time to see everything. Well, almost everything. I’m not sure anybody has ever discovered the whole of New York. Let’s start planning, what do you say? Hiro: Yes, let’s! What did you have in mind? Diego: How about starting small? Some of my favorite buildings here are not skyscrapers at all. We must take a selfie at the New York Public Library. You must meet Patience and Fortitude, the Library Lions. They’re among New York’s most popular statues! Hiro: Is that where Peter’s uncle, Ben, gives that famous quote: “With great power comes great responsibility”? Diego: Yeah, right there! And then we could visit the Flatiron Building. It’s really unusual – skinny and triangular – so you can’t miss it. The Daily Bugle, the newspaper that Spider-Man works for and sells his photos to, has its headquarters there. Or we could go to Columbia University, where the story starts when Peter is bitten by a radioactive spider. I’d like to study at Columbia, too. Hiro: This all sounds fantastic, but why don’t we go back to the real beginning, before the spider bite, and start where Peter grew up: at Queens, in Forrest Hills? Diego: I’d love to! I’ve never been there. OK, so let’s start our tour in Queens and then visit the other places after. We can take the Queensboro Bridge tramway on our way to Forrest Hills. Hiro: Cool! And when we’re done with the Peter Parker tour, we can start all over again – only this time right here in Brooklyn, with Miles Morales, the second Spider-Man!
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UNIT 1
ANSWER KEY
• At this point, you can GO DIGITAL and practise making, accepting and declining suggestions further.
2, 1, –, 3
Exercise 3 b), p. 23 • Let students read the questions first. • Play Track 1.4 again.
ANSWER KEY Students’ answers.
WORKBOOK PRACTICE
• Students listen and answer the questions. • Check answers as a class. ANSWER KEY 1 Next to the Library Lions, in front of the New York Public Library. 2 At The Daily Bugle newspaper, which has its headquarters at the Flatiron Building. 3 At Columbia University. 4 In Forrest Hills in Queens.
• To further check listening comprehension, ask students the following questions: What does Diego suggest first? What is Hiro’s alternative offer? What do they finally agree on?
Exercise 3, p. 23 • Students match the suggestions to the responses. • Check answers as a class. ANSWER KEY 4, 6, 1, 3, 5, 2
2
Complete the texts with the words below. There are three words you do not need. story skyscraper
Diego suggests visiting the New York Public Library first. Hiro’s alternative offer is starting in Queens, in Forest Hills. They finally agree on taking the Queensboro Bridge tramway to Queens.
Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about Miles Morales and how different his story is from Peter Parker’s story. Let them decide which story they prefer and explain why and have them report about it at the beginning of the next lesson.
featured title
tramway
landmarks
scenes
villains
stunts
go across
ape
New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known (1) _____________________ every day. The movie and comic industries have certainly played a role here; many popular stories are set in this thrilling city. Writers and directors choose New York City for their heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.
ANSWER KEY
CURIOUS ME!
record holder landscape
Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also held the (5) _____________________ of the world’s longest suspension bridge for twenty years. Its construction wasn’t an easy one; at least 20 people, including its designer, John A. Roebling, died building this masterpiece. It was finally completed by Roebling’s daughterin-law, Emily. She was the first person to (6) _____________________ the bridge. However, New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants crossing it to show them it was safe! Today, it still dominates New York City’s (7) _____________________. The Chrysler Building is considered by many to be the most elegant (8) _____________________ in NYC. It was the world’s tallest building when it was completed in 1930, but not for long. The Empire State Building became the new (9) _____________________ just a year later. Nevertheless, this romantic 77-story building still inspires many writers and movie directors. Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper is (10) _____________________ in many other famous movies and TV shows.
My...
3
EVERYDAY ENGLISH! Making, accepting and declining suggestions Match the suggestions to the responses. 1 Let’s go shopping today.
That’s a great idea; the weather is just perfect!
2 Why don’t you ask someone to help you?
I’d love to play, but I have to do my homework first.
3 Shall we meet at half past seven?
Oh, yes; I could use a new T-shirt!
4 We could go to the beach today.
I don’t think I’ll be able to make it by then.
5 How about booking a hotel for our holiday?
I’d prefer to sleep outdoors, under the stars.
6 Let’s play basketball!
I’d rather not; I’d like to do it myself.
My...EVERYDAY ENGLISH!
Making, accepting and declining suggestions • Draw students’ attention to the My... EVERYDAY ENGLISH! section and the table there. Explain to students that they can use these phrases for making, accepting and declining suggestions. • In groups, students read the phrases and think about some more examples they could add to each column.
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Exercise 4, p. 24 • Students read the dialogues and circle the correct options. • In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.
• Discuss students’ ideas as a class.
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ENDING THE LESSON
1 go, let’s; 2 Why don’t, How about; 3 We could, by; 4 Why don’t you, but, prefer
Exercise 5, p. 24 • Students read the dialogue and translate it into English. • Check answers as a class. • You may want to instruct students to practise reading the dialogue in pairs. Let volunteers role-play the dialogues. Suggested answers: Diego: Hi Hiro! What are you doing? / What’s up? Hiro: Nothing much / special. And you? Diego: I’m bored. Why don’t we go out? Hiro: Sure, great! What did you have in mind? Diego: How about visiting the Coney Island Museum? Hiro: I’m not that keen on visiting an amusement park museum. I’d prefer to / rather go to the amusement park itself. Diego: That’s fine by me! Hiro: Great! When do we go? / When are we going?
Circle the correct answer in the dialogues. 1 A: Let’s go / to go / going to the cinema tonight. B: Yes, do / let’s / go! Which film would you like to watch? A: I don’t know; you choose!
3 A: I’ve just finished my homework. How about / Why donʼt / We could play some video games. B: That’s fine by / of / from me! But I think Mum expects us to help her prepare dinner. A: Oh, of course. We can play after dinner, then. 4 A: I have to go to the shopping centre. Shall / Let’s / Why don’t you come with me and choose a new pair of trainers? B: I’d love to, because / but / and I have to work on my project. A: Do you need some help? B: Thanks, but I’d rather / prefer / not to finish it by myself. I’m almost done, anyway. Translate the dialogue into English.
Diego: Bok, Hiro, što radiš?
Hiro: Ništa posebno. Ti?
Diego: Dosađujem se. Zašto ne izađemo malo?
Hiro: Može, super! Što si planirao? Diego: Možda bismo mogli posjetiti Coney Island Museum?
Exercise 4, p. 23 • Have students read the instructions. Make sure they understand what they need to do. • In pairs, students first choose one of the three situations. • Distribute the photocopiable dialogue templates to students (Resource Bank, Resource 16, pp. 406-412). • Remind them to use the phrases from the My... EVERYDAY ENGLISH! section as help. • Give students enough time. Monitor them and help if necessary. • Let volunteers read out their dialogues to the class. ANSWER KEY Students’ answers.
Exercise 5, p. 23 • Although you are going to assign this task for homework, go through the task as a class. • In groups, students choose one of the tours from Exercise 1 on page 22.
2 A: I’m bored! We could / Why donʼt / Letʼs we go for a walk? B: I’m not in the mood for a walk, sorry. A: OK. How about / Let’s / Shall playing cards? B: Sure, why not?
5
WRITING
• Students then write their dialogues.
ANSWER KEY
4
3
ANSWER KEY
• Go through the steps together with your students. Make sure they understand what they need to do. • Distribute the photocopiable assessment rubrics to students (Resource Bank, Resource 17, pp. 406-412).
________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
• Have groups present their speeches at the beginning of the next lesson.
________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
HOMEWORK Student’s Book, p. 23, Exercise 5
________________________________________________ Hiro: Ne zanima me baš razgledavanje muzeja o
________________________________________________
zabavnim parkovima. Radije bih išao u sâm
________________________________________________
zabavni park.
________________________________________________ ________________________________________________
Diego: Može što se mene tiče!
Hiro: Odlično! Kad krećemo?
________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
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3A A SUPER-CITY
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UNIT 1
3B BEHIND THE MASK NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Behind the mask
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
skilled hacker, martial arts, lack in, be exposed to, posses, muscular, healing powers, regeneration powers, get provoked, a bit of a stretch, barely, mighty, yield
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje superjunaka
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.2.
Uporaba informacijskokomunikacijske tehnologije
A.3.1., A.3.2., B.3.2., C.3.1., C.3.2., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik, Čitanje s razumijevanjem, izražajno čitanje pjesme Likovna kultura Motivi kulture pop-arta
UDŽBENIK
Str. 24.
RADNA BILJEŽNICA
Str. 25. -26.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje gramatike na digitalnoj platformi IZZI
• Give short feedback to each student on their work. MAIN PART SPEAKING Exercise 1, p. 24 • In small groups, students discuss how much they know about superheroes and think about their names and alter egos, superpowers, personality, costume and gear and nemeses. • In a lower-ability class, you may want to help students by giving them an example for each of the categories (e. g., SpiderMan: name – Peter Parker, alter ego – Spider-Man, superpowers – superhuman strength, ability to stick to and climb walls, uses web-shooters, special “Spider-Sense”; personality – genius intellect specializing in chemistry and invention, costume and gear – blue suit with red gloves, boots, and mask, a black spider in the centre of the chest plate, nemesis – the Green Goblin). • You may want to distribute the photocopiable superhero templates (Resource Bank, Resource 18, pp. 406-412) and have students complete them with the missing information.
STARTING THE LESSON
• Monitor students and help them if necessary.
• Check homework.
• Discuss students’ ideas as a class.
• Students present the speeches you have assigned for homework. • While groups are giving their speeches, make sure the others are paying attention and are evaluating the students’ speeches using the presentation assessment rubric you gave them in the previous lesson (Resource Bank, Resource 17, pp. 406-412). • After each group, ask students to provide feedback and say what the strong and weak points of each speech were.
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• You may want to use this exercise as formative assessment.
ANSWER KEY Students’ answers.
CURIOUS ME! Have students read the Curious me! section and draw their attention to the illustrations of the sound effects on the page. Discuss their meaning with students and the reason why these illustrations are necessary in comic strips and books.
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3B BEHIND THE MASK I can understand an authentic text. 1
name and alter ego
2
Curious me!
SPEAKING Work in groups. How much do you know about superheroes? While discussing, think about the following: superpowers
personality
costume and gear
nemesis
a) READING Read the title of the poem. What do you think it is about? Then read the poem, and check your guesses. b)
1.5 Read the poem again. Fill in the blanks with the names of superheroes.
There are two names you do not need. Listen and check. Spider-Man Superman
Black Widow
Captain America The fantastic four
the Incredible Hulk
Elasti-Girl
Before coming to the big screen, superheroes were featured mostly in comic strips and books. Look at some sound effects on this page. What do they mean?
Wolverine
If I Could Be a Superhero by Steve Lazarowitz
3
I don’t think I could be (1) _________________ I’m sort of scared of heights I’d sort of like to be (2) _________________ But I’m afraid of spider bites
Maybe though I could be Reed And lead the other three Well maybe Reed’s a bit of a stretch I can barely take care of me
I suppose I could be (3) _________________ But I’m afraid people would stare I’d consider being (4) _________________ But radiation’s bad for your hair
(6) _________________, him perhaps I love his mighty shield But I fear I’m not brave enough When things get rough, I yield
(5) _________________, now there’s a thought But I’m not sure that’s for me Ben’s too ugly, Johnny too hot And Sue I just can’t see
If I could be a superhero I wonder which I’d be Or maybe it’s time I tried to find The hero inside me
SPEAKING Work in pairs. Answer the questions. 1 If you could be a superhero, which one would you be? Why?
I write
Write your version of the poem If I Could Be a Superhero. Think of superheroes you would and wouldn’t like to be, and explain why.
I create
2 What is the message of this poem?
Create a new superhero. What is their mission? What do they look like, and what are their superpowers? Who is their nemesis?
I illustrate
Read the poem once more. Choose one or more verses and illustrate them. How does the author feel about each superhero? Include captions, and speech and/or thought balloons. Use sound effects, too!
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3B BEHIND THE MASK
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UNIT 1
TRICKS OF THE TRADE The illustrations of sound effects in comic strips and books mimic the sound, so the reader can experience the story fully. READING Exercise 2 a), p. 24 • Write the title of the poem on the board and brainstorm students’ ideas on what the poem is about. If I Could Be a Superhero • Students read the poem and check their guesses. • Check answers as a class. ANSWER KEY The author of the poem imagines himself as various superheroes, but he knows that he is too scared and not brave enough to become one. In the end, he questions if it is time to consider finding the strength to become a superhero on his own, without emulating any other fictional superhero.
Exercise 2 b), p. 24 • Have students look at the names of the superheroes. Ask them if they recognise any of them. • Students fill in the blanks with the names of the superheroes. 1.5.
• Play Track 1.5. • Students listen and check their answers.
• Check answers as a class. Track 1.5 If I Could Be a Superhero by Steve Lazarowitz I don’t think I could be Superman I’m sort of scared of heights I’d sort of like to be Spider-Man But I’m afraid of spider bites I suppose I could be Wolverine But I’m afraid people would stare I’d consider being the Incredible Hulk But radiation’s bad for your hair The fantastic four, now there’s a thought But I’m not sure that’s for me Ben’s too ugly, Johnny too hot
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And Sue I just can’t see Maybe though I could be Reed And lead the other three Well maybe Reed’s a bit of a stretch I can barely take care of me Captain America, him perhaps I love his mighty shield But I fear I’m not brave enough When things get rough, I yield If I could be a superhero I wonder which I’d be Or maybe it’s time I tried to find The hero inside me
ANSWER KEY 1 Superman, 2 Spider-Man, 3 Wolverine, 4 The Incredible Hulk, 5 The Fantastic Four, 6 Captain America
• If necessary, explain any new vocabulary. Suggested vocabulary: a bit of a stretch, barely, mighty, yield. • At this point, you can GO DIGITAL and practise reading the poem further. TRICKS OF THE TRADE Superman: He’s the grandfather of all superheroes and his character was created by cartoonists Jerry Siegel and Joe Shuster in 1933. Superman was born on the planet Krypton and was given the name Kal-El at birth. As a baby, his parents sent him to Earth in a small spaceship moments before Krypton was destroyed in a natural cataclysm. His superpowers include super-speed, superstrength, supervision, superhearing, superbreath, flight and invulnerability — although kryptonite blocks his powers. Spider-Man: Spider-Man was created in 1962 and is still the most famous Marvel character. American teenager Peter Parker was bitten by a radioactive spider and that gave him the superpowers allowing him to be Spider-Man. He can stick to walls and sense danger before everyone else; he can also fire cobwebs to block his opponents. He neglects his girlfriend, as his great feeling of responsibility prevails over everything else. Wolverine: He is a mutant who possesses animal-keen senses, enhanced physical capabilities, a powerful regenerative ability known as a healing factor, and three retractable claws in each hand. Wolverine is a member of the X-Men, young mutants with
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SPEAKING Exercise 3, p. 24 • In pairs, students answer the questions. • Discuss students’ answers as a class. ANSWER KEY 1 Students’ answers. 2 The message of the poem is that you should let go of your fears, have confidence in yourself and try to find the hero inside you.
ANSWER KEY
3
supernatural abilities. The Incredible Hulk: When scientist Bruce Banner accidentally gets exposed to massive amounts of gamma radiation, something unusual happens to him. When he gets angry, he turns into a big green monster called the Hulk. Hulk is not very smart but is extremely strong. Once Banner learns to control the Hulk, he becomes a useful superhero. The Fantastic Four: The Fantastic Four are a group of heroes with different skills acquired by travelling to outer space: Reed, or Mister Fantastic, is extremely flexible; Susan, the Invisible Woman, can become invisible and create force fields; her brother Johnny, the Human Torch, can control fire and fly; and Ben, the Thing, is the stone muscleman. Together they save humanity. Captain America: In 1941, Captain America was created as a patriotic super-soldier fighting against the Nazis. He’s a fighting machine whose only weapon is a near-indestructible shield. Thanks to a serum developed by the military, Captain America’s strength, endurance and reflexes are amplified. (Source: Wikipedia, Deutsche Welle)
1 boots, 2 cape, 3 costume, 4 mask, 5 gloves, 6 armour, 7 helmet, 8 shield
Exercise 1 b), p. 25 • Have students think of some more words or expressions connected with the superhero costume and gear and write them down. • Check answers as a class. ANSWER KEY Students’ answers.
Exercise 2 a), p. 25 • In small groups or pairs, students discuss superheroes’ superpowers and complete the mind map with the missing verbs. • Check answers as a class. ANSWER KEY 1 to have, 3 to read, 4 to move, 5 to climb/crawl, 6 to change
Exercise 2 b), p. 25 • Instruct students to illustrate the superpowers in Exercise 2 a). • Monitor them and let volunteers show their illustrations. ANSWER KEY Students’ answers.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 25 • Let students think about the costume and the gear of a superhero and look at the pictures. • Students unscramble the letters to get the words. • Check answers as a class.
3B BEHIND THE MASK
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UNIT 1
TRICKS OF THE TRADE
3B BEHIND THE MASK
Comic-Con is an event with a primary focus on comic books and comic-book culture. During the event, comic book fans gather to meet comic creators, experts and each other. International Comic-Con takes place in San Diego, California every year, usually in July. It lasts for three days, and visitors can attend seminars and workshops with comic book professionals and see previews of upcoming films and video games. In the evenings, you can attend awards ceremonies, take part in the annual Masquerade costume contest and visit the Comic-Con International Independent Film Festival.
VOCABULARY
1
a) What would a superhero be without a costume and gear? Look at the pictures, and unscramble the letters to get words.
1 TSOBO
2 PACE
3 CSTOMUE
4 KSAM
5 VGOLSE
6 RAOMRU
7 HLETME
8 HLEISD
b) Add some more words or expressions to the list. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
2
a) What superpowers do superheroes have and what can they do? Complete the mind map with the missing verbs. supersight
superspeed
X-ray vision 1
superstrength
6 shape
healing powers
SUPERPOWERS
on walls 5
2
3
invisible to be
1 This superhero is not of earthly origin: he was born on the planet Krypton and named Kal-El. His parents sent him to Earth in a small spaceship just moments before their planet was destroyed. He grew up on a farm in Smallville with his human parents. As a child, he discovered his superpowers: superstrength, supersight and superhearing, the ability to fly, and more. He moved to Metropolis so his alter ego, Clark Kent, could find work as a journalist.
3 minds 4 objects with their mind
2 This superheroine comes from Russia, and her alter ego is Natasha Romanoff. At first she worked as a Russian spy, but later she moved to the USA. There, she joined S.H.I.E.L.D. and became a member of the superhero team called the Avengers. Although it doesn’t seem so, she has many superpowers. Like some other superheroes, she ages slowly. She can speak lots of languages, and she is a skilled hacker and an expert in various weapons, as well as in martial arts.
b) Illustrate the superpowers in Exercise 2 a).
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a) READING Read, and guess the superhero.
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3 This superhero doesn’t have any superpowers, but this doesn’t mean he’s not super! What Bruce Wayne lacks in superpowers, he makes up for in other things: detective skills, scientific and engineering knowledge, intelligence, creativity, athletic fitness – and lots of money to invent all sorts of useful gadgets. He lives in the fictional Gotham City, which is full of villains to fight. His best-known nemesis is the Joker.
READING Exercise 3 a), p. 26 • Students read the texts and guess the superheroes.
4 This superhero came to life when a physicist, Dr Robert Bruce Banner, was accidentally exposed to gamma rays from a bomb that he had developed. As a result, this brilliant scientist transforms into a being that’s green-skinned, muscular and very strong every time he gets angry or provoked. Besides limitless physical strength, the creature possesses healing and regeneration powers. If you wonder just how strong he is, the answer is simple: the angrier he is, the stronger he gets!
• Check answers as a class.
b) Read the texts again, and... 1 underline the superheroes’ superpowers.
• Explain any new vocabulary. Suggested vocabulary: skilled hacker, martial arts, lack in, be exposed to, possess, muscular, healing powers, regeneration powers, get provoked.
2 circle the names of their alter egos.
If you’re into superheroes, Comic-Con is the event to attend! When and where does it take place? What can you see and do there?
c) Answer the questions. Which superhero... 1 hasn’t always lived on Earth?
_________________________________
2 is also a successful scientist?
_________________________________
3 has a famous enemy?
_________________________________
4 is a member of a superhero group?
_________________________________
5 changes colour when angry?
_________________________________
6 has had their superpowers since an early age?
_________________________________
d) WRITING Choose a superhero, and write a similar paragraph for your classmates to guess who it is.
ANSWER KEY 1 Superman, 2 Black Widow, 3 Batman, 4 The Incredible Hulk
Curious me!
______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
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CURIOUS ME!
ENDING THE LESSON
If possible, have students research what ComicCon is and answer the questions.
Creative me!, p. 24
• Check answers as a class.
• As a class, go through the activities. Explain what students should do in each activity.
• Alternatively, you can assign this task for homework.
• In groups, students choose the activity they would like to do. • Distribute the photocopiable verse templates (Resource Bank, Resource 19, pp. 406-412) to
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groups who have chosen to do the I illustrate activity. • Remind students who have chosen the I create activity to use the superhero templates (Resource Bank, Resource 18, pp. 406-412) as help. • Allow enough time for students to prepare. • Monitor students and help if necessary. • When they have finished, each group presents what they have worked on. • Give your own feedback to each group. Focus on their correctness, fluency and confidence. ANSWER KEY Students’ answers.
HOMEWORK WB p. 26, Exercises 3 b), c) and d)
3B BEHIND THE MASK
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UNIT 1
3C THE POWER OF LISTENING
MAIN PART
NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
The power of listening
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., B.8.1., B.8.2., C.8.1., C.8.2., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
KOMUNIKCIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje osobnog iskustva
SPEAKING
Exercise 1, p. 25 3B BEHIND THE MASK • In small groups, students discuss the questions.
• When they are finished, have the groups report their answers. • Discuss the answers as a class.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.3., D.3.2.
Uporaba informacijskokomunikacijske tehnologije
A.3.1., A.3.2., B.3.3., C.3.1.
Zdravlje
B.3.1. B
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 25.
RADNA BILJEŽNICA
Str. 27.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students report what they have found out about Comic-Con. • You may want to play a Guessing game with students (see Games and Activities on pp. 394-398). Say some fun facts about superheroes and let students try to guess which superhero you are talking about. • Suggested fun facts: He doesn’t need to eat or breathe air as he can live off solar energy alone (Superman). He speaks over 40 different languages (Batman). He can see ghosts (The Incredible Hulk). He was born on the 4th of July, Independence Day (Captain America). He can be killed by drowning (Wolverine). His parents were spies and died in a plane crash (SpiderMan).
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ANSWER KEY 1 Active listening is listening with full concentration and understanding, responding and then remembering what is being said, not just passively ‘hearing’ the message. 2 A good listener doesn’t interrupt, accepts other people’s opinions, asks the right questions, doesn’t get distracted easily and is curious. 3 Students’ answers.
LISTENING Exercise 2, p. 25 • Let students look at the questions first. Remind them to use the active listening techniques you have discussed in the previous exercise. 1.6.
• Play Track 1.6.
• Students listen to the track and make notes. Track 1.6 Brandon Stanton is a New York photographer and chronicler of street life. His photoblog and books are famous all over the world and have millions of fans. In 2010, he decided to start a photography project and create a catalogue of 10, 000 New Yorkers. He would stop a random person in the street, take their photo and start a conversation with them. That’s how Humans of New York, or HONY for short, started. People often wonder why complete strangers open up to him. He says it’s because he is really interested in what they have to say. He actually takes time to listen to them, which is something many of us don’t do that often in our busy everyday lives. And the questions he asks are simple, but they really make you think. Lots of people around the world have started similar blogs in their cities and local communities. We have recently started one at our school, and it’s a big hit!
• Check answers as a class. • If necessary, explain any new vocabulary. Suggested vocabulary: chronicler, random person, open up, genuinely.
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3C THE POWER OF LISTENING I can talk about personal experiences. 1 SPEAKING Discuss the questions below. 1 What is active listening?
2
1.6
2 What are the qualities of a good listener?
3 Are you a good listener? Why (not)?
LISTENING Listen, and answer the questions.
1 Who is Brandon Stanton?
2 How and when did HONY start?
3 Why do people open up to him?
3 a) READING Read the interviews. Match them to the photos. 1 Moving to NYC wasn’t what I expected. Movies and sitcoms often paint an unrealistic picture of the city. The noise and the crowds are really annoying. Some parts of the city are dirty and unsafe. I get homesick sometimes. But I do like lots of things: hundreds of little freedoms, choices and opportunities you have when living in NYC. I guess they’re more important than bumping into people and stepping in dog poo. I’m learning to love the good and tolerate the bad. (Jack, 16)
2 There was a time when I did everything just to fit in with my classmates. I listened to music I didn’t really like, I skipped school, and I desperately wanted to lose weight. I was so hungry at times! But the more I tried, the unhappier I got. One day, I just stopped pretending to be somebody else. I learned to love everything that makes me who I am. So the answer is: change nothing, and learn to love and accept yourself for who you are. (Johnnie, 14)
3 I lived in six different foster homes before I was eleven. I was feeling sad and lonely, and sometimes even angry. And then the Browns came along and completely changed my life. The word ‘family’ got a new meaning for me. They’re not perfect, of course: nobody is. But they do their best, and I finally feel I have a real home. I never call them my foster family anymore. They’re my family in the fullest sense of the word. (Brenda, 14)
b) Read the interviews again. What do you think were the questions asked? Write them above each of the interviews. c) SPEAKING How would you answer the same questions? Share your answers with your classmates.
4 Choose a task. 1 Visit Brandon Stanton’s photoblog, Humans of New York, and browse through the photos. Choose a story, and explain why you’ve chosen it. Describe what is going on in the photos and why they drew your attention. What question do you think Brandon Stanton asked? 2 Think of your own Humans of... project, and set it up. It could be limited to your class or school, or you could include your local community or town. Your questions can be random, or you can choose a topic and work on a single theme.
PROJECT TIP! Learn more about your classmates before you start high school. Think of some questions you would like to ask them, and include your stories in the yearbook.
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UNIT 1
• At this point, you can GO DIGITAL and practise listening skills further. ANSWER KEY 1 Brandon Stanton is a New York City photographer and chronicler of street life. 2. HONY started when Brandon would stop a random person in the street, take their photo and start a conversation with them. 3 People open up to him because he is genuinely interested in what they have to say, he takes time to listen to them and the questions he asks are simple.
• Students read the article and circle the answers that are true for them. • Go through the results and the explanations together with students. ANSWER KEY Students’ answers.
SPEAKING Exercise 2 b), p. 27 • In pairs, students discuss the questions.
READING Exercise 3 a), p. 25 • Explain to students that they are going to read Brandon’s interviews with the people of New York City. • Students read the interviews and match them to the photos. • Check answers as a class. ANSWER KEY 3, 1, 2
• Monitor them and help if necessary. • Discuss students’ answers as a class and have them choose the top pieces of advice for becoming a better listener. • You may want to write the chosen pieces of advice on the board. ANSWER KEY Students’ answers.
Exercise 3 b), p. 25 • Students read the texts again. • In pairs, students think about the questions asked and write them above each of the interviews. • Discuss students’ answers as a class. ANSWER KEY Students’ answers.
WORKBOOK PRACTICE READING Exercise 1, p. 27 • Students read the text about Brandon Stanton and choose the correct answers to complete it. • Check answers as a class. ANSWER KEY 1 B, 2 A, 3 A, 4 C, 5 C, 6 A, 7 B, 8 C
Exercise 2 a), p. 27 • Explain to students that they are going to do a short test to find out if they are good listeners or not.
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ENDING THE LESSON Exercise 4, p. 25 • Although this task is going to be assigned for homework, go through the task as a class. • Students choose one of the tasks. • Go through the instructions together with your students. Make sure they understand what they need to do. • You may want to write the internet address of Brandon Stanton’s blog on the board so students can explore it at home: https://www.humansofnewyork.com. • Have students present the story they have chosen or their Humans of... project at the beginning of the next lesson.
PROJECT TIP! • Draw students’ attention to the PROJECT TIP! section and let them think about the questions they would like to ask their classmates before they start secondary school. Encourage them to include the stories in the yearbook. HOMEWORK Student’s Book, p. 25, Exercise 4
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UNIT 1
Lesson 4
4 SUPERHERO, ME
MAIN PART
NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
Superhero, me
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.3., B.8.4., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Veznici
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje izmišljenog lika
• Students work in pairs and explain their choices. • Check answers as a class and have students explain their answers. ANSWER KEY
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2.
1 Superman, 2 Spider-Man, 3 Batman, 4 Aquaman, 5 the Incredible Hulk, 6 Professor X, 7 Catwoman, 8 Ironman, 9 Thor / Students’ answers.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
READING
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, opisivanje lika
UDŽBENIK
Str. 21.
RADNA BILJEŽNICA
Str. 28. -29.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
MEĐUPREDMETNE TEME
STARTING THE LESSON • Check homework as a class. • Students present the stories they have chosen from Brandon Stanton’s photoblog or their own Humans of... projects. • While students are presenting their stories, make sure the others are paying attention. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • Play the Pictionary game (see Games and Activities on pp. 394-398) with students. • Divide students into groups. Members of the groups take turns at the board and draw symbols associated with the assigned words. Suggested words: Wolverine, Batman, Black Widow, Wonder Woman, Daredevil, Ant-Man, Captain America, the Incredible Hulk, Ironman.
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Exercise 1, p. 26 • Instruct students to look at the emojis and guess the superheroes.
Exercise 2 a), p. 26 • Explain to students that Diego has created his own superhero. • Students read the text and answer the question. • Check the answers as a class. • Explain any new vocabulary, if necessary. Suggested vocabulary: regular, offensive, roam, overalls, passer-by, daily commute. ANSWER KEY Art-Man has night vision and super-speedy painting skills, and he can become invisible.
Exercise 2 b), p. 26 • Students read the text again. • Instruct students to draw a mind map in their notebooks and include the information about Diego’s superhero’s basic information and his alter ego, superpowers, costume and cause. • You may want to help students by drawing a mind map on the board.
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SUPERHERO, ME I can write a character description.
1 Work in pairs. Your teacher will give you a list of 12 superheroes. Look at the emojis below, and guess which superheroes from the list they represent. Explain your choices. 3
1
7
2
6
5
4
8
9
2 a) READING Diego has created his own superhero. Read the text. What superpowers does he possess? My name is Art-Man, and I live in New York City. I may look like a regular teenager, but I have a special skill that nobody else knows about.
At night, I roam the streets of Brooklyn, looking for offensive graffiti. With the help of my night vision, I can spot hateful messages that appear on building walls. Then I use my super-speedy painting skills to paint inspiring murals to cover the graffiti. When I started, I used to wear my superhero costume, but I stopped wearing it because I thought I looked ridiculous in it. Now I just wear overalls, so I don’t get covered in paint. It’s exhausting to make up new lies for my mom about what has happened to my clothes. I have another great skill: I can become invisible at the first sign of passers-by or the police. Although I am not doing anything wrong, I don’t want to be uncovered. I like reading the news when people are guessing who the creator of the latest mural is. I may not have any world-saving superpowers, but I believe that what I do really matters. After all, what do we prefer seeing on our daily commute to school or work: hateful messages or something beautiful and inspiring?
b) Read the text again. In your notebook, draw a mind map and include the following information about Diego’s superhero: basic information and his alter ego, superpowers, costume and cause.
3 Look at the highlighted words in the text. What do they mean, and when do we use them?
Pencil, paper, go!
Check and tick.
Linking words Match the linking words from the text to their use. _________ - to show result or consequence _________ - to connect two similar things _________ - to express that the action in one of the statements is surprising
ONE MORE LOOK!
_________ - to show the reason _________ - to contrast two statements _________ - to express time _________ - to express choice
Writing bank → pp. 110-111
4 WRITING Think about your own superhero, and prepare a mind map similar to the one in Exercise 2 b). Use the information from your mind map to write a text about what type of superhero you would like to be.
I have written three paragraphs. I have covered all the topics from the mind map. I have used at least four different linking words. I have used capital letters and punctuation correctly. I have checked my spelling.
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• Instruct students to match the linking words from the text to their use. basic information
superpowers Diego’s superhero
alter ego
• Check and discuss the answers as a class. ANSWER KEY
cause costume
• In a lower-ability class, you may want to let students work in pairs. • Give students some time to complete the mind map and help them if necessary. • Check answers as a class. ANSWER KEY Basic information: a regular teenager, lives in New York City. Alter ego: Art-Man, at night roams the streets of Brooklyn looking for offensive graffiti, paints murals. Superpowers: night vision, superspeedy painting skills, invisible. Costume: used to wear a costume but looked ridiculous in it; wears overalls. Cause: paints inspiring murals to cover offensive graffiti and hateful messages.
Exercise 3, p. 26 • Have students go through the highlighted words in the text. • In groups, students think about the meaning of the linking words and when they are used. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
• At this point, you can GO DIGITAL and further practise reading.
Pencil, paper, go! Short report • Draw students’ attention to the Pencil, paper, go! section.
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• Help students, if necessary.
so – to show result or consequence, and – to connect two similar things, although – to express that the action in one of the statements is surprising, because – to show the reason, but – to contrast two statements, when – to express time, or – to express choice
WORKBOOK PRACTICE READING Exercise 1 a), p. 28 • Explain to students that they are going to read about one of Diego’s favourite artists, Banksy. • Brainstorm students’ ideas about Banksy to find out what they already know about him. • Students read the paragraphs and put them in the correct order. • Check answers as a class. ANSWER KEY 2, 3, 1
Exercise 1 b), p. 28 • Have students read the questions and match them to the paragraphs. • Remind them to underline the answers in the text. • Check answers as a class. ANSWER KEY 1 Paragraph 2: His graffiti usually sends messages of love and hope and stands against war and greed. 2 Paragraph 1: We also know that he started his work by spraying graffiti on the walls in his hometown in the late 1990s. 3 Paragraph 3: Balloon Girl – or Girl with Balloon, as it is also called – is one of the most important pieces of graffiti by Banksy. 4 Paragraph 1: Another piece of information that is certain is that he was born in Bristol, in the southwest of England, in 1974.5 Paragraph 1: Since then, he has made graffiti all round the world, from New York and through Vienna and London to Jerusalem. 6
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Paragraph 1: His fans don’t really want to know his true identity, because this mystery is what makes him so fascinating.
3
Join the sentences to write about Spider-Man. Use and, so, but, because, when, or and although. 1 His real name is Peter Parker. He lives in New York. ___________________________________________________________________________________________________ 2 Spider-Man got his superpowers. A radioactive spider bit him. ___________________________________________________________________________________________________ 3 He can shoot webs from his wrists. He can use web shooters.
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SUPERHERO, ME 1
___________________________________________________________________________________________________ 4 He can hang from ceilings or buildings. He can shoot spider webs. ___________________________________________________________________________________________________ 5 He is a superhero. He still lives with his uncle and aunt. ___________________________________________________________________________________________________
a) READING Read about one of Diego’s favourite artists. Put the paragraphs into the correct order.
6 He has sharp animal senses. He can feel when danger is near. ___________________________________________________________________________________________________
His graffiti usually sends messages of love and hope, and stands against war
7 Spider-Man has remained popular. New superhero characters appear in comics and films all the time.
and greed. There is a huge amount of graffiti round the world, but nobody can
___________________________________________________________________________________________________
ever claim Banksy’s artwork as their own, no matter how hard they might try. When the time comes, he always announces it – anonymously, of course.
4
Chances are, at one point in your life, you have seen the image of a little girl holding a red heart-shaped balloon. Balloon Girl – or Girl with Balloon, as it is also called – is one of the most important pieces of graffiti by Banksy. And Banksy is one of
a) Think up your own superhero, or choose one from Exercise 1 in your Student’s Book. Complete the mind map below with the missing information. Superpowers Basic information
the most influential street artists of today, although nobody knows who he actually is. This graffiti master, painter, activist and filmmaker has kept his identity a secret. His fans don’t really want to know his true identity, because this mystery is what makes him so fascinating. So what do we know about him? Once he posted a picture
Costume
of himself with a paper bag over his head, so we know that he is male. Another piece of information that is certain is that he was born in Bristol, in the southwest of England, in 1974. We also know that he started his work by spraying graffiti on
Alter ego
the walls in his hometown in the late 1990s. Since then, he has made graffiti all round the world, from New York, through Vienna and London, to Jerusalem.
Causes
b) Read the text again, and match the questions to paragraphs. Underline the answers in the text. 1 What does Banksy’s art represent?
4 Where was he born?
2 Where did his graffiti first appear?
5 Where can you find his graffiti?
3 What is the name of one of his
6 Do people who appreciate his art want
best-known pieces of graffiti?
2
to know who Banksy is?
b) WRITING Use the mind map in Exercise 4 a), and write a short description of your superhero.
Banksy was the inspiration behind Diego’s superhero, Art-Man. What are the similarities and differences between the two graffiti artists? Complete each sentence with the correct linking word. Use and, or, but, so, because, when and although.
Banksy vs Art-Man 1 Banksy often paints inspiring graffiti, _____________ Art-Man does the same. 2 Art-Man used to wear a superhero costume, _____________ he stopped wearing it, _____________ he thought he looked silly. _____________ he has once worn a paper bag on his head to hide his identity, Banksy has never worn a costume. 3 Art-Man claims that he can become invisible _____________ passers-by or the police are near him. _____________ Banksy wants to hide from the police, he wears various costumes _____________ that he can stay anonymous. 4 Art-Man _____________ Banksy: who is the better graffiti artist? It’s difficult to say, _____________ both are trying to do something positive through art.
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Exercise 3, p. 29 • Let students read the sentences about SpiderMan first. • Students then join the sentences with the correct linking word. • You may want to instruct students to swap their notebook in pairs and check the answers before checking them as a class. • Check answers as a class. ANSWER KEY 1 His real name is Peter Parker and he lives in New York. 2 Spider-Man got his superpowers when a radioactive spider bit him. 3 He can shoot webs from his wrists, or he can use web shooters. 4 He can hang from ceilings or buildings because he can shoot spider webs. 5 He is a superhero, but he still lives with his uncle and aunt. 6 He has sharp animal senses so he can feel when danger is near. 7 SpiderMan has remained popular although new superhero characters appear in comics and films all the time.
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WRITING BANK CHARACTER DESCRIPTION READY? (pre-writing) Exercise 1 a), p. 110 • Students read the list of superpowers they would like to have. • Have them correct the spelling mistakes. • Check answers as a class. ANSWER KEY 1 telepathy, 2 teleporting, shapeshifting, 4 X-ray vision, 5 immortality, 6 superstrength, 7 invisibility, 8 flight, 9 time travel, 10 superspeed
Exercise 1 b), p. 110 • Let students choose three superpowers from the list in Exercise 1 a) and complete the sentences. • In pairs, students read out the sentences to their partners. Their partners try to guess which superpower each sentence is about.
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UNIT 1
• Remind students to keep the sentences logical but not too easy to guess. • Invite volunteers to read out their sentences.
1 CHARACTER DESCRIPTION
READY? (pre-writing) 1
ANSWER KEY Students’ answers.
TOP TEN SUPERPOWERS – OOPS LIST
a) The following is a list of superpowers we might like to have. Each of the words has a spelling mistake. Put on your supersight, and correct it. b) Choose three superpowers from the list in Exercise 1 a), and do the task below. Then pair up, read the sentences, and have your partner guess which superpower each sentence is about. Keep it logical, but don’t make it too easy to guess!
SET Exercise 2 a), p. 110 • Before reading the superhero text, have students match the paragraphs with their content.
TOP TEN SUPERPOWERS – UPGRADED LIST
1 telepaty 2 telleporting 3 shapeshipping 4 x-ray wision 5 imortality 6 superstrenght 7 unvisibility 8 fligth 9 time trawel 10 superspead
1 Superpower: If I had this superpower, I could ____________________________________________________________________________. 2 Superpower: If I had this superpower, I would ____________________________________________________________________________. 3 Superpower: If I had this superpower, people would ______________________________________________________________________.
SET... 2
• Students then read the text on the opposite page to check.
a) Before you read our superhero text, let’s see what information there should be in each paragraph. Match the paragraphs with their content. Then read the text on the opposite page, and check. 1 Introduction cause the character is fighting for
2 Body
3 Conclusion
real name and basic information
alter ego, superpowers and costume
b) Pretend you are our superhero, and answer these interview questions for the ISN (Interplanetary Social Network). Complete the dialogue using information from the text.
• Check answers as a class.
ISN: Dear secret superhero, thank you for agreeing to reveal your identity to us! Can you tell our followers what your real name is and how old you are? Emerald: __________________________________________________________________________________________________
ANSWER KEY
ISN: Thank you. We knew you were young, but to be that young and that brave... Wow! And how about your superpowers? Can you fly? Can you read minds?
3, 1, 2 / 1 real name and basic information, 2 alter ego, superpowers and costume, 3 cause the character is fighting for
Exercise 2 b), p. 110 • Students pretend they are the superhero from the text and answer the interview questions, completing the dialogue using the information from the text. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: reveal, levitate, telekinesis, telepathically, awake, turquoise, flaming, truce, still, habitat, teleport. ANSWER KEY 1 My real name is Ginny and I’m thirteen years old. 2 I can levitate and control things using telekinesis. I can also telepathically communicate with species. 3 My supersuit is chameleon-like; it can change its colour and material to fit the environment. It also contains a cooling skin gel. 4 I try my best to stop any creatures from destroying their habitat or from destroying each other.
Emerald: __________________________________________________________________________________________________ ISN: Ginny... No, sorry, I must call you Emerald. Every superhero has a supersuit. What can yours do? Emerald: __________________________________________________________________________________________________ ISN: That makes you almost invisible! Fantastic! And tell us – what do you try to achieve? Emerald: __________________________________________________________________________________________________ ISN: Basically, you are saving all worlds. What else can we say, then, but – thank you?
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ENDING THE LESSON WRITING Exercise 4, p. 26 • One more writing task is provided in Exercise 3 on page 111 in the Student’s Book. You may want to assign it for homework or include it in the writing task in this lesson. • Instruct students to think about their own superhero and prepare a mind map similar to the one they drew in their notebooks. • Distribute the photocopiable mind map templates to students (Resource Bank, Resource 20, pp. 406-412). • Students write a text about what type of superhero they would like to be using the information from the mind map. • Refer them to the Pencil, paper, go! section on page 26 as well as the writing guide on page 111. Remind students again to organise their texts in three paragraphs, cover all the topics from their mind map and use at least four different linking words.
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• Go round the class and provide help where needed. • Draw students’ attention to the ONE MORE LOOK! section. Ask them to go back to their writing and check whether they have completed the task correctly. • Divide students into pairs or small groups. Have them check each other’s work. They tick the checklist for their classmates’ work as well. Encourage them to provide feedback to their peers. They write two compliments and one suggestion on how to improve the report. • Students go back to their work and make the necessary corrections. • If you decide to use this task for summative assessment, there is a detailed analytic rubric (Resource Bank, Resource 21, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them in the advance of the assignment. HOMEWORK WB pp. 28–29, Exercises 2 and 4 a) and b)
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UNIT 1
Lesson 5
5 THE AMERICAN DREAM NASTAVNA TEMA
Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade
NASTAVNA JEDINICA
The American dream
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B. 8.2, B.8.3., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
immigrant, opportunity, melting pot, gateway, port of entry, inspection, bundles, cultural diversity
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o imigraciji i imigrantima
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.4.
Učiti kako učiti
A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., A.3.4. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Povijest Društvene promjene i migracije
UDŽBENIK
Str. 27.
RADNA BILJEŽNICA
Str. 30.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
• Check homework as a class. • Do a short USA trivia quiz with your students. • You can divide students into two groups and turn it into a competition. • Suggested questions: 1 What is the second most spoken language in the USA? 2 Which explorer discovered America? 3 What is the national animal of the USA? 4 The Statue of Liberty was a gift from which country? 5 Who was the first American to land on the moon? 6 How many stars are on the flag of the USA? 7 What is the longest river in the United States? 8 What was New York called before it became New York? ANSWER KEY 1 Spanish. 2 Christopher Columbus. (Christopher Columbus was the first European explorer to discover America in 1492, although there is evidence that some five hundred years before Columbus, Vikings, led by Leif Eriksson, set foot in North America and established a settlement. And
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long before that, some scholars say, the American continents seems to have been visited by seafaring travellers from China and possibly by visitors from Africa and even Ice Age Europe.) 3 American Bison. 4 France. 5 Neil Armstrong. 6 50, one for each of the 50 US states. 7 Missouri. 8 New Amsterdam.
• Draw students’ attention to the title of the lesson and discuss its meaning. TRICKS OF THE TRADE The American dream is the ideal that every citizen of the United States should have an equal opportunity to achieve success and prosperity through hard work, determination and initiative; the belief that America offers the opportunity of a good and successful life achieved through hard work to everyone. (Source: Oxford Learner’s Dictionaries) MAIN PART SPEAKING Exercise 1, p. 27 • In pairs, students read the questions and discuss the answers. • Check students’ ideas as a class. • You may want to name some of the famous immigrants to the USA. Suggested immigrants: Natalie Portman (Israel), Arnold Schwarzenegger (Austria), Sergey Brin (Russian Federation), Albert Einstein (Germany), Jackie Chan (Hong Kong, China), Nikola Tesla (Croatia), Sofia Vergara (Colombia). ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 27 • Let students look at the headings and the pictures first. • Explain to students that they are going to read a text about immigration and the way immigrants arrived to the USA. • If necessary, explain the meaning of the expression melting pot.
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THE AMERICAN DREAM
5
I can talk about immigration. 1
SPEAKING Answer the questions. 1 Who or what is an immigrant? 2 What are the reasons that make people leave their country?
2
a) READING Read the text, and match the headings to the paragraphs. There is one heading you do not need. 1 The Journey
2 The Statue of Liberty
4 The Isle of Hope or Tears
3 The American Dream
5 The Melting Pot
For more than a century, people have looked at America as the land of opportunity. New York, especially, has always attracted people from all over the world. They have seen the Big Apple as a place where dreams come true ever since 1892, when it officially became a gateway for millions of immigrants. Ellis Island was one of the most important ports of entry into the United States. When steamships replaced sailing ships, the journey to America became much faster and easier. The first- and second-class ticket owners could go to NYC without a visit to Ellis Island. However, most people had a third-class ticket and spent the journey in the unclean crowded bottom parts of the steamship. But what they all had in common was the feeling of being lost, confused and scared of the new beginning and what awaited. The majority of them would never see their home country again. With the last day of the journey came hope in the shape of ‘Lady Liberty’. The last step was the inspection at Ellis Island. The place was jammed with people and their heavy bags and bundles. After a short medical check-up came a two-minute interrogation. The inspectors checked whether the person was a threat to their society. Finally, those who didn’t pass the inspection were sent back to their countries, while the lucky ones could start chasing their American dreams. The USA is a nation of immigrants. All those people who have gone to the US have taken their culture, customs and languages with them. They have all contributed to what America is today: a multicultural society. Today, Ellis Island is a symbol of immigration and the cultural diversity of the nation. It still inspires both the immigrants and the US citizens, who believe their country will always keep its doors open to anyone in search of a better life.
b) Read the text again. Are the sentences are true (T), false (F) or it doesn’t say (DS)? Explain your answers. 1 Ellis Island was the only port of entry into America. 2 All passengers from steamships had to go through Ellis Island. 3 Most immigrants went back to visit their home land. 4 People had to leave their luggage for inspection. 5 Not everyone passed the inspection. 6 The US is a place where different cultures come together.
3
Curious me! Which country was the Statue of Liberty originally designed for? Find out how it ended up in the USA!
SPEAKING Imagine packing your whole life into a bag. What would you take with you, and why? Make a list, then give a short talk.
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• Students then read the text and match the headings to the paragraphs.
ANSWER KEY 1, 4, 2, 7, 5, 6
• Check answers as a class. • Explain the new vocabulary. Suggested vocabulary: opportunity, gateway, port of entry, inspection, bundles, cultural diversity. ANSWER KEY 3, 1, 4, 5
TRICKS OF THE TRADE A melting pot – a place or situation in which large numbers of different people, ideas, etc. are mixed together; a place where many different people and ideas exist together, often mixing and producing something new. (Sources: Oxford Learner’s Dictionaries, Cambridge Dictionary)
Exercise 2, p. 30 • Instruct students to skim the immigrants’ stories and the missing sentences first. • Students then read the stories carefully and complete them with the missing sentences A–H. • Remind them that there are two sentences they do not need. • Check answers as a class. • Explain any new vocabulary, if necessary. Suggested vocabulary: deck, rough sea, foreigner. ANSWER KEY 1 G, 2 C, 3 H, 4 F, 5 A, 6 D
THE AMERICAN DREAM
• Check answers as a class and have students explain their answers.
Le ss on
5
Exercise 2 b), p. 27 • Students go through the text one more time and decide whether the sentences are true, false or it doesn’t say.
READING
VOCABULARY
1
• Remind students to underline the parts of the text that give them the answers.
1 port of entry
3 immigrant
4 journey
5 inspection
6 cultural diversity
7 opportunity
chance to do something
act of travelling from one place to another
activity of looking at something carefully, examination
society where many different people and cultures mix together as one
existence of many different customs and beliefs within a society
b) Complete the sentences with the words and expressions from Exercise 1 a). 1 The American Dream is the belief that everyone, no matter where they come from, has an equal _______________________ for success.
1 F, 2 F, 3 F, 4 DS, 5 T, 6 T / Students’ answers.
2 The _______________________ across the ocean was extremely long and uncomfortable. 3 In the past, New York City was a major _______________________ into the USA, as were some other US cities such as Baltimore, Boston, Philadelphia and New Orleans.
• At this point, you may use the digital content for further reading practice.
4 After arriving by ship, the passengers had to pass both a medical ______________________, and a legal one. 5 The USA is rich in _______________________; you can meet people there from all over the world and learn about lots of different cultures. 6 The USA is a _______________________ of different cultures that have shaped the country as it is today.
2
CURIOUS ME!
READING Complete these immigrants’ stories with missing sentences A–H. There are two sentences you do not need. The journey lasted for fourteen days: the longest two weeks of my life. We were on the lowest deck, and we couldn’t go upstairs. (1) ____ There was no air conditioning back then, and the smell was really bad. The sea was rough. You could hear the waves crashing against the ship. (2) ____ My wife and I were really worried. And then, one morning, loud cheers and clapping woke us up. Seeing the Statue of Liberty marked the new beginning for our family. (Antoni, who migrated from Poland in 1920 at the age of 34)
Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about the Statue of Liberty – which country it was originally designed for and how it ended up in the USA. Have them report about it at the beginning of the next lesson.
Exercise 1 a), p. 30 • Students match the words and expressions to their definitions.
2 melting pot
place where a person enters a country, a gateway
ANSWER KEY
WORKBOOK PRACTICE
a) Match the words and expressions to their definitions. There is one word you do not need.
They inspected our eyes with a small hook. (3) ____ They made sure that people didn’t have any diseases. We had to be healthy and without a criminal record, so we could get a job and support our families. There was a woman whose hair was very big and curly, and they cut it to check whether her head was clean. It was a price she had to pay to reach the land of opportunity. (4) ____ And for those who were rejected and had to travel back home, it was the Isle of Tears. (Ulla, who migrated from Denmark in 1922 at the age of 25) Learning the language was the hardest part. The plan was to start my own business as an ice-cream maker. (5) ____ Getting up early in the morning, going to work and not understanding a word they were saying, was pretty difficult. (6) ____ It took years before I finally realized my dream and opened a small shop selling hand-made gelato. It was clear I was a foreigner every time I opened my mouth, but I didn’t mind. Cultural diversity is actually what I love most about my new home country. (Enzo, who migrated from Italy in 1921 at the age of 21)
30
A However, I ended up making shoes at a factory. B We had to leave our luggage in a room near the entrance. C My son was seasick for the whole journey. D I was lost, and I often regretted coming to America.
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• Check answers as a class.
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ENDING THE LESSON WRITING AND SPEAKING Exercise 3, p. 27 • Go through the task with students and make sure they understand what they should do. • Distribute the photocopiable My whole life in a bag templates (Resource Bank, Resource 22, pp. 406-412) to students. • Let students write their lists first. • In small groups, students share their lists and explain why they would take the things on their lists. Monitor and help if necessary. • Have volunteers share their lists and reasons with the class. HOMEWORK WB p. 30, Exercise 1 b)
5 THE AMERICAN DREAM
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Revision
UNIT 1 REVISION
ANSWER KEY
NASTAVNA JEDINICA
Unit 1 Revision
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Slušanje, čitanje
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., B.3.2., B.3.3., B.3.4., C.3.2., D.3.1., D.3.2.
UDŽBENIK
Str. 28. -29.
RADNA BILJEŽNICA
Str. 31. -33.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za ponavljanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. WORD LIST, pp. 82–83 • In groups, students play the Definition game (see Games and Activities on pp. 394-398). Instruct students to go through the list of words. In each group, a student chooses a word or expression and tries to define it or describe it to their group members. The rest of the group tries to guess the word. • Monitor and provide help if needed. LANGUAGE MATTERS, p. 29 Exercise 1, p. 29 • Draw students’ attention to the words pronounced in American and British accents. • In pairs, students read out the words, trying to pronounce them in both accents. • Monitor students and help if necessary. Exercise 2, p. 29 • In small groups, students discuss the questions and try to think of some more examples similar to the ones in Exercise 1. • If students cannot think of the examples themselves, give them some examples of your own. Suggested examples: neither, privacy, vase, garage, advertisement, record, dynasty. • Discuss students’ ideas and answers as a class.
90
Students’ answers.
MAIN PART ORKBOOK PRACTICE W REVISION: LISTENING TRICKS OF THE TRADE This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class. Exercise 1, p. 31 • Allow enough time for students to read the instructions and the sentences. Make sure they understand what is expected of them. 1
• Play Track 1. Students listen and tick the correct person. • If necessary, play the track once more.
Track 1 Hi! I’m Hiro, and I’m from Tokyo, the world’s most populous city. Tokyo is a lot like New York; it’s a city that gives you an unlimited choice of things to do and see. My grandparents live just a 90-minute ride away from Tokyo by express train. I always enjoy the ride, because the scenery is breathtaking. Spending time with my grandparents is equally interesting. My grandpa is the most intelligent person I know. He’s the person I always turn to when I need a piece of advice. He is also very traditional. I’ve never seen him argue with anybody, even when he knows the other person is wrong. He believes that pushing your own beliefs on other people is disrespectful. This is exactly what he taught me: to respect others. He is not very talkative; he speaks only when he has to. (laughing) I wish I could say the same about my grandma! When I was younger, she would tell me fun stories she’d invented. She still makes me laugh every time I visit! My grandparents are both very hardworking, and they’ve passed that trait on to my dad. He is also very responsible, and he never jokes about work. He takes it very seriously. He’s like that at home, too. Mum is the exact opposite, though: she’s cheerful all the time, and she never stresses about things. They both work a lot, and we don’t have much time to spend together during the week, but that’s why we make our weekends all about us. We love discovering new things together, and Tokyo is a paradise for foodies like us! We either choose one of the many restaurants and streetfood stands, or we stay at home and order takeaway. My dad and I always eat from the takeaway plastic boxes, which is probably on the top of my mum’s pet-peeves list. She hates it when we do that. ‘Respect your food!
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bagel blunder borough cab cherish cosmopolitan crossroads district savvy concrete jungle human-rights lawyer
Lesson 1
on the go people person shopping spree youth counsellor
1A ME, MYSELF, AND I annoy bossy chatty college disrespectful easy-going goofy immature impolite modest moody outgoing pet-peeve reliable self-conscious backing vocals guilty pleasure
pecivo pogreška gradski okrug taksi njegovati, štovati kozmopolitski križanje, raskrsnica okrug vješt betonska džungla odvjetnik za ljudska prava s nogu, usput društvena osoba kupovina savjetnik za mlade
Lesson 2
Ready, set, go!
WORD LIST confide in fall out with get on well gossip honest influence make up put up with self-centered stand up for supportive trustworthy witness work out make a decision toxic friendship
2B TAKING A STAND
iritirati, smetati šefovski (nastrojen) brbljav viša škola neobazriv otvoren šašav, smotan djetinjastog ponašanja, nezreo nepristojan skroman sklon promjenama raspoloženja, ćudljiv otvoren stvar koja te iritira pouzdan niskog samopouzdanja, pun sumnji u sebe prateći vokali slatki grijeh
anxiety be fed up with bullying confront cyberbullying discourage envious handful harass hurtful insulting intervene mean nasty offender pick on sneaky tease turn to witness conduct an Internet poll do things behind one,s back drive up the wall easier said than done face someone face the music fake account get to the bottom of passive bystander sprain your ankle spread rumours turn something to your advantage
Lesson 3
1B WHAT MAKES ME... ME
acquaintance poznanik ask out pozvati van buddy prijatelj buzz gužva, vreva call off odgoditi, otkazati catch up nadoknaditi propušteno cope with nositi se (s čime) crush simpatija display prikazati distance udaljenost lately u posljednje vrijeme rely on osloniti se (na) stick with biti uz koga subway podzemna željeznica turn to obratiti se anti-bullying center centar protiv nasilja gather the courage skupiti hrabrost have a crush on someone biti zaljubljen u koga keep in touch ostati u kontaktu
2A FRIENDS WILL BE FRIENDS
3A A SUPER-CITY aerial ape capture catchy feature
povjeravati se komu posvađati se s kime slagati se ogovarati, tračati iskren, pošten utjecaj pomiriti se podnositi, trpjeti sebičan, egocentričan zauzeti se za koji pruža podršku pouzdan, vjerodostojan posvjedočiti riješiti se, ostvariti donijeti odluku nezdravo prijateljstvo tjeskoba zasititi se čega zlostavljanje suočiti se, suprotstaviti se virtualno nasilje obeshrabriti zavidan, ljubomoran šačica maltretirati, uznemiravati štetan, škodljiv uvredljiv, pogrdan umiješati se, posredovati podmukao, zao neugodno, neprijatno počinitelj, prijestupnik maltretirati, uznemiravati podao zadirkivati, izazivati obratiti se svjedok provesti anketu na internetu raditi komu iza leđa izluđivati lakše reći nego učiniti suočiti se s kim snositi posljedice lažni profil saznati, riješiti pasivni promatrač uganuti gležanj širiti glasine okrenuti nešto u svoju korist zračni čovjekoliki majmun uhvatiti lako pamtljiv istaknuti, prikazati u glavnoj ulozi
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Use a plate! ’ she yells. I don’t like it when she gives us orders. That’s my pet peeve! Although, when I think about it, I miss it a little now that I’m in New York.
ANSWER KEY 1 Grandpa, 2 Grandpa, 3 Grandma, 4 Grandma, 5 Dad, 6 Mum, 7 Mum
Exercise 2 a), p. 31 • Have students look at the pictures. Make sure they understand what is expected of them. 2
• Play Track 2. Students number the sites in the correct order.
Track 2 Jake: I often visit the iconic places of New York, and I can never get enough! I don’t mind the crowds, the tourists or their selfie sticks. One of my favorite landmarks is the Brooklyn Bridge. Walking across the pedestrian walkway and taking pictures of the city through the steel wires is one of my favorite things to do. You can even see the Statue of Liberty from the Bridge. I’ve visited Liberty Island a couple of times: going there is always a day well spent! However, if I had to choose just one landmark, it would most definitely be the Top of the Rock open-air observatory, from which you can get an amazing view of Manhattan with the Empire State Building in the centre. Finding rooftops with nice views and taking photos of the city skyline is my favorite pastime. Leona: I enjoy every part of New York, but I’d say that my favorite place is right in the heart of Manhattan. I love the fact that you are in the middle of the city and there’s no skyscraper in sight, and no traffic. I feel very peaceful and calm there. I always bring a packed lunch and sit on a bench looking out across the lake. My number-one spot is definitely near the picturesque Bow Bridge; it’s so romantic! I love the colour of the trees in autumn. I could spend hours lost in Central Park. But when I get tired of the peace and quiet that the park offers, I take a subway and go to Coney Island. In summer, my friends and I head for the beach to swim in the ocean and joke around. I never go on a roller-coaster ride, though. Heights make me sick; I prefer staying firmly on the ground. Luis: I love how New York changes all the time, but it also gives you the sense of belonging to a place – and to the world! When I find myself in Time Square, I can understand why they call it the Crossroads of the World. With all those flashing lights and billboards, it definitely feels as if you’re in the centre of the universe! And if you like exploring different cultures and trying different food, you should definitely visit Brooklyn’s food festival, called Smorgasburg. It’s full of surprises for the senses, and, to me, it smells like home. There’s an area in the middle where you can even spread out a picnic blanket. It’s located on the waterfront, so you can eat your ramen burger while enjoying the killer skyline views. I love how the market is both a meeting place for people and a melting pot of cultures!
ANSWER KEY First row: 6, 4, 7, 2. Second row: 5, 1, –, 3
Exercise 2 b), p. 31 • Students read the sentences first. There are two pieces of information that you do not need. • Play Track 2 again. Students match the information to the correct name, writing the numbers in the boxes. • Remind students that there are two pieces of information they do not need. ANSWER KEY Jake: 3, 6: Leona: 2, 5; Luis: 4, 8
TRICKS OF THE TRADE Both the listening and the reading parts should be checked with students by focusing on what they did correctly as well as where and why they made mistakes. You can do it as a whole-class activity upon completion of each of the revision areas or you may want to collect students’ workbooks and correct the work yourself. If doing so, make sure to comment on students’ work and emphasise what areas need more work. It could also be discussed at the beginning of the following lesson.
REVISION: LISTENING 1
Hiro is talking about the members of his family. What are they like? Listen, and tick the correct person.
1
Who is...
Mum
Dad
Grandpa
Grandma
1 wise? 2 respectful? 3 chatty? 4 funny? 5 serious? 6 easy-going? 7 bossy? ______ /
2
a)
2
Times Square
Bow Bridge
Smorgasburg
Statue of Liberty
Coney Island
Brooklyn Bridge
Flatiron Building
Top of the Rock observatory ______ /
b)
2
7
Diego’s friends, Jake, Leona and Luis, are describing their favourite places in NYC to Hiro. Number the sites in the correct order. There is one picture you do not need.
7
Listen again. Match the information to the correct name. Write the numbers in the boxes. There are two pieces of information that you do not need. Jake
Leona
Luis
1 doesn’t like the smell of the outdoor market 2 likes to get away from the buzz of the city 3 enjoys being in high places 4 appreciates the cultural diversity of the city 5 is afraid of heights 6 doesn’t stay away from tourist attractions 7 has lunch at a restaurant in Central Park 8 has a special interest in food
______ /
6
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fictional giant headquarter landmark landscape nemesis recognizable relatable skinny storey stunt terrifying thrilling villain
3B BEHIND THE MASK alter ego gear lead stare widow
izmišljeni divovski, ogroman sjedište znamenitost krajolik, pejzaž suparnik, neprijatelj prepoznatljiv s kojim se može poistovjetiti mršav, uzak kat vratolomija, akrobacija zastrašujuć uzbudljiv zlikovac drugo ʻjaʼ oprema voditi zuriti udovica
LAN G MAT UAGE TER S
Tomayto, tomahto
1 Try to read the following words with an American accent and then a British one. bird car war start
John boss rock pop
kitten atom vitamin Betty
can’t ask bath past
café locate frustrate adult
3C THE POWER OF LISTENING
Lesson 5
Lesson 4
catalogue chronicler genuinely homesick bump into somebody draw your attention foster family foster home
SUPERHERO, ME cover exhausting hateful mural offensive overall passer-by ridiculous roam spot make up a lie
THE AMERICAN DREAM bundle contribute gateway immigration interrogation jammed majority threat cultural diversity medical check-up melting pot port of entry
katalog kroničar iskreno komu nedostaje dom naletiti na koga privući pozornost udomiteljska obitelj udomiteljska kuća prekriti iscrpljujuće prepun mržnje oslikani zid uvredljivo kombinezon prolaznik smiješan lutati zamijetiti izmisliti laž svežanj, zavežljaj doprinijeti ulaz, prolaz useljavanje ispitivanje krcat, prepun većina prijetnja, opasnost kulturna raznolikost liječnički pregled lonac za taljenje ulazna luka
2 Stop and think. 1 What differences do you notice? 2 Try to think of more examples similar to the ones in Exercise 1. 3 Which accent do you prefer when you speak English? Why?
Here are some questions you can ask yourself before, during and after learning about the topics in this Unit. Before: What is the topic? / What do I already know about it? / Why do I need to learn about this? During: What is new to me? / What is easy? / What is confusing? After: What was most interesting? / What can I explain without help? / What do I need to continue working on? What other questions could you ask before, during and after learning? How can they help you learn new things or revise the things you already know?
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REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 32 • Have students read the instructions and the topics first. • They scan the texts and match them to the topics. Tell them not to worry about the gaps at this point. ANSWER KEY
Exercise 2, p. 33 • Before doing the task, remind students to read both the instructions and the interviews to get a general idea of what they are about. • Students match the interviews with the questions asked. ANSWER KEY 5, 3, 2
Exercise 3, p. 33 • Students scan the text first. • They complete the text with the missing sentence parts. • Remind them to read each sentence and the text carefully.
1 interests, 2 friendships, 3 going places, 4 pet peeves
ANSWER KEY
Exercise 1 b), p. 32 • Students read the texts again and choose the correct answer, A, B or C, to complete the sentences. ANSWER KEY
1 D, 2 G, 3 A, 4 E, 5 C, 6 F
• At this point, you can GO DIGITAL and further practise reading and listening. 2
Read the interviews. Match them to the questions asked. There are two questions that you do not need. 1 What was the happiest moment of your life?
1 B, 2 A, 3 C, 4 C, 5 A, 6 B, 7 C, 8 A, 9 C, 10 C, 11 B, 12 A
3 Who’s influenced you most in your life?
2 What are you most afraid of?
4 What life event has shaped you the most?
5 What’s the best decision you’ve ever made? That would probably be when I moved away from the city. I hated the noise and the crowds and the feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside where I know everybody, and I’m a member of the community. My neighbours and I do lots of things together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving. (Shelly, 42)
REVISION: READING 1
For most people, their parents have had a huge impact on their lives. And that’s perfectly understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was just a little baby, and it was my grandma who raised me and helped me become who I am today. She has always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me the importance of getting back up after you fall. When I think about what she’s been through, I have nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever be my role-model. (Christine, 26)
a) Four people are talking about what matters to them. Read the texts, and match them to the topics below. There are two topics that you do not need. Do not worry about the gaps at this point. family
interests
pet peeves
going places
friendships
bullying
1 I’m very (1) ____ about sport. I’ve been doing karate since I was 6 years old. I’m also very (2) ____, and I never skip training. I’ve never used karate outside the gym, and I would never use it to hurt anybody. However, lots of kids challenge me to a fight or ask me to demonstrate breaking boards. But karate is much more than that. It’s much more than learning how to defend yourself. It’s about discipline and respect. It’s a way of life. I know that becoming a professional karate athlete takes a lot of training, but that’s my plan. I’m really (3) ____; I won’t give up until I succeed. (William, 14)
I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14)
2 Recently, I read a quote that went ‘find your tribe, and love them hard’. I believe I’m one of the lucky ones: I’ve found the right people. We trust each other and rely (4) ____ each other: through the good times and the bad, I can count on them. Whenever I have a problem or a secret to share, my girls are the ones I confide (5) ____. We sometimes have arguments, but it’s never anything serious; we’ve never fallen (6) ____. I think it’s very important to surround yourself with people who you can be honest with, people who support you, and accept and love you for who you are. (Zoe, 17)
______ /
3
When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the chance, I would try to make up for the pain I caused them. I even have this dream that comes back again and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____.
3 I’m a real New Yorker; I’m always (7) ____ the go. I mostly walk to where I need to be, and I walk very fast. That’s how you can distinguish a local from a tourist: locals are always in a hurry to get to their destination. I take every chance to hang (8) ____ with my friends. We’re very (9) ____, we like meeting new people! During warmer months we spend a lot of time on the riverbank in Brooklyn Bridge Park or at outdoor rooftop parties. In winter, we like to spend time going to Lower East Side comedy clubs together. We always laugh our heads off and have a great time there! (Bella, 25) 4 I met an old friend from high school the other day, and we decided to grab lunch together to (10) ____ up. What a mistake that was! He talked extremely loudly, which made me very (11) ____. I can’t stand it when people are loud in public. I could swear the couple sitting at the next table were whispering something about us! On top of that, I counted the times he used ‘literally’ in his speech. I tried to ignore it, but it was hurting my ears. Literally! He was saying it for the 21st time when my phone rang. The timing was perfect! I couldn’t cope (12) ____ it anymore, so I made an excuse and ran away without finishing my meal. (Jaden, 32) ______ /
4
b) Read the texts again, and choose the correct answer: A, B, or C. B passionate
7 A at
B in
C on
B responsibility C irresponsible
8 A out
B on
C in
3 A unambitious
B ambition
9 A ongoing
B upgoing
C outgoing
4 A of
B in
C passionately C ambitious C on
10 A hold
A B C D
they never got to the bottom of it they felt bad about being a witness it’s easier said than done how badly I behaved in elementary school
E F G H
was driving him up the wall to stand up for himself and others they were probably fed up with my behaviour don’t face the bully ______ /
1 A passion 2 A responsible
B take
3
Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H. There are two sentence parts that you do not need.
6
33
C catch
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B at
C of
11 A self-confident
B self-conscious C self-centred
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B out
C at
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B for
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ENDING THE LESSON LANGUAGE MATTERS, p. 29 • Draw students’ attention to the third part of the LANGUAGE MATTERS section. • Go through it and discuss the questions and tips on learning together with students. • In groups, students think about what other questions they could ask before, during and after learning and how these questions can help them learn new things or revise the things they already know. • Brainstorm students’ ideas as a class. • You may want to write students’ ideas on the board.
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UNIT 2
Lesson 1
UNIT 2 LONDON CALLING READY, SET, GO!
Students’ answers.
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / Learning by doing!
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
chime, conquer, consultant, crumble, district, drawbridge, fair, fortress, genealogist, raven, reign, residence, spare, the Great Plague, the Romans, the Normans, the British Isles, the Houses of Parliament, the Tube
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Londonu. Govorenje o prošlosti.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
Učiti kako učiti
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4. A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Geografija Geografski položaj Engleske i Ujedinjenog Kraljevstva; označavanje geografskih pojmova na karti Ujedinjenog Kraljevstva Povijest Povijest Engleske i Londona
UDŽBENIK
Str. 30-31.
RADNA BILJEŽNICA
Str. 32-33.
DIGITALNI SADRŽAJ IZZI
Video Meet Freddie.
STARTING THE LESSON • Discuss the title of the unit with your students. Ask them if they understand the title phrase London calling. Point them to the Curious me! section to brainstorm their answers. • You may wish to ask them to look it up online using their mobile phones or tablets.
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ANSWER KEY
CURIOUS ME! London Calling is the third studio album by the English rock band the Clash. It was originally released in 1979. The album was a big success and its lead single, London Calling, topped the charts. Also, the phrase This is London calling... was used by the BBC World Service during WWII as part of its broadcast to occupied countries. • Divide students into pairs or small groups. Allow some time for students to flip through the unit and look at the lessons and topics. Ask them what they find most interesting and what they are looking forward to reading and learning about. Check as a class. • Students give their ideas and expectations about the topics in the unit. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 23, pp. 406-412) and distribute it. Students fill it with everything they already know about London. • At the end of the lesson, they will come back to the mind map and, using another colour, add new information they have learned in the lesson. MAIN PART READY, SET, GO! MEET FREDDIE! Video 2 Exercise 1, p. 30 • Introduce the new character, Freddie. Students look at the picture of Freddie and describe what he looks like. They describe what they see in the background. • Next, they look at the words given in the exercise, and they try to explain what each of those words represents. • You can show your students a map of the UK (Resource Bank, Resource 24, pp. 406-412) either a physical copy or via an
LONDON CALLING
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UNIT 2
LONDON CALLING > What does the title of the Unit mean? > Flip through the Unit. What topics are you going to learn about? > What do you know so far about the topics?
RE ADY, SET, GO!
MEET FREDDIE!
1
Let’s test your geography knowledge! What are the differences among the names below? Great Britain
the United Kingdom Ireland
the British Isles
2
England
2 Freddie is from London. How are the expressions
below connected with his hometown? Discuss. Then watch the video, and check. Londinium
the Tower of London
London Bridge the London Eye
3
Big Ben
William Shakespeare Camden
2 Are the statements below true (T), false (F) or it doesn’t say (DS)?
1 The Romans were the first people to live in the area of modern London. 2 The Normans conquered Britain in 1066, making this the year of its last successful invasion. 3 There usually are seven resident ravens in the Tower of London: the six that are required, and one spare. 4 In the 17th century, London was struck by the Great Plague and the Great Fire of London. 5 Buckingham Palace is the Queen’s favourite home. 6 The Houses of Parliament were built in the reign of Queen Elizabeth I. 7 ‘London Bridge’ is a nickname for the famous drawbridge, Tower Bridge.
30
Curious me!
that London calling has to do with two things: the BBC and the Clash. Find out how, and report to your classmates. Why not listen to the song?
8 The Tube is the oldest underground railway system in the world.
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OHP. Ask volunteers to come to the map and show what the names represent. ANSWER KEY
LONDON CALLING
England is a country. Great Britain is the island on which England is situated. Ireland is the neighbouring, smaller island. The British Isles are a group of islands in the North Atlantic, consisting of the islands of Great Britain, Ireland, the Isle of Man, the Hebrides and over six thousand smaller islands. Together, the island of Great Britain, the northern part of Ireland and the smaller islands around them make up the United Kingdom, also called the UK.
Exercise 2 a), p. 30 • Students read the expressions and try to guess their connection to Freddie’s hometown, London, and make notes in their notebooks. ANSWER KEY Students’ answers.
Play Video 2. Students watch the video and check if their ideas were 1 country correct. They correct their notes where necessary. • Allow a few minutes for students to compare their answers before checking as a class. Video 2 Freddie: Alright, mates? I’m Freddie, and I’m from London. This cosmopolitan city on the River Thames is the capital of England, and of the UK. It’s also the biggest city there! What I like most about it is its rich history and how that has shaped what the city is today. So let me tell you something about how London came to be! Even though people were attracted to this area as long ago as the Bronze Age, London first started writing its history within the Roman Empire. The Romans built Londinium, as well as the first bridge across the Thames. The city continued to change and develop, especially after 1066. This was when the Normans made the last successful invasion of Britain. They brought about lots of changes in politics and life in general, and also in English language and architecture. For instance, they built the Tower of London; at first it served as a royal residence and fortress, then a prison, and now it’s a museum. But I’d say the most interesting thing about it is the ravens that live there. The legend says that, if they leave, the Tower will crumble, and the kingdom will fall. Scary, don’t you think? London continued to grow and expand in both size and importance. Did you know that the world’s greatest playwright, William Shakespeare, lived there and wrote for the Globe Theatre? However, the city has seen some hard times, too. In 1665, the Great Plague killed about
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100, 000 people. Just a year later, in 1666, the Great Fire of London destroyed most of the city’s wooden buildings. The city was rebuilt, and many famous buildings were constructed after the fire. The most popular ones would surely be Buckingham Palace, where the Queen stays when she’s in London, and St. Paul’s Cathedral. Have you ever heard of them? The city began to take its recognisable shape in the 19th century, during the reign of Queen Victoria. Many landmarks were completed then, such as the Palace of Westminster, better known as the Houses of Parliament, which includes Big Ben. Did you know that ‘Big Ben’ is the name of the massive bell inside the tower, and not the whole tower? Make sure you catch its chime every hour on the hour! Tower Bridge was completed in the same century. Lots of people confuse it with London Bridge, which is, well, just a regular, plain bridge. The 19th century is also when the world’s first underground railway was opened! Can you imagine life in London without it? I most certainly can’t! The Tube, as we call it, is a great way to find your way around town, besides the somewhat pricy black taxis and the famous red double-decker buses. With so much to see and do in London, it’s difficult to choose. If you’re in a hurry, get a glimpse of London from the London Eye, a huge observation wheel. Or start your day with a large English breakfast, or the Full Monty, to give you energy for a walking tour around London’s historic centre. Even though London is big, it’s easy to explore its attractions on foot: Piccadilly Circus, Hyde Park, and Trafalgar Square – with Nelson’s Column, celebrating victory over Napoleon – are just some of the sights you mustn’t miss! History buffs will enjoy the city’s free museums and galleries. My favourite is the British Museum, where you can learn about the history of humankind. But there’s more to London than history and the centre itself. Its trendy districts offer something for everyone’s taste, so make sure you visit Soho, Notting Hill, Little Venice or Camden, where I live. Wherever you choose to go, I’m sure you’ll have a lot of fun discovering London’s past, or guessing what the future might bring.
ANSWER KEY Suggested answers: Londinium – the old Roman name for London; the Tower of London – a museum; William Shakespeare – a famous British playwright, lived in London; Big Ben – the nickname for the Great Bell of the striking clock in Elizabeth Tower; London Bridge – a drawbridge over the River Thames; the London Eye – a huge observation wheel; Camden – Freddie’s neighbourhood
Exercise 2 b), p. 30 • Check students’ understanding of new vocabulary from the video. Suggested vocabulary: chime, conquer, consultant, crumble, district, drawbridge, fair, fortress,
LONDON CALLING
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KICK-OF F!
HISTORIA EST MAGISTRA VITAE
1 Look at the Latin proverb in the title. Find out what it means and translate it into English. Do you agree with it? What can history teach us?
2 History may be boring for some, but it’s more than just memorising years and events. It offers many different aspects to be studied. Which of the things below would you be interested in? Why?
mythology
scandals
royalty
dinosaurs
people
discoveries
music and art
wars
ogress technological pr
3 Look at the list of jobs for history buffs. Think of a short definition for each: what do you do, and where do you do it? Can you think of more career options for history lovers?
museum curator
archivist
archaeologist
tour guide
librarian
documentary filmmaker
genealogist
film consultant
LEARNING BY DOING! PROJECT 2: HISTORY COMING TO LIFE > Have you ever wondered what it was like to live in ‘days gone by’? Would you like to try and walk in the shoes of people from the past? If your answer is yes, then this is the project for you. It’s time to dig in and bring history to life! 1
Choose a historical period or event you would like to re-enact. There’s a lot of work to be done, so designate different roles in groups: researching the period you’d like to cover, writing and proofreading scripts, making props, costumes and artefacts, directing and rehearsing... There’s something for everyone’s taste!
2
Re-enactment can be a challenging task, so you’re most likely going to need all the help you can get. History teachers are an obvious choice, but are there others who could help? What other subject knowledge might come in handy? Science, Art, D&T, perhaps? Can you get help beyond school and ask your local museums, galleries or theatre companies for help?
3
Medieval Fair, Day 1
Now that you’re all set, think about presenting your work, and find your stage. Re-enactments, just like other theatre performances, need their audience. Why not organise a history fair at your school? Is there a similar history event in your town? Showcase your work, invite others to join in and become somebody else for a day.
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genealogist, raven, reign, residence, spare, the Great Plague.
2
1 What was the happiest moment of your life?
• You can instruct students to look up the meaning of words in the word list at the end of the unit on page 46.
3 Who’s influenced you most in your life?
5 What’s the best decision you’ve ever made?
For most people, their parents have had a huge impact on their lives. And that’s perfectly understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was just a little baby, and it was my grandma who raised me and helped me become who I am today. She has always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me the importance of getting back up after you fall. When I think about what she’s been through, I have nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever be my role-model. (Christine, 26)
• Ask students to read the statements and decide if they are true or false.
• Allow some time for students to compare their answers in pairs. Finally, check as a class. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 DS, 6 F, 7 F, 8 T
WORKBOOK PRACTICE Exercise 1 a), p. 33 • Ask students to look at the pictures and name those they recognise. • Students read the clues and match them to the places on the map. Check as a class. ANSWER KEY 1, 10, 7, 5, 8, 2, 4, 3, 9, 6
Exercise 1 b), p. 33 • Students answer the questions in pairs. Check as a class. • You can turn this activity into a game of Noughts and crosses (see Games and Activities on pp. 394-398) or a quiz played by teams of three to four students. ANSWER KEY 1 From the Celtic word for river. 2 The Holy Trinity (the Father, the Son and the Holy Ghost). 3 A red dragon. 4 Sheep’s intestines cooked in its stomach. 5 Daffodil. 6 The Union Jack. 7 A unicorn. 8 The Tudor rose. 9 They were built to protect people from violence in a 30-year-long conflict between Protestants and Catholics, known as the Troubles. 10 On the flag of Scotland.
2 What are you most afraid of?
4 What life event has shaped you the most?
That would probably be when I moved away from the city. I hated the noise and the crowds and the feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside where I know everybody, and I’m a member of the community. My neighbours and I do lots of things together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving. (Shelly, 42)
• For further vocabulary practice, you can GO DIGITAL.
• Play Video 2 again. Students watch and check their answers.
Read the interviews. Match them to the questions asked. There are two questions that you do not need.
I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14) ______ /
3
3
Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H. There are two sentence parts that you do not need. When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the chance, I would try to make up for the pain I caused them. I even have this dream that comes back again and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____. A B C D
they never got to the bottom of it they felt bad about being a witness it’s easier said than done how badly I behaved in elementary school
E F G H
was driving him up the wall to stand up for himself and others they were probably fed up with my behaviour don’t face the bully ______ /
6
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• At this point, students should go back to the mind map and, using another colour, add new information they have learned in the lesson.
KICK-OFF! Historia est magistra vitae, p. 31 Exercise 1, p. 31 • Students read the title and try to guess the language it is in and its meaning. TRICKS OF THE TRADE Historia est magistra vitae is a well-known Latin proverb, meaning History is the teacher of life. It means that we should always learn from past events and avoid repeating the same mistakes. • Students discuss the saying, agree or disagree, and explain why. Encourage your students to give examples of the lessons that history can teach us. ANSWER KEY Students’ answers.
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LONDON CALLING
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• They choose three aspects of history they would like to study, and three they think would be boring. They make two lists in their notebook. • Give students some time to compare the lists in pairs, then discuss them together. ANSWER KEY Students’ answers.
Exercise 3, p. 31 • Students look at the words in the task and explain those they are familiar with. Those that they are unsure about, they can look up in a dictionary or an online dictionary, if available. • In a lower-ability class, you can translate the words and then elicit short definitions. ENDING THE LESSON LEARNING BY DOING! PROJECT 2: HISTORY COMING TO LIFE • Discuss the title of the project. Ask your students how they could bring history to life.
group, help students practise distributing the workload and make it possible for higherability students to help the lower-ability ones. Groups of similar abilities are a good idea if you decide on tasking the lower-ability groups with simpler tasks, so they can feel successful, too, and the higher-ability groups more difficult tasks to challenge them. You can also form random groups by using various random choice methods (numbers, letters, different coloured straws, etc.). And, lest we forget, when in a hurry, you can always group students into groups of three or four according to their seating arrangement.
! go t, se
Exercise 2, p. 31 • Students look at the different aspects of history in the task.
• Brainstorm possible ways of preparing and presenting their re-enactment: as a video, live in the classroom, as an animation. Let students suggest what equipment they would need and whose help they could enlist. • Let students suggest where and how they could showcase their re-enactments. • Finally, create or share a rubric (Resource Bank, Resource 25, pp. 406-412) for either formative or summative assessment. HOMEWORK WB p. 33, Exercise 2
• Allow some time for students to go through the project. Help with any unknown vocabulary if necessary. • In a lower-ability class, you may want to pre-teach the following words: re-enact, proofreading. • Help students form groups. TRICKS OF THE TRADE For group work, you can form groups in different ways, depending on the task and the class itself. Sometimes, it is a good idea to let your students form groups themselves. It is always more fun to work with friends! But, for some tasks and projects, more variety can help. Here are some suggestions for teacherformed groups: Mixed abilities groups, where there are both higher – and lower-ability students in the same READY, SET, GO!
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UNIT 2
1A THE GOOD OLD DAYS Lesson 1 NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
The good old days (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., B.8.1., C. 8.1, C.8.2., C.8.3., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje
VOKABULAR
act, blast out, chunky, coal decade, fossil-fuel, illegal, patterned, rebellious, sequin, split up, brand new, fall ill, flared trousers, hit the shops, Prime Minister, respiratory problems, shoulder pads, shut down, tiny waist, top the charts, vivid colour
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK
Govorenje o prošlosti. The Internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
Građanski odgoj i obrazovanje A.3.1., A.3.3. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3. D.3.1.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće
UDŽBENIK
Str. 32. -33.
RADNA BILJEŽNICA
Str. 36-38.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. • Revise the previous lesson by playing a game of Noughts and crosses (see Games and Activities on pp. 394-398). You can give students a minute to prepare by revisiting their mind maps (Resource Bank, Resource 23, pp. 406-412).
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• You can play the game as a whole-class activity by dividing the class into two teams and have different team representatives for each question. Alternatively, you can split the class into smaller groups of three to five students, where one student is the game master, and the other two students or pairs compete against each other. For this arrangement, you need to prepare a Game master question and answer sheet (Resource Bank, Resource 26, pp. 406-412) with questions and correct answers for the game master. The players play the game as usual, and the game master is the one who reads the questions, checks the answers and awards the points. • Suggested questions and tasks: 1 Who were the first people to live in the area of London? 2 How many resident ravens are there in the Tower of London? 3 Name three famous people from London. 4 Name three famous London sights. 5 When were the Houses of Parliament built? 6 Name two big catastrophes that have hit London in the past. 7 Who lives in Buckingham Palace? 8 What is Big Ben? 9 Name two London neighbourhoods. MAIN PART SPEAKING Exercise 1, p. 32 • Have students read the task, discuss the title and answer the questions. ANSWER KEY Students’ answers.
TRICKS OF THE TRADE The phrase the good old days refers to a period of time in the past that a person thinks was pleasant and better than the present time. “In the 1960s, everything seemed possible. Those were the good old days. ” (Source: MerriamWebster Dictionary)
LONDON CALLING
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on ss Le
1
2
1
on ss Le
32
1
1A THE GOOD OLD DAYS I can talk about past habits.
SPEAKING Look at the title of the lesson. Have you ever heard anyone refer to the past as ‘the good old days’? Do you think that life was better in the past? Why (not)?
Stereos were blasting out pop music as boy bands and girl groups topped the charts. The Spice Girls spread girl power globally. Oversized shirts and chunky boots were a big thing. Britain got closer to Europe when the Channel Tunnel opened. The Game Boy hit the shops. Harry Potter mania began. The World Wide Web became available to people, and the Internet became widely used. Pop art was born in Britain. The air-pollution disaster known as the ‘Great Smog’ hit London. The Clean Air Act was introduced afterwards. Queen Elizabeth II was crowned in 1953. People watched the event live on blackand-white TVs. Tiny waists and long, full-circle skirts were very fashionable. People danced the jive and listened to rock and roll on their gramophones.
2 fashion
3 technology
It was all about glam rock and punk, with David Bowie and the Sex Pistols in the lead. Flared trousers, sequins, nail polish, colourful hairstyles and platform shoes were fashionable for men as well as women. The era of colour television and cassette recorders started. The nation celebrated the Queen’s 25th year on the throne. Britain had its first woman Prime Minister.
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Why not choose a decade from 20th-century Britain for re-enactment? There are plenty of ideas here to choose from!
PROJECT TIP!
The wedding of the century took place; Prince Charles married Lady Di. Leggings, a high waist and massive shoulder pads were a must, as well as a big, messy hairstyle. It was a great decade for British comedy, with Only Fools and Horses topping the list, and an even better decade for British music. People listened to Queen, George Michael, Eurythmics and Depeche Mode on their Walkmans.
a) READING Freddie is writing a history column called The Interesting Side of History for his school’s online magazine. He has made a timeline for Britain in the second half of the 20th century. Read the texts, and match them to the correct decades.
The sound of the Beatles and the Rolling Stones was in the air. Transistor radios became available. Pirate radio stations played pop music; Radio Caroline was the most popular one. Women wore miniskirts. Young people loved psychedelic designs and vivid colours. The English football team was on top of the world. Monty Python made people laugh themselves to death.
1 music
b) Read the texts again. How did the following change through the decades?
c) SPEAKING Which decade do you like the most, and which one do you like the least? Why?
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3
the 60s
1 Albert
the 70s
2 Melanie
Albert
Melanie
the 80s
3 Harriet
Harriet
the 90s
a) 2.1 LISTENING Freddie has collected people’s real-life stories about three of the decades mentioned in his text. Study the timeline on the previous page. Then listen to the people speak, and match them to the decades they talk about (1–3). There are two decades you do not need.
the 50s
b) 2.1 Listen again. Tick the correct person. Who… 1 experienced a dangerous environmental problem? 2 used to listen to the sounds of illegal radio stations? 3 cried after a band split up? 4 used a fossil-fuel heating system? 5 would go on a family trip abroad? 6 went against the standard dress code of the time?
Talking about the past
TV
music
Grammar summary → pp. 123-124
stories
clothes
food
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Go through your parents’ or grandparents’ things to find real objects mentioned in the text. Flip through a family photo album, as well. Use authentic objects and photos to learn new vocabulary. They might come in handy for your presentation, too.
toys and games
Step 3 Present your findings to the rest of your class. Why not prepare a digital presentation with pictures and audio? Have your classmates guess the decade.
Study tip! VOCABULARY Step 2 Interview an older person (a family member, a neighbour etc.) about their habits back then. What did they use to do, wear, watch and listen to?
WRITING AND SPEAKING Prepare a short presentation about Croatia. Follow the steps below.
Work in pairs. Look at the topics below. Talk about the habits you had when you were a child. Use would and used to. Report on your partner’s habits to the rest of the class.
Let’s practise more! → WB, pp. 37-38
Be careful! We do not normally use would to refer to past states: we use past simple or used to instead. My dad was a car mechanic. or My dad used to be a car mechanic. NOT My dad would be a car mechanic.
I would spend hours in front of the mirror pretending I was one of the Spice Girls. Did you know that, back then, we used to listen to pirate radio stations?
2 We can use ____________ and ____________ to describe regular habits and routines in the past.
That day, the bus didn’t come.
Music defined the 1960s, and it defined us as well.
1 When we talk about something that was completed at a particular time in the past, we use the __________________________ tense.
Look at the examples below, and complete the rules.
My... GRAMMAR!
4
5
Step 1 Choose a decade. Do some research on it, and draw a timeline with important events. Include music, sport, news, fashion or anything else that you associate with the decade.
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1A THE GOOD OLD DAYS
UNIT 2
READING Exercise 2 a), p. 32 • Ask students if they read online magazines. Let them name the ones they read or explain why they don’t read them. • Write the word column on the board. Students try to explain it.
Exercise 2 b), p. 32 • Divide students into three groups. Assign one category to each group – music, fashion or technology. • Students read the texts again and make notes about changes over time. • Check as a class. ANSWER KEY
TRICKS OF THE TRADE The word column is a homonym. It has several different meanings: among others it can be a pillar, a vertical section of a page, and a special type of a newspaper article. A newspaper column is usually written by the same author, called the columnist, in the same format, on the same topic, which appears regularly in the paper and usually expresses the author’s opinion on the topic.
SPEAKING Exercise 2 c), p. 32 • In small groups, students choose a favourite and a least favourite decade. • Groups share their thoughts and ideas with the rest of the class.
• Students read the task, study the timeline pictures and describe them.
PROJECT TIP!
• Pre-teach the following words: act, blast out, sequin, flared trousers, hit the shops, Prime Minister, psychedelic designs, shoulder pads, tiny waist, top the charts, vivid colours.
• Discuss the PROJECT TIP! section with your students. Suggest choosing a decade from 20th-century Britain as the topic of their reenactment.
• Ask students to try to predict in which decade each word will appear. They draw five columns in their notebooks and sort the words out. Warn the students that some columns will contain more words than the others. • Students read the text and check their predictions. They correct their tables. ANSWER KEY the 50s: act, tiny waist; the 60s: psychedelic designs, vivid colours; the 70s: flared trousers, sequins, Prime Minister; the 80s: shoulder pads; the 90s: blasting out, top the charts, chunky, hit the shops.
• Next, students read the texts again and match them to the pictures. Ask them to read the parts of the text that support their choice. ANSWER KEY the 60s, the 90s, the 60s, the 80s, the 70s
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Students’ answers.
LISTENING Exercise 3 a), p. 33 • Explain to students that Freddie has interviewed three people – Albert, Melanie and Harriet – about their life in the decades mentioned in his text. Students should listen to and match the texts to the corresponding decades. Remind them that they will use only three decades of the suggested five. 2.1.
• Play Track 2.1. • You can play the track twice if needed. • Check as a class. TRICKS OF THE TRADE
Always remind students to carefully read the task in order not to miss important instructions. They often rely on their teacher to explain the task in detail and at the same time skip reading the task completely. The role of the teacher is to help the students and clarify the task
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ANSWER KEY 1 Albert – the 60s, 2 Melanie – the 90s, 3 Harriet – the 50s
Track 2.1 1 Albert: Those were the days! People were full of hope and optimism. To a young person such as myself, everything seemed shiny and brand new. Music defined the decade, and it defined us as well. I would spend hours listening to the Beatles and later the Rolling Stones on my pocket transistor radio. Did you know that, back then, we used to listen to pirate radio stations? They played music from ships in international waters to challenge BBC radio, which was dominant at the time. They would play pop music all day long, while the conservative BBC played it only for a couple of hours a week. We were rather rebellious, and we dressed that way, too. We wore clothes that went against the strict rules of the time. Miniskirts became the big thing back then, and almost all the girls wore them. As for the boys, we loved wearing patterned shirts. You’d probably laugh at them now, but they were a huge hit back then! 2 Melanie: I have extremely fond memories of this decade. I grew up playing Game Boy, which was a sort of video-game console, and listening to pop music on the stereo. Britpop, a type of rock music that first started in the UK, was very popular. However, I didn’t really listen to it: I had a serious ‘girl power’ phase. The Spice Girls were the biggest British pop success since the Beatles. I would spend hours in front of the mirror pretending I was one of them, and I cried for days when they split up. Imagine that! Hmm, what else happened? Oh, yeah, the Channel Tunnel opened and got us closer to the rest of Europe. Every spring, Dad would take us on a day trip to Paris, because it was just a two-hour ride away. Another very important thing at the time was the Internet. Going online wasn’t as easy as it is today, but it was very exciting! 3 Harriet: I was a child then, so I don’t remember much about the decade, but what I do remember is how foggy it was when I woke up one December morning. It soon became clear that the thick fog that covered the whole city was something quite unusual. My dad used to work at a car factory. That morning, the bus didn’t come, so he had to go to work on foot. When he returned, he was having trouble breathing. Outside, the smog was so thick that you couldn’t see what was in front of you. Everything stopped: the entire city was shut down for five days. Why did it happen? Well, back then, we used to burn coal to heat our homes. With no wind, the smoke from the chimneys got trapped over the city, creating terrible atmospheric pollution. Thousands of people died from respiratory problems, and thousands fell very ill. We have problems with air pollution today as well, so I feel like we haven’t learnt anything from the past.
Exercise 3 b), p. 33 • Instruct students to read the six sentences in the table. • Play Track 2.1. • Check as a class. ANSWER KEY Albert: 2, 6. Melanie: 3, 5. Harriet: 1, 4.
TRICKS OF THE TRADE Windows, Android and iOS offer an mp3-player function, which allows you to manipulate the playback speed and slow down or speed up the track. If your students are struggling to gather all the necessary information from the text, you can opt to use that feature, especially for detailed listening, in order to make listening tasks less troublesome and frustrating. ENDING THE LESSON WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 36 • Students look at the pictures and match the objects with their names. They compare their answers with their neighbour. ANSWER KEY First row: 11, 1. Second row: 6, 10. Third row: 12, 7, 8. Fourth row: 2, 3, 5.
1A THE GOOD OLD DAYS
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while also helping students to develop their independence.
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UNIT 2
Lesson 2
1A THE GOOD OLD DAYS VOCABULARY
1
a) Match the words and phrases to the pictures on the timeline. There are two words you do not need. 1 leggings
2 gramophone
6 transistor radio
7 cassette recorder
10 Walkman
50s
3 platform shoes
11 miniskirt
4 shoulder pads
8 chunky boots
5 the Game Boy
9 flared trousers
12 full-circle skirt
70s
60s
90s
80s
b) Freddieʼs cousin Lauren is talking about fashion and music in the past. Read the text, and complete it with words from Exercise 1 a). There are four words you do not need. Make the nouns plural where necessary.
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
The good old days (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.3., A.8.4., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
GRAMATIKA
Glagolsko vrijeme past simple – jesni i niječni oblik
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Pisanje o događajima iz prošlosti.
FUNKCIONALNI JEZIK
The internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.
MEĐUPREDMETNE TEME
I’m a fashion lover, and if I had to choose the decade when fashion was at its best, I’d say it was the 50s. I love the (1) ____________________ women wore back then, going just below the knee. My great-grandma looked so lovely and classy wearing hers! The music was nice then, as well. I still have some of my great-grandmaʼs records, and I sometimes play them on her (2) ____________________. Although it’s old, the
Osobni i socijalni razvoj
A.3.1., A.3.3., A.3.4., B.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
sound is still incredible. Looking at photos of my Granny when she was young, I see that she played with different trends. She’s not happy when I say that 70s clothes seem like carnival costumes to me! I don’t like the (3) ____________________ she wore; I prefer skinny jeans. And those (4) ____________________! I can’t imagine how she walked with those horrible things on her feet. In some photos from the later years, she has a strange device in her hands and small headphones on her ears. I think they called it a (5) ____________________. It was revolutionary to be able to walk and listen to music at the same time. I can see she often wore (6) ____________________, but she doesn’t like it when I wear them today. ‘They’re too tight! Put on a longer top to cover them up!’ she says. At least I donʼt wear fluorescent ones. She also doesn’t like seeing me in a (7) ____________________ in summer. ‘You’re going out like that? It’s too short’, she says. She, however, still enjoys listening to her old mixtapes on a (8) ____________________ with me. Music from the
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70s is the best ever!
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SPEAKING • Divide students into groups of four. One member of the group thinks of a decade and gives hints, e.g., They listened to rock music then. The rest of the group guesses which decade it is. HOMEWORK WB p. 36, Exercise 1 b)
A.3.1., A.3.2., A.3.4., A.3.5. Građanski odgoj i obrazovanje C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće
UDŽBENIK
Str. 32. -33.
RADNA BILJEŽNICA
Str. 36. -38.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework. • Play Definition battle (see Games and Activities on pp. 394-398) to revise the vocabulary from the previous lesson. Suggested words and definitions: decade – ten years; blast out – listen to music very loudly; fossil-fuel – coal, oil, gas; illegal – against the law; shut down – turn off; hit the shops – go to the stores; respiratory problems – difficulties breathing; fall ill – get sick.
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My... GRAMMAR!
Talking about the past
• Students go back to the questions in Exercise 3 b), underline the verbs and say which tense the verbs are in. • Write example sentences on the board: Harriet experienced a dangerous environmental problem. Melanie cried after the band split up. Albert went against the standard dress code of the time. • Ask students to remember the rule for forming the past simple of regular and irregular verbs. We form the past simple of regular verbs by adding the endings – ed or – d to the base form of the verb. If the verb ends in a consonant + –y, we change the – y into – i and add the ending – ed. Irregular verbs must be learned by heart. • Make the sentences negative and write them on the board: Albert didn’t experience a dangerous environmental problem. Harriet didn’t cry after the band split up. Melanie didn’t go against the standard dress code of the time. • Elicit the changes that have happened. In the negative form, we put the auxiliary verb did and the word not in front of the main verb, which stays in its base form. • Students read and complete the My... GRAMMAR! section on page 33. ANSWER KEY past simple, would, used to
• Instruct students to compare the following sentences: Albert used to listen to illegal radio stations.
1
MAIN PART
• Ask students how long these actions have lasted and which of them was a constant or lasted for a longer period of time and which was repeated regularly. TRICKS OF THE TRADE We use the modal verb would for past activities that were repeated many times, and the verb used to for activities that have continued for a longer period of time. • Direct your students to the Be careful! section of My... GRAMMAR! and remind them that the modal verb would is generally not used with stative verbs such as: like, love, hate, think, know, see, taste, hear, etc. TRICKS OF THE TRADE Stative verbs are verbs that describe a state rather than action. They are usually not used in a continuous form. They are often verbs that express feelings (like, love, dislike, hate, want, prefer, wish, etc.), senses (see, hear, look, feel, be, smell, taste, etc.), opinions (think, know, mean, believe, remember, understand, etc.). Some verbs can be both stative and action verbs, depending on the context: have (I’m having a great time. / I have a younger sister.), see (I’m seeing someone. / Cats see in the dark.), think (I’m thinking of you. / I think you’re the best.), etc. • Tell your students that they have a detailed explanation of the past simple tense in the Grammar Summary on pp. 123–124 of their Student’s Books. • Direct your students’ attention to the list of irregular verbs on pages 120–121, which they can use as reference when needed. WORKBOOK PRACTICE
My... GRAMMAR!
Talking about the past
Exercise 4, p. 37 • Students rewrite the sentences using used to and would. • They compare their answers in pairs.
Melanie would go on family trips abroad.
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UNIT 2
ANSWER KEY
ANSWER KEY
1 I used to play the guitar all the time. 2 I used to have long hair. 3 We would go to the same restaurant all the time when I was a child. 4 I never used to need help with my maths homework when I was at school. 5 My grandpa used to live in Cambodia when he was in his 20s. 6 Every morning, our grandma would make breakfast and we would eat it in a hurry.
1 A, 2 A, 3 B, 4 A, 5 C, 6 B, 7 C, 8 A, 9 C, 10 B
5
Complete the sentences with the words below. use
played
didn’t
went
would
find
wear
used
1 We __________________________ to Paris for lunch on the day the Chunnel opened. 2 I __________________________ to listen to music on my Walkman all the time. 3 Did you use to __________________________ shoulder pads when you were young, Mum? 4 Mum __________________________ always give us tea and biscuits before going to sleep. 5 I __________________________ use to wear skirts and dresses when I was in high school, but now I do. 6 Didn’t he __________________________ to work with our dad at the factory? 7 On Sundays, my parents would __________________________ the best picnic spots in the countryside. 8 I have great memories from that one time I __________________________ records at a school dance.
6 My...
2
GRAMMAR! Talking about the past
When I was a child, I (1) ____ visit my grandparents every weekend. They (2) ____ to live in a village in Essex, and my mum and I always (3) ____ the bus to get there. I loved talking to my grandad. I (4) ____ spend hours just listening to his stories about his youth, or the ‘good old days’, as he would call it. He loved talking about his twenties. He (5) ____ to be a drummer in a band. They (6) ____ the popular music of the time, and performed in local pubs and clubs. That’s how he met Grandma. Every weekend, she would (7) ____ with her friends to listen to them perform. ‘I was very cool and handsome. I didn’t (8) ____ to wear suits. I wore a leather jacket on our first date. She (9) ____ take her eyes off me for the entire evening’, he would say. I remember Grandma giggling at his comments. She (10) ____ always serve us a cup of tea and a sponge cake when we visited. Even now, I can remember the taste of it.
Read what Freddieʼs old neighbour says about her childhood. Complete the text with the past simple forms of the verbs below. There are two verbs you do not need.
2
spend
fly
sing
grow up
not manage
be (2x)
see
play
listen
go
Freddieʼs dad is talking about his childhood. Choose the correct answer – A, B or C – to complete the text.
drive
I (1) ____________________ in a town just outside London. I (2) ____________________ my free time with my friends. We often (3) ____________________ records on a record player and (4) ____________________ to our favourite bands. The Beatles (5) ____________________ very popular then. (6) ‘_______ you ________________ them in the famous rooftop concert in 1969?’ my kids often ask. Unfortunately, I (7) ____________________ to see them play live. At the age of 13, I (8) ____________________ in an aeroplane for the very first time. It
1 2 3 4 5
(9) ____________________ very exciting. We (10) ____________________ on our first family holiday outside England: to the island of Jersey, where I now live.
3 Choose the correct verb form.
A A A A A
used used take would would
B B B B B
would use took use use
C C C C C
6 7 8 9 10
use would use used used
A A A A A
play going use wasn’t used
B B B B B
played went would doesn’t would
C C C C C
playing go used didn’t use to
2
7
1 When I was a child, I used to play / playing on a Game Boy. 2 We didn’t used / use to have video games back in the 50s.
SPEAKING Work in pairs. Read the rules, and play the game.
3 I use / used to listen to boy bands when I was a teenager.
Step 1
Step 2
Step 3
Step 4
4 Did you use / used to play outside until dark when you were a child?
Use a rubber, sharpener or other small object as a counter. You will need a coin, too.
Toss the coin. If you get tails, move one square forward; if you get heads, move two squares forward. Do the task in each of the squares.
If you have completed the task correctly, stay on your square. If not, go one square back.
The winner is the first person to reach the finish square. Good luck!
5 Mum never used to come / coming home from work late. 6 Going online in the 90s use / used to be very difficult, and it took a long time. 7 Did you use / used to spend most of your weekends listening to music when you were a teenager? 8 When we were younger, my parents used to sit / sat with us and talk about our day.
not, use used to. 1 I played the guitar all the time when I was younger. I don’t play it any longer. ___________________________________________________________________________________________________ 2 I had long hair, but now it’s short.
___________________________________________________________________________________________________
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4 I didn’t need help with my maths homework when I went to school. ___________________________________________________________________________________________________
_________________________________________________________________________
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What did you listen to when you were younger?
6 Make a sentence.
5 Make a sentence.
4 Answer the question.
Years ago, / we / go / ______________________________.
My parents / live / in ... / when I was born.
What was your favourite TV programme when you were ten?
7 Make a sentence.
8 Complete the sentence.
9 Complete the sentence.
I / wear / ________________________ / when I was 8.
When I was a little child, I would...
When I started school, my mum would always...
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Exercise 5, p. 38 • Students fill in the blanks using the given words. Check as a class. • You can use this task to revise the rules for forming negative and interrogative forms of the past simple. ANSWER KEY 1 went, 2 used, 3 use, 4 would, 5 didn’t, 6 wear, 7 find, 8 played
Exercise 6, p. 38 • Students choose between three verb forms to complete the sentences. • Have them swap their workbooks and check each other’s answers.
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3 Answer the question.
I didn’t use to ... when I was younger.
• Ask your students to give feedback on how much they understand. They use their thumbs to show you:
______________________________________________________________________________
_________________________________________________________________________
2 Complete the sentence.
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5 My grandpa lived in Cambodia when he was in his twenties.
STOP AND THINK! Which verbs in Exercise 4 are stative verbs? Circle them. Can we use ‘wo uld’ when we are talking abo ut past states ?
When I was five I used to...
FINISH
___________________________________________________________________________________________________ 3 We went to the same restaurant all the time when I was a child.
6 Every morning, our grandma made breakfast, and we ate it in a hurry.
1 Complete the sentence.
START
4 Write sentences about the past habits, or typical behaviour in the past, below. If possible use would. If
I can do this!
I’m getting there!
I need help!
• For additional practice, you can go DIGITAL. ENDING THE LESSON WRITING Exercise 4, p. 33 • In pairs, students discuss their past habits and make notes about their partner’s answers. • Volunteers report about their partner’s habits to the class.
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ANSWER KEY Students’ answers.
WORKBOOK PRACTICE Exercise 7, p. 38 • End the lesson by playing a short board game. Pair your students and let them play. • You can give a prize to the first student in the class to finish the game – for example, one homework-free pass is always a student favourite. ANSWER KEY Students’ answers.
HOMEWORK WRITING AND SPEAKING Exercise 5, p. 33 • Students research what a decade of their choice was like in Croatia. They should interview an older person about what they used to do, wear, watch and listen to back then. They can make notes and prepare a poster or a digital presentation. They should include music, sports, news, fashion of the decade and find photos and images connected to the period. • Remind students to bring their posters or presentations to the next lesson when they will present them to the class. • Remind students that a poster for a short presentation can be smaller in size, ideally in A3 format.
Study tip! VOCABULARY • Refer students to the Study tip! VOCABULARY section. Remind them that using authentic objects (realia) and photographs can make learning more memorable and facilitate remembering new vocabulary later on.
1A THE GOOD OLD DAYS
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UNIT 2
1B WHAT WERE YOU DOING...? NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
What were you doing...? (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
VOKABULAR
take place, line-up, raise money, opening ceremony, speedboat, parachute jump, declare, funeral service, modesty, nail-biting, stitched, devastated, mountain lodge, kneel, glitter
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o nesvršenim aktivnostima u prošlosti.
FUNKCIONALNI JEZIK
I was sleeping. We were all having fun. They were running around. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
C.3.4.
Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti
UDŽBENIK
Str. 34. -35.
RADNA BILJEŽNICA
Str. 39. -41.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. Volunteers present their presentations/posters on various decades of the 20th century. • Students guess which decade their classmates are talking about. • Prepare a formative assessment rubric (Resource Bank, Resource 27, pp. 406-412) and distribute a copy to each student. Instruct
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them to fill it out for each student who presents their work. This way you are making sure that they are paying attention to their classmates’ presentations. • In larger classes, you can divide students into groups of four for presenting. This way, more students can speak, and students apprehensive about public speaking will be more relaxed presenting in front of a smaller group. • Prompt students to give their feedback to each presenter. TRICKS OF THE TRADE Always remind students to be kind and constructive while giving feedback to their classmates. When giving peer feedback, encourage students to use the sandwich technique. First, they should start with praise and focus on the positive aspects of the presentation. Afterwards, they should say what needs improving and then finish with some more positive feedback. This method is good for boosting the confidence of the recipient because the negative remarks are sandwiched between the positive ones. MAIN PART • Students read the title of the lesson. Ask them if they know the meaning of the phrase and to explain when and why they would use it. TRICKS OF THE TRADE The title phrase What were you doing when...? is usually used when talking about very important events that are so important that people remember the exact moment they witnessed them or heard about them – like, for example, the Moon landing, the fall of the Berlin Wall, the start or the end of a war, the death of an important figure, etc. SPEAKING Exercise 1 a), p. 34 • Ask students to look at the four pictures and describe what they see.
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1
34
1
2
1B WHAT WERE YOU DOING...? I can talk about past events.
2 the Olympics
3 Diana’s crash
4 the World Cup
a) SPEAKING Look at the pictures, and describe them. Which memorable events do they represent? Match the names to the pictures. 1 Live Aid
b) 2.2 LISTENING Listen to four people talk about these events, and check your answers in Exercise 1 a). c) 2.2 Listen again, and write the dates of the events under the pictures in Exercise 1 a).
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6 It was a day I’ll always remember. I was dancing in the opening ceremony among the other 70,000 volunteers. I was wearing glitter flares and platform shoes as a cast member of the 70s scene in Britain. People were clapping and cheering, and then David Beckham arrived, and I got to see him in person. I’m so glad I volunteered; nothing beats a live experience! (Bridget, 29)
5 I was staying with some friends in Italy at the time. We were sailing in the Mediterranean. It was early in the morning, and I was watching a cartoon with my son when we heard about the tragedy. What a shock! As I’m a journalist, I raced to get on the first plane back to London. (Harriet, 57)
4 It was the day the world rocked. I was lucky enough to be at Wembley. We sang and danced for ten hours, and it was all for a good cause. The best part of the day was when Freddie Mercury walked onto the stage with Queen; I was screaming like crazy. They definitely stole the show. Being there was one of the best moments of my life! (Stacey, 55)
a) READING Freddie’s family members are talking about their experiences. Which of the events in Exercise 1 are they talking about?
1 I can remember it clearly. I was sleeping, after a long night working on a project, when my pager woke me up. As I looked at the message, I couldn’t believe what I was reading. I really liked her, and I was devastated. I spent all day watching TV. It felt as if the whole nation was crying. (John, 49) 2 I was hiking in the Bavarian Alps on that day. I reached a mountain lodge where some local hikers were watching the game. I decided to join in. We were having a lot of fun until the very end, when they noticed the Union Flag stitched on my rucksack. One moment we were laughing, and the next they were running around and shouting at me. Such bad losers! (Paul, 76) It was my 15th birthday, and I was watching impatiently for the final result. For the last few minutes, I was kneeling in front of the TV and biting my nails. Soon after the final whistle, my family and I were crying with joy and hugging each other. I still remember how proud I felt as the captain was climbing the steps to take the trophy from the Queen’s hands. It was the best birthday present ever! (George, 70)
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b) Read the texts again. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 John first learned the news via e-mail.
2 Paul watched the match with supporters of the losing team. 3 Stacey is still a big fan of Queen.
4 Harriet was having a holiday when she heard the news.
5 Bridget says watching the ceremony on TV and being there are the same thing. 6 George had a birthday party after the match.
Past continuous
I / He / She / It We / You / They
Freddie: I called you yesterday evening, but you didn’t answer. What (1) _______ you ______________ (do)?
Be careful!
→ → → →
hike hiking clap clapping dance dancing run running
Grammar summary → p. 127
David: Yawn, boring! Anyway, why did you call?
Freddie: I (6) _____________________ (think) about my birthday party. I want to do something completely different this year. I (7) _____________________ (wonder) what you think about the idea...
when you first heard your favourite song
at 10 o’clock yesterday morning
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WRITING Interview a member of your family, your neighbour or your friend. Choose one of the questions below, and ask them about their memories and feelings. Write down their stories. Use the past continuous where necessary.
at the end of the last school year
at 8 o’clock last night
Work in pairs. Ask and answer questions about what you were doing at the times below.
David: Sorry, I had a really busy day. I had to finish my science project, and I (2) _____________________ (work) on it all afternoon. Later on, I had a basketball match. You won’t believe what happened! I scored a basket with time running out and won the game for my team. As the final buzzer sounded, everybody (3) _____________________ (shout) and (4) _____________________ (clap). It was great!
Freddie: Wicked! I’m sorry I didn’t see it. I (5) _____________________ (watch) a historical documentary at the cinema with my history group. I couldn’t miss it.
Freddie is talking to a friend. Complete the dialogue. Use the past continuous of the verbs in brackets.
Let’s practise more! → WB, pp. 39-41
3 Read the texts on the previous page once more. Underline all the examples of past continuous that you can find.
We use the past continuous to say that somebody or something completed an action / was in the middle of an action at the given time in the past.
I was sleeping when my pager woke me up. I was staying with some friends in Italy when I heard the news.
2 When do we use past continuous? Look at the examples, and complete the rule. Circle the correct option.
was hiking in the Bavarian Alps. was screaming like crazy. were sailing in the Mediterranean. were clapping and cheering.
1 How do we form past continuous?
Look, think and discuss.
My... GRAMMAR!
3
4
5
1 What was the happiest moment in your life? What were you doing at the time?
2 What is your favourite memory of me? What was I doing at the time?
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1B WHAT WERE YOU DOING...?
UNIT 2
• Students try to match the photographs to the events they represent. Ask for their feedback and prompt them to explain what they have based their guesses on, but don’t tell them if they are right at this point. ANSWER KEY Students’ answers.
LISTENING Exercise 1 b), p. 34 • In a lower-ability class, you might want to pre-teach the following vocabulary: take place, line-up, raise money, opening ceremony, speedboat, parachute jump, declare, funeral service, modesty, nailbiting. • Additionally, you can ask students to try to guess which word is connected to which picture and check these predictions during the first listening. • Students listen to the text to check their predictions. 2.2.
• Play Track 2.2. • Check as a class. ANSWER KEY
3, 4, 2, 1
Track 2.2 1 Bob Geldof, an Irish singer and activist, brought together the biggest names in pop and rock to fight hunger in Ethiopia. Live Aid, the biggest concert ever held, took place in both London and Philadelphia on 13 July 1985. Almost 2 billion people all around the world watched the live concerts on their TVs and donated money. The UK line-up included Queen, Elton John, David Bowie, Sting, U2, Paul McCartney, the Who, and Bob Geldof with his band. Over $120 million was raised for Africa. 2 Those who watched the opening ceremony of the London Olympic Games in 2012 will certainly remember the spectacular show. It was held on 27 July 2012 in the Olympic Stadium. The show told the story of British history and culture, and included real and fictional historical figures, such as the Beatles, Mr Bean, Mary Poppins, Peter Pan, Voldemort and Alice in Wonderland. David Beckham arrived by speedboat carrying the Olympic torch, and Queen Elizabeth II declared the games open after apparently making a parachute jump with James Bond. 3 History is full of events that shook the world, but
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there is one date that will stay for good in the memory of much of the British public. That’s 31 August 1997, the day Princess Diana died in a car crash in Paris. Most people remember where they were and what they were doing when they heard the shocking news. Her death was a trauma for many of them. They left over one million bouquets of flowers at Kensington Palace and Buckingham Palace, and millions around the world watched the funeral service. She will be remembered for her beauty and charity work, and celebrated as the People’s Princess because of her modesty. 4 The first and only time that the England football team won the World Cup was in 1966. Interestingly, the Cup was held in England, and only 16 teams competed. The Cup Final was played at Wembley Stadium on 30 July 1966 between England and West Germany. It was a nail-biting match. The score was 2-2 after 90 minutes, but Geoff Hurst scored two goals in extra time. It made him a national hero and put England on top of the world.
Exercise 1 c), p. 34 • Students listen to the text again and write the dates of the four events. Check as a class. • Play Track 2.2. ANSWER KEY 1 Diana’s crash – 31 August 1997.2 the World Cup – 30 July 1966.3 the Olympics – 27 July 2012.4 Live Aid – 13 July 1985.
TRICKS OF THE TRADE In British English, the dates are written in the following order: day – month – year. For example, we write the date as 13 July 1985 and read it in that order, the thirteenth of July. In American English, the month is written before the day: July 13, 1985. The date is then read: July the thirteenth 1985. Since, outside of the EFL classroom, students are exposed mostly to American English, many of them will find the later date format more comfortable. Both formats are acceptable and welcome when expressing dates; just remind students that they should try to use them consistently. • If possible, show your students some video clips of the events they are listening and reading about. Online video streaming services offer plenty of authentic videos you can use to enrich the coursebook material. • At this point, you can GO DIGITAL and practise vocabulary.
LONDON CALLING
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READING
ENDING THE LESSON
Exercise 2 a), p. 34 • Introduce Freddie’s family members – John, Paul, George, Stacey, Harriet and Bridget. Instruct students to read about how they experienced the events from the pictures. • Students read the texts and match them to the events they describe. ANSWER KEY 1 Live Aid – Stacey. 2 The Olympics – Bridget. 3 Diana’s crash – John, Harriet. 4 The World Cup – Paul, George.
• Write the new vocabulary on the board: stitched, devastated, mountain lodge, kneel, glitter.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 39 • Students pair the words to get meaningful phrases. Check as a class. ANSWER KEY 1 car crash, 2 opening ceremony, 3 charity work, 4 live experience, 5 mountain lodge, 6 extra time, 7 funeral service, 8 parachute jump
1B WHAT WERE YOU DOING...? VOCABULARY 1
a) Match the words to make meaningful phrases. 1 car
• Instruct students to find the words in the text and try to divulge their meaning from the context.
2 opening
service
3 charity
work
4 live
crash
5 mountain
jump
lodge
6 extra ceremony
7 funeral
8 parachute
experience
time
b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________.
TRICKS OF THE TRADE Students might be tempted to reach for a dictionary (or look at an online dictionary) for every unknown word, which might hinder their reading progress. Guessing the meaning from context is one of the reading strategies you should remind them of every now and then since it makes reading faster and facilitates reading comprehension. Exercise 2 b), p. 35 • Working in pairs, instruct students to read the sentences in the task and compare them with the text. • Remind them to use colour-coding and underline the information in the text using different colours. • Check as a class. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 F, 6 DS
• Students can GO DIGITAL and practise reading.
4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...
2
GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do
get
1 David ___________________ in front of the TV.
4 Henry ___________________ at his desk and ___________________ his
sit
make
have
kneel
2 Sara ___________________
sing
dance
3 The O’Briens
and ___________________
___________________
in her room.
dinner.
5 Ella ___________________ ready for a birthday party.
6 Freddie and his mum ___________________ plans for the next day.
homework.
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• In pairs or groups of three, students write sentences using each phrase. • You can turn the task into a competition. For each sentence in which the phrase is used in the right context, the group is awarded a point. If another group has the same sentence, each group gets only one point. If a group uses two phrases in the same sentence, they are awarded three points.
1B WHAT WERE YOU DOING...?
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UNIT 2
Lesson 2
1B WHAT WERE YOU DOING...? VOCABULARY 1
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
What were you doing...? (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.3., A.8.4., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
GRAMATIKA
Glagolsko vrijeme past continuous
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje i pisanje o događajima iz prošlosti.
FUNKCIONALNI JEZIK
The internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.
a) Match the words to make meaningful phrases. 1 car
2 opening
service
3 charity
work
4 live
crash
5 mountain
jump
lodge
6 extra ceremony
7 funeral
8 parachute
experience
time
b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________. 4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...
2
GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do
get
1 David ___________________ in front of the TV.
4 Henry ___________________ at his desk and
sit
make
have
kneel
2 Sara ___________________
sing
dance
3 The O’Briens
and ___________________
___________________
in her room.
dinner.
5 Ella ___________________ ready for a birthday party.
___________________ his
MEĐUPREDMETNE TEME
6 Freddie and his mum
Osobni i socijalni razvoj
A.3.1., A.3.3., A.3.4., B.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje
A.3.1., A.3.2., A.3.4., A.3.5. C.3.1., C.3.2.
Poduzetništvo
A.3.3.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće
UDŽBENIK
Str. 34.
RADNA BILJEŽNICA
Str. 39. -41
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
___________________ plans for the next day.
homework.
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HOMEWORK WB p. 39, Exercise 1 b)
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STARTING THE LESSON • Check homework with students. • Play a game of Charades (see Games and Activities on pp. 394-398) using the topic What were you doing yesterday? in order to revise some activities and get students to start using the past continuous tense. You can write the activities on pieces of paper or whisper them to students. Suggested sentences: You were watching TV. You were dancing. You were sleeping. You were running. You were celebrating. You were reading. You were singing.
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LONDON CALLING
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TRICKS OF THE TRADE Jeremy Harmer’s boomerang model of teaching grammar (also known as EASA: Engage – Activate – Study – Activate) suggests getting your students to reproduce a new structure while still unaware of the rules as the first stage of teaching (Engage and Activate). In the second stage (Study), the structure is analysed and explained, and in the third stage (Activate) the students use it actively and fully aware of the rules. The boomerang model is a good idea for teaching structures that students are passively acquainted with. Also, by making students reproduce the structure, such as the past continuous tense in the game of Charades, they gain confidence in using it.
• Elicit the name of the past continuous tense by pointing out that the auxiliary verb to be is in the past tense. • Students read the first part of the My... GRAMMAR! section in the Student’s Books and try to form the rules. ANSWER KEY We use the past simple form of the verb to be (was/ were) and the present participle – ing form of the main verb.
• Students do the second part of the My... GRAMMAR! section to determine the use of the past continuous tense. ANSWER KEY
MAIN PART
My... GRAMMAR!
• You can write down a sentence in the present continuous at this point to contrast the difference in the auxiliary verb: I am sleeping vs I was sleeping. Ask students to compare the two and explain the difference.
was in the middle of an action
Past continuous
• Ask students to find verbs in the text in Exercise 2 on page 34. • To speed up this part, divide the class into three groups and assign each group two parts of the text. Alternatively, you can divide the class into six pairs/groups of three and assign each group just one part of the text. • Accept all the answers but write only a couple of examples of the past continuous tense that your students suggest on the board, e.g., I was sleeping. We were having a lot of fun. They were running around and shouting at me. • Ask students to analyse how the tense is formed. They will probably immediately recognise the auxiliary verb was/were and the ending – ing. • Now, ask them which tense this reminds them of. They will probably notice similarities with the present continuous tense.
• In the third task, students go back to the texts and underline the examples of the past continuous tense. • In pairs, they compare the underlined verbs. ANSWER KEY Students’ answers.
Exercise 3, p. 35 • In pairs, students complete the dialogue. Check as a class. ANSWER KEY 1 were doing, 2 was working, 3 was shouting, 4 clapping, 5 was watching, 6 was thinking
WORKBOOK PRACTICE
My... GRAMMAR!
Past continuous
Exercise 2 a), p. 39 • Students complete the sentences using the past continuous tense of the given verbs. Check as a class.
1B WHAT WERE YOU DOING...?
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1
• Encourage students to form sentences using the past continuous tense. Accept sentences formed in the past simple, although you may want to repeat the sentence using the past continuous, and the students should start using it by following your model.
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UNIT 2
ANSWER KEY 1 is kneeling, 2 is singing and dancing, 3 are having, 4 is sitting... and doing, 5 is getting, 6 are making
Exercise 3 b), p. 40 • Students rewrite the answers as full sentences.
VOCABULARY 1
a) Match the words to make meaningful phrases. 2 opening
service
3 charity
work
4 live
crash
5 mountain
jump
lodge
6 extra ceremony
7 funeral
8 parachute
experience
ANSWER KEY Students’ answers.
1B WHAT WERE YOU DOING...? 1 car
Exercise 3 a), p. 40 • In pairs, students interview each other.
time
ANSWER KEY
b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I
Students’ answers.
didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________. 4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth
Exercise 4 a), p. 40 • Practise making questions some more. Divide students into groups of three or four and let them make questions with the given words. Monitor what they are doing and offer help if needed.
birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...
2
GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do
get
1 David ___________________ in front of the TV.
4 Henry ___________________ at his desk and
sit
make
have
kneel
2 Sara ___________________
sing
dance
___________________
in her room.
dinner.
5 Ella ___________________ ready for a birthday party.
___________________ his
• Check as a class.
3 The O’Briens
and ___________________
ANSWER KEY Questions: 1 Where was David standing? 2 What was he doing there? 3 What was the man doing there? 4 What was the man holding? 5 Who was driving the car? Answers: Students’ answers.
6 Freddie and his mum ___________________ plans for the next day.
homework.
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b) What were Freddie and his friends doing an hour later? Write sentences.
Exercise 2 b), p. 40 • In pairs, students write the sentences. Check as a class.
1 David / not kneel / in front of the TV / he / surf the Net. David wasn’t kneeling in front of the TV, he was surfing the Net. ____________________________________________________________________________________________________ 2 Sara / not sing and dance / in her room / she / lie on the bed. ____________________________________________________________________________________________________ 3 The O’Briens / not have dinner / they / play Pictionary. ____________________________________________________________________________________________________ 4 Henry / not sit and do homework / he / have a shower.
• At this moment, you might want to quickly go through the rules for forming negative sentences in the past continuous tense. Since students already know how to form the negative form of the present continuous tense, the analogy should be clear. Remind students that all the rules and examples are listed in the Grammar summary on page 127.
____________________________________________________________________________________________________ 5 Ella / not get ready for the party / she / eat cake. ____________________________________________________________________________________________________ 6 Freddie and his mum / not make plans / they / discuss a documentary. ____________________________________________________________________________________________________
3
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1 Were you eating a sandwich half an hour ago?
_______________________________________
2 Were your parents working two hours ago?
_______________________________________
3 Were you taking a shower at 9 o’clock last night?
_______________________________________
4 Were you having breakfast at 7 o’clock yesterday morning?
_______________________________________
5 Were you visiting your grandparents at 11 o’clock last Saturday? _______________________________________ b) Report your partnerʼs answers using full sentences. Example: Half an hour ago Eva was eating a sandwich. Half an hour ago Eva wasn't eating a sandwich, she was writing. 1 Half an hour ago ____________________________________________________________________________________ 2 Two hours ago ______________________________________________________________________________________ 3 At 9 o’clock last night ________________________________________________________________________________ 4 At 7 o’clock yesterday morning _______________________________________________________________________ 5 At 11 o’clock last Saturday ___________________________________________________________________________
4
ANSWER KEY 2 Sara was not singing and dancing in her room, she was lying on her bed. 3 The O’Briens weren’t having dinner, they were playing Pictionary. 4 Henry wasn’t sitting and doing his homework, he was having a shower. 5 Ella wasn’t getting ready for a party, she was eating a cake. 6 Freddie and his mum weren’t making plans, they were discussing a documentary.
a) Work in pairs. Ask your partner questions, and write down their answers. Use short answers.
a) David is talking to Freddie about what happened to him last week. Look at the picture. Write questions about it in the past continuous. Think of the possible answers, and write them down in your notebook. 1 Where / David / stand? ___________________________________________________________ 2 What / he / do / there? ___________________________________________________________ 3 What / the man / do / there? ___________________________________________________________ 4 What / the man / hold? ___________________________________________________________ 5 Who / drive / the car? ___________________________________________________________
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• In pairs, students swap their workbooks, check for mistakes and correct them. Check as a class. ANSWER KEY 1 was waiting, 2 were going, 3 was standing, 4 was smoking, 5 was looking, 6 was holding, 7 was trying, 8 was pulling up, 9 were driving, 10 were having, 11 were competing, 12 was miming
b) Now read the story about what actually happened. Complete the text with the past continuous of the verbs in the brackets. The strangest thing happened to me last Friday evening. I (1) __________________________ (wait) impatiently in front of our house for my mum to pick me up. We (2) _____________________ (go) to our friend’s house for a birthday party. A man (3) __________________________ (stand) close to me. He (4) __________________________ (smoke) and (5) __________________________ (look) around. He (6) __________________________ (hold) a big bag. Suddenly he spoke to me: ‘Hey, do you know who lives here?’ He explained that he (7) __________________________ (try) to find his old friend Mike’s house. ‘Only my mum and I live in this house, and I don’t even know anybody by that name in the street’, I replied. And, as my mum (8) __________________________ (pull up) in her car, he moved away. He disappeared while we (9) __________________________ (drive off). At the party, we (10) __________________________ (have) so much fun that I forgot about him completely. Then, at the end, the kids (11) __________________________ (compete) against the adults in a game of charades. My mum (12) __________________________ (mime) a word when her
• Alternatively, you can turn this into a writing and speaking activity by playing Steal the sentence (see Games and Activities on pp. 394-398). Each student writes four sentences using the prompts from the task and leaves their notebook open on their desk. Students take a pencil and a piece of paper and go around the classroom. They read other students’ sentences and “steal” four of them (each one from a different student). They write them down on their pieces of paper. They go back to their seats. Volunteers ask questions, e. g.: Who was riding in a car when they first heard their favourite song? and the rest of the class tries to remember in whose notebook they have read that sentence. Encourage students to use full sentences when answering, e. g., Ana was riding in a car when she first heard her favourite song.
1
Exercise 4 b), p. 41 • Students complete the story using the verbs in the brackets in the past continuous tense.
phone rang. It was our neighbour, who exclaimed: ‘Oh, Angela, I think your house has been burgled!’
ANSWER KEY
c) WRITING Write a short paragraph from the burglar’s point of view. Last Friday evening, ___________________________________________________________________________________
Students’ answers.
______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
5
HOMEWORK
a) Translate these sentences into Croatian. 1 At 6 o’clock yesterday evening, I was having dinner. ____________________________________________________________________________________________________
WRITING
2 What was he doing this time yesterday? ____________________________________________________________________________________________________ 3 Were you standing outside the house at 5 o’clock yesterday? ____________________________________________________________________________________________________
Exercise 5, p. 35 • Assign the writing task for homework. Students choose one question and do a short interview with a family member or a friend.
4 Davidʼs mum was driving us to the shopping centre at 10 o’clock last Saturday. ____________________________________________________________________________________________________ 5 They were working on the computer an hour ago. ____________________________________________________________________________________________________ b) Translate these sentences into English. 1 Doručkovao sam jučer u 9 ujutro. ____________________________________________________________________________________________________ 2 Što su su tvoji roditelji radili prošli vikend? ____________________________________________________________________________________________________ 3 Pisala sam domaću zadaću prije tri sata.
TRICKS OF THE TRADE
____________________________________________________________________________________________________ 4 Je li on govorio meni? ____________________________________________________________________________________________________ 5 Nije padala kiša jučer navečer. ____________________________________________________________________________________________________
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• For further practice of the past continuous tense, you may want to suggest to your students to GO DIGITAL. ENDING THE LESSON SPEAKING Exercise 3, p. 35 • Pair students off and let them ask and answer questions and then report about their partner’s answers.
It is important to practise writing and to practise it regularly. These writing tasks do not have to be especially long. The English language curriculum prescribes 80 words as the recommended length of a written and spoken text in Year 8, but it is better to practise writing shorter texts more often. Especially if the writing task is planned for formative assessment, the teacher has the autonomy to decide on its length. Shorter texts are easier to write and to give feedback on, but that doesn’t mean you have to limit the students who can and want to write longer texts. WB p. 41, Exercises 4 c), 5 a) and b)
1B WHAT WERE YOU DOING...?
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UNIT 2
Lesson 2
2A THE SPECKLED BAND
Activities on pp.). Use images of some objects that are characteristic of Sherlock Holmes: a pipe, a magnifying glass, a chequered cap, etc. Let students guess the person that connects these elements.
Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Književnost za mlade
NASTAVNA JEDINICA
The speckled band (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
observation skills, housekeeper, case, investigator, consult, commit a crime, stepfather, terrifying, whistle, speckled, vagabond, venomous, sign of violence, trembling voice, etc.
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje događaja u prošlosti
FUNKCIONALNI JEZIK
The doctor was sitting in the chair when Sherlock entered the room. Julia was lying when Helen found her. Etc.
• If your students don’t recognise Sherlock Holmes, you can give them an anagram to solve (for example, chrome elk slosh) or play a game of Hangman (see Games and Activities on pp. 394-398). • Ask students to tell you everything they can remember about Sherlock Holmes. MAIN PART READING AND LISTENING Exercise 1, p. 36 • Students read the questions and mark their answers. • In a lower-ability class, you might want to pre-teach the key vocabulary before the listening task: observation skills, housekeeper, case, investigator, consult.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2.,
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti, književnost
UDŽBENIK
Str. 36. -37.
RADNA BILJEŽNICA
Str. 42. -44.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. Students swap their notebooks, read each other’s interviews, correct mistakes and give feedback. • Show your students an image of Sherlock Holmes. You can choose an illustration or a scene from a film or a popular TV series about the famous detective and let them name the character. • If you want to gamify the introduction, you can play a game of Flashing dictation or Pictionary (see Games and
118
2.3.
• Play Track 2.3 and let students check their predictions. Check as a class. • After listening, ask students if they have watched a film or a TV series featuring Sherlock Holmes. Do they know the names of the actors who have played that role, have they liked them and why (not)? ANSWER KEY
1 a), 2 c), 3 b), 4 a), 5 c)
TRICKS OF THE TRADE Many actors have played the role of the world’s most famous detective from 221B Baker Street. There have been over one hundred different actors who have portrayed Sherlock Holmes in animated series, TV series, TV films and theatrical feature films. The most recent are Robert Downey, Jr. in two films, Sherlock Holmes in 2009 and Sherlock Holmes: A Game of Shadows in 2010; Will Ferrell in a 2018 comedy; Henry Cavill in the 2020 Enola Holmes film. The
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2A THE SPECKLED BAND I can make guesses about a crime story.
4
Sherlock’s address is...
a) Sir Arthur Conan Doyle. b) Agatha Christie. c) Edgar Allan Poe. a) Dr White. b) Dr Watson. c) Mr Dotson.
2
Sherlock Holmes lived in…
a) 221B Baker Street. b) 221B Oxford Street. c) 212B Baker Road.
a) the 18th century. b) the 18th and 19th centuries. c) the 19th and 20th centuries. 5
Sherlock describes himself as a… c) Consulting Detective.
b) Detective Advisor.
a) Private Investigator.
2.3 READING AND LISTENING Sherlock Holmes is Freddie’s favourite fictional detective. How much do you know about him? Do the quiz, and test your knowledge. Then listen and check.
Sherlock Holmes was created by…
The name of Sherlock’s assistant is…
a) READING Read Freddie’s favourite Sherlock Holmes story, The Adventure of the Speckled Band. First, read the questions under each paragraph and think of possible answers. Then read the paragraph and check.
and check.
2.4 LISTENING How do you think the story ended? Tick one or more answers that you think are true. Then listen
b) READING AND SPEAKING Think about Helen’s case. Who do you think the possible suspects are? Why do you think so? What kind of weapon do they plan to use? Read the story again, and provide evidence for your choices. Start like this: It must be... It could be... It can’t be...
3 a) 1 A ghost visited Helen’s room, and she died of a heart attack.
2 A venomous snake bit Julia while she was sleeping. That same snake killed Dr Roylott in the end. 3 One of the vagabonds broke into the house and killed Helen, just as he had killed Julia. 4 Dr Roylott found Sherlock and Watson in his room, shot them and escaped. 5 The wild cat entered Helen’s room and killed her while she was sleeping. b) 2.4 Listen again, and make short notes in your notebook. Use them to retell the ending of the story.
Past simple vs past continuous
When I woke up, Sherlock was standing beside my bed. “Hurry up, Watson! We’ve got a case!” shouted Sherlock. There was a woman waiting in the hall. Her name was Helen Stoner. She looked tired and unhappy, and her hands were shaking. “Mr Holmes, you’ve got to help me! I’m terrified I’m going to die soon!” said the woman. Sherlock took out his notebook and started making notes. 1 Who visited Sherlock Holmes? 2 Why did this person need Sherlock’s help?
7 Who else lived at Dr Roylott’s property?
“Julia complained about a terrible whistling sound followed by a metallic bang in the middle of the night,” said Helen. “She slept alone in her room, which was right next to our stepfather’s room. She always locked her door, so nobody could get in. Then, one night, I heard a terrifying scream. When I got out of my room, Julia was lying on the floor in the hallway. Her face was pale with terror. The last thing she said to me was ‘A speckled band!’. I’m afraid I have no idea what it was supposed to mean,” she added. Julia died soon afterwards, and the police found no culprits and no sign of violence. “Now my room is being renovated, and I’ve had to move into my sister’s room. I heard the same whistling sound last night... Please, please, help me!” cried Helen. 5 What made Julia feel afraid? 6 Who did the police arrest?
8 What did Sherlock find in the house?
That afternoon, Sherlock and I took the train and visited the Roylott House. When we arrived, we saw a group of vagabonds, who were living on the property. We also found out that a monkey and a wild cat were living there. Dr Roylott had brought them from India years ago. After that, we made sure that nobody could get into Helen’s room. While Sherlock was searching it, he saw a strange hole in the wall. It led to the stepfather’s room. Right next to it, we saw a rope hanging beside Helen’s bed. I saw that Sherlock was very curious about it. In the Doctor’s room, we found a metal box and a bowl with some milk in it. That was very odd, as there were no pets inside the house. “Quick, now! Miss Stoner, you are going to sleep in your old room tonight. Watson and I will spend the night in this room and solve the case,” said Sherlock. “So do you have a theory?” asked Helen. “Perhaps I do!” replied Sherlock.
Helen lived alone with her stepfather, Dr Grimesby Roylott, who was a very unpleasant man. He met and married Mrs Stoner, Helen’s mother, when he was a soldier in India. She died when they returned to England, leaving a large fortune to her two daughters if they got married. “My sister, Julia, died two years ago, just before her wedding. I’m getting married soon, too,” said Helen with a trembling voice. “I’m all ears: tell me everything about your sister’s death,” replied Sherlock. 3 What made Helen fear for her life? 4 Who was she afraid of?
4
a) A thief has broken into a shop and stolen ten boxes of very valuable Golden Chocolate Bars. Sherlock is interviewing a witness who saw what happened. Read the witness statement, and complete it using the past simple or past continuous form of the verbs.
My husband and I (1) _____________________ (watch) television yesterday evening, when it (2) __________________
(start) to get dark. I (3) _____________________ (get up) to close the blinds. It was then that I (4) _________________
mask, which I (7) _____________________ (find) very suspicious. He suddenly (8) ________________________ (say)
(see) a man who (5) _____________________ (stand) in front of the shop. He (6) ________________________ (wear) a Past continuous
(10) _____________________ (break) the window with his elbow and (11) _____________________ (go) into the shop.
Grammar summary → p. 128
whether it was a man or a woman. Oh, I’m terribly sorry...
b) SPEAKING Work in groups, and follow the steps below.
Step 1 Get into groups. Your teacher will give you role cards. Prepare your questions and alibis, and get ready to play the game.
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Step 2 Perform the interrogation in front of the class. The rest of the class vote on who the thief is.
I was in complete shock. Now that I think of it, I (12) _____________________ (not wear) my glasses, so I’m not sure
something to another man, who (9) _____________________ (sit) in a car the whole time. Then he
Past simple
The doctor was sitting in the chair when Sherlock entered the room. Julia was lying on the floor when Helen found her.
Let’s practise more! → WB, pp. 43-44
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We can use both tenses in the same sentence. We usually use while / when with the past simple tense, and while / when with the past continuous.
While he was searching the room, Sherlock noticed something strange. When Helen got out of her room, Julia was lying on the floor.
2 Look at the examples below. Then circle the correct option to complete the rule.
Sherlock sat on the bed and waited. Watson woke up early in the morning.
1 Which tense describes actions that were completed at the given time in the past? Which tense describes actions that were still in progress at the given time in the past?
Look, think and discuss.
My... GRAMMAR!
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UNIT 2
TV series Sherlock (2010–2017) starring Benedict Cumberbatch is also still very popular.
VOCABULARY
1
Track 2.3 Sherlock Holmes is a fictional detective created by the Scottish writer Sir Arthur Conan Doyle. He appeared for the first time in a novel entitled ‘A Study in Scarlet’, which was published in 1887. Altogether, Sherlock appears in four novels and fifty-six short stories. This brilliant mastermind, who lived in the late 19th and early 20th centuries, is famous for his great intellect and sharp observation skills. His adventures are told by his faithful companion, Dr Watson, who follows him and helps him solve the most unusual mysteries one can think of! The pair live in London at 221B Baker Street, with their housekeeper, Mrs Hudson. Sherlock Holmes is often invited by Scotland Yard, as the London police were called, to help them solve difficult cases. That’s why he refers to himself rarely as a private investigator, but rather as a consulting detective for the police. Sherlock Holmes has been popular from the very beginning, and has even made his way to the screen – have you ever seen a film or a TV series about him?
Choose the correct answer. 1 A detective’s assistant helps the detective
a) solve crime.
b) commit crime.
2 Your stepfather is your mother’s
a) new husband.
b) new boyfriend.
3 An unpleasant man is
a) nice to be with.
b) not nice to be with.
4 A trembling voice sounds
a) strong.
b) shaky.
5 A terrible whistling sound is like
b) a soft, low whisper.
7 A terrifying scream
a) a loud, high-pitched sound. a) of heavy-metal music. a) scares you to death.
8 A speckled band has got
a) spots.
b) stripes.
9 A group of vagabonds is
a) a local football team.
b) a group of travellers.
10 Your face becomes pale when you’re
a) not feeling well.
b) asleep.
6 A metallic bang is the sound
2
b) of a metal object hitting something. b) makes you laugh.
a) Match the words to make collocations. 1 leave on the property
2 solve the case
3 make
4 sign
married
5 live
of violence
6 get notes
a fortune
b) Complete these sentences using the collocations in Exercise 2 a). 1 She was just about to ___________________________ to the man of her dreams before she died. 2 After a long investigation, the police managed to ____________________________ and arrest the murderer. 3 Before his death, Hugh’s grandfather decided to change his will and _______________________________ to his housekeeper. 4 While he was interrogating witnesses, the police officer started to ______________________________. 5 The police found a dead body, but there was no ______________________________, and there was no murder weapon. 6 Some strange people _______________________________, so the detective will interrogate them as well.
3
Let’s see how much you remember about the story The Adventure of the Speckled Band. Fill in the report on the murder of Helen’s sister. Check your answers by scanning the text in the Student’s Book on pages 36 and 37. Victim: Killer:
WORKBOOK PRACTICE
Motive: How the victim was killed:
42
VOCABULARY
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Exercise 1, p. 42 • Use this task to pre-teach the vocabulary students will need for the reading comprehension task. • In pairs, students do the task. Check as a class. • In a lower-ability class, you might want to check the understanding of some key vocabulary: commit a crime, stepfather, terrifying, whistle, speckled, vagabond, venomous. Feel free to add some more vocabulary your students might find difficult, for example: sign of violence, trembling voice, etc. • For more vocabulary practice, you can GO DIGITAL at this point. ANSWER KEY 1 a), 2 b), 3 b), 4 b), 5 a), 6 b), 7 a), 8 a), 9 b), 10 a)
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READING Exercise 2 a), p. 36 • Tell students they will read Freddie’s favourite Sherlock Holmes story – The Adventure of the Speckled Band. Ask them to guess what the story could be about. • Write the first two questions on the board or display them using an OHP: 1 Who visited Sherlock Holmes? 2 Why did this person need Sherlock’s help? • Let students make predictions, and then read the first paragraph of the text on page 37 to check their predictions. Check as a class. • Write the next two questions on the board or display them using an OHP: 1 What made Helen fear for her life? 2 Whom was she afraid of? • Let students make predictions again, and then read the second paragraph of the text on page 37 to check their predictions. Check as a class.
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1 What made Julia feel afraid? 2 Whom did the police arrest? • Let students make predictions, and then read the third paragraph of the text on page 37 to check their predictions. Check as a class. • Write the last set of questions on the board or display them using an OHP: 1 Who else lived on Dr. Roylott’s property? 2 What did Sherlock find in the house? • Let students make predictions, and then read the last paragraph of the text on page 37 to check their predictions. Check as a class. • To check the understanding of the text on page 37, play a game of Where does it say? (see Games and Activities on pp. 394-398). Choose sentences or parts of sentences with key vocabulary. Suggested vocabulary: fortune, case, whistling, terrifying, vagabond, housekeeper, sign of violence, trembling voice, etc. TRICKS OF THE TRADE When possible, let students, especially the ones deemed higher ability, take over the role of the teacher/game master while playing various games. Games like Where does it say? often pose no challenge for such students, which can lead to them getting bored and restless or, alternatively, too eager to show their knowledge and not allow lower-ability students enough time to think. When you put higher-ability students in the role of the teacher, they can demonstrate their knowledge while at the same time give other students a chance to participate. ANSWER KEY 1 Helen Stoner. 2 She was afraid she would die soon. 3 She and her sister would inherit a fortune if they got married. Her sister died before her wedding, and she is getting married soon. 4 Her stepfather. 5 A strange noise in her room. 6. No one. 7 A monkey and a wild cat. 8 A strange hole in the wall which led to the stepfather’s room, a metal box and a bowl with some milk in it.
READING AND LISTENING Exercise 2 b), p. 36 • Divide students into groups of four and direct them to try to solve the case. Give them some time to read the text again, make guesses, create theories and find supporting evidence in the text. • Let the group representatives present the theories the group has agreed upon. Encourage students to use the phrases: It must be..., It could be..., It can’t be... • At this point, after they have heard all the theories, have students choose those that sound the most and least likely and which of them is most imaginative. Let students explain why they agree or disagree with the theories and find supporting evidence in the text. • You can GO DIGITAL to practise reading out loud. ANSWER KEY Students’ answers.
ENDING THE LESSON WORKBOOK PRACTICE Exercise 2, p. 42 • In pairs, students translate the sentences. Check as a class. ANSWER KEY 1 Last year, a venomous snake bit him. 2 She heard a terrible whistling sound. 3 His stepfather is an unpleasant man. 4 Dr. Watson is a detective’s assistant.
Exercise 3 a), p. 42 • Divide the class into groups of four. Make a copy of Collocation memory (Resource Bank, Resource 28, pp. 406-412) for each group and cut the individual words out. Let students compete within groups or as opposing teams. You can have a competition between members of individual groups, resulting in every group having its winner, or make it a team competition, where teams compete to match all the words into collocations first. 2A THE SPECKLED BAND
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• Write the third set of questions on the board or display them using OHP:
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UNIT 2
ANSWER KEY
Lesson 2
Suggested answers: leave
solve
a fortune notes
the case
make
sign
get
live
a fortune
of violence
married a fortune
on the property
notes
• As feedback, let volunteers write the collocations on the board. Exercise 3 b), p. 42 • Students fill in the blanks using the collocations from Exercise 3 b). Check as a class. • In a higher-ability class, you can prompt students to try to make new sentences using the same collocations. HOMEWORK
NASTAVNA TEMA
Drugi i drugačiji / Književnost za mlade
NASTAVNA JEDINICA
The speckled band (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
GRAMATIKA
Glagolska vremena past simple i past continuous – upotreba
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje događaja u prošlosti
FUNKCIONALNI JEZIK
The doctor was sitting in the chair when Sherlock entered the room. Julia was lying when Helen found her. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti, svršeni i nesvršeni glagoli, književnost
UDŽBENIK
Str. 36. -37.
RADNA BILJEŽNICA
Str. 42. -44.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje gramatike na platformi IZZI
WB p. 43, Exercises 4 a) and b)
STARTING THE LESSON • Check homework with students. • Revise key vocabulary from the previous lesson by playing a competitive variation of the Definition game (see Games and Activities on pp. 394-398). Divide students into small groups and distribute worksheets with target vocabulary definitions (Resource Bank, Resource 29, pp. 406-412) to each group. Groups try to write all the words as fast as they can. Have them swap their worksheets. Check the vocabulary together, either by writing the words on the board, by projecting them over an OHP or handing out the answer key. For each correct and correctly written word, award two points. If there is a spelling mistake, the
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• You can choose how to limit the duration of the game. Either stop the game after the first group has written all the words or give a fixed timeframe after which the game stops and the points are tallied. • In a lower ability class, you can do this as a matching game. Write the words in random order on the board and insert a few extra words, so as not to make it too easy. Suggested vocabulary: fortune, father, vagabond, investigator, cook, venomous, stepfather, terrifying, whistle, sing, evidence, fortune, happy, housekeeper, evidence, poor, culprit, castle, etc. ANSWER KEY 1 stepfather – your mother’s husband, someone who is not your birth father. 2 housekeeper – a person who manages someone’s household and takes care of their home. 3 fortune – a big amount of money. 4 vagabond – a person who has no permanent home but wanders from town to town. 5 venomous – trait of an animal that can poison you with its bite or sting. 6 investigator – a person who investigates a crime. 7 culprit – a person who has committed a crime: a criminal. 8 whistle – a highpitched sound that you make when calling a dog, for example. 9 terrifying – very scary. 10 evidence – proof.
MAIN PART LISTENING Exercise 3, p. 36 • Instruct students to read the suggested solutions of the case and choose the one they believe is most likely as the ending. • Have students read the text one more time to find supporting evidence for the answer they have chosen. 1.1.
• Play Track 2.4.
• Check as a class. Compare the solution of the case to those the groups have suggested.
• Play Track 2.4 one more time. This time prompt students to make notes that will help them explain how the murder was committed. Let volunteers present their notes. ANSWER KEY 2 A venomous snake bit Julia while she was sleeping. That same snake killed Dr. Roylott in the end.
Track 2.4 Sherlock and I sat quietly in the dark room for three hours, but nothing happened. Suddenly, we saw a flash of light and heard someone moving in the Doctor’s room. Soon, we heard a very quiet hissing sound. Sherlock took his stick and started hitting the rope with all his strength. “Can you see it, Watson? ” yelled Sherlock. But I saw nothing. Then we heard a terrible scream coming from the Doctor’s room, and everything went silent again. “It’s over now! ” said Sherlock. We went to the Doctor’s room. He was sitting in a chair. There was a snake wrapped around him. “A yellow speckled band! An Indian snake! It’s extremely venomous, so be careful, Watson! ” shouted Sherlock. He took the snake and put it in the metal box. “How did you know it was the snake that killed Julia? ” I asked him. “First, I thought it was the vagabonds who did it, but then I saw various animals from India, and I thought about an animal that could go through the hole in the wall, ” answered Sherlock. The doctor had apparently trained the snake to go to the room next door and come back whenever he made the whistling sound. The banging sound came from the metal box, in which he kept the snake. Night after night, the snake would go down the rope, until one night it finally bit Julia while she was sleeping. It’s a very rare snake, so the doctors couldn’t identify the venom. Soon after this case, Helen got married. She tried to forget the deaths of her sister and stepfather, but she could never forget the speckled band!
My... GRAMMAR!
ast simple vs past P continuous
• Divide the class into two groups. Instruct the first group to go through the text on page 37 and underline all the examples of the past simple tense they can find. The second group should underline the examples of the past continuous tense. • Draw a simple T-table on the board, writing Past simple in one column, and Past continuous in the other. Ask the students to read the sentences in which they have found examples of the two tenses. Write some of them in the appropriate column.
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group is awarded only one point. The winner is the group with the highest number of points.
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UNIT 2
Have students copy the sentences into their notebooks, too. Try curating the example sentences, avoiding the ones that contain both tenses at this stage, to get clearer examples. • Suggested example sentences: Past simple
Past continuous
Sherlock took out his notebook and started making notes. He met and married her mother.
There was a woman waiting in the hall. Her hands were shaking. Julia was lying on the floor in the hallway.
• Point students to the My... GRAMMAR! section and let them read and compare the sentences. Ask students to translate the sentences into Croatian and compare the duration of the action in each. • Remind them of verb aspects in the Croatian language, imperfective and perfective, and have them connect the past simple tense to the perfective aspect of a finished action and the past continuous tense to the imperfective aspect of an ongoing action. • Now use some examples of both tenses in the same sentence: When I woke up, Sherlock was standing beside my bed.
WORKBOOK PRACTICE
My... GRAMMAR!
ast simple vs past P continuous
Exercise 5, p. 43 • In pairs, students choose the right verb forms to finish the sentences. Check as a class. • Remind them to choose the tense according to the temporal conjunctions, if present. If not, they can translate the sentences into Croatian to check the verb aspect. ANSWER KEY 1 was wearing, 2 disabled, 3 tied up, 4 was sleeping, 5 opened, 6 stole, 7 left, 8 was putting, 9 looked, 10 left, 11 drove off, 12 was waiting, 13 didn’t have
Exercise 6, p. 43 • Practise the use of temporal conjunctions when and while. Tell students to always underline the verb in the temporal clause and choose the conjunction accordingly. Check as a class. ANSWER KEY 1 while, 2 while, 3 when, 4 while, 5 when, 6 when
4
a) READING Read these two texts. Each of them is connected with the novel A Study in Scarlet, but in what way? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
While Sherlock was searching it, he saw a strange hole in the wall.
‘Dr Watson, Mr Sherlock Holmes’: this is possibly the most famous introduction in the history of detective novels. It occurs in this novel, in which the eccentric character of Sherlock Holmes first sees the light of day. The pair go on a quest to solve the murder of an American man in London. They have the dead body, a wedding ring, cigar ash, a handkerchief and RACHE written in blood on the wall. But who’s the killer? Go on a journey with the two, and see Sherlock’s brilliant mind in action putting all the pieces together.
• Get students to notice that when is usually used with the past simple tense, and while with the past continuous tense.
Sir Arthur Conan Doyle (1859–1930) was a Scottish physician and writer, most famous for his stories involving the detective Sherlock Holmes. He wrote a number of science-fiction stories, detective and historical novels, and poems. His detective novels revolutionised the genre of crime fiction: he introduced assistant characters, such as Watson, and offered his readers interesting crimes, plenty of information about them, investigations, and the solution. This has been the typical plot structure of detective stories ever since! b) Read the texts again, and answer the questions below. 1 What makes the novel A Study in Scarlet so special?
TRICKS OF THE TRADE When teaching the difference between the past simple tense and the past continuous tense, it is always a good idea to use positive transfer between the English and the Croatian languages. The imperfective aspect of the past continuous tense is something that exists in the Croatian language, too, but not as a tense, like in English, but as a verb aspect: finished and unfinished actions (svršeni i nesvršeni glagoli).
______________________________________________________________________________________________________ 2 What clues do Sherlock and Watson have? ______________________________________________________________________________________________________ 3 How did the author change the genre of crime fiction? ______________________________________________________________________________________________________ My...
5
GRAMMAR! Past simple vs past continuous Choose the correct answer. 1 The police chased / were chasing the robber when he tripped / was tripping over the curb. 2 The police investigated / were investigating the suspect but let / were letting him go, because he had / was having a solid alibi. 3 A witness looked / was looking through the window when he saw / was seeing the burglary take place. 4 He didn’t hear / wasn’t hearing anything, because he listened / was listening to music on his headphones. 5 The detective found / was finding the knife while he searched / was searching the room. 6 A woman saw / was seeing a strange man in the street, so she called / was calling the police.
6
Complete the sentences. Use when or while. 1 I met a friend ________________________ I was walking down the street. 2 My mum was sleeping ________________________ I was watching TV. 3 I was sleeping in my bed ______________________ I heard the police sirens. 4 I saw the burglar _______________________ she was trying to get into the shop.
STOP AND THINK! Think about the way we use these verbs in Croatian. Are the actions finished (pa st simple) or ongoing (pa st continuous) ?
5 She was already gone ___________________________ I got home. 6 I was out with my friends ___________________________ I heard the news of his death.
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Exercise 4 a), p. 37 • In pairs, students choose the right verb forms to finish the sentences. Check as a class. • Remind them to choose the tense according to the temporal conjunctions, if present. If not, they can translate the sentences into Croatian to check the verb aspect. • To check how much your students have understood, use the Fist-to-five method: students raise their hands and use it as a scale to show their self-assessment. The closed fist means they don’t understand anything, five fingers that everything is crystal clear, and any number of fingers in between how much or little they understood.
2
• If you want to practise using the past simple tense and the past continuous tense some more, you can always GO DIGITAL!
ENDING THE LESSON Exercise 4 b), p. 37 • Divide students into groups of four. Make copies of the role cards (Resource Bank, Resource 30, pp. 406-412) and distribute them to students randomly. • In each group, one student is the detective, and they need to prepare a set of questions. The three suspects read their role cards and their backstories and prepare their alibis. • Each group role-plays the interrogation, and the rest of the class tries to guess who the culprit is. HOMEWORK WB pp. 41–42, Exercises 5, 7 and 8
I have no idea. I barely understand. I understand, but I need support. I understand most of it, but I am unsure if I can explain it to others. I understand and could do an adequate job of explaining it. I understand it completely and can easily explain it to others. • You can also use this task for formative assessment. When checking the answers, students use a different colour to correct their mistakes. ANSWER KEY 1 were watching, 2 started, 3 got up, 4 saw, 5 was standing, 6 was wearing, 7 found, 8 said, 9 was sitting, 10 broke, 11 went, 12 wasn’t wearing
2A THE SPECKLED BAND
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2B WHODUNNIT?
MAIN PART
Lesson 1 NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Whodunnit? (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje
VOKABULAR
commit a robbery, make an arrest, catch a culprit, protect a witness, provide an alibi, collect evidence, commit fraud, put on handcuffs
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK
Exercise 1, p. 38 • Introduce the target vocabulary by dividing the expressions into those done by the police and those done by the criminals. Check as a class, and check for understanding of the expressions. • In a lower-ability class, you might want to additionally explain or even translate some of the expressions or suggest students look them up in the word list at the end of the unit. ANSWER KEY
Rješavanje zagonetki. It was an easy case. Inspector Ridley solved the case easily. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Pridjevi i prilozi
UDŽBENIK
Str. 38. -39.
RADNA BILJEŽNICA
Str. 45. -46.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Start the lesson by checking homework with students. • Introduce the topic of the lesson by writing the title on the board. Ask if students know the meaning of the expression. If not, explain it. TRICKS OF THE TRADE
The police: make an arrest, catch a culprit, protect a witness, find a killer, question a suspect, collect evidence, put on handcuffs. The criminals: commit a robbery, commit a murder, provide an alibi, commit fraud.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p 45 • Students match the words to create phrases to reinforce the vocabulary. They swap workbooks to check each other’s answers. ANSWER KEY 1 fraud, 2 an arrest, 3 a culprit, 4 a witness, 5 handcuffs, 6 an alibi, 7 a suspect, 8 evidence
• At this point, you can GO DIGITAL and further practise vocabulary.
Study tip! READING • Refer students to the Study tip! READING section. Have them read the tip and suggest underlining or circling key words as they find them in the text. Key words can help identify the topic of the text and facilitate comprehension while reading.
Whodunnit is an elision of the expression “Who has done it? ” and signifies a detective story. The word was first used in 1930 by a book reviewer named Donald Gordon, and it caught on.
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2B WHODUNNIT? I can understand and solve mysteries. 1
Look at the phrases below. Which are done by the police, and which by criminals? Write P for the police or C for criminals. Explain why. commit a robbery find a killer
2
make an arrest
provide an alibi
catch a culprit
question a suspect
collect evidence
a) READING It was Freddie’s birthday last weekend. He prepared a theme party. Skim the texts and find out... 1 what the theme was.
protect a witness
2 which criminal activity each text is about.
commit fraud
commit a murder put on handcuffs
Study tip! READING Find the key words that relate to the topic. This will help you recognize what the text is about.
b) Freddie has prepared an Escape Room game for his friends. He has created a fictional character, Inspector Ridley, who can solve the most difficult cases. Are you as clever as he is? Play the game in groups. Solve each case, and get a number from your teacher. Use the four given numbers to crack the code.
Case 1 Mr Jones went to the police to report that his expensive watch was missing. He claimed that somebody had broken into his house and stolen it. When the police arrived, they carefully investigated the scene. The house was a mess. They found a broken vase on the floor. The window was broken, too, and there were muddy footprints on the floor. The police couldn’t work out what had happened, so they called Inspector Ridley for help. Ridley looked around for a few minutes and quickly concluded the investigation. He told the police to arrest Mr Jones for lying to them. How did Inspector Ridley solve the case so easily?
Case 2 It was a cold winter morning. Mark Simpson woke up early. It was snowing outside, and he was feeling bored. He decided to call his friends, Jessica, Matt and Erica, to come over at 10 a.m. When they arrived, they found Mark dead on the sofa. They immediately called the police, who determined that Mark had been killed at 9 a.m. The police officers questioned everybody about what they were doing at that time. This is what they found out: Jessica was sleeping late because she had a terrible headache, Erica was playing golf with her boyfriend, and Matt was studying hard for an exam. The police officers were confused, so once again Inspector Ridley jumped in. He finished the investigation fast and found the killer. How did he do it so quickly?
Case 3 James Baines was killed on a hot August afternoon. His body was found by his son, who called the police right away. The police officers found that Mr Baines had had three visitors that day: his friend Jack, his brother John and his neighbour Jude. The officers questioned all three suspects, but they all had solid alibis. They desperately tried to solve the case, but they couldn’t come up with any good theories. They decided to call Inspector Ridley. Ridley searched the house thoroughly and found a note under the desk. All the suspects watched Ridley nervously as he read the note. Were they all guilty? After a few minutes, Ridley solved the case. Who was the killer?
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UNIT 2
dictionary, if available. Prepare enough copies of the case file (Resource Bank, Resource 32, pp. 406-412) for each student, which they fill out while reading. Set the time limit for this part of the task for 2 to 3 minutes.
2B WHODUNNIT? VOCABULARY
1
a) Match the two parts of the phrases. 1 commit
2 make
3 catch
fraud
4 protect
5 put on
an alibi
a culprit
a witness
6 provide
evidence
7 question
8 collect
handcuffs
a suspect
an arrest
b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need.
• After the case files have been filled out, it’s time to form new expert groups. This time, students should be grouped according to the colour of their cards. Each member of every newly formed group has read a different text, and they are the group expert on it. Group experts should report to the other group members about their case, and together they try to solve the case.
1 Criminals can _______________________________, murder or robbery. 2 When a crime takes place, the police _______________________________ at the crime scene to find clues about who the culprit might be. 3 The police usually _______________________________ to find out what they were doing when the crime was committed. 4 Culprits try hard to _______________________________ to convince the police that they were somewhere else when the crime took place. 5 The police cannot _______________________________ if they do not have enough proof that the person is guilty of a crime. 6 When they _______________________________, the police officers handcuff them and take them to a police station. My...
2
GRAMMAR! Adjectives vs adverbs of manner a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red. 1 David has successfully completed his school project.
_______________________________
2 Freddie’s family lives in a peaceful neighbourhood.
_______________________________
3 Freddie nicely asked his mum to close the door.
_______________________________
4 Freddieʼs mum is such a cheerful person!
_______________________________
5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat.
_______________________________
6 Freddie always helps his mum with heavy grocery bags.
_______________________________
7 There were some hard cases to solve.
_______________________________
8 Sara threw her paper plate away angrily.
_______________________________
b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of speech it is: a noun or a verb. c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner, write its counterpart in the table (e.g. loud – loudly).
Adjectives
Adverbs of manner
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Exercise 2 a), p. 38 • Ask students if they know what a theme party is. Elicit some examples of theme parties: space, Star Wars, Halloween, ‘80s, etc. • Remind students of the skimming reading technique. Instruct them to skim the texts and try to decide what the theme of Freddie’s birthday party could be. • Have them try to recognise which crimes were committed in each text. ANSWER KEY 1 Detective stories. 2 Case 1: burglary/fraud. Case 2: murder. Case 3: murder. Case 4: fraud.
Exercise 2 b), p. 38 • Now is the time for the students to try to solve the four mysteries. They should do it in groups, using the jigsaw strategy. Use the colourful number cards (Resource Bank, Resource 31, pp. 406-412) to divide the class into four groups: Group 1, Group 2, Group 3 and Group 4. • Each group reads only the text with their group number. They read it and look up the unfamiliar words in the word list or an online
128
• While the groups are working, put possible solutions for each case on the board (Resource Bank, Resource 33, pp. 406-412). When students agree on a theory, they send a representative to the board to find the answer most similar to their solution and write down the number next to it. These four numbers are their escape code. • If you have an uneven number of students, you can always have two students as experts on the same text in one group. • If you are short on time, you can always skip the jigsaw strategy and have students read the texts and do the task in the same groups of four. ANSWER KEY 1 The footsteps led from the door to the window and there was no broken glass inside, which meant that the window hadn’t been broken from the outside. (Code number: 8); 2 You can’t play golf in the snow. (Code number: 4); 3 “The first of June” means ‘the first letter of the month of June’. You get the letters J U D E. The neighbour is the killer. (Code number: 1); 4 Oliver was first holding the cane in his left hand, but, while he was leaving, he was holding it in his right hand. (Code number: 5)
TRICKS OF THE TRADE The jigsaw strategy is a complex strategy in which students practise reading, listening, speaking and cooperation at the same time. It is an excellent method for texts that can be divided into several parts, where first each group
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Case 4 Mrs Smith lived in a large villa that had a big garden at the back. She had a gardener named Oliver, who took care of the bushes, trees and flowers in it. He was a nice man, and he did his job well. Mrs Smith also had a beautiful, but somewhat aggressive, dog, Buddy. One day, Oliver arrived at Mrs Smith’s house, leaning on a cane, and claimed that her dog had bitten him. He asked for some money in compensation. Mrs Smith was very suspicious, so she called Inspector Ridley to help her. When Ridley arrived, he found the dog lying peacefully in the garden. Ridley asked to take a look at the front-door camera footage, and soon realised that Oliver was lying. How did he know?
c) 2.5 LISTENING Listen, and check your solutions. Have you got the right code?
3
a) Read the texts again. Complete the table with the missing adverbs.
Adjective
Adverb carefully
careful
Adjective
Adverb
hard
quick
thorough
easy
nervous
fast
peaceful
b) Look at the table. How do we form adverbs of manner in the English language?
My... GRAMMAR!
Adjectives vs adverbs of manner
Look at the sentences below. Then complete the rule with adjectives and adverbs of manner. We usually use _________________________ to say something about people or things, and we use _________________________ to say how something happens. Adjectives
Adverbs of manner
It was an easy case. The exam was hard.
Inspector Ridley solved the case easily. He studied hard.
Let’s practise more! → WB, pp. 45-46
4
→ →
quick quickly careful carefully BUT! good well hard hard fast fast
→ → →
Grammar summary → p. 128
Modify the sentences below. Copy them into your notebook, and use at least one adjective and one adverb in each sentence. 1 The cat sat on the mat.
4 Simon cried because he couldn’t find his phone.
2 The singer sang, and the audience enjoyed the show.
5 The thief ran into the alley.
3 The police officer searched the house until he found the key. 6 A boy was playing on the beach.
5
WRITING Choose a task.
Easy-peasy
Find different ways of writing coded messages. Write a message for your classmates, and see how fast they can crack it.
No picnic
Create your own fictional detective. Think of their name, looks and set of skills, and write a short story about them.
Down to work!
Think up a crime scene. Draw it, or create it and take photos of it, and make sure you include some clues and evidence. Write the story of what happened, but leave out the ending. Have your classmates find the culprit.
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UNIT 2
of students, or a jigsaw group, reads a different part of the text, and afterwards new groups, or expert groups, are formed. Each expert group has one member from each jigsaw group, who is now an expert on the part of the text they have read. At this point, each expert teaches the rest of the group about their text, so the group can complete the task together.
ANSWER KEY Students’ answers.
HOMEWORK WB p. 45, Exercise 1 b)
Exercise 2 b), p. 38 • Students listen to Track 2.5 to check their theories and compare their codes to Freddie’s. Track 2.5 OK, everyone. Listen closely, and see how well you’ve done in these crime riddles. Crime number one wasn’t a difficult case at all. Inspector Ridley looked around the room and saw that the footsteps led from the door to the window, and not the other way round. Also, there was no broken glass inside, which meant that the window hadn’t been broken from the outside. If you got it right, your first number should be number 8. Let’s take a look at case number two. One alibi makes no sense at all. Take a look at the weather! It was snowing that morning; you can’t play golf in the snow! Erica needs to learn how to lie better. Or maybe she doesn’t, as she’ll spend many years in prison! Your second number is 4. Let’s see how Ridley cracked case number three. You must always investigate the crime scene carefully. Since the victim was afraid that the killer would find the note with his name on it, he wrote it in a secret code. “The first of June” means ‘the first letter of the month of June’. That’s how you get the letter J. If you do the same for the other three months, you get the letters J U D E, which means that the killer’s name is Jude. It was the neighbour! Did you manage to solve the mystery? If you did, your next number is 1. On to the last case: case number four! Not the easiest one, I admit. But not impossible to solve, if you look at the camera images carefully. Oliver was first holding the cane in his left hand, but, while he was leaving, he was holding it in his right hand. He was obviously faking the injury! Did you get it? If so, your last number is number 5. That’s it, everyone! Did you crack all the cases? If you got the 8415 code, then you have extremely sharp minds. Well done, Sherlocks!
ENDING THE LESSON • Discuss the cases with students. Suggested questions: Which case was the easiest, and which did you find most difficult? What has helped you find the right solution? Did any of the solutions surprise you? Why?
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NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Whodunnit? (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Razlika između načinskih pridjeva i priloga
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK
Opisivanje osoba i događaja. It was an easy case. Inspector Ridley solved the case easily. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Pridjevi i prilozi
UDŽBENIK
Str. 38. -39.
RADNA BILJEŽNICA
Str. 45. -46.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. • Revise the vocabulary from the previous lesson by playing a game of Tick-tock-boom (see Games and Activities on pp. 394-398) with the topic of detective stories. MAIN PART Exercise 3 a), p. 39 • Pair students off. Have them go through the texts on pages 38–39 and complete the table with the adverb forms of the given adjectives. Check as a class. ANSWER KEY quickly, easily, fast, hard, thoroughly, nervously, peacefully
Exercise 3 b), p. 39 • Ask students how adverbs of manner are formed in the English language. Write some examples on the board. • Elicit the exceptions from students and write them down, too. ADJECTIVE + –LY → ADVERB quick + –ly = quickly peaceful + –ly = peacefully easy + –ly = easily BUT! hard – hard fast – fast ANSWER KEY An adverb is usually formed by adding the ending – ly to an adjective, except for irregular adverbs.
• If you want to practise the formation of adverbs some more, you can tell students to draw a simple T-table in their notebooks. Divide the class into four groups and have each group go through one of the texts on pages 38–39, underlining all the adjectives and adverbs in it. They should copy all the adjectives in the table and transform them into adverbs. After that, they should copy all the adverbs in the table and transform them back into adjectives. ADJECTIVE
ADVERB
expensive
expensively
muddy
muddily
cold
coldly
My... GRAMMAR!
djectives vs adverbs of A manner
• Point students to the My... GRAMMAR! section. They read example sentences and explain the rules for the use of adjectives and adverbs of manner. • Ask what part of speech an adjective refers to, and what part of speech an adverb of manner
2B WHODUNNIT?
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UNIT 2
refers to. Elicit from students that adjectives describe nouns, and adverbs of manner refer to verbs. • Point out the Be careful! section and explain that with sense verbs we always use adjectives. Ask for some more example sentences from students, with the verbs feel, taste, sound and smell. • Warn students of some more exceptions and irregular adverbs: good – well, late – late, early – early. • In a higher-ability class, you might want to point out the difference in meaning between the adverbs late and lately, as well as hard and hardly. • Direct your students’ attention to the Grammar summary on page 128, where they can find both English and Croatian rules and explanations for the formation and the use of adjectives and adverbs of manner. ANSWER KEY
Exercise 2 b), p. 45 • Students need to identify the words these adjectives and adverbs modify. They circle the nouns the adjectives modify in blue and the verbs the adverbs modify in red. • Have them compare answers in pairs. ANSWER KEY 1 completed, 2 neighbourhood, 3 asked, 4 person, 5 jumped, 6 grocery bags, 7 cases, 8 threw away
Exercise 2 c), p. 45 • Students sort adjectives and adverbs into the table and transform the adjectives into adverbs and vice-versa in the opposite column. • Check as a class. ANSWER KEY successful – successfully, peaceful – peacefully, nice – nicely, cheerful – cheerfully, quick – quickly, heavy – heavily, hard – hard, angry – angrily
adjectives; adverbs
• Ask your students to give feedback on how much they understand. They use their thumbs to show you:
2B WHODUNNIT? VOCABULARY
1
a) Match the two parts of the phrases. 1 commit
2 make
3 catch
fraud
4 protect
5 put on
an alibi
a culprit
a witness
6 provide
evidence
7 question
8 collect
handcuffs
a suspect
an arrest
b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need. 1 Criminals can _______________________________, murder or robbery. 2 When a crime takes place, the police _______________________________ at the crime scene to find clues about who the culprit might be. 3 The police usually _______________________________ to find out what they were doing when the crime was committed. 4 Culprits try hard to _______________________________ to convince the police that they were somewhere else when the crime took place.
I can do this!
I’m getting there!
I need help!
5 The police cannot _______________________________ if they do not have enough proof that the person is guilty of a crime. 6 When they _______________________________, the police officers handcuff them and take them to a police station. My...
2
WORKBOOK PRACTICE
My... GRAMMAR!
Adjectives vs adverbs of manner
Exercise 2 a), p. 45 • Students identify adjectives and adverbs in the sentences. They underline the adjectives blue and the adverbs red. Do this task as a whole class activity, so you can check how well students understand the difference.
GRAMMAR! Adjectives vs adverbs of manner a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red. 1 David has successfully completed his school project.
_______________________________
2 Freddie’s family lives in a peaceful neighbourhood.
_______________________________
3 Freddie nicely asked his mum to close the door.
_______________________________
4 Freddieʼs mum is such a cheerful person!
_______________________________
5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat.
_______________________________
6 Freddie always helps his mum with heavy grocery bags.
_______________________________
7 There were some hard cases to solve.
_______________________________
8 Sara threw her paper plate away angrily.
_______________________________
b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of speech it is: a noun or a verb. c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner, write its counterpart in the table (e.g. loud – loudly).
Adjectives
Adverbs of manner
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ANSWER KEY Adjectives: 2 peaceful, 4 cheerful, 6 heavy, 7 hard. Adverbs: 1 successfully, 3 nicely, 5 quickly, 8 angrily.
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• Ask students to explain their choice and identify the word the adjective or the adverb modifies. ANSWER KEY
Exercise 4, p. 46 • In this task, students need to choose between the adjective good and the adverb well. • Check as a class and ask students to explain their choice and identify the word the adjective or the adverb modifies. ANSWER KEY
Complete each of these sentences using either an adjective or an adverb. 1 easy / easily a) It wasn’t an ___________________________ task, was it? b) You could ___________________________ have forgotten to write your name on the test. 2 beautiful / beautifully a) The choir sang ___________________________ at the end-of-term concert. b) My mother wore a ___________________________ dress on her wedding anniversary. 3 slow / slowly a) The tortoise ___________________________ made its way through the garden. b) Freddie goes to school by bike, because he thinks public transport is very ___________________________. 4 quick / quickly b) Inspector Ridley ___________________________ announced he had solved the case. 5 hard / hard a) She studied ___________________________ for that grade. b) Not going on the school trip was a very ___________________________ decision to make.
Read about Freddie’s birthday party. Complete each sentence with either an adjective or an adverb of manner. Circle the correct option. Explain your choices. 2 Most of Freddie’s friends did good / well in the detective challenge. 3 Everything was going good / well until Freddie’s dog, Buster, ran into the birthday cake. 4 The food was delicious, especially the homemade pizza, which smelled really good / well. 5 David, Freddie’s best friend, felt really good / well about winning in the karaoke contest.
STOP AND THINK! What is the difference between sen tences 5 and Which one is about you 6? r mo and which one is about od your health? Ho w does it aff ect how we use adj ectives and adverbs?
6 Although he had a cold the day before the party, Freddie felt good / well during the party.
5
Inspector Ridley solved the case easily. I played a game. I played an interesting game. • Ask students to compare the sentences and explain the difference. Ask: Which sentence sounds more interesting and offers more complete information? Explain that it is the sentence modified with the adjectives and adverbs.
• You can turn this exercise into a little competition. Challenge students to add as many modifiers as they can in a single sentence or choose the best or the funniest modified sentence.
Students like to feel they are in charge and to feel they have a say in their learning process. By not requiring them to do all the tasks in a single exercise, you are handing them that power. Generally, higher-ability students will probably still do all the tasks, but lower-ability students won’t feel too overwhelmed.
Add at least three adjectives and three adverbs of manner to this text to make it more interesting.
HOMEWORK
Inspector Ridley was on a summer holiday. He was relaxing on the beach when he heard a lifeguard shouting. He went
Student’s Book, p. 39, Exercise 5
closer and saw that the guard had found a watch in the sand. Three men arrived, and each claimed that the watch was his. The guard looked at the men and tried to find the owner, but
WB p. 46, Exercise 6
he didn’t know who to believe. ‘Are you all right-handed?’ asked Ridley. All the men confirmed they were. A second later,
46
Exercise 4, p. 39 • Write sentences on the board:
TRICKS OF THE TRADE
a) When you’re racing against him, you can never be ___________________________ enough!
1 Everybody at the party had a good / well time!
ENDING THE LESSON
• Instruct students to choose at least four out of the six sentences in Exercise 4 and insert some adjectives and adverbs to make them more interesting.
1 good, 2 well, 3 well, 4 good, 5 good, 6 well
4
• For further practice of adjectives and adverbs of manner, you can always GO DIGITAL.
Inspector Ridley solved the case.
1 a) easy, b) easily, 2 a) beautifully, b) beautiful, 3 a) slowly, b) slow, 4 a) quick, b) quickly, 5 a) hard, b) hard
3
Inspector Ridley found the owner. Can you do the same?
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2
Exercise 3, p. 46 • In pairs, students choose the right form, an adjective or an adverb, of the given word. Check as a class.
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UNIT 2
Lesson 3
3A FROM RULE BRITANNIA TO COOL BRITANNIA Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
From rule Britannia to cool Britannia (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.
MAIN PART
DJELATNOST (I) U FOKUSU
Govorenje, čitanje
SPEAKING
VOKABULAR
influence, indigenous, colonise, reign, legacy, identity, diversity, enrich, gradually, illiterate, trade, fall apart, get stuck, raw materials, the British Empire
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Velikoj Britaniji u prošlosti i sadašnjosti.
Exercise 1, p. 40 • Form small groups and let students study the two pictures in Exercise 1. Ask group representatives to share their group’s conclusion with the rest of the class.
FUNKCIONALNI JEZIK
Many former countries have decided to join the Commonwealth. They joined the Commonwealth in the first half of the 20th century.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti Povijest Velika Britanija kroz povijest Geografija Zemlje Commonwealtha
UDŽBENIK
Str. 40. -41.
RADNA BILJEŽNICA
Str. 47. -50.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Start the lesson by inviting students who have done the writing and speaking task to present their work.
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• Distribute the photocopiable K-W-L chart (Resource Bank, Resource 34, pp. 406-412) and instruct students to fill in the Know and Want to learn columns with information about Great Britain. • Bring a map of the UK to class and show it to students. Invite them to explain the difference between the UK and Great Britain.
ANSWER KEY Students’ answers.
TRICKS OF THE TRADE The British Empire represented the United Kingdom and all the countries, colonies, territories and dominions under its rule. The rise of the British Empire started in the 16th century, under the rule of Queen Elizabeth I, and, in the following centuries, it continued to grow. At its peak, the British Empire encompassed 24 % of the whole world’s territory. It had spread over all seven continents, and it was sometimes referred to as “the empire on which the Sun never sets”. The decline of the Empire started at the beginning of the 20th century, with all the colonies gaining their independence by the end of the century, and it officially ended in 1997, when Hong Kong was handed back to China. The Commonwealth of Nations is a political union of 54 states, almost all of which were once a part of the British Empire. It is a community of free and equal countries, which was formally founded in 1949. The head of the Commonwealth of Nations is Queen Elizabeth II, but the title is not hereditary. The Commonwealth of Nations is not to be confused with a Commonwealth realm. A Commonwealth realm is an independent state that still recognises Queen Elizabeth II as its head of state. There are sixteen Commonwealth
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3A FROM RULE BRITANNIA TO COOL BRITANNIA I can say a few facts about Britain in the past and today.
2 the Commonwealth, former colonies, independence
SPEAKING Work in groups. Look at the maps and the expressions below them. What do they show?
1 the British Empire, monarchy, colonies, trade
1 New Empire Within Britain
2 Rule, Britannia! Britannia, Rule the Waves!
3 God Save the Queen!
a) READING Read the texts, and match the headings to the paragraphs. There is one heading you do not need.
This line from the famous 18th-century patriotic song describes what Britain had achieved by the end of Queen Victoria’s reign: an enormous British Empire. It had more than 25 per cent of the globe under its rule! The colonies were very important for trade. Britain took raw materials such as sugar, rice, cotton and wood from these countries and sold them as products such as textiles and furniture. But what legacy has the Empire left behind? The English language has become a world language. It’s the mother tongue in nine countries, and many other countries use it as their official second language. It certainly makes communication easier, but some smaller countries have taken steps to protect their language from its influence. The Empire also brought a system of public education to indigenous people who were often illiterate. Some former colonies, such as Australia and New Zealand, still have similar school systems to Britain’s. Driving on the left, football, cricket and rugby are some other examples of how British culture and traditions have influenced these countries. Even some flags still show their shared history with Britain! However, this influence wasn’t a one-way street. British culture, in return, has become richer thanks to the people and traditions of the countries it used to colonise.
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Salman Rushdie, a well-known British-Indian author, has come up with this expression for the people from former colonies moving to Britain. The Empire started falling apart during the first half of the 20th century. Country after country welcomed its independence. For some, it was difficult to find their own national identity after years of British rule. Still, most of these countries have decided to join the Commonwealth of Nations. This group was founded within the Empire in 1931, but it now consists of 54 independent countries. Queen Elizabeth II has said that all the countries and the different traditions they bring to the Commonwealth make it a strong community. Since it was founded, thousands of people from former colonies have moved to Britain for work and education, and in search of a better life. They have brought their culture and traditions with them and have helped create a multicultural Britain. Fashion, food, music, festivals and different customs from around the globe have enriched British culture. If you want to explore the cultural diversity of the British, a good way to do so is to look at the food they eat. Forget about fish and chips: curry has become Britain’s national dish! You can also participate in various events all over the UK that show the many faces of the people that make up Britain as we know it today.
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5 The Commonwealth is a voluntary organisation.
4 The Empire fell apart gradually.
b) Read the text again. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 The British Empire began under Queen Victoria’s rule.
6 Fish and chips is Britain’s least-favourite food.
2 Britain colonised a quarter of the world. 3 Australia was the most important and valuable British colony.
Past simple vs present perfect simple
Australia joined the Commonwealth in 1926.
_________________________
Time of the action isnʼt important, but the result of the action in the present is (they are members of the Commonwealth now).
Many former countries have joined the Commonwealth.
_________________________
2 Hoa Hakananai,a
Step 2 Prepare a photo and a short speech about it.
Grammar summary → p. 126
Step 3 Present your findings to the rest of the class.
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Step 4 Write a short caption for your photo, and make a class display.
SPEAKING The British Museum is home to millions of artefacts with interesting stories to tell about the history of humankind. Work in groups. Follow the steps below, and do research.
b) 2.6 Listen again, and make short notes in your notebook. What does Freddie say about the artefacts?
1 Rosetta stone
a) 2.6 LISTENING Listen to Freddie’s column. Match the pictures of the artefacts to their names. There is one picture you do not need.
I (1) ______________________ (just/come) back from the British Museum. It’s definitely my favourite place to be in London. I (2) ______________________ (recently/start) working on my new column for our online school newspaper. In our last meeting, my editor (3) ______________________ (suggest) that I write about famous artefacts in the British Museum. I (4) ______________________ (begin) my research a few days ago, but got stuck. What better way to get inspired than to visit the museum and ‘feel’ the history? The exhibits and the artefacts on display are really spectacular! Did you know that lots of former British colonies (5) ______________________ (ask) the UK to return treasures taken from their countries under British rule? So far, the museum (6) ______________________ (refuse) to give them back. They say that the collections have to be preserved as a whole, and that more people can see them in London. What do you think?
Read Freddie’s e-mail to his friend. Complete the text with the past simple or the present perfect simple of the verbs in brackets.
Let’s practise more! → WB, pp. 48-50
2 Which time expressions do we use with past simple, and which with present perfect simple?
Time of the action is important, we say exactly when something happened in the past (it happened in 1926).
1 When do we use the past simple, and when the present perfect simple? Look at the examples below, and complete the table with past simple and present perfect simple.
Look, think and discuss.
My... GRAMMAR!
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4
5
Step 1 Choose an artefact from the British Museum. Find out what it is and where it is from.
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UNIT 2
realms at the moment: Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Canada, Grenada, Jamaica, New Zealand, Papua New Guinea, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, the Solomon Islands, Tuvalu and the United Kingdom. WORKBOOK PRACTICE
Exercise 1 b), p. 47 • Have students further practise the vocabulary by completing the sentences. Remind them they will need to use capital letters in two sentences. • Check as a class. Ask students to explain why the Empire and the Commonwealth are capitalised.
VOCABULARY
ANSWER KEY
3A FROM RULE BRITANNIA TO COOL BRITANNIA VOCABULARY
1
a) Read the four dictionary entries. Complete them with the words below. monarchy
1
colony
_______________________,
noun
empire
_______________________, noun
BrE /ˈkɒləni/ NAmE /ˈkɑləni/
BrE /ˈempaɪə(r)/ NAmE /ˈɛmˌpaɪr/
(plural _______________________)
> a group of countries controlled by one ruler
> an area or country that is controlled by another country
_______________________,
noun
BrE /ˈkɒmənˌwɛlθ/ NAmE /ˈkɑmənˌwɛlθ/
TRICKS OF THE TRADE
ANSWER KEY
commonwealth 2
3
The royal families in Europe are: the SaxeCoburg and Gotha in Belgium, with King Philippe as the monarch; Denmark is ruled by the Glücksburg family and Queen Margarethe II; in Liechtenstein, there is Prince Hans-Adam II of the family Liechtenstein; the family NassauWeilburg is the royal family of Luxembourg, with the Grand Duke Henry as the sovereign; in Monaco, Prince Albert II Grimaldi is the head of state; King Willem Alexander of the OrangeNassau dynasty rules the Netherlands; in Norway, the ruler is King Harald V Glücksburg; the Bourbon family rules Spain, with King Felipe as the head of state; Sweden has got the Bernadotte dynasty and King Karl XVI Gustaf; and, of course, Queen Elizabeth II of the Windsor dynasty in the UK (their surname was originally Saxe-Coburg and Gotha but they changed it during the WWI because of the rising antiGerman sentiment in the country). There are also Andorra and the Vatican, which haven’t got hereditary but elective monarchies: the ruler of the Vatican State is the Pope, and Andorra has two heads of state simultaneously: the Bishop of Urgel and the President of France.
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• Ask students if they know who the other eleven royal families in Europe are and which countries they live in. Let them look it up online or assign it as homework. They can also research who the ruling monarch is, and how many kings and queens there are in Europe.
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Exercise 1 a), p. 47 • Students match the words with their vocabulary definitions. Check as a class.
> a group of countries that have the same political or economic interests
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_______________________, noun
BrE /ˈmɒnəki/ NAmE /ˈmɑnərki/ (plural _______________________) > a country or system of government with a king or queen at its head
b) Complete the sentences with the words from Exercise 1 a). Be careful: in two cases, you will need to use capital letters. 1 The Roman ___________________________ fell apart in the 5th century AD. 2 The Queen is famous all over the world as the current representative of the British ________________________. But did you know that there are eleven other royal families in Europe? 3 India was one of the most important British ___________________________: it was the source of various raw materials, soldiers and workers, as well as a big market to sell goods. 4 Member countries of the ___________________________ meet every two years to discuss the economy and progress, as well as democracy and human rights.
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Complete the sentences with the appropriate word. 1 reign / rule a) The British Empire was biggest during the ___________________________ of Queen Victoria. b) British ___________________________ over Hong Kong ended in 1997. 2 indigenous / illiterate a) The Aborigines are the ___________________________ people of Australia. b) In 1800, almost half of the British were ___________________________: they couldnʼt read or write. 3 independence / identity a) The Caribbean community in London is trying hard to preserve its cultural ___________________________. b) The USA gained its ___________________________ from Britain in 1776. 4 mother tongue / second language a) Chinese is Xiao’s ___________________________, but she’s also fluent in English, German and French. b) Jaya’s native language is Hindi, and English is her ___________________________.
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READING Exercise 2 a), p. 40 • First, ask students to look at the pictures and describe them. Then instruct them to skim both texts and try predicting which heading matches which text. • Let students read the texts and check if they were right. Remind them to ignore the boxes next to the words in colour as they are of no importance for this task. Check as a class.
1 empire, 2 colony, 3 commonwealth, 4 monarchy
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• In a lower-ability class, pre-teach the following words: trade, raw materials, influence, indigenous, colonise, reign, legacy, illiterate, identity, enrich, diversity, fall apart. TRICKS OF THE TRADE Sir Ahmed Salman Rushdie (born 19 June 1947) is a British American writer of Indian origin. He is the author of a dozen novels and the recipient of numerous literary prizes, including the prestigious Booker Prize in 1981. Because of his novel The Satanic Verses, about the Prophet Mohammad, his works were forbidden in many Islamic countries and a fatwa – an order for his execution – was even issued by Ayatollah Khomeini of Iran, which led to several attempts on Rushdie’s life. ANSWER KEY 1 Rule, Britannia! Britannia rule the waves! 2 New Empire within Britain
• To further check understanding of the text, play a game of Where does it say? (see Games and Activities on pp. 394-398). Choose a sentence from the text and say it in Croatian. Students look for it in the text and read it out loud. If possible, allow higher-ability students to take over moderating the game. Exercise 2 b), p. 41 • In pairs, students read the text one more time and mark the sentences as true, false or doesn’t say. Check as a class.
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• In a higher-ability class, ask students to underline the parts of the text that have influenced their choice of headings.
technique not only for EFL but also other subjects. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 T, 6 F
• At this point, you can GO DIGITAL and practise reading and vocabulary. ENDING THE LESSON • Students go back to their K-W-L charts (Resource Bank, Resource 34, pp.). Instruct them to first go over the Know column and check if the information they have entered at the beginning is true and correct it if necessary. Next, they should tick those parts of the Want to learn column that this lesson has answered for them. Finally, they enter new and interesting information they have learned in this lesson in the Learned column. It is not important if they have already stated any new and interesting information in the W-column. • Form pairs or small groups. Encourage students to share their K-W-L entries and discuss the similarities and differences.
What I know
What I want to know
What I have learned
HOMEWORK WB pp. 47–48, Exercise 2
TRICKS OF THE TRADE Always ask students to read the part of the text that contains the required information. This way, the entire class can hear how they came to the right answer. Remind students that the best way to determine if a sentence is true, false or if it does not contain information mentioned in the text, is to go back to the text and find the corresponding sentence. Encourage students to use colour-coding, which is a useful reading
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UNIT 2
Lesson 2 NASTAVNA TEMA
Drugi i drugačiji / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
From rule Britannia to cool Britannia (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje
GRAMATIKA
Glagolska vremena past simple i present perfect simple
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Velikoj Britaniji u prošlosti i sadašnjosti.
FUNKCIONALNI JEZIK
Many former countries have decided to join the Commonwealth. They joined the Commonwealth in the first half of the 20th century.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti, Povijest Velika Britanija kroz povijest Geografija Zemlje Commonwealtha
UDŽBENIK
Str. 40. -41.
RADNA BILJEŽNICA
Str. 47. -50.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. • Revise the vocabulary by playing a game of Noughts and Crosses (see Games and Activities on pp. 394-398). Prepare a definition for each of the nine fields. Students have to say the word to win the field. Suggested definitions: 1 not able to read or write (illiterate), 2 to add something; to improve the quality of something (enrich), 3 the difference among a range of people or things (diversity), 4 the period during which a monarch rules
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(reign), 5 characteristics that determine who or what a person or thing is (identity), 6 traditions or problems that exist because of something that happened in the past (legacy), 7 a country or a system of government with a king or queen as its head (monarchy), 8 an area or a country that is controlled by another country (colony), 9 a group of countries that have the same economic and political interests (commonwealth). MAIN PART
My... GRAMMAR!
ast simple vs present P perfect simple
• Split the class into two groups. Instruct one group to find all the past simple forms in the two texts on page 40. The second group looks for all the examples of the present perfect simple in the texts. • Have students read their examples, and write some on the board. Suggested example sentences: The group was founded within the Empire in 1931. The English language has become a world language. • Compare the two sentences. Ask students to tell you when the action takes place in each sentence. They should recognise that we know the exact time in the first sentence, which is in the past simple tense. • Direct students to the My... GRAMMAR! section of the Student’s Book. They should identify the tenses in the pairs of sentences and notice the differences. Point out that we use the past simple when we know exactly when an action took place. Likewise, stress that we use the present perfect simple when the time of the action isn’t important, but the result of the action, which stretches into the present, is. ANSWER KEY 1 Past simple, Present perfect simple. 2 Past simple: in 1926. Present perfect simple: just, for, since...
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The present perfect simple tense is often a difficult concept for Croatian students to grasp because there is nothing similar in their mother tongue that they can connect it to. Sometimes, it helps to make it as simple as possible while explaining its form and function by using as creative and flexible examples as possible. For example, we can use the example sentence I broke my leg skiing last winter because it clearly shows the students that we know exactly when the leg was broken. Or: I have broken my leg recently and I’m still wearing a cast since it isn’t important when the leg was broken exactly, but the result is still present and affecting the speaker. It is also a good idea to practise translating the structures with students, because past simple is usually translated using the Croatian perfekt/aorist tenses, and for present perfect simple either prezent or perfekt/aorist tenses can be used. For further examples, use the My... GRAMMAR! section of the Student’s Book as well as the Grammar summary at the end of the Student’s Book (pp. 122–135), which offer examples and explanations in both English and Croatian. • Use the hand thermometer technique for formative assessment. Students raise their hands to indicate their level of understanding of the concept: I don’t get it.
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TRICKS OF THE TRADE
WORKBOOK PRACTICE
My... GRAMMAR!
ast simple vs present P perfect simple
Exercise 3 a), p. 48 • Explain to students that there are some time expressions that indicate they should use the past simple, while others are more likely to be used with the present perfect simple. • Pair students off and instruct them to use the text on page 40 of their Student’s Books to sort the time expressions. • To check, draw two columns on the board and ask students to write the expressions in the right column. • Alternatively, you can print them out and have students sort the word cards on the board (Resource Bank, Resource 35, pp. 406-412). ANSWER KEY Present perfect simple: today, never, ever, yet, just, for three years, since 2005, this year, these days, this month. Past simple: last year, yesterday, last month, in 2005, a few days ago, when I was young, from 2010 to 2020.
Exercise 3 b), p. 48 • Ask students to remain paired up. Instruct them to first find the time expressions in each sentence and then choose which tense to use. • Check as a class. ANSWER KEY
I understand some of it, but it could be better.
1 a) have finished, b) read; 2 a) visited, b) haven’t visited; 3 a) has been, b) didn’t like; 4 a) worked, b) has worked; 5 a) published, b) has started
Everything is clear.
• If necessary, explain the rules of use one more time.
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UNIT 2
LISTENING
5 gradually / voluntary a) I do some ___________________________ work at the dog shelter. b) We thought it would never stop raining, but the weather started to improve ___________________________. 6 found / fall apart a) Following Brexit, some British are wondering whether or not the UK will ___________________________. b) When did the British settlers ___________________________ Sydney: in the 17th or the 18th century? 7 diversity / multicultural a) Britain has become a truly ___________________________ society in the last 50 years. b) Canada values its rich ethnic and cultural ___________________________. 8 enrich / influence a) Going to festivals that celebrate different cultures and traditions can _________________________ your life.
Exercise 4 a), p. 41 • Ask students if they now know what kind of exhibits they can see at the British Museum. Point out the three pictures and ask them to describe what they see. Let them guess the names of the artefacts.
b) British culture has changed under the _________________________ of its former colonies and immigrants. My...
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2.6.
GRAMMAR! Past simple vs present perfect simple a) Sort the time expressions. never in 2005
last year since 2005
yesterday a few days ago
ever
just
last month
when I was young
past simple
yet
for three years
from 2010 to 2020
this month
present perfect simple
• Play Track 2.6 once. Students listen to check their predictions.
• Check as a class. ANSWER KEY: 1 Rosetta stone – Picture B. 2 Hoa Hakananai’a – Picture C.
b) Read the sentence pairs. Underline the time expressions in each. Then choose the correct tense. 1 a) I have just finished / just finished reading Freddie’s latest column. b) I have read / read Freddie’s latest column yesterday evening.
Track 2.6
2 a) We have visited / visited the British Museum last year. I loved it! b) We haven’t visited / didn’t visit the British Museum yet. We’re going there tomorrow. 3 a) My sister has been / was interested in history since she was a child. b) My sister hasn’t liked / didn’t like history when she was in elementary school. 4 a) He has worked / worked as a history teacher from 2012 to 2020. Now he works at the museum. b) He has worked / worked for the museum for twelve years now. He really enjoys his job. 5 a) Freddie has published / published two articles in the school magazine last month. b) Freddie has already started / already started writing his next article.
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Exercise 3, p. 41 • Ask students if they have ever heard of the British Museum. Let them guess what kind of museum it is and what you can see there. • Explain that Freddy, a history buff, loves museums, and that they will read his e-mail about the British Museum. • Students read the text and complete it with the appropriate tenses. Remind them to always look for a time expression first and, if there is none, try to decide if the action is finished in the past or still has consequences and results in the present. Check as a class. • Ask students if they think the British Museum is right to deny the return of the artefacts to the countries they were found in. Let them explain their opinion and encourage them to give arguments. • For additional practice of tenses, you can GO DIGITAL. ANSWER KEY 1 have just come, 2 have recently started, 3 suggested, 4 began, 5 asked, 6 has refused
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It’s never been easy for me to plan my visits to the British Museum. With over eight million objects that tell the story of human history, culture and art over a period of two million years, there’s always something new to discover. And this time I had to choose my favourite exhibits and talk about them... So let’s get started! The Rosetta stone is probably the most famous artefact. This ancient Egyptian stone has two languages on it: ancient Egyptian and Greek. This makes it an important artefact, because it helped scientists to translate the Egyptian hieroglyphs. Before that, nobody knew how to read them. The stone was discovered by French soldiers near the River Nile in the 18th century. When the British defeated Napoleon, it was shipped to England and has been in the museum ever since. The second-most amazing thing for me is the massive Easter Island moai statue. It’s called Hoa Hakananai’a, which means ‘hidden or stolen friend’. At just 2.5 metres tall, it’s one of the smaller moai statues, but its size is still very impressive. There are hundreds more found on the island, and they all represent the islanders’ ancestors. British soldiers took this statue during an expedition to Easter Island and gave it to Queen Victoria. It has been in the museum since 1869. Both Egypt and Easter Island have asked for their precious artefacts to be returned to their country of origin. There is a debate whether...
Exercise 4 b), p. 41 • Instruct students to make two columns in their notebooks and title them respectively The Rosetta Stone and Hoa Hakananai’a. Give them a minute to write down as much as they can remember about each artefact. • Instruct students to take short notes about both artefacts while listening to Track 2.6 again. • You can play Track 2.6 twice, if necessary.
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• Have students compare their notes with their neighbours, filling in anything they have missed. • Give them two to three minutes and then let volunteers report to the class about the artefacts. ENDING THE LESSON SPEAKING Exercise 5, p. 41 • Divide students into groups of three or four and instruct them to visit the British Museum webpage at www. britishmuseum. org. They should choose one of the artefacts, research it, find a photograph, caption it and prepare a short speech about it. • If time or technical equipment do not allow it, you can always assign this task for homework. TRICKS OF THE TRADE Instead of printing photos out, you can make a class exhibition using an online collaborative board. Simple applications include Jamboard, Padlet, Wakelet, Lino. it and others. HOMEWORK B p. 50, Exercises 4 and 5; p. 49, W Exercises 6 a) and b)
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UNIT 2
3B DIVERSITY, EQUALITY AND UNITY NASTAVNA TEMA
Drugi i drugačiji / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
Diversity, equality and unity
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
VOKABULAR
achievement, exception, gender, inequality, remarkable, slavery
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Razgovor o ljudskim pravima, zapisivanje biografskih podataka
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje
A.3.1., A.3.3., C.3.1., C.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Biografija Povijest Ljudska prava
UDŽBENIK
Str. 42.
RADNA BILJEŽNICA
Str. 51. -52.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. • If you have assigned researching an artefact from the British Museum for homework, have students present their chosen artefacts and make a class display. • Play a game of Hangman (see Games and Activities on pp. 394-398) to introduce the lesson title. Play three rounds, one for each word: diversity, equality and unity. • Ask students to explain the meaning of the three words in the title.
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TRICKS OF THE TRADE Diversity involves the deliberate inclusion in a group or activity of people who are, for example, of different races, genders and religions. Equality is the same status, rights and responsibilities for all the members of a society, group or family. Unity is the state of different areas or groups being joined together to form a single country or organisation. When there is unity, people are in agreement and act together for a particular purpose. (Source: Collins English dictionary) Exercise 1, p. 42 • Divide the class into groups of four to five and have them discuss the three questions in the exercise. Group representatives report to the class. ANSWER KEY Students’ answers.
MAIN PART READING Exercise 2 a), p. 42 • Students read the text and find answers to the three questions from Exercise 1. Then, they compare the answers to their discussions. • Check as a class. ANSWER KEY 1 Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality or religion is. 2 Right to life and liberty, right to education and work, freedom from slavery, freedom of opinion, etc. 3 Women should have the same opportunities as men, but in many parts of the world and in many areas of life they still don’t.
• Check understanding of key vocabulary. Tell students a definition or paraphrase a word, and they should find it in the text. Ask the student who found it in the text to come and write it on the board. Suggested vocabulary: slavery, discrimination, gender, exception, inequality.
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3B DIVERSITY, EQUALITY AND UNITY I can talk about remarkable women. 1
SPEAKING Work in groups. Answer the questions below. 1 What are human rights? 2 Can you name some of them? 3 Do men and women have the same opportunities? Why do you think so?
2
a) READING Read the text. Find the answers to questions in Exercise 1. Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work, freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights, without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for example, are affected by inequality. However, it is especially difficult for women. Today, you can see women scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago, women had to fight for the right to vote. Things have changed for the better during the last century, but there is more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150 million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating women and men equally. b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?
3
a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment? b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.
MALALA YOUSAFZAI 1 Date and place of birth 2 Education 3 Achievements 4 Awards
4
42
MAE JEMISON birth 1 Date and place of 2 Education 3 Achievements 4 Awards
WRITING Find out more about remarkable women. Follow the steps below. Step 1 Think of a woman that has been an inspiration for you. Write a short biography. If possible, include the same biographical information as in Exercise 3 b).
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Step 2 Make a class display. Which biography did you find most interesting and would you like to know more about?
PROJECT TIP! Choose an important person from the past, and prepare a first-person account or an interview with them.
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3B DIVERSITY, EQUALITY AND UNITY
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UNIT 2
• In a lower-ability class, you can give students the Croatian translation of the words instead. Exercise 2 b), p. 42 • Ask students to make a 3-2-1 list in their notebooks. They should write down three things from the text they already knew, two things that were new for them and one thing that surprised them. • Pair students off and have them compare their lists. ANSWER KEY Students’ answers.
LISTENING Exercise 23 a), p. 42 • Prepare students for the listening task. They will hear a phone conversation between Freddie and his friend Lola. Ask them to try to guess what they will be talking about. Accept all answers and don’t correct them. 2.7.
• Play Track 2.7 and let students check their expectations. Check the topic of the conversation as a class. • You can expand this topic by asking students what date the International Women’s Day is celebrated on and if they know anything else about the holiday. ANSWER KEY
They are talking about a project for International Women’s Day and two extraordinary women – Malala Yousafzai and Mae Jemison.
Track 2.7 Freddie: Hi, Lola! What are you up to? Lola: Hi, Freddie. I’ve just finished my research for our school project for International Women’s Day. Freddie: It’s great that we’re doing a project about such an important topic. I can’t wait to see our collage with all the examples of remarkable women! Lola: I agree, it’s going to look great! Who have you written about? Freddie: I’ve signed up to write about Malala Yousafzai. Lola: Oh, I’ve heard of her, but I can’t say I know much. Freddie: I didn’t either, but when I started reading about her, I found out some fascinating things. She was born in Pakistan, in 1997. Her father was a teacher at a girl’s school. He was also an activist; he believed all
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girls should have the right to education. Then, in 2007, a group of extremists came to power in her home town. Girls weren’t allowed to go to school any more. They destroyed over 100 schools for girls across the country! That’s when Malala, at the age of eleven, gave her first speech. She demanded the right to education. The BBC and other TV stations around the world picked up her story, and they asked Malala and her father to write a blog about their life. In 2012, she was attacked and seriously wounded. Lola: That’s horrible! Freddie: Yes... But even this didn’t make her stop. Since then, she has established the Malala Fund, a charity to support education for girls all over the world. And in 2014 she became the youngest person to win the Nobel Peace Prize. That’s not the only award she’s won, either. And she’s recently graduated from Oxford University. She studied philosophy, politics and economics. Lola: She really is a remarkable woman! Freddie: And who have you written about? Lola: Mae Jemison. Have you heard of her? Freddie: No, I haven’t. Who is she? Lola: She’s the first African American woman to become an astronaut. She was born in 1956 in Alabama. She grew up at a time when NASA was sending lots of missions into space, and she was interested in science from an early age. She studied medicine and became a doctor, but in 1983 she decided to apply for NASA. Another two thousand people applied as well, but she was one of the 15 who got chosen! In 1992, she finally spent eight days in space orbiting Earth and made her dream come true. She has received lots of science awards for her work, and she’s been included in the National Women’s Hall of Fame in the USA. Since then, she has also started working on a programme to make space travel to another star possible in the next 100 years! Freddie: Wow, I’m really looking forward to completing the project; we’ll learn so much!
Exercise 2 b), p. 42 • Students take a look at the profile cards in Exercise 2 b) and write down important information about the two women. • Play Track 2.7 again. • If necessary, play the track three times and instruct students to use the third listening to fill in the information they have missed or check the information they have written down. • Have students compare their profile cards with their partners. • GO DIGITAL for additional reading and listening practice. ANSWER KEY Malala Yousafzai: 1 Pakistan, in 1997.2 Graduated in philosophy, politics and economics from Oxford
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3B DIVERSITY, EQUALITY AND UNITY I can talk about remarkable women. 1
SPEAKING Work in groups. Answer the questions below. 1 What are human rights? 2 Can you name some of them? 3 Do men and women have the same opportunities? Why do you think so?
2
a) READING Read the text. Find the answers to questions in Exercise 1. Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work, freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights, without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for example, are affected by inequality. However, it is especially difficult for women. Today, you can see women scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago, women had to fight for the right to vote. Things have changed for the better during the last century, but there is more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150 million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating women and men equally. b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?
3
a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment? b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.
MALALA YOUSAFZAI 1 Date and place of birth 2 Education 3 Achievements 4 Awards
4
42
MAE JEMISON birth 1 Date and place of 2 Education 3 Achievements 4 Awards
WRITING Find out more about remarkable women. Follow the steps below. Step 1 Think of a woman that has been an inspiration for you. Write a short biography. If possible, include the same biographical information as in Exercise 3 b).
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Step 2 Make a class display. Which biography did you find most interesting and would you like to know more about?
PROJECT TIP! Choose an important person from the past, and prepare a first-person account or an interview with them.
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UNIT 2
University. 3 Established the Malala Fund, a charity to support education for girls all over the world. 4 Nobel Peace Prize in 2014. Mae Jemison: 1 Alabama, 1956.2 Studied medicine, became a doctor. 3 She was the first African American astronaut in space. 4 Included in the National Women’s Hall of Fame in the USA. The Interesting Side of History 1 February 2020
WORKBOOK PRACTICE
LONG LIVE THE QUEEN!
3B DIVERSITY, EQUALITY AND UNITY VOCABULARY
1
a) Match the words to their definitions. There is one word you do not need. gender
inequality
race
nationality
liberty
rights
discrimination
opinion
slavery
1 _______________________ the act of treating a person or a group of people less fairly than others 2 _______________________ your thoughts about something, not a fact 3 _______________________ a group of people sharing the same skin colour and other physical features 4 _______________________ the fact of being male or female, with reference to social and cultural differences, not biological 5 _______________________ the system of being owned by another person and forced to work for them without getting paid 6 _______________________ a situation in which people are not equal 7 _______________________ the freedom to think and behave in the way you want 8 _______________________ membership of a particular nation b) Complete the sentences with the words in Exercise 1 a).
VOCABULARY
1 Although lots of people support ___________________________ equality in the workplace, women often can’t get the same jobs as men or don’t earn the same as men who are doing the same job.
Exercise 1 a), p. 51 • Students match the words with their definitions. Check as a class. • You can turn this exercise into a competition. Divide the class into two or three groups. Write the words on the Study tip! GRAMMAR board. Read the definitions and the group representative to first touch the right word is awarded a point for their group. • You can erase or cross out the words after they have been used. Or, to make it more difficult, leave the words on the board. • In a high-ability class, you can add some more words as distractors. ANSWER KEY 1 discrimination, 2 opinion, 3 race, 4 gender, 5 slavery, 6 inequality, 7 liberty, 8 nationality
Exercise 1 b), p. 51 • Students use the words from Exercise 1 a) in sentences. • Check as a class. ANSWER KEY 1 gender, 2 nationality, 3 race, 4 inequality, 5 slavery, 6 liberty, 7 opinion, 8 discrimination
2 He’s British and she’s German, so their children have dual ___________________________. 3 The question of the same rights no matter what oneʼs ___________________________ is has been a very important issue in the USA for the past two centuries. African Americans are still fighting for equal treatment. 4 This book is about the ___________________________ between men and women in today’s society. 5 Many ancient civilisations, and some modern ones, were based on ___________________________. In the USA, it ended in the 19th century. 6 The right to ___________________________ is one of the most important human rights: nobody should have the right to take our personal freedom away from us. 7 In my ___________________________, we should work more on realising human rights, especially when it comes to the right to education. 8 __________________________ on the grounds of race, age, sex or anything else is not tolerated in our school.
Curious me! When and why have people started celebrating International Women’s Day?
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READING Exercise 2 a), p. 52 • Ask students to guess who a “Kid of the Year” could be. Accept all answers. • Students read the text and match the headings to the paragraphs. Tell them to ignore the blanks at this point. ANSWER KEY 1 Prestigious Magazine Award, 2 How It All Started, 3 Future Hopes and Plans
Exercise 2 b), p. 52 • Pair students and instruct them to complete the text in Exercise 2 a) with the most suitable answer: A, B or C. • Check as a class. ANSWER KEY 1 C, 2 C, 3 C, 4 C, 5 C, 6 B, 7 B, 8 C, 9 C, 10 B, 11 A, 12 A, 13 A, 14 A, 15 B, 16 C, 17 B, 18 B.
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HOMEWORK
2
a) READING Read the article. Match the headings to the paragraphs. There is one heading you do not need. Prestigious Magazine Award Living the American Dream Future Hopes and Plans
Student’s Book, p. 42, Exercise 4
How It All Started
• Instruct students to make a small poster and write a short biography of a famous woman of their choice.
TIME’S FIRST-EVER KID OF THE YEAR 1 Once a year, the world-famous American magazine Time prints an issue that features a person, a group or an idea that has influenced the events of that year. It (1) ____ awarding the ‘Man of the Year’ award in 1927. The name of the award (2) ____ to ‘Person of the Year’ in 1999. In 2019, Greta Thunberg, an environmental activist, (3) ____ the youngest person to be featured, at the age of 16. In 2020, Time (4) ____ awarding its ‘Kid of the Year’ award. A 15-year-old scientist and inventor Gitanjali Rao (5) ____ the first child to be chosen from 5,000 US-based nominees. 2 Gitanjali was born in Denver, in Colorado, in 2005. Her American-Indian parents (6) ____ her interest in STEM ever since she was little. She (7) ____ how she could use technology and science to make people’s lives better. At the age of 10, she (8) ____ she wanted to research technology to detect dangerous chemicals in water. That’s why she (9) ____ a device called Tethys, which sends water-quality information to your smartphone. Since then, she (10) ____ an app which detects cyberbullying. This service is called Kindly, and it (11) ____ artificial intelligence to detect words that could be considered bullying. If you (12) ____ in an unkind word or phrase, the app (13) ____ you if it might be considered bullying and (14) ____ you a choice: to change it or send it the way it is. 3 Thanks to these and other projects she’s currently working on, she (15) ____ the title of Kid of the Year and the place on the cover of the magazine. In her big interview, she (16) ____ there was one more thing she’d like to achieve: inspire others to make a change. She (17) ____ over 30,000 students so far and (18) ____ to create a community of young innovators. Her message is “If I can do it, you can do it, and anyone can do it.” b) Choose the most suitable answer – A, B or C – to complete the sentences. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
A begins A changes A becomes A starts A is A support A always wonders A decides A develops A also develops A uses A type A warns A gives A earns A says A mentors A begins
B has begun B has changed B has become B has started B has been B have supported B has always wondered B has decided B has developed B has also developed B has used B have typed B has warned B has given B has earned B has said B has mentored B has begun
C began C changed C became C started C was C supported C always wondered C decided C developed C also developed C used C typed C warned C gave C earned C said C mentored C began
Curious me! What other women have been named Person of the Year in Time magazine?
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ENDING THE LESSON WRITING Exercise 4 a), p. 42 • To prepare for their homework task, ask students to name some remarkable women who inspire them. They can be scientists, activists, historical figures or famous actors and singers. • Try directing students towards positive, healthy role-models and emphasise that money and fame are not the only things that matter in life.
PROJECT TIP!, p. 42 • Point students to the PROJECT TIP! section and suggest they include an important person from the period they are re-enacting. • Discuss the difference between talking about an important person and presenting this person in first person as well as the benefits of both methods.
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UNIT 2
3C HAPPILY EVER AFTER NASTAVNA TEMA
Drugi i drugačiji / Književnost za mlade
NASTAVNA JEDINICA
Happily ever after
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje, slušanje
VOKABULAR
Horrid, tough, yelp, helping, frightful, leer
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Čitanje autentičnog teksta
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Bajke, prepričavanje
UDŽBENIK
Str. 43.
RADNA BILJEŽNICA
Str. 53.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. If you have assigned Exercise 4 on page 42 as homework, let volunteers present the inspirational women they have chosen for their posters. Make a class display of all the works presented.
• To make it more interesting, you can set a time limit, e. g., 30 seconds per round. SPEAKING Exercise 1, p. 43 • Put students into small groups and give them two discussion topics. Suggested topics: 1 Name all the fairy tales you can remember. 2 Retell a fairy tale of your choice. • Instead of just naming fairy tales, groups can make their top-five list of fairy tales, which they can compare. Allow groups to discuss the differences and similarities of their lists. • Groups report to the class. ANSWER KEY Students’ answers.
WORKBOOK PRACTICE Exercise 1, p. 53 • Use this exercise to further introduce the topic of Roald Dahl’s Revolting Rhymes. • Individually, students complete the text with the missing words. • Check as a class. ANSWER KEY 1 B, 2 C, 3 A, 4 B, 5 A, 6 A
• Play Pictionary (see Games and Activities on pp. 394-398) with your students to introduce the topic of the lesson: fairy tales. Divide students into two teams. Have team representatives come to the board. Whisper the phrase fairy tale. Both representatives try to draw it on the board while their team tries to guess what it is. Award a point to the team that guesses the phrase first. Repeat with the titles of some well-known fairy tales. • Suggested words: Cinderella, Snow White and the Seven Dwarfs, Jack and the Beanstalk, The Ugly Duckling, Three Little Pigs, etc.
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3C HAPPILY EVER AFTER I can understand an authentic text. 1
SPEAKING Work in groups. Answer the questions below. 1 Which fairy tales, classic or modern, do you know of? Which one do you like best, and why? 2 Choose one fairy tale, and retell it.
2
In his collection Revolting Rhymes, Roald Dahl takes six well-known fairy tales and rewrites them – with a twist. Do the tasks below. a) READING Read the first part of the tale. What is its title? Write it down in the empty space above the tale. How is it different from the classic version? b) 2.8 LISTENING Read the tale again. Fill in the missing rhyming words. The first letter of each word has been given. Listen and check.
As soon as Wolf began to feel That he would like a decent (1) m______________, He went and knocked on Grandma’s door. When Grandma opened it, she (2) s______________ The sharp white teeth, the horrid grin, And Wolfie said, ‘May I come (3) i______________?’ Poor Grandmamma was terrified, ‘He’s going to eat me up!’ she (4) c______________. And she was absolutely right. He ate her up in one big (5) b______________. But Grandmamma was small and tough, And Wolfie wailed, ‘That’s not (6) e______________! ‘I haven’t yet begun to feel ‘That I have had a decent (7) m______________!’
3
a) Look at the illustration. How do you think the story ends? b) 2.9 LISTENING Listen, and check your guesses.
4
He ran around the kitchen yelping, ‘I’ve got to have another (8) h______________!’ Then added with a frightful leer, ‘I’m therefore going to wait right (9) h______________ ‘Till Little Miss Red Riding Hood ‘Comes home from walking in the (10) w____________.’ He quickly put on Grandma’s clothes, (Of course he hadn’t eaten (11) t______________.) He dressed himself in coat and hat. He put on shoes and after (12) t______________ He even brushed and curled his hair, Then sat himself in Grandma’s (13) c______________. In came the little girl in red. (...)
SPEAKING Which version of this fairy tale do you like better: Roald Dahl’s or the traditional one? Why?
I read
Find the other five Revolting Rhymes tales online and read them. Which one do you like best? Why?
I write
Choose a fairy tale, and retell it in a brand-new way. Don’t forget the surprise twist!
GLOSSARY horrid = very unpleasant or unkind tough = difficult to cut or bite to yelp = to make a sudden, short, usually painful cry a helping = an amount of food given to somebodyat a meal frightful = very unpleasant a leer = an unpleasant look or smile
I perform
Do you dream of becoming an actor? Get some props, and act out the tale!
I debate
Hold a class debate. Should children read fairy tales? How do they influence boys and girls?
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3C HAPPILY EVER AFTER
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UNIT 2
LISTENING Exercise 2 b), p. 43 • Point students to the gaps in the text. Explain that the missing words rhyme with the line before. • In pairs, students fill in the missing words. • To check, play Track 2.8. ANSWER KEY 1 meal, 2 saw, 3 in, 4 cried, 5 bite, 6 enough, 7 meal, 8 helping, 9 here, 10 wood, 11 those, 12 that, 13 chair
Track 2.8
MAIN PART READING Exercise 2 a), p. 43 • Tell students they will read one of Roald Dahl’s Revolting Rhymes. Instruct them to read the text and try to recognise which fairy tale Dahl is retelling. • For new words and expressions, point students to the GLOSSARY, where there are definitions of key vocabulary. • Instruct students to ignore the gaps and try to decide how this version of the Little Red Riding Hood fairy tale differs from the classical one. Encourage discussion. ANSWER KEY Little Red Riding Hood. Roald Dahl’s version is in verse, but the first half of the fairy tale follows the original closely.
As soon as Wolf began to feel That he would like a decent meal, He went and knocked on Grandma’s door. When Grandma opened it, she saw The sharp white teeth, the horrid grin, And Wolfie said, ‘May I come in? ’ Poor Grandmamma was terrified, ‘He’s going to eat me up! ’ she cried. And she was absolutely right. He ate her up in one big bite. But Grandmamma was small and tough, And Wolfie wailed, ‘That’s not enough! I haven’t yet begun to feel That I have had a decent meal! ’ He ran around the kitchen yelping, ‘I’vegotto have another helping! ’ Then added with a frightful leer, ‘I’m therefore going to wait right here ‘Till Little Miss Red Riding Hood Comes home from walking in the wood. ’ He quickly put on Grandma’s clothes, (Of course he hadn’t eaten those.) He dressed himself in coat and hat. He put on shoes, and after that He even brushed and curled his hair, Then sat himself in Grandma’s chair. In came the little girl in red.
SPEAKING Exercise 3 a), p. 43 • Direct students’ attention to the illustration at the top of the page. Ask them to describe it and use it to form their presumptions. Discuss their ideas. • You can have students choose the best ending before listening to check the answer. ANSWER KEY Students’ answers.
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Exercise 2 b), p. 43 • To check students’ guesses, play Track 2.9. • Ask students to compare their hypotheses with Dahl’s ending. ANSWER KEY The Little Red Riding Hood shoots the Big Bad Wolf with a pistol and makes a fur coat out of him.
Track 2.9 She stopped. She stared. And then she said, ‘What great big ears you have, Grandma. ’ ‘All the better to hear you with, ’ the Wolf replied. ‘What great big eyes you have, Grandma, ’ said Little Red Riding Hood. ‘All the better to see you with, ’ the Wolf replied. He sat there watching her and smiled. He thought, I’m going to eat this child. Compared with her old Grandmamma She’s going to taste like caviare. Then Little Red Riding Hood said, ‘But Grandma, what a lovely great big furry coat you have on. ’ ‘That’s wrong! ’ cried Wolf. ‘Have you forgot ‘To tell me what BIG TEETH I’ve got? ‘Ah well, no matter what you say, ‘I’m going to eat you anyway. ’ The small girl smiles. One eyelid flickers. She whips a pistol from her knickers. She aims it at the creature’s head And bang bang bang, she shoots him dead. A few weeks later, in the wood, I came across Miss Riding Hood. But what a change! No cloak of red, No silly hood upon her head. She said, ‘Hello, and do please note ‘My lovely furry WOLFSKIN COAT. ’
ANSWER KEY 1 Was, 2 Were, 3 Did, 4 Did
3
LISTENING
• Divide the class into groups. You can assign tasks or let groups choose which one they would like to do. • Go around the classroom. Monitor and provide help where necessary. • Let students perform in front of the class: read the fairy tale they have changed, act out Dahl’s Little Red Riding Hood or debate about fairy tales. • You can always choose only one or two tasks for your class, depending on the size of the class and their interests. • For written assignments, collaborative writing in groups of three or four students might be a viable option. • If you decide on a debate, you can try holding a Paper debate (see Games and Activities on pp. 394-398). • Step 1 Each student has to write an affirmation argument and pass the piece of paper on. • Step 2 On the paper they have been passed on, each student writes a negation argument to counter the affirmation argument. Then they pass that piece of paper on. • Step 3 Students read both arguments on the last piece of paper they got. They make an impartial decision which argument is better. • Additionally, students can read the arguments they especially liked or disliked and discuss them further. TRICKS OF THE TRADE
SPEAKING Exercise 4, p. 43 • Divide students into small groups and give them a couple of minutes to discuss which version of the fairy tale they prefer – Dahl’s or the traditional one. ENDING THE LESSON WRITING AND SPEAKING
Creative me!, p. 43
There is an eponymous animated adaptation of Roald Dahl’s Revolting Rhymes. Filmed in 2016 for BBC 1, there are two thirty-minute-long CGI animated films of Dahl’s original work. The first part was nominated for an Academy Award for best short animated film in 2018 and won the British Academy Children’s Award for best animation. HOMEWORK WB p. 53, Exercise 2
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UNIT 2
Lesson 4
4 LIGHTS OUT!
SPEAKING
NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Lights out!
PREDVIĐENI BROJ SATI
1
Exercise 1 b), p. 44 • In pairs, students try to answer the three questions:
ISHODI POUČAVANJA
A.8.1., A.8.5., A.8.6., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
1 Why was this person the last man on Earth? What has happened to the rest of humankind?
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
abandoned, creak, gloomy, haunt, moonlight, nonsense, plot, shiver, spine
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Pisanje završetka priče.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
2 Who knocked on his door? 3 Do you think the man opened the door? What happened next? • Encourage volunteers to share their ideas with the rest of the class and compare their answers. • Ask students what genre they would characterise this piece of flash-fiction as. • Discuss their favourite literary genres, ask them why they like or dislike particular genres.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Oblikovanje uradaka u kojima dolazi do izražaja kreativnost, originalnost i stvaralačko mišljenje na temelju usvojenih jezičnih vještina
UDŽBENIK
Str. 44., 112. -113.
RADNA BILJEŽNICA
Str. 54. -55.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. • If you have assigned any of the Creative me! tasks on page 43 for homework, let students demonstrate what they have prepared. Exercise 1 a), p. 44 • Pair students off. Tell them to first read the short story by Frederick Brown individually. Then, they should think about how the story made them feel and share their thoughts and ideas with their partners.
ANSWER KEY Students’ answers.
TRICKS OF THE TRADE When asking students a question, many teachers often wait a few seconds and then answer the question themselves or call out the first student who raises their hand. It can be easily forgotten that many students take time to process the question and think about the answer when they encounter a new topic. Instead of supplanting them with ready-made answers or favouring the same few students repeatedly, why not try counting to ten before asking someone to answer the question or saying the answer yourself. Although the sound of a silent classroom may be daunting at first, this short reprieve should actually allow students the time to think, which should help with student engagement and might enable better discussion.
ANSWER KEY Students’ answers.
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LIGHTS OUT! I can write an ending to a story.
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a) Read this short story by Frederick Brown. How does it make you feel? The last man on Earth sat alone in a room. There was a knock on the door. b) SPEAKING Work in pairs. Think up answers to the questions below. 1 Why was this person the last man on Earth? What had happened to humankind? 2 Who knocked on the door? 3 Do you think the man opened the door? What do you think happened next?
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a) READING Freddie is a big fan of horror stories. He has written one for his school magazine. Brainstorm some words or phrases that you would expect to hear in such a story. Then read the text, and check whether your guesses were correct. It was a gloomy, freezing evening as Charles walked towards his boarding school. All of a sudden, he saw a thick cloud of fog rolling down the street towards him. He began walking faster to keep warm, and soon he found himself in front of an old, abandoned castle. There were stories that the castle was haunted by ghosts, but he didn’t believe in such nonsense. ‘I have to go inside, or I’ll freeze to death,’ Charles thought. He gently opened the huge front door, which greeted him with a hair-raising creaking sound. Charles felt his heart pumping fast. The castle was dark inside, with only moonlight to see by. It shone on the portraits of long-dead people hanging on the walls. Charles felt all the eyes were on him. ‘Relax. Everything is going to be fine,’ whispered Charles to himself. A moment later, he heard a loud bang that came from the attic. ‘It must be the wind,’ thought Charles. But then he heard quiet footsteps coming down the wooden stairs and soon felt a soft breath on the back of his neck. Cold shivers ran down his spine. ‘Oh no!’ Charles cried, quietly.
Pencil, paper, go! The plot is the key to a good story. There are five elements of a good plot. Match them to their definitions. 1 Exposition 2 Rising action 3 Climax 4 Falling action 5 Resolution
the end of the story the problem or the conflict is introduced events leading to the end of the story the beginning of the story, where characters and setting are introduced the most exciting part of the story, the turning point
Writing bank → pp. 112-113 b) Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element.
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WRITING Write the ending of Freddie’s story. Include the two parts that are missing.
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ONE MORE LOOK! Check and tick. I have included the missing elements of the story.
I have used direct speech.
I have used appropriate adjectives and adverbs.
I have checked my spelling.
I have used past tenses correctly.
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LIGHTS OUT!
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UNIT 2
MAIN PART WORKBOOK PRACTICE
VOCABULARY 1 a) Complete these mind maps with the correct words. Use evening, castle, sound and footsteps. There is one word you do not need. freezing
gloomy
VOCABULARY
1
2 creaking
hair-raising
Exercise 1 a), p. 54 • Ask students to guess what other literary genre, besides detective stories, Freddie likes. When they guess he likes horror stories, ask them what atmosphere horror stories have.
3
b) Match the two parts of the phrases. 1 thick shivers
door
4 quiet
5 wooden
fog
breath
6 soft
7 cold
bang
stairs
where the ghosts of past owners scared those who were brave enough to enter. One night... 2 As Tommy was walking home on a quiet winter night, he got the feeling that he was being followed. Then, suddenly, he could hear ________________________________ behind him. He turned round and saw... 3 Alex was spending the night at his grandparents’ old wooden house. Everybody had already gone to bed when Jude heard a ___________________________________ outside his bedroom door, as if someone was walking up and down the hall. He got up to check who it was and... 4 It was a beautiful summer day, and the sun was shining above the tiny town of Galway. Mark was walking home from school when, all of a sudden, the sunlight disappeared, and he saw ___________________________ rolling towards him. He felt scared, but... 5 Marie knocked on the ___________________________________, half expecting nobody to answer but it opened, and there he was – the scary-looking old man she had seen in her dreams. She said... 6 Zane was home alone, reading Edgar Allan Poe’s The Raven in his room. The poem was a bit spooky, but he wasn’t scared of horror tales. Then, all at once, the lights went out. And he could feel a ___________________________________ on the back of his neck. He slowly closed the book and turned...
2 a) How do the stories below end? Tick the correct type of ending for each story. happy ending
1 sound, 2 castle, 3 evening
1 thick fog, 2 huge front door, 3 loud bang, 4 quiet breath, 5 wooden stairs, 6 soft footsteps, 7 cold shivers
3 loud
footsteps
1 According to legend, the creepy old building on the top of the hill was a _________________________________
ANSWER KEY
ANSWER KEY
2 huge front
c) Complete these sentences with the correct phrases from Exercise 1 a) and b).
• For each word, ask students to provide a definition, an illustration or a synonym.
• You can ask students to try thinking of several other adjectives that collocate with each of the nouns.
dark
haunted
• Move on to Exercise 1 and use it to both activate the pre-existing knowledge about horror stories and introduce some new vocabulary.
Exercise 1 b), p. 54 • Students match the collocations. Check as a class.
abandoned
old
1
The Ugly Duckling
2
Romeo and Juliet
3
The Diary of Anne Frank
4
Charlie and the Chocolate Factory
5
The Secret Diary of Adrian Mole, Aged 13¾
6
The Adventures of Huckleberry Finn
7
The Boy in the Striped Pyjamas
8
The Little Prince
sad ending
open ending
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READING Exercise 2 a), p. 44 • Explain that Freddie is writing not only a column, but also a horror story for his school magazine. Instruct students to look at the illustration and ask them to brainstorm the words and expressions they would expect in such a story. • Let students read the text to check their expectations. Let students discuss the accuracy of their guesses. ANSWER KEY Students’ answers.
Pencil, paper, go! p. 44 • In a lower ability class, ask students to name the parts of a story in Croatian. • Draw students’ attention to the Pencil, paper, go! section. Have them read the five
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ANSWER KEY 5, 2, 4, 1, 3
Exercise 2 b), p. 44 • In pairs, students identify all five elements in Freddie’s story. They mark the beginning and the end of each element.
4
plot elements and connect them to their explanations. Check as a class.
TRICKS OF THE TRADE Different students can have opposing views on the type of endings in some of these stories. Some can, for example, say that The Diary of Anne Frank has an open ending, because it ends abruptly; others might feel that the ending of Adrian Mole is happy. Accept their perspectives, but always ask them to explain why they think so. This is also excellent practice for supporting their opinion with arguments.
• Remind them of the usefulness of colourcoding.
ANSWER KEY
• Check as a class and ask students which elements are missing.
Happy ending: 1, 4. Sad ending: 2, 3, 7. Open ending: 5, 6, 8.
ANSWER KEY Suggested answers: Exposition: It was a gloomy, freezing evening as Charles walked towards his boarding school. All of a sudden, he saw a thick cloud of fog rolling down the street towards him. He began walking faster to keep warm, and soon he found himself in front of an old, abandoned castle. There were stories that the castle was haunted by ghosts, but he didn’t believe in such nonsense. Rising action: ‘I have to go inside, or I’ll freeze to death, ’ Charles thought. He gently opened the huge front door, which greeted him with a hair-raising creaking sound. Charles felt his heart pumping fast. The castle was dark inside, with only moonlight to see by. It shone on the portraits of long-dead people hanging on the walls. Charles felt all the eyes were on him. ‘Relax. Everything is going to be fine, ’ whispered Charles to himself. A moment later, he heard a loud bang that came from the attic. ‘ Climax: ‘It must be the wind, ’ thought Charles. But then he heard quiet footsteps coming down the wooden stairs and soon felt a soft breath on the back of his neck. Cold shivers ran down his spine. ‘Oh no! ’ Charles cried, quietly.
WORKBOOK PRACTICE Exercise 2 a), p. 54 • Discuss the importance of story endings with students. Ask them to discuss which types of endings they can remember. Check for understanding of the term open ending. • In pairs, students decide which story has which type of ending.
• For further scaffolding, you can ask your students’ opinion on some other types of endings. Try organising a Four corners activity (see Games and Activities on pp. 394-398). Put signs in each corner of the classroom: I strongly agree. I agree. I disagree. I strongly disagree. Read sentences, and students head to the corner that aligns with their opinion on the subject. You can build up on this by allowing groups to discuss their opinions and having group representatives explain their stance. • Students need to decide if the sentences describe a good ending of a story. Suggested sentences: • 1 It leaves the reader with strong emotions, feeling either happy or sad. 2 It leaves the reader feeling indifferent. 3 It is predictable and obvious from the start. 4 It is very open and leaves you wanting more. 5 It has a plot-twist and leaves the reader surprised or shocked. 6 It makes no sense at all. • If you want to further practise reading and vocabulary, GO DIGITAL at this point! WRITING BANK PRE-WRITING Exercise 1 a), p. 112 • For activating the vocabulary they will need, students sort words into adjectives and adverbs.
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TRICKS OF THE TRADE
READY? (pre-writing) 1
It is important to revise adjectives and adverbs with your students in the pre-writing phase, because using adjectives and adverbs can make their writing richer and livelier.
wonderful
1 2 3 4 5 6
• Point students to the four writing tips that follow the story and discuss them together. ANSWER KEY
lazily lonely
mysterious bravely
polite well
inspiring selfishly
generous fantastic
honestly
talkative
gloomy
carefully slowly
When Jake broke his brother’s new toy soldier, little Timmy shouted at him angrily / angry. The cat was stretching lazy / lazily on the bed, with no intention of ever moving away. The brave / bravely knight rode out to meet the furious dragon. The wizard kept all his magic spells to himself, selfish / selfishly hiding them from his apprentice. His grandmother was a very generous / generously lady. As a boy, he was always politely / polite and said ‘thank you’, ‘please’ and ‘sorry’.
SET... 2
a) Read the story, and answer the questions. 1 Who are the main heroes? 2 Who is the main villain? 3 Who are the minor (less important) characters?
4 Where does the action take place? 5 When does the action take place? 6 What is the atmosphere like?
STORM IN THE CITY
Exercise 1 b), p. 112 • To further practise the use of adjectives and adverbs, students choose between the two parts of speech to finish the sentences. Check as a class.
Exercise 2 a), p. 112 • Explain to students that they will read another story. In pairs, students read the story and answer the six questions.
angrily
b) Circle the correct adverb or adjective to complete each sentence.
Adjectives: wonderful, mysterious, polite, inspiring, generous, quiet, lonely, fantastic, talkative, gloomy. Adverbs: lazily, honestly, carefully, angrily, lonely, bravely, well, selfishly, slowly.
1 angrily, 2 lazily, 3 brave, 4 selfishly, 5 generous, 6 polite
a) Here is a list of words you can use in story writing. Sort them out into two categories: adjectives and adverbs. Circle the adjectives, and underline the adverbs.
quiet
ANSWER KEY
ANSWER KEY
2 THE ENDING OF A STORY
Wr iti ng
UNIT 2
• In a lower-ability class, check for understanding of the words.
112
1 It was a dark, stormy evening in Iron Valley. Three best friends – John, Eleanor and Marty – were on the edge of their seats, watching a horror film in Eleanor’s house. 2 Suddenly, a news report interrupted the film with live footage from their own town. The reporter shouted: “A giant robot is destroying the city! Take cover!” The trio froze, but before they could do anything, they heard a horrible noise outside. “It’s the robot! What can we do?” Marty cried, terrified. “Come on, Eleanor, you’re the genius. Think!” John whispered. Eleanor already had a plan: “Guys, the garage!” 3 Outside, the gigantic robot was smashing cars and roofs. All the neighbours were hiding. Covered by darkness, three small shadows came out of a garage, carrying large buckets. They quickly spilled something on the pavement, making it dark and slippery, and then disappeared back into the garage. The robot started walking towards Eleanor’s house, but it suddenly lost its balance and crashed to the ground. Everybody held their breath. 4 The robot didn’t move; it buzzed quietly for a few seconds and then shut down. John, Eleanor and Marty shouted: “Victory!”. Eleanor smiled and added: “Good thing Dad never threw away his old car oil!” 5 The next day, the children’s pictures were all over the media. The city needed repairs, but John, Eleanor and Marty became the neighbourhood heroes.
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ELEMENTS OF THE PLOT These are very important for any story and its structure, and they will help you organise your paragraphs. See Exercise 2 b) for further explanations.
GRAMMAR Make sure you use a proper verb tense. Use past simple for actions happening one after another. Don’t forget to use the combination of an action in past continuous interrupted by an action in past simple!
VOCABULARY
Make sure you use various adverbs and adjectives to create action and atmosphere, and use linking words to connect your storyline and paragraphs.
TOPIC POINTS
Don’t forget! You need interesting characters, scenes and atmosphere. Remember to include the characters’ point of view, if possible.
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Exercise 2 b), p. 113 • Ask students if they think they could identify elements of the plot in this story and retell each in only one sentence. Set it as a challenge. • Check as a class. • Have students choose the best retelling for each element.
1 John, Eleanor and Marty. 2 A robot. 3 A reporter, neighbours. 4 In the evening. 5 In Iron Valley. 6 Intense and action-packed.
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ELEMENTS OF THE PLOT
YOUR KEY SENTENCE BASED ON ‘STORM IN THE CITY’
1 Exposition Introduce the characters and place, and set the mood for the story. 2 Rising action Start building the suspense and the tension; this is where things begin to get complicated! 3 Climax This is the big moment; the most intense parts of the plot and action take place in this step. 4 Falling action Things are unravelling and beginning to settle down in this part. Pave the way to the end by solving the problems. 5 Resolution Wrap up the story; describe how it ends, and show the consequences of the climax.
…WRITE! 3
It’s story time! Complete this story by writing the falling action and the resolution. Once you decide how it ends, think up the title. The writing tips in the Set... section can help you plan and organise your writing. There is a checklist at the end of the page to help you make your story shine!
TITLE: ________________________ Peter was at school, sitting in the back row, right next to the window. He was biting his pencil, because he didn’t know one of the answers in his Maths test. Suddenly, he heard the sound of gigantic wings flapping outside. The classroom became dark, and everybody started shouting – even their Maths teacher. Something landed on the school playground and growled. They all hid under their tables, but Peter couldn’t help himself; he just had to take a peek. He crawled out from under his desk, grabbed the windowsill and started to get up. “Stop! You’ll get yourself killed!” the teacher warned him. But Peter still peeked. He couldn’t believe his eyes. He saw the enormous shadow of a beast. It looked like a dragon from one of the online games he played with his friends. It was black. It had wings, horns and white fangs. Peter’s body was shaking like a leaf. Then an even bigger shadow appeared above it, and threw a metal net over the huge winged body. The beast screeched, and Peter fainted.
ONE MORE LOOK! Check and tick.
MY SELF-CHECK
I have covered all the elements of the plot. I have used direct speech. I have used appropriate adjectives and adverbs. I have used the past tenses correctly. I have tried to avoid repetition.
Remember those tiny mistakes that you, and only you, always make? List them, and check. ___________________________________________ ___________________________________________ ___________________________________________
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ENDING THE LESSON WRITING Exercise 3, p. 44 • Have students read Freddie’s story one more time and then write their own falling action and resolution to finish the story. • Offer students a choice between writing an ending to Freddie’s story or an ending to the story in Exercise 3 on page 113.
4
b) Read the story again, and complete the table below. Summarize each of the five parts of the story; think up a key sentence that best presents each element of the story’s plot.
should be made aware of their own typical mistakes. Instead of explicit correction, where mistakes are marked and corrected by the teacher, why not try implicit correction. Through implicit correction, the teacher only signals that there is a mistake and what type of a mistake it is. Before any correction takes place, agree with students on a set of symbols or colours for different types of mistakes. For example, if you underline a part of the text in blue, that means there’s a grammar mistake. Other suggested symbols are: green is for wrong word choice, red is for wrong word order and purple stands for spelling mistakes. If you haven’t got enough different coloured pencils, you can use different styles of underlining: single line, double line, straight, wavy or dotted line, etc. When corrected assignments are handed back, the key to corrections should always be included so students can easily recognise the type of mistake. After analysing their mistakes according to the key, students can rewrite their texts correctly. You can allow them to use their Student’s Books, dictionaries or a grammar book, or you can ask them to rewrite the texts themselves. This type of correction may be very conducive to formative assessment as well as summative assessment, especially when students rewrite their texts. HOMEWORK WB pp. 55, Exercises 2 b), 3 a), b), and 4
• Students hand in their stories for reading and feedback. • Instruct students to go over their writing one more time using the checklist in the One more look section. • If you decide to use this task for summative assessment, a detailed writing rubric is provided (Resource Bank, Resource 36, pp. 406-412). TRICKS OF THE TRADE Students should be allowed to correct their mistakes themselves occasionally. Ideally, before doing any self-correction, students 4 LIGHTS OUT!
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UNIT 2
Lesson 5
5 LOVELY JUBBLY! NASTAVNA TEMA
Drugi i drugačiji / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
Lovely jubbly
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
deadpan, failure, hilarious, humble, pun, rooted, selfdeprecation, straight face, take oneself too seriously, take pride in
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o britanskom humoru; pričanje šala.
FUNKCIONALNI JEZIK
Deadpan delivery is the art of telling a joke with a straight face. They don’t take themselves too seriously. Etc.
Exercise 1, p. 45 • Instruct students to read the joke, then familiarise themselves with the meaning of three words: sarcasm, self-deprecation and pun. Students decide which type of humour the joke is. • To develop this topic further, ask students for some more examples of these types of humour. Ask them if they can name some other types of humour. Help if needed. Accept answers in Croatian, too. If students can’t express themselves in English, provide English equivalents. ANSWER KEY A pun.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Humor i šale
UDŽBENIK
Str. 45.
RADNA BILJEŽNICA
Str. 56.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Since the topic of this lesson is humour, you can always start it by telling a joke in English. Invite students to tell their own if they know any.
TRICKS OF THE TRADE Sarcasm is often called sharpened irony, meaning the opposite of what you’re saying. E. g., “You’re so clever! ” when someone says or does something stupid. A pun is a play on words. E. g., Can February March? No, but April May. Self-deprecation means undervaluing yourself. E. g., Is it garbage day today? I didn’t know they made a day in my honour. Some other types of humour are understatement, which means trying to make something seem lesser, smaller or less important; slapstick, which involves physical action, such as falling down or hitting someone; dark, or gallows humour, which deals with dark and morbid topics in a humorous way; and scatological (or toilet) humour, which uses bodily functions for comedic effect, etc. WORKBOOK PRACTICE
Exercise 1 a), p. 56 some • Alternatively, if possible,b)play Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element. • To reinforce the use of vocabulary, have video-clips from well-known British students match the expressions to their comedy shows: Monty Python; Only Fools definitions. and Horses; Allo, Allo; You Rang, My Lord; Mr. Bean; The Office. Various online ANSWER KEY streaming services offer numerous 1 pun, 2 self-deprecation, 3 sarcasm, 4 video-clips of the iconic scenes from Understatement – describing something as smaller, shows your students might be familiar lesser or less important than it really is. with.
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LOVELY JUBBLY!
5
I can talk about British humour. 1
Look at the words below. What do they mean? Look them up in a dictionary. Then decide which category the joke from the Funniest Joke in the World sketch by Monty Python falls into. sarcasm
2
pun
self-deprecation
"My dog’s got no nose." "How does he sm ell?" "Awful."
a) READING Read the text, and match the beginning sentences to the correct paragraphs. 1 And what do the British joke about?
2 The British take pride in their humour.
3 With the British, you never know whether they,re joking or being serious. It’s deeply rooted in British society and language. It’s a very important part of their culture and everyday interaction, and it comes naturally to them. In a lot of polls asking ‘What makes you proud of being British?’, British humour comes very high on the list. Other things that make the British proud are the Queen, the Beatles, kindness, Only Fools and Horses and sarcasm, one of the most important features of British humour. You’ll often hear a Brit say ‘Oh, lovely weather today!’ when, in fact, it’s pouring rain. And that’s being sarcastic. And that’s because of deadpan delivery, the art of telling a joke with a straight face, so you never see it coming. In some cultures, people are the first to laugh at their own jokes, but not in Britain: you’re a terrible joke-teller if you do that. And you should never explain a joke or reveal that you’re joking, because that’s when the humour is lost. Someone once said, ‘Explaining a joke is like dissecting a frog: you understand it better, but you end up with a dead frog.’ And you wouldn’t want that to happen, would you? Some jokes, such as making fun of the French or the Americans, are rooted in their history. However, they laugh about themselves the most. They’re charmingly humble, and they don’t take themselves too seriously. And that’s another important feature of British humour: self-deprecation, or self-criticism. Just think of comedy characters such as Mr Bean and Del Boy: they’re failures, but that’s exactly what makes them hilarious. In an episode of The Office, a character named David Brent says, ‘You just have to accept that some days you are the pigeon, and some days you are the statue.’ And British humour is all about being the statue. b) Read the text again, and answer the questions. 1 What are the British proud of? 2 What are some of the features of British humour?
ment.
4
3
SPEAKING Answer the questions. 1 How important is humour in your daily life?
3 What is a deadpan delivery?
2 Is it important for a person to have a good sense of humour? Why (not)?
4 What makes you a ‘joke killer’?
3 How good are you at telling jokes?
5 What are British jokes usually about?
4 Can you take a joke?
WRITING AND SPEAKING Prepare for a British joke challenge! Follow the steps below. Step 1 First, write or find a joke that you find funny.
Step 2 Practise your joke delivery. Try it out loud in front of a mirror or your family.
Step 3 Present it in front of your class. Don’t forget to keep a straight face!
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UNIT 2
Exercise 1 b), p. 56 • In pairs, students match the situations to the four types of humour. Check as a class.
Pun: 3, 5. Self-deprecation: 6. Sarcasm: 2. Understatement: 1, 4.
• Ask students to compare British and Croatian humour. Ask: What are the most popular Croatian comedy shows? What topics are they about? What types of humour do they use?
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LOVELY JUBBLY! VOCABULARY a) Read the three dictionary entries. Complete them with the missing words below. Then write the explanation for the remaining word. sarcasm 1
_______________________,
pun
understatement
noun [C]
2
self-deprecation
_______________________, noun
BrE /ˌsɛlfdɛprɪˈkeɪʃən/ NAmE /sɛlfdɛprɪˈkeɪʃn/
> a humorous use of a word or phrase that has several meanings or that sounds like another word
> self-criticism; trying to make yourself, your abilities, or your achievements seem less important
3
_______________________,
noun [U]
BrE /ˈsɑːkæzəm/ NAmE /ˈsɑrˌkæzəm/ > the use of remarks that mean the opposite of what the speaker says, usually made to criticize something in a humorous way
4
ANSWER KEY
[U]
BrE /pʌn/ NAmE /pʌn/
2, 3, 1
Exercise 1 b), p. 45 • Pair students off and have them answer the five questions. Check as a class.
ANSWER KEY
1
ANSWER KEY
______________________________________________________
__________________________________________________________ __________________________________________________________
1 Their humour. 2 Deadpan delivery, not explaining a joke, sarcasm and self-deprecation. 3 Telling a joke with a straight face. 4 Explaining a joke. 5 Making fun of the French and Americans and themselves.
__________________________________________________________ __________________________________________________________
TRICKS OF THE TRADE
b) Decide which category in Exercise 1 a) the situations below fall into. 1 You’ve just fallen off your bike, and your arm is badly hurt and bleeding, but you say: ‘Oh, it’s just a scratch’.
2
________________________
2 It’s pouring with rain outside. You say, ‘Oh, such lovely weather!’
________________________
3 I didn’t like my beard at first. Then it grew on me.
________________________
4 Your friend is sunburnt. You say, ‘Oh, I see you’ve caught some sun.’
________________________
5 I’m reading a book about anti-gravity. I can’t put it down.
________________________
6 It’s a great thing that you like to laugh, because my whole life is a kind of joke.
________________________
READING Read the text. Complete it with missing sentences A–G. There is one sentence you do not need. You’ve probably heard that the weather-talk has replaced the standard (1) ___ greeting in Britain. But, according to Kate Fox, a social anthropologist, when Brits talk about the weather, they’re not actually interested in the forecast; they’re trying to start a conversation. So a simple (2) ___ or ‘Cold, isn’t it?’ is another way of saying hello. And if you don’t respond in agreement, it’s like saying (3) ___. You end up being very rude without meaning to. Brits often try to avoid negative comments and direct disagreements. When they disagree with you, they’ll say something like (4) ___, even when they don’t agree at all. This means that you have to be very good at reading between the lines. If someone says (5) ___, they’re probably just being polite; not that you actually should surprise them with a visit. The same goes for the common response to an invitation, ‘I’ll try and make it’. Don’t get your hopes up, because what it probably means is (6) ___. Sounds familiar, doesn’t it? A B C D
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‘I almost agree’ ‘I’m not coming’ ‘How do you do?’ ‘Pop round next time you’re in London’
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E ‘I don’t want to have a conversation with you’ F ‘Whenever you get a minute’ G ‘Nice day, isn’t it?’
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MAIN PART READING Exercise 2 a), p. 45 • In a lower-ability class, you might want to pre-teach new vocabulary. Suggested words: deadpan, failure, hilarious, humble, rooted, straight face, take oneself too seriously, take pride in. • Have students read the text and choose which sentence opens which paragraph.
Underlining key parts of the text or the parts that support students’ opinions and answers is a simple yet effective reading strategy that encourages critical thinking. Ask students to underline only the parts that provide supporting information, not the whole sentences or paragraphs. Encourage the use of colour coding, for example, by using the same colour to circle or underline the question and underline the answer in the text. • At this point, you can GO DIGITAL and further practise reading and vocabulary. WORKBOOK PRACTICE Exercise 2, p. 55 • Students read the text and fill in the missing words and phrases. • In pairs, they compare their answers with their partners. ANSWER KEY 1 C, 2 G, 3 E, 4 A, 5 D, 6 B
• Ask students to think of a heading for each paragraph. • Check students’ understanding by playing Where does it say? (see Games and Activities on pp. 394-398).
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b) SPEAKING Choose one of the stories in Exercise 2 a). How does the story end? Make short notes, and use them to retell it. __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________
3
a) READING Read Freddie’s ending of his horror story. What kind of ending does it have? a) happy
b) sad
c) open
He turned round, but he couldn’t see anything. Suddenly, a black shadow appeared in front of him. It seemed small at first, hiding from Charles, looking at him from afar and whispering. Then everything turned dark, and he could see a pair of red eyes staring back at him. The creature started coming closer to Charles. He tried running away, but his legs wouldn’t move. He closed his eyes, hoping it was all just a nightmare. A moment later, the moonlight lit up the creature. It didn’t seem so scary any more: it looked... it looked like a cat! But this was no ordinary cat; it had a nasty scar on its left cheek. Relieved, Charles began walking towards the door, when suddenly one of the portraits fell to the floor with a loud crash. Painted in it was the exact same cat with the same scar. ‘Wait! There’s a year scribbled here... 1652!’ Charles gasped. He couldn’t believe his eyes. He ran out of the castle, slamming the door so hard that the bang could be heard all the way to his school. Now every time Charles walks near the castle, he hears a single, whispery sound: ‘Meow.’ b) Read the text again, and do the tasks below. 1 Circle parts of sentences which describe what Charles saw. 2 Underline parts of sentences which describe what Charles heard. 3 Highlight the parts of sentences which describe what Charles felt. 4 Find nouns, adjectives and adverbs which help maintain the creepy tone of the story, and sort them below. nouns
4
adjectives
adverbs
Read Freddie’s story in your Student’s Book and Workbook again, and write a 50–70-word summary following the writing outline below. Use some of the nouns, adjectives and adverbs in Exercise 3 b), and add at least one new adjective to build up the creepy tone of the story.
Exposition
Body - rising action - climax - falling action
Resolution
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ENDING THE LESSON SPEAKING Exercise 3, p. 45 • Divide students in groups of four and have them discuss the four questions amongst themselves. ANSWER KEY Students’ answers.
• End the lesson with a 3-2-1 exit ticket (Resource Bank, Resource 37, pp. 406-412). Students write down three types of humour, name two comedy shows and the one topic they find funniest. HOMEWORK Exercise 4, p. 45 • Assign this exercise as homework. Students can do it independently or in pairs. They have to find or create a joke. After they have practised their delivery, they will present their jokes in front of the class. 5 LOVELY JUBBLY!
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UNIT 2
Revision
UNIT 2 REVISION NASTAVNA JEDINICA
Unit 2 Revision
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Slušanje, čitanje
MEĐUPREDMETNE TEME Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
UDŽBENIK
Str. 46. -47.
RADNA BILJEŽNICA
Str. 57. -59.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.
them, what grammar they have learned, what was easy and what was difficult, what they would like to know more about, what they have learned best and what they still struggle with, etc. This helps students focus on the structures and vocabulary while, at the same time, critically appraising their learning and directing them towards taking responsibility for their learning. MAIN PART WORKBOOK PRACTICE REVISION: LISTENING
STARTING THE LESSON • Students tell their jokes as a part of the homework assignment from the previous lesson. TRICKS OF THE TRADE
This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class.
If technical conditions allow it, use an online noise-o-meter to measure how hard students have laughed at each other’s jokes. You can use this method for choosing the funniest comedian in the class.
Exercise 1, p. 57 • Instruct students to read the task carefully. Ask them if they can guess what the three people will be talking about.
LANGUAGE MATTERS, p. 47 Exercise 1, p. 47 • Tell students to read the words in each row, first the whole class silently and then volunteers read them aloud. ANSWER KEY Students’ answers.
1
• Play Track 1. Students listen to three people talking about their youth in different decades. Play the track again. ANSWER KEY
1 Jennifer: music in the 70s. 2 Margaret: women in the 50s. 3 Christopher: fashion in the 80s.
Track 1
Exercise 2, p. 47 • Discuss the three questions with students. ANSWER KEY 1 1 b, 2 k, 3 g, 4 p, 5 w. 2 h and k. 3 2 knight, 3
TRICKS OF THE TRADE It’s always a good idea to start a unit revision by having students flip through the unit one more time and reflect on it. You can ask them to tell you which topics were covered, which topics they found interesting, which were boring for
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TRICKS OF THE TRADE
1 Jennifer: People were buying records like crazy at that time. More and more teenagers had the convenience of their own bedroom, where they could listen to records and create their first mix-tapes, which they could share with their friends. Making a good compilation tape was the goal of many teenagers. The discotheque with a DJ replaced the dance hall and a live band. Even though a great deal of songs were about Saturday night fever and love, a lot of them dealt with subjects which concerned young people: politics, racism and women’s rights. 2 Margaret: In the post-war period, women were encouraged to stay at home and out of the workplace. It was also very unusual for women to go to university. Secondary schools taught them how to cook, manage a household, sew and iron clothes. They were trained for the role of a housewife after they got married. Very
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skladna zvonjava osvojiti savjetnik smrviti, raspasti se okrug pomični most za dizanje sajam tvrđava, utvrda geneaolog, onaj koji proučava rodoslovlja gavran vladavina kuća za stanovanje rezervni Velika kuga
1B WHAT WERE YOU DOING...?
case consult culprit evidence fortune housekeeper interrogation investigator rope suspect suspicious terrifying vagabond venomous weapon whistle witness heart attack observation skills sign of violence trembling voice
raise money score a basket steal the show take place
publika štap odšteta, naknada očajnički utvrditi, ustanoviti lažirati odmah, istog trena ozlijeda blatan lopov temeljito skupiti dokaze počiniti krađu počiniti prevaru zaključiti istragu razbiti šifru uhititi dati alibi staviti lisčine
slučaj savjetovati (se) krivac, počinitelj dokaz bogatstvo domaćin ispitivanje istražitelj uže osumnjičenik sumnjičav zastrašujući skitnica, lutalica otrovan oružje zvižduk svjedok srčani udar moć opažanja trag nasilja drhtav glas
prikupiti novac zabiti koš zasjeniti sve ostale održati se
3A FROM RULE BRITANNIA TO COOL BRITANIA
2B WHODUNNIT?
2A THE SPECKLED BAND
audience cane compensation desperately determine fake immediately injury muddy thief thoroughly collect evidence commit a robbery commit fraud conclude the investigation crack a code make an arrest provide an alibi put on handcuffs
rukotvorina izlaganje različitost, raznolikost obogatiti izložbeni predmet, izložba neobrazovan, nepismen baština, nasljeđe
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artefact display diversity enrich exhibit illiterate legacy
WORD LIST
raven reign residence spare the Great Plague zakon treštati, bučiti glomazan, masivan ugljen destljeće fosilno gorivo nezakonit s uzorkom buntovan, neposlušan šljokica razdvojiti se, razići se potpuno nov oboljeti hlače na trapez doći u prodaju premijer, predsjednik vlade teškoće s disanjem jastučići za ramena zatvoreno uzak struk biti na vrhu ljestvica jarka, živa boja
chime conquer consultant crumble district drawbridge fair fortress genealogist
act blast out chunky coal decade fossil-fuel illegal patterned rebellious sequin split up brand new fall ill flared trousers hit the shops Prime Minister respiratory problems shoulder pads shut down tiny waist top the charts vivid colour sirena shrvan, očajan proglasiti svjetlucavo, na šljokice glad klečati popis izvođača skromnost uzbudljivo, napeto gliser zašiven navijač produžetci pogreb planinarski dom svečanost otvaranja skok s padobranom
1A THE GOOD OLD DAYS
buzzer devastated declare glitter hunger kneel line-up modesty nail-biting speedboat stitched supporter extra time funeral service mountain lodge opening ceremony parachute jump
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Lesson 2 Lesson 3
precious trade fall apart get stuck raw materials the British Empire
postignuće izuzetak rod nejednakost značajan, vrijedan spomena ropstvo
dragocjen trgovina raspasti se zapeti sirovine Britanska imperija
3B DIVERSITY, EQUALITY AND UNITY achievement exception gender inequality remarkable
slavery
nakovrčati pristojan strašan, užasan porcija jela užasan, grozan dugačke ženske gaće bez dugmeta zloban pogled; cerenje tvrd, žilav cviliti, zavijati
3C HAPPILY EVER AFTER
leer tough yelp
napušten škripati tmuran progoniti mjesečina besmislica radnja jeza, drhtaj
curl decent frightful helping horrid knickers
abandoned creak gloomy haunt moonlight nonsense plot shiver
bezizražajno lice gubitnik urnebesan skroman igra riječima usađen samoomalovažavanje ozbiljni izraz lica shvatiti sebe preozbiljno ponositi se
LOVELY JUBBLY!
LIGHTS OUT!
deadpan failure hilarious humble pun rooted self-deprecation straight face take oneself too seriously take pride in
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LAN MATGUAGE T E R S
Ghost letters: Knock, knock, knocking on heaven’s door
1 Read the words below.
1 bomb - comb - debt - dumb - thumb 2 kneel - know - knock - knickers - knife 3 champagne - cologne - design - reign - moonlight 4 receipt - psychedelic - pseudo - pneumonia 5 sword - wrap - wrist - wrong - write
1 Which letters were silent in each group?
2 Stop and think.
2 Read the title again. Which letters are silent? Find the song by that name online and check your answer.
3 Can you think of any examples of silent letters on your own? Share them with the class.
*Bonus: Do you know the song from the title? It has been covered by lots of Here are some artists, but try to questions you can find out who ask yourself before, during and after learning wrote it and about the topics in this Unit. originally sang it!
Before: What seems to be the most important thing to know? / What can I already talk about? / How can I use it in real life?
During: What is clear to me? / What is familiar? / What is difficult?
After: What have I learned? / What can I understand on my own? / What do I need some more help with?
Why is it important to ask questions before, during and after learning? How do you know that you've really understood something new that you're learning about?
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Lesson 4 Lesson 5
Ready, set, go! Lesson 1
UNIT 2
few women had jobs back then. A woman took care of her husband and children, did the shopping and kept the house clean. I remember that my mum was always around, listening to her gramophone records and checking up on me. 3 Christopher: When I look at my old photos, I laugh my head off. I used to look like George Michael, my favourite singer of the period. First of all, the hair! Short at the front and sides, and long at the back. Oh, yes, I wore the mullet – the ridiculed haircut. It went best with double denim! If you paired your denim jeans with a denim top, you couldn’t go wrong; at least not back then. I was also very broad-shouldered then. Did you know that men also wore shoulder pads? It’s funny how now everything on me looks two sizes bigger!
Exercise 2, p. 57 • Explain that Freddie has got an elderly neighbour, whom he interviewed about her childhood. • Instruct students to read all the statements carefully. They all come in the same order as they are heard in the text. 2
• Allow enough time for students to read the sentences and play Track 2. Students mark the sentences as true or false. Play the track twice.
to a room where two young men were staying for the night. I saw a guitar leaning against the wall, and – even though we were taught not to touch our guests’ belongings – I couldn’t help it. I knew the guests were downstairs having dinner, so I took the guitar and started playing a tune. I was so lost in the moment that I didn’t notice when one of the guests returned. A young man wearing a black hat was standing at the door clapping. ‘You’re a natural! You’re definitely going places! ’, he said. I blushed and apologised, but there was something about him that made me remember his words. Next autumn, I recognised him on television. He was singing a song called ‘Love Me Do’. It was the first ever TV appearance of the Beatles. And it wasn’t until they topped the charts that it hit me: I had held John Lennon’s guitar in my hands! What a memory!
Exercise 3 a), p. 57 • Ask students if they remember what Freddie’s favourite book genre is. Tell them they will hear Freddie talking about some criminal cases and should mark the words they hear in the text. 3
• Play Track 3. Students listen and mark the words. • If necessary, play the track one more time. ANSWER KEY
ANSWER KEY 1 T, 2 F, 3 T, 4 F, 5 F, 6 F, 7 T, 8 F, 9 T, 10 T
Track 2 I was born in 1949 and I grew up in the countryside, in a small village called Dorchester-on-Thames. Growing up there wasn’t very exciting and eventful. I used to live in a picturesque cottage on the High Street, near a pub which my mum and dad ran. In the olden days, the Crown – that was the name of the pub – was the old inn on an important coach route where the coaches used to stop to change horses and allow passengers to rest on their long journeys. There were no horses and coaches when I was growing up, but the pub had a very important role in the life of the villagers. It was not only a place to eat and drink, it was the centre of social life in the village. All the celebrations, dances, tea parties, meetings and events were held there. We also offered accommodation for travellers, and my sister and I would always look forward to meeting new people. When I was a bit older, we would even help clean the rooms and wash the dishes. Apart from spending time at the pub, I also enjoyed doing sport a lot, and I regularly attended and participated in all the sporting events in the village. However, another hobby became even more important to me. Ever since I was little, the guitar has been a great passion of mine. My mum used to be a music teacher, too, so she taught me how to play it at home. One autumn evening when I was 12 years old, I took clean towels
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fraud, burglary, murder
Track 3 Freddie: You must read this article; you’ll love it! It’s about crimes gone wrong, and some of them are almost too funny to be true. David: Sounds interesting. Tell me more! Freddie: OK. Here’s case number one. A man from Arizona was working as a manager for a company and was using his job to steal money. Finally, someone noticed that he was trying to use his workplace to make a fortune, so they reported him to the authorities. He quit the job quickly and moved out of town. Two years later, although the police were still looking for him, he applied for a job in... are you ready for this one? The local police station! After reading his application, the police couldn’t believe how lucky they were, so they decided to play along. They arranged a job interview, and he showed up all happy and dressed up. Instead of a job, he got handcuffs. The police made an arrest as soon as he arrived. David: He seems a pretty clever fellow. Freddie: Oh yes, indeed! But that’s not the worst one. Listen to case number two. A 28-year-old man broke into a house in Lancashire. He went quickly through the house in search of some jewellery and money. Usually, burglars leave the scene after they’ve finished stealing, but not this one! This one was so tired that he decided to take a nap in one of the bedrooms.
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David: Well, I can imagine that going through someone’s belongings, opening every drawer and checking every cupboard could be very tiring. Freddie: And you can imagine the surprise of the house owners when they returned home to find a stranger fast asleep in their bed! They immediately called the police. He was arrested and handcuffed on the spot. David: At least he was well rested. Well, joking aside, it must be very disturbing to find a criminal in your home... Freddy: Indeed. And, speaking of disturbing, case number three is chilling. You won’t believe it! It happened in Poland. A man was brutally killed; fishermen found his body a month after he went missing. However, the police couldn’t collect enough evidence, and they didn’t find the culprit for five years. And then a book was published that caught their attention. The plot of the bestselling thriller was very similar to the unsolved case. They investigated the author and discovered that he’d known the victim well and had actually been the last person to see him alive. They questioned the suspect and solved the case. It turned out that the victim had been having an affair with the writer’s wife: it was a crime of passion. The writer was sentenced to 25 years in prison. David: Life writes the weirdest stories. And this one is the plot of a blockbuster! Freddie: I agree!
REVISION: LISTENING 1
Listen, and match the speakers to the topics they talk about. There are two topics you do not need.
1
fashion in the 80s technology in the 90s
1 Jennifer
music in the 70s
2 Margaret
women in the 50s
3 Christopher
2
free time in the 60s
______ /
3
Freddie’s neighbour Janet, a 72-year-old retired music teacher, is talking about her childhood. Listen to her story. Are the sentences true (T) or false (F)?
2
1 The Crown used to be a roadside inn before becoming a pub. 2 Janet’s parents used to have horses and coaches. 3 Their pub was the heart of community life in the village. 4 Janet and her sister didn’t enjoy meeting their guests. 5 Janet and her sister didn’t use to help out in the pub. 6 Janet preferred sport to music. 7 Janet was homeschooled in playing an instrument. 8 Janet would often go through their guests’ things. 9 A guest complimented Janet on her talent for music. 10 The Beatles weren’t widely known at the time Janet met John Lennon. ______ /
3
a)
3
10
Listen to the conversation between Freddie and his friend David. Number the criminal activities they mention in the correct order. There are two activities you do not need. murder
fraud
car theft
bank robbery
burglary ______ /
b)
3
3
Read the sentences carefully, then listen again. Tick the case the sentences below refer to. Case 1
Case 2
Case 3
1 It took more than three years to solve the case. 2 The culprit stopped working and left town. 3 The culprit was arrested while at the crime scene. 4 The culprit knew the victim. 5 The culprit was willing to find a proper job. 6 The victim was found in water. 7 The culprit was arrested at the police station.
Exercise 3 b), p. 57 • Instruct students to read the sentences carefully. They fill in the table while listening to the conversation once more. • Play Track 3 again. Students mark which case the sentences are talking about. ANSWER KEY Case 1: 2, 5, 7. Case 2: 3, 8. Case 3: 1, 4, 6.
TRICKS OF THE TRADE Finish both the listening and the reading part by checking students’ answers. You can do it as a whole class activity, or, if you want to engage students more and encourage learning independence, provide them with an answer key. They can compare their answers to the answer key in small groups or swap workbooks between themselves and correct their classmates’ work. You can make the answer key into a handout for every individual student, pairs of students or groups, or you can show it using an OHP, if available. Discuss the answers as a follow-up activity, encourage students to identify questions and exercises that have been difficult, analyse why they were problematic and
8 The criminal activity was very tiring for the culprit. ______ /
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REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity, or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 58 • Have students read the instructions and the headings first. Remind them that there are two headings they don’t need. • Students scan the texts and match the headings with the paragraphs. ANSWER KEY 2, 1, 4
Exercise 1 b), p. 58 • Tell students they should read the text again and decide who said the sentences in the exercise. UNIT 2 REVISION
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UNIT 2
• Encourage students to underline key information in the text and use different colours for a better overview.
false or DS if the information isn’t stated in the text. • Recommend students find and underline the actual parts of the text that support or dispute the statements.
ANSWER KEY Marko: 3, 8. Fiona: 1, 5, 7. Leo: 2, 4, 6.
• Students read the text and mark the sentences.
REVISION: READING 1
ANSWER KEY
a) Three people are talking about their most special memories. Read, and match the texts to the appropriate headings. There are two headings you do not need. 1 Wish You Were Here
2 Noise for the Boys
3 Hugs and Kisses
4 Go With the Flow
It’s one of those moments frozen in time: a battle of the giants. My family and I spent the whole day preparing for it. We cheered and sang chants, and we couldn’t wait for it to begin. Megaphones, horns, whistles: you name it, we had it. And we were loud! As the national anthem played, I was holding back the tears. I couldn’t believe how proud I felt. The opponents scored the first goal, which pushed our boys into action. They were running all over the pitch trying to get every ball as if their lives depended on the match. They knew that the whole nation was watching them and cheering for them. There was no doubt that we deserved to win that game. And, for the first time ever, we fought our way into the World Cup final. I cried like a baby. (Marko, 23)
1
Elizabeth was crowned in 1953 at the age of 27. For the first time in history, people around the world were able (5) _____. After her coronation, the Queen went on a six-month journey with her husband and two children, on which they visited 13 countries of the Commonwealth. When they returned home from the long voyage, thousands of people, including the Queen Mother, waited for them on the banks of the River Thames. There was even a huge message on Tower Bridge saying ‘Welcome home’. From the early days of her reign, the queen has shown great respect for all the nations in the Commonwealth (6) _____. She once said that diversity is a strength, not a threat.
Last summer I went to Brighton with two of my friends, Lucas and Russell. It was my first time on a one-day trip only with my friends, we were all very excited! While we were on the train, we passed the time going through the itinerary that we’d made. We wanted to visit the city’s most famous sights and some vintage shops, and go up a 162-metre-high observation tower for the best views of the city. After an hour and a half, we finally arrived! We were walking through the old shops in the Lanes when we suddenly emerged onto the seafront. It was so hot that we forgot all about our plans as soon as we saw the beach. We had loads of fun that day! We met lots of other teenagers, went to an amusement park, enjoyed the sunshine and learned a valuable lesson: sometimes it’s better not to have a plan. Just let go, and see what happens! (Leo, 16) ______ /
3
b) Read the text again. Who says what? Write M for Marko, F for Fiona and L for Leo. Who says that… ____________________
2 they travelled by rail?
____________________
3 they took pride in the representatives of their country?
____________________
4 plans don’t always work out?
____________________
5 they cried when they realised something?
____________________
6 they didn’t spend the day with their parents?
____________________
7 they received a present that day?
____________________
8 they were noisy when cheering?
____________________
The image of the royal family has changed a lot from the old days. Queen Elizabeth II has done a lot to show a less traditional image of the royal family in recent years. During her reign, (7) _____, such as the introduction of colour television, mobile phones and the Internet. The queen has always been very up to date with modern technology. She was the first monarch to send an e-mail, to set up a YouTube channel, and to tweet. At the age of 93, in her attempt to modernise the monarchy even more, (8) _____! In 2021, the queen turned 95. She has had the longest reign in Britain so far. She has even beaten her great-greatgrandma, Queen Victoria, who was the longest-reigning monarch until 2015. There’s nothing else to say but to wish the Queen many happy years to come! A B C D E F
but that didn’t spoil her she’s witnessed many technological changes party took place in summer and pride in the cultural diversity of the British she even published her first Instagram post in June with the people of Britain
G helped create a multicultural Britain H so he decided to move the ceremony to the sunny month of June I that everything would work out for the best J to watch the coronation of a monarch on blackand-white TVs ______ /
______ /
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a) Freddie is writing about powerful women for his column The Interesting Side of History. Read the text, and complete it with the missing sentence parts A–J. There are two sentence parts you do not need. Did you know that Queen Elizabeth II, born on 21 April 1926 in London, celebrates two birthdays? She celebrates her actual birthday in April with her family, and the official birthday (1) _____. This tradition started with King George II in the 18th century. The King’s birthday was in autumn, which wasn’t suitable for a big public party because of the bad weather, (2) _____. Being the king isn’t all that bad, wouldn’t you agree? The Queen grew up with all the privileges of a member of the royal family, too, (3) _____. At the age of 14, she gave radio speeches addressed to all the British children who were forced to leave their homes and families due to World War II. She tried to calm them and assure them (4) _____. She never doubted the British victory. She also volunteered and trained with other British women in the armed forces to be a lorry driver and mechanic.
It was one of the best days of my life. From the very moment I woke up, everything went as planned. While I was brushing my teeth, the doorbell rang. It was a delivery man with a giant bouquet of tulips and a note saying ‘Forever mine...’ My heart smiled; I couldn’t wait! I just loved the buzz of the day, friends and neighbours coming, everybody singing from the early morning. I was so excited and overwhelmed, but at the same time deeply sad. I couldn’t explain it. I felt there was a piece of me missing. There’s a memory from that day that I hold very dear. It’s when my dad saw me in my wedding dress and said ‘You’re beautiful... just like your mum was. She would be so proud to see you wearing it.’ And that’s when I realised where my sadness was coming from. Tears started rolling down my cheeks. (Fiona, 31)
1 they felt happiness and sadness at the same time?
1 F, 2 F, 3 T, 4 DS, 5 F, 6 T, 7 DS, 8 T
5 Friendship
8
8
b) Read the text again. Are the sentences true (T), false (F), or it doesn’t say (DS)? 1 The tradition of two birthday celebrations dates back about one hundred years.
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2 The Queen gave television broadcasts as a teenager. 3 Children were evacuated from the war zone during World War II.
Exercise 2, p. 59 • Explain that Freddie is writing a text about Queen Elizabeth for his column. Some parts of the sentences are missing. Warn students that there are two sentence parts they don’t need. • Remind students that they can always cross out the sentence parts they have used or that they are sure about. • Students read the text and fill in the missing parts. ANSWER KEY 1 F, 2 H, 3 A, 4 I, 5 J, 6 D, 7 B, 8 E
Exercise 2 b), p. 59 • Students read the text again and mark the given sentences T if they are true, F if they are
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4 The Queen continued working as a mechanic after her training in the army. 5 Since she was crowned, the Queen has spent less than half a year abroad. 6 The Queen believes British people should not feel threatened by multiculturality. 7 The Queen posts on Instagram every day. 8 Queen Victoria’s reign was the second-longest of any British monarch. ______ /
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• At this point, you can GO DIGITAL to further practise reading and listening. ENDING THE LESSON LANGUAGE MATTERS, p. 47 • Direct students to the third part of the LANGUAGE MATTERS section in the Student’s Book. Go through it and discuss the questions. • End the lesson with a revision of unit vocabulary. Tell students to go through the Word list once more and circle the words they find difficult to remember. Next, they should underline words connected to history in blue,
LONDON CALLING
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those connected with crime in red and those that can be used to create an atmosphere in writing in green. TRICKS OF THE TRADE Learning vocabulary in semantic groups makes it easier to remember the words and colour coding helps visual learners when memorising.
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UNIT 3
Lesson 1
UNIT 3 ITCHY FEET
• Let students share their ideas.
READY, SET, GO! NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / Learning by doing!
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
VOKABULAR
Nazivi gradova na Jamajci, pojmovi vezani uz Jamajku: Kingston, Montego Bay, the Taino people, Patwa
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o Jamajki, govorenje o putovanjima
ANSWER KEY Students’ answers.
TRICKS OF THE TRADE Itchy feet: to want to travel to different places; to want to leave something such as a job or a relationship and start something new. (Source: Macmillan Dictionary) MAIN PART MEET AMELIA!
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.2., D.3.3.
Građanski odgoj i obrazovanje A.3.1., A.3.3.
MEĐUPREDMETNO POVEZIVANJE
Geografija Geografski položaj Jamajke, označavanje gradova na karti Jamajke Hrvatski jezik Slušanje s razumijevanjem, idiomi Povijest Vojno-politički savezi i odnosi među državama
UDŽBENIK
Str. 48. -49.
RADNA BILJEŽNICA
Str. 60. -61.
DIGITALNI SADRŽAJ IZZI
Video Meet Amelia!
STARTING THE LESSON • Discuss the title of the lesson with your students. • Have students look up the meaning of the expression itchy feet in a dictionary. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • Allow some time for students to leaf through the unit. • In small groups, students discuss the connection of the topics with the title and the topics they are interested in and would like to learn more about.
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• Encourage students to speak in English but accept expressions in Croatian. Help students if necessary.
Video 3 Exercise 1, p. 48 • Introduce the new character, Amelia. Explain to students that Amelia is from Montego Bay in Jamaica. • Students look at the photo and then close their eyes and imagine they are there. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 38, pp. 406-412) and distribute it to students. Students fill in the mind maps with the things they can see, touch, smell, taste and hear. • At the end of the lesson, you may want to use the mind map and let students add new information that they have learned in the lesson, using another colour. • In small groups, students compare their mind maps with their classmates’. Let students report their ideas back to the class. ANSWER KEY Students’ answers.
Exercise 2, p. 48 • Brainstorm students’ ideas about Jamaica to find out what they already know. • In pairs, students go through the words and think about how they are connected to Jamaica.
ITCHY FEET
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! go t, se
48
ITCHY FEET
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Listen to Bobby McFerrin’s song Don’t Worry, Be Happy. What is it about? Do you like it? Why (not)? Find out how it is connected with Jamaica.
> Look at the title of the Unit. What do you think it means? Look it up in a dictionary. > Flip through the Unit. How is the title connected with its content? > Which lesson seems most interesting to you? Why?
Montego Bay
West Africa
RE ADY, SET, GO!
1
Kingston
the Taino people Patwa
3 Watch the video again. Take notes, and answer the questions.
the Commonwealth
the Caribbean Sea
Jamaica? Watch the video, and check.
3 How are the words below connected with
Amelia is from Montego Bay, Jamaica. Look at the photo. Close your eyes, and imagine you are there. Use your five senses to say what you can see, smell, touch, taste and hear.
MEET AMELIA!
2
3
1 Where is Jamaica located? Show it on the map at the end of your Student's Book. 2 Why is the Jamaican motto ‘Out of Many, One People’? 3 What is the relationship between Jamaica and the UK? 4 Which two languages are in use in Jamaica?
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1
ON THE HOME STRETCH
KIC K O F F !
Are all things travelling right up your alley? Does meeting people from different cultures float your boat? If yes, kick into high gear and consider tourism as your future profession!
1 What is tourism? Work in groups, and come up with a definition.
journalist
event organizer
web designer
chef
air cabin crew
interpreter
2 Tourism offers a wide variety of professions to choose from. Discuss how the following are connected with tourism, and add a few more. What knowledge and skills do you need to work in them?
PR manager
travel agent receptionist
tour guide
3 Look at the idioms in colour in the introduction. What do they mean? Find some more travel idioms, and illustrate their meaning in your notebook.
LEARNING BY DOING! PROJECT 3: LET’S GET THE SHOW ON THE ROAD!
2
Choose your destination, and start planning the trip. What do you need to do before you leave? Is there anything you need to buy before starting your adventure? What would you like to see and do at your destination? Make a detailed itinerary, and keep track of all your expenses. Psst... there are lots of useful websites and travel tools to help you stay within your budget!
3
Done planning? Prepare a presentation for your classmates. Show them your itinerary, and tell them more about your destination. Make sure you include some photos and say something about its sights, people, places and culture. Who knows? You might inspire them to turn your imaginary adventure into a real one some day!
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> If you’re not interested in a classic ‘sun, sea and sand’ holiday, this is the project for you! Although travelling round the globe is considered expensive, today people can explore more and travel farther without spending a lot of money. So get your backpacks ready, and see where your budget can take you! How much money would you like to spend? Set a budget. What does it have to cover besides transport and accommodation? Make a list of all the important things, such as food, tours, tickets and local transport.
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UNIT 3
UNIT 3
Play Video 3. Students watch the video and check whether their guesses were correct. 1 country • Check answers as a class. Video 3 Do you like what you’ve heard and seen so far? If you’ve enjoyed the beats of reggae, and the pictures of sandy beaches, endless sunshine and turquoise seas, then this is the place for you: welcome to Jamaica! My name is Amelia, and I’m going to show you why I think my home country of Jamaica is the most beautiful of all the Caribbean islands. Jamaica is an island nation located in the Caribbean Sea. Around 2.8 million people call it their home. It’s the third-largest Caribbean island, right after the islands of Cuba and Hispaniola, which is made up of the Dominican Republic and Haiti. Christopher Columbus was among the first Europeans to admire its wonders. He called it Santiago, but the name didn’t catch on. Instead, the island got its name after the Taino word ‘Xaymaca’, meaning ‘the land of wood and water’. The Taino, Jamaica’s first inhabitants, were once the most numerous indigenous people of the Caribbean. However, they were conquered by the Spanish colonists and almost became extinct: some managed to escape, but a lot of them died of European diseases, starvation and overwork. The first slaves from West Africa were brought in at that time. Then, in the mid-17th century, the British came, forced the Spanish to leave, and made Jamaica part of the British Empire. Many more African slaves were shipped to work on sugar-cane plantations. That’s why the majority of Jamaicans today are of African ancestry. This mix of European and African cultures is nicely summarised in our nation’s motto: ‘Out of Many, One People’. Jamaica became an independent country in 1962, but it has remained a member of the Commonwealth. Since the 1950s, a lot of Jamaicans have emigrated to the UK, the USA and Canada. They have taken Jamaican culture, traditions and music with them, making Jamaica recognisable around the world. English is the official language in Jamaica, but people also speak Jamaican Patois, or Patwa. It is a Creole language, resulting as a mix between English and the West African languages that the slaves brought to Jamaica centuries ago. Even though it is based on English, it’s difficult to understand. See for yourself: ‘Weh yuh a seh? Mi deh try call yuh! ’. Did you get it? It means: ‘How are you doing? I’ve been trying to call you! ’. My family speaks Patwa at home, just as many other bilingual families do. Kingston is the capital of Jamaica, and it’s also its largest city. It’s a good place to start exploring and to feel the pulse of Jamaica; its open-air markets, bustling streets, welcoming people and upbeat music are just some of the things that will blow you away! If you’re a fan of outdoor activities, you’ll love exploring Jamaican nature, and you’ll easily understand how Jamaica got its nickname, the ‘Jewel of the Caribbean’. If you have enough time, you could plan a visit to other cities, too! You could come to Montego Bay, my hometown. Lying on the northern coast, it is the fourth-largest urban centre, after Spanish Town and Portmore. My family owns a tour agency there, and I look forward to taking you on a tour of my favourite places! Let’s get jamming!
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• If necessary, explain any new vocabulary. Suggested vocabulary: turquoise, indigenous, sugar cane, summarised, bilingual, bustling, upbeat music, get jamming. ANSWER KEY Students’ answers. The Caribbean Sea: Jamaica is located in the Caribbean Sea. The Taino people: Jamaica’s first inhabitants, indigenous people of the Caribbean. West Africa: The first slaves from West Africa were brought to Jamaica by Spanish colonists. The Commonwealth: Jamaica is a member of the Commonwealth. Patwa: Jamaican Patois, a Creole language, is a mix between English and the West African languages that slaves brought to Jamaica centuries ago. Kingston: the capital of Jamaica. Montego Bay: Amelia’s hometown.
TRICKS OF THE TRADE The Commonwealth is a political association of 54 member states, almost all of which are former territories of the British Empire. Exercise 3, p. 48 • Have students go through the questions first. • Instruct them to watch the video again and take notes. • Play Video 3 again. • Prepare a map of Jamaica or show it via an OHP (Resource Bank, Resource 39, pp. 406-412). • Check answers as a class and ask students to find the places mentioned in the video on the map. ANSWER KEY 1 Jamaica is located in the Caribbean Sea. 2 ‘Out of Many, One People’ is the Jamaican motto because it summarises the mix of European and African cultures in Jamaica. 3 In the mid-17th century, the British came to Jamaica and made Jamaica a part of the British Empire. Jamaica has remained a member of the Commonwealth. A lot of Jamaicans have emigrated to the UK, the USA and Canada. 4 The English language and Jamaican Patois, or Patwa.
CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework.
ITCHY FEET
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UNIT 3
• Discuss with students what the song is about and if they like it or not.
! go t, se
• If possible, play Bobby McFerrin’s song Don’t Worry, Be Happy to students.
1
• Have them report how the song is connected with Jamaica at the beginning of the following lesson.
READY, SET, GO!
Read these descriptions, and match them to the places on the map.
2
This is the largest island country in the Caribbean Sea. Its capital is Havana. This is the second-largest island in the Caribbean, and it has two countries on it. It is the most populous island here. This independent country, where Diego’s family in Unit 1 comes from, is a commonwealth of the United States.
1
The distance between Jamaica and this US state is about 1,150 km. This is Jamaica’s capital and its largest city. It is located on the southeast coast of Jamaica.
TRICKS OF THE TRADE
This is the fourth-largest city in Jamaica, located in the northwest. It’s Amelia’s hometown.
The song Don’t Worry, Be Happy by Bobby McFerrin became an unofficial anthem in Jamaica after Hurricane Gilbert struck the island in September 1988, at the same time when the song was released, and caused months of hardship to the population, killing hundreds of people.
2
Montego Bay
3
2 2
How much do you remember about Jamaica? Do the quiz! Circle the correct option. 1 People in Jamaica speak
WORKBOOK PRACTICE
a) one official language.
• Check answers as a class. ANSWER KEY 2 5, 4, 6, 1, 3
Exercise 2, p. 60 • Explain to students that they will do a short quiz to find out how much they remember about Jamaica. • Students do the quiz and circle the correct options. • Check answers as a class. ANSWER KEY 1 a), 2 b), 3 a), 4 b), 5 a), 6 a)
CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework. • Have them report what they have found out about the colours on the Jamaican national flag at the beginning of the following lesson.
b) two official languages.
2 The population of Jamaica is
a) 28 million.
b) 2.8 million.
3 Jamaica is a member of
a) the Commonwealth.
b) the European Union.
4 The Taino word ʻXaymaca’ means
a) the jewel of the Caribbean.
b) the land of wood and water.
5 Patois is a Creole language. It is a mixture of
a) English and West African languages.
b) English and the Taino language.
6 Jamaica is the birthplace of
a) reggae music.
b) jazz music.
Exercise 1, p. 60 • Have students study the map. • Students read the descriptions and match them to the places on the map.
6
5
4
Kingston
Curious me! What do the colours on the Jamaican national flag stand for?
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READING Exercise 3, p. 61 • Students read the instructions to the exercise. • Let them look at the pictures. • Students read the texts and write the hashtags under the pictures. • In a lower-ability class, you may want to explain the new vocabulary. Suggested vocabulary: hummingbird, saltfish, coat of arms. • Check answers as a class. ANSWER KEY Students’ answers. / Suggested answers: 2 #nationalflower #woodoflife 3 #nationalfruit, #ackee, 4 #outofmany, #coatofarms
READING Exercise 4 a), p. 61 • Have students read Amelia’s text and write an appropriate heading. • Give students some time. READY, SET, GO!
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UNIT 3
• Check students’ ideas as a class. ANSWER KEY
We’ve been on this project for three months, but we’re on the home stretch now.
Students’ answers. / Suggested heading: The history of Jamaica
The Oscars race will enter the homestretch after this weekend.
Exercise 4 b), p. 61 • Students read the text again and put the paragraphs in the correct order.
• Have students read the introductions but explain that you will return to the idioms later. TRICKS OF THE TRADE
• Check answers as a class.
Home stretch: the last part of something that is being done; the last part of a race or other activity. (Source: Cambridge Dictionary)
ANSWER KEY 5, 3, 2, 6, 1, 4
3
Exercise 1, p. 49 • Write tourism in the middle of the board and brainstorm students’ ideas about it and all the words they associate with it.
READING Amelia has written a short article about Jamaican national symbols for the website of her family’s tour company. Read the text, and write hashtags under the pictures. The first one has been done. 1 The ‘Doctor Bird’ is our national bird. It lives only in Jamaica, but that’s not the only thing that makes it special. It’s a type of hummingbird with unique colours, which change in different types of light. #doctorbird #nationalbird
• As students say their ideas, write them on the board.
2 Our national flower is as beautiful as our national bird. Also indigenous to Jamaica, its Latin name, Lignum Vitae, means ‘the wood of life’. People believe it got its name because of its medicinal qualities.
3 Ackee is the Jamaican national fruit. It is soft and creamy on the inside, and it tastes a bit like peas. It was probably brought on slave ships from West Africa. Now it grows all over the island, and its fruit is part of our national dish: ackee and saltfish. Yum!
4 Jamaican people are proud of our coat of arms and the motto on it: ‘Out of Many, One People’. The motto refers to many people of different origins living in peace and unity on the same island.
tourism
4 a) READING Read Amelia’s text. What is it about? Write an appropriate heading. Be careful: the paragraphs are mixed up.
In 1655, Jamaica came under British rule, and the Spanish were forced to leave the island. Slave traffic and European immigration continued. Jamaica was an important colony for the British.
• In groups, students try to come up with a definition of tourism.
The Spanish ruled Jamaica for almost a century and a half. The Taino became almost extinct under their rule. Many of them died of European diseases. Some were enslaved and overworked by the Spanish. Some managed to escape. On his second voyage to the Americas, Christopher Columbus became the first European to discover Jamaica. In 1492, he claimed Jamaica for Spain. He named it Santiago, but the name didn’t catch on.
• Check students’ ideas as a class.
Jamaica gradually got its autonomy in the early 20th century. On 6 August 1962 Jamaica became an independent country. It is a member state of the Commonwealth of Nations, with the British monarch as head of state.
1 Not much is known about the Taino, the indigenous people of the Caribbean. They probably came to the Caribbean from South America in about 800 AD. They were skilled fishermen and farmers.
ANSWER KEY
The Spanish also started bringing slaves from West Africa to the island. They worked on sugar-cane plantations under hard conditions. Today, the majority of the Jamaican population is of African ancestry: they are the descendants of slaves brought to the island by the Europeans.
Students’ ideas.
b) Read the text again. Put the paragraphs into the correct chronological order. The first one has been done.
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On the home stretch, p. 49
• Discuss the meaning of the expression with students. • Give students some example sentences with the expression:
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TRICKS OF THE TRADE Tourism – the business activity connected with providing accommodation, services and entertainment for people who are visiting a place for pleasure. (Source: Oxford Learner’s Dictionary) Exercise 2, p. 49 • Students read the instructions to the exercise and the list of professions connected to tourism.
ITCHY FEET
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• Check students’ ideas as a class and write their suggestions on the board. • Have students think about the knowledge and skills needed to work in these professions. • Let students share their ideas. ANSWER KEY Students’ ideas.
Exercise 3, p. 49 • Students go back to the introduction part and look at the highlighted idioms. • Discuss the meaning of the idioms with students.
! go t, se
• In pairs or small groups, students discuss how the professions are connected to tourism and add a few more.
• Distribute the photocopiable travelling checklist templates (Resource Bank, Resource 40, pp. 406-412) to students, which can help them in planning their trip. • Students think about the budget, the destination and the itinerary and complete the checklists. • You may want to explain to students that an itinerary is a detailed plan or route of a journey. • Finally, students decide on presentation options – a PowerPoint presentation or a poster talk about their preferences and the things that they should include in their presentations, including photos and some information about sights, people, places and culture.
• If possible, have students go online and find some more travel idioms. If not, assign this activity for homework. • Students illustrate the meaning of the idioms they have found. • Let them share their illustrations with the class. ANSWER KEY Right up your alley: to be the type of thing that you are interested in or that you enjoy doing, float your boat: to be what someone likes or is interested in, kick into high gear: to make things happen with quickness. Suggested travel idioms: a mile a minute, to travel light, to go off the beaten track, smooth sailing, jump the track, Sunday driver. (Sources: Cambridge Dictionary, Urban Dictionary)
ENDING THE LESSON LEARNING BY DOING! PROJECT 3: LET’S GET THIS SHOW ON THE ROAD • Discuss the title of the project with students. • Have students read the introduction to the project. • Go through the instructions together with students. Help with any unknown vocabulary if necessary.
READY, SET, GO!
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UNIT 3
1A FEEL THE RHYTHM Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Feel the rhythm (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
Vezan uz turizam: five-star hotel, holiday package, cruise ship, travel guide, sun cream, city break, adrenaline rush, tour company, pocket money, day trip, tourist destination
KOMUNIKACIJSKO-
Govorenje o aktivnostima na odmoru
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME
• Explain to students that the green tasks are translation tasks, the yellow tasks are explainthe-meaning tasks and the black tasks are correct-the-mistakes tasks. • Suggested tasks: green: 1 I don’t really want to go to Europe, but whatever floats your boat. 4 I didn’t like that film, but I think it would be right up Amy’s alley. 7 At first, it was difficult to learn the new system. However, now it is nothing but smooth sailing for everyone. yellow: 2 travel light, 5 go off the beaten track, 8 kick into high gear black 3 I can’t keep up with Keith. He walks a kilometre a minute. 6 Sorry I am late. I got stuck behind some Monday driver who didn’t want to let anyone pass. 9 It just wasn’t working for us, so we decided to jump the route and try something different.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
MAIN PART
C.3.1., C.3.2., C.3.3.
SPEAKING
MEĐUPREDMETNO POVEZIVANJE
Geografija Krajolik Jamajke, turizam Hrvatski jezik Slušanje i čitanje s razumijevanjem
Exercise 1, p. 50 • Ask students to think about travelling and the questions in the exercise.
UDŽBENIK
Str. 50. -51.
• Students make their own top-five lists.
RADNA BILJEŽNICA
Str. 62. -63.
• In small groups, let students discuss their lists.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
Uporaba informacijske i komunikacijske tehnologije
• Have volunteers share the most interesting top-five lists.
STARTING THE LESSON
ANSWER KEY
• If you have assigned the Curious me! section for homework, have students report how the song Don’t Worry, Be Happy is connected to Jamaica and what they have found out about the colours on the Jamaican national flag. • Play a version of the Noughts and crosses game with students (see Games and Activities on pp. 394-398) to revise travel idioms from the previous lesson. • Draw a 3x3 grid on the board and, if possible, colour it in the suggested colours.
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1
2
3
4
5
6
7
8
9
Students’ answers.
CURIOUS ME! If available and if there is enough time, let students research the difference between the words travel and journey. Have them report what they have found out. This task can also be assigned for homework. • You may want to add the word trip for students to research, too. TRICKS OF THE TRADE Travel: verb; to go from one place to another, especially over a long distance. Journey: noun;
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1A FEEL THE RHYTHM I can talk about holiday activities.
1
Curious me!
Think about travelling, and make some top five lists for yourself. Think about the following: 1 why travelling is a good thing
3 places you would like to visit
2 favourite holiday activities
4 things you would never travel without
What is the difference between the words travel and journey?
VOCABULARY Tourism
2
a) Make phrases by putting one term from box A before one from box B. Write them down in your notebook. How many phrases can you make? A five-star sun
B
holiday city
cruise
adrenaline day
travel
rush
tour
money
guide
tourist
cream
hotel
package
ship
trip
company break
destination
b) Work in pairs. Choose some phrases from Exercise 2 a), and think about their definitions. Take turns, and quiz each other.
3
a) 3.1 LISTENING Amelia’s parents own a small tour company. Amelia often spends her summer holidays helping them out. Listen to what she says. Which phrases from Exercise 2 a) does she mention? b) 3.1 Listen again, and answer the questions.
4
1 How does Amelia earn her pocket money?
3 Why does she do all the work on the computer?
2 What are her duties in the company?
4 What is her favourite type of holiday package? Why?
a) READING Look at some of the ads for holiday packages Amelia has created for the website of her family’s tour company. Match them to their titles. A Day to Remember!
Snorkel. Breathe. Repeat.
Love in Paradise
Get Your Heart Pumping
b) Read the ads again, and complete them with the phrases below. sun cream
1
Leave ordinary life behind and go on an adventure! Take an ATV ride, or slide on a zip-line across beautiful waterfalls on this amazing day trip – (1) ___________________ guaranteed!
five-star hotels
2
Time to slow down! Go slow rafting by day, and enjoy the Glistening Waters at night. Pack your (2) ___________________ for the day and your jacket, and join us on a day trip you’ll never forget!
cruise ships
adrenaline rush
3
Tired of sailing on (3) ___________________? It’s dive o’clock! Go snorkelling or scuba diving; treat yourself to a world of underwater colour, and discover the magic of the Caribbean.
4
Looking for a relaxing holiday? Forget about (4) ___________________! Enjoy your stay in a romantic cottage on this beautiful sandy beach. It’s a perfect getaway for your honeymoon!
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1A FEEL THE RHYTHM
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UNIT 3
an act of travelling from one place to another, especially when they are far apart. Trip: noun; a journey to a place and back again, especially a short one for pleasure or a particular purpose. (Source: Oxford Learner’s Dictionary) VOCABULARY Tourism Exercise 2 a), p. 50 • Students go through the words from box A and box B. • Have them match the terms – one from box A and one from box B – to make phrases. • Instruct students to write down the phrases in their notebooks. • Check answers as a class. • Explain any new vocabulary, if necessary. ANSWER KEY five-star hotel, holiday package, cruise ship, tourist destination/guide, sun cream, city break, adrenaline rush, tour company, pocket money, day trip, travel guide/destination
Exercise 2 b), p. 50 • In pairs, students choose some phrases from Exercise 2 a) and think about their definitions. • Students take turns and quiz each other to try to guess the phrase. • To make the activity more fun, have students come up with some funny pairs. For example: pocket hotel, sun company, day cream, five-star rush, etc. Let them share the funniest examples. ANSWER KEY Students’ answers.
LISTENING Exercise 3 a) p. 50 • Explain to students that Amelia’s parents own a small tour company, and that Amelia often spends time helping them. 3.1.
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• Play Track 3.1.
• Students listen to Amelia and tick the phrases from Exercise 2 a) in their notebooks. • Check answers as a class. Track 3.1 Welcome to Jamaica, one of the most popular tourist destinations in the world! A lot of tourists visit us during the summer, which means I can earn some pocket money by helping my parents out in our tour company. But, to be honest, I don’t work very hard. My parents are not very good with computers, so from time to time they ask me to create some ads for our holiday packages. It’s not as easy as it sounds, though. We offer lots of different kinds of activities, so it can be very challenging to come up with original and interesting texts for them all. That’s why my favourite packages to write about are city breaks; you can never run out of things to do in Montego Bay or Kingston! Other than doing this, I also keep our company website up to date, and I sometimes answer our guests’ e-mails and online comments. I often hang around at the company, so I tell tourists what is included in our day trips, give them our island travel guides, and inform them about the prices and timetables of the tours. And when I’ve finished working, I do what I always advise our guests to do: hit the beach and have fun with my friends!
ANSWER KEY tourist destination, pocket money, tour company, holiday package, city break, day trip, travel guide
Exercise 3 b) p. 50 • Draw students’ attention to the questions. • Instruct them to make notes while listening to the track again. • Play Track 3.1 again. • Check answers as a class. • At this point, you can GO DIGITAL and practise listening further. ANSWER KEY 1 She helps her parents out in their tour company. 2 She creates ads for their holiday packages, keeps their company website up to date, and sometimes answers our guests’ e-mails and online comments. She also tells tourists what is included in their day trips and informs them about the prices and timetables of the tours. 3 She does all the work on the computer because her parents are not very good with computers. 4 Her favourite type of holiday package are city breaks because one can never run out of things to do in Montego Bay or Kingston.
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c) Work in pairs. Which tour seems most, and which seems least interesting to you? Why?
5
a) 3.2 LISTENING Listen to three people talking about their upcoming holiday activities. Match the speaker to the holiday package they would most enjoy (1–3). There is one package you do not need. A Day to Remember!
Snorkel. Breathe. Repeat.
Love in Paradise
Get Your Heart Pumping
b) 3.2 Listen again. Match the information below to the correct speaker (1–7). There is one sentence you do not need. Paul Miranda Luiz
1 has worked hard on a daily basis 2 hardly ever goes diving 3 does the same thing on summer holidays time after time 4 goes hiking once in a while
5 loves excitement from time to time 6 spends time abroad every now and then 7 has been under a lot of stress day in, day out
Adverbs of frequency Look, think and discuss. 1 Put these adverbs of frequency in the correct order, from the most often (1) to the least often (8). occasionally
never
often
hardly ever
sometimes
I am often under a lot of stress.
Adverbs of frequency go ___________ most verbs, but ___________ auxiliary verbs (such as ‘to have’, ‘will’, ‘can’, ‘must’ etc.) and after the verb ‘to be’.
Grammar summary → p. 129
Let’s practise more! → WB, pp. 63-64
Do these pairs of words and expressions have similar (S) or different (D) meanings? 1 from time to time / sometimes
4 almost never / hardly ever
2 on a daily basis / often
5 day in, day out / rarely
3 once in a while / occasionally
6 every now and then / always
SPEAKING How often do you do these activities during the summer? snorkelling
scuba diving
playing beach volleyball
8
usually
3 Look at the position of the adverbs, and complete the rule with before and after.
I almost never get the chance to explore the marine world.
7
rarely
2 Look at the examples below. What do adverbs of frequency tell us? I will never go bungee jumping.
6
always
zip-lining
camping
fishing
surfing
watching the sunset
collecting seashells
having a barbecue
hiking
WRITING Choose a task.
Easy-peasy
No picnic
Down to work!
Choose one popular tourist destination in Croatia, and create an ad for it. What can you see or do there? Include some interesting photos, and present the ad to your classmates!
Choose one holiday package from Exercise 4 b). Plan your day, and write an itinerary with a list of activities you are going to do.
Work in pairs. Imagine you are at the tour company. You are interested in one of the holiday packages in Exercise 4 a). Write a dialogue between you and the travel agent, in which you ask about the programme, prices and timetables. Act it out!
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UNIT 3
READING
ANSWER KEY
Exercise 4 a) p. 50 • Students first look at the pictures and ads for holiday packages Amelia has created for the website of her family’s tour company. • You may want to ask students to describe the pictures. • Then they match the ads to their titles. • Check answers as a class. ANSWER KEY
Students’ answers.
WORKBOOK PRACTICE Exercise 1 a), p. 62 • Have students quickly scan the sentences first. • Students then complete the sentences with the correct form of the compound nouns. • Remind students to pay attention to the singular or plural forms of the compound nouns. • Check answers as a class.
2, 3, 4, 1
Exercise 4 b) p. 50 • Let students read the ads again and complete them with the missing phrases. • Check answers as a class. • In a lower-ability class, you may want to explain the difference between snorkelling and scuba diving to students and the meaning of an ATV ride. • At this point, you can GO DIGITAL and practise reading aloud. ANSWER KEY
ANSWER KEY 1 day trip, 2 Five-star hotels, 3 holiday packages, 4 sun cream, 5 tour companies, 6 adrenaline rush, 7 travel guide, 8 passport control
Exercise 2 a), p. 62 • Let students look at the photos first. • Students match the photos to the activities. • In a higher-ability class, you may want to ask students to name the activities in the photos without using the given words. • Check answers as a class.
1 adrenaline rush, 2 sun cream, 3 cruise ships, 4 fivestar hotels
ANSWER KEY 3, 7, 9, 11
TRICKS OF THE TRADE
1, 10, 4, 6
Snorkelling is the sport or activity of swimming underwater with a snorkel. Scuba diving is the sport or activity of swimming underwater using special breathing equipment consisting of a container of air that you carry on your back and a tube through which you breathe the air All-terrain vehicles (ATVs) are off-road vehicles often used for recreation. Exercise 4 c) p. 51 • In pairs, students discuss which tour seems the most interesting and which the least interesting to them and why. • Give students some time. • Let students share their ideas.
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1A FEEL THE RHYTHM
b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a).
VOCABULARY
1
______________________________________________________________________________________________________ ______________________________________________________________________________________________________
a) Complete these sentences with the correct form, singular or plural, of the compound nouns below. There are two compound nouns you do not need. travel guide
traffic jam
five-star hotel
holiday package
adrenalin rush
sun cream
tour company
passport control
______________________________________________________________________________________________________
day trip
My...
beach time
1 We went on a __________________________________ to Kingston three days ago, and we’re planning on going back again before we leave Jamaica. We didn’t have enough time to see everything we wanted to. 2 __________________________________ are something not everyone can afford, but staying in them is really great. My favourite thing about them is the tiny, fancy shampoo bottles you find in the bathroom. 3 Last-minute __________________________________ are a great option for those who aren’t sure where to travel next or for those who forget to book their holidays on time! 4 Whenever you’re at the beach, you should use __________________________________. It can be dangerous to stay out without it for a long period of time. 5 These days, __________________________________ offer great choices for travellers. You’ll certainly find something you like, whether you want to spend a calm day in a picturesque Italian village or book an adventure tour in a Vietnam rainforest. 6 Activities such as zip-lining and bungee jumping are perfect for those who like to feel an ______________________________ once in a while. Not me, though: I prefer calmer holidays. 7 Before going somewhere on holiday, it’s a good idea to read a __________________________________ and learn a bit more about the place you’re visiting. 8 When you’re at an airport, you have to go through __________________________________ before you board an international flight.
GRAMMAR! Adverbs of frequency
3 Put these words in the correct order. 1 has / adrenalin-rush activities / Paul / loved / always ___________________________________________________________________________________________________ 2 hardly ever / Paul / diving / goes ___________________________________________________________________________________________________ 3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes ___________________________________________________________________________________________________ 4 never / Miranda / a reality show / participate / is / in / going to ___________________________________________________________________________________________________ 5 a lot of stress / has / felt / under / Luiz / often ___________________________________________________________________________________________________ 6 to / occasionally / spend time alone / want / Luiz and his wife ___________________________________________________________________________________________________
4
b) Choose three questions, and answer them in your notebook.
Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and put the adverb in the correct place. 1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind
1 Do you have a travel guide at home? Which one(s)?
and professional.
2 Find out the name of one five-star hotel in your country. What amenities does it offer? 3 Which sun-cream factor do you use?
2 I ____________________________________ (travel / often) during the summer, but rarely during the winter.
4 Is there a tour company where you live or in a nearby town? Find out about one holiday package that it offers.
3 They ____________________________________ (rarely / watch) TV while on holiday.
5 What gives you an adrenalin rush?
4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries,
6 How do you deal with traffic jams?
2
especially when other employees take sick days. 5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.
a) Match the photos with the names of the activities. There are three activities you do not need.
2
1 snorkelling
2 scuba diving 7 beach volleyball
3 zip-lining 8 fishing
4 camping 9 surfing
5 watching the sunset 10 having a barbecue
6 collecting seashells
5
a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always.
11 hiking 1 2 3 4 5 6 7 8
How often do you watch the sunset? How often do you travel by boat? How often do you visit other countries? How often do you go hiking? How often do you do something relaxing? How often do you speak foreign language(s)? How often do you use sun cream in the summer? How often do you stay at five-star hotels?
ME ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
MY CLASSMATE ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
b) Now interview your classmate, and write down their answers.
62
63
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ENDING THE LESSON WORKBOOK PRACTICE WRITING Exercise 2 b), p. 63 • Students read the instructions to the exercise. Make sure they understand what is expected of them.
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HOMEWORK WB p. 62, Exercise 1 b) • As you will be doing a writing task in the next lesson that should include some photos, instruct students to bring a few photos or pictures of popular tourist destinations in Croatia.
• Give students some time to think about their perfect weekend getaway and plan a two-day itinerary. Remind them to use some of the activities from Exercise 2 a). • You may want to set a certain time limit for students, e. g., three minutes. • Monitor students and help if necessary. • Let volunteers share their itineraries. • You may want to have a class vote on the best or the most exciting weekend getaway.
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UNIT 3
Lesson 2 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Feel the rhythm (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
GRAMATIKA
Prilozi učestalosti: always, never, sometimes, often, usually, seldom, occasionally, hardly ever
holiday or weekend break spent in a city, travel guide – a book or other work designed to give tourists and other visitors information about a particular country or area, day trip – a journey in which a person goes to visit a place and then returns home on the same day. (Sources: Merriam-Webster Dictionary, Collins Dictionary, Cambridge Dictionary) • In a higher-ability class, you may want to leave the words off of the board and challenge students to think of the words themselves.
Govorenje i pisanje o učestalosti aktivnosti na odmoru
MAIN PART
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.
Exercise 5 a), p. 51
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Poduzetništvo
A.3.1.
• Before doing the exercise, you may want to quickly revise the texts describing four holiday packages from the previous lesson.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, prilozi učestalosti Geografija Turizam
UDŽBENIK
• Elicit the names of the four holiday packages and, optionally, write them on the board.
Str. 50. -51.
RADNA BILJEŽNICA
Str. 63. -64.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME
LISTENING
• Say some words and expressions and have students decide which of the four tours they are connected to. Suggested words and expressions: Get Your Heart Pumping – ATV ride, waterfalls, adrenaline rush; A Day to Remember – slow rafting, Glistening Waters, sun cream; Snorkel, Breathe, Repeat – cruise ships, scuba diving, underwater colour; Love in Paradise – five-star hotels, romantic cottage, sandy beach
STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students report about the difference between the words travel and journey. • Play a version of the Definition game (see Games and Activities on pp. 394-398) with students to revise the vocabulary from the previous lesson. • Suggested expressions and definitions: tourist destination – a place for tourists to visit and stay, tour company – an organisation or a firm that makes arrangements for travel and places to stay, holiday package – a group of services at a fixed price in which the travel company arranges your travel, hotels and sometimes meals for you; city break – a short
180
• Students listen to three people talking about their upcoming holiday activities and match the speaker to the holiday package they would most enjoy. 3.2.
• Play Track 3.2. • Check answers as a class.
Track 3.2 Paul: When I was young, my holidays used to be all about the adrenaline rush you get from activities such as bungee-jumping or rafting. I must say I prefer less adventurous holidays now. However, I can’t imagine just lying on the beach all day. I’m still quite physically active, so I like spending time outdoors. Although I’m
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ANSWER KEY 1 Snorkel, Breathe, Repeat, 2 A Day to Remember, 3 Love in Paradise
Exercise 5 b), p. 51 • Let students read the information about the speakers. • Students listen to the track and match the information to the correct speaker. • Play Track 3.2 again. • Check answers as a class. ANSWER KEY Paul – 2, 4; Miranda – 3, 6; Luiz – 7, 1
My... GRAMMAR!
Adverbs of frequency
• You may want to write the following sentence on the board and underline the adverb of frequency: Paul hardly ever goes diving.
• In a higher-ability class, elicit the part of speech and usage of the underlined parts. • In a lower-ability class, explain to students that it is an adverb of frequency. • Refer students to the My... GRAMMAR! section. In pairs, students put the adverbs of frequency in the correct order, from the most often to the least often. • Check answers as a class. ANSWER KEY 4, 1, 7, 2, 5, 8, 3, 6
• In pairs, students read the examples and discuss what adverbs of frequency signify in a sentence. • Check students’ ideas as a class. ANSWER KEY Students’ answers. / Adverbs of frequency tell us how often an action happens.
• Students look at the position of the adverbs of frequency in the examples and complete the rule with before and after. • Discuss answers as a class. ANSWER KEY before, after
• Tell students that they have a detailed explanation of adverbs of frequency in the Grammar Summary on page 129 of their Student’s Books. • You may want to give students some examples of the position of adverbs of frequency in a sentence or, in a higherability class, encourage students to think of their own examples. Suggested examples: Laura can sometimes hold her breath for over a minute. He is usually ready for work at 6 am. I’ll never make that mistake again. She must always listen to her teacher. Ben occasionally misses tennis practice. • At this point, you can GO DIGITAL and further practise adverbs of frequency.
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often very busy, I like to go hiking in the hills when I find the time. But there’s one thing I’m especially looking forward to on my next holiday: jumping into the water and enjoying the underwater world! I almost never get the chance to explore marine life, so I think it will be a nice change. Miranda: My friends and I spent our last summer on a cruise ship. While it was fun to see so many beautiful places, we felt a bit bored after some time. Every day felt the same to us. Actually, I feel as if almost all our summer holidays are the same. That’s why, this summer, we’re looking for something completely different for a change. We’re not exactly sporty, but we love to get our blood pumping from time to time. We’ve decided we’d like to do something fun, but not too dangerous; I’m afraid of heights, so bungee jumping is out of the question. But driving go-karts, cage diving with sharks, or something else exciting, would do just nicely! Luiz: The last couple of months have been really hectic, and I’ve been under a lot of stress all the time. I’ve had no time for doing things I love, such as playing football with my friends, because I’ve had to work long hours almost every day. But what has been even more exhausting than my job is planning the wedding. My wife and I got married last week, but we’re still recovering from all the hard work that we put into organising everything. We’d like to get away for two weeks, so we’re looking for something where we could relax and spend some time alone. No people, no stress, no Internet: just the two of us. We desperately need to unplug for a while.
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UNIT 3
Exercise 6, p. 51 • Let students read the pairs of words and expressions and decide whether they have similar or different meanings.
• Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss answers as a class.
• Check and discuss the answers as a class. ANSWER KEY 1 S, 2 S, 3 S, 4 S, 5 D, 6 D
SPEAKING Exercise 7, p. 51 • In groups, students discuss how often they do the activities during summer. • Monitor students and help if necessary. • Let volunteers share their examples. ANSWER KEY Students’ answers.
ANSWER KEY 1 has always been, 2 often travel, 3 rarely watch, 4 sometimes helps, 5 usually travels
Exercise 5 a), p. 63 • Students first answer the questions about themselves using the given adverbs of frequency. ANSWER KEY Students’ answers.
Exercise 5 b), p. 63 • In pairs, students interview their classmates and write down their answers. ANSWER KEY
WORKBOOK PRACTICE Exercise 3, p. 63 • Have students scan the sentences first.
Students’ answers.
• Students then put the words in the correct order and write the sentences. • In pairs, students swap their notebooks and correct the mistakes, if any. Check answers as a class.
b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a). ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ My...
GRAMMAR! Adverbs of frequency
3 Put these words in the correct order. 1 has / adrenalin-rush activities / Paul / loved / always ___________________________________________________________________________________________________ 2 hardly ever / Paul / diving / goes ___________________________________________________________________________________________________
ANSWER KEY 1 Paul always loved adrenaline-rush activities. 2 Paul hardly ever goes diving. 3 Miranda and her friends sometimes felt bored while travelling on a cruise ship. 4 Miranda is never going to participate in a reality show. 5 Luiz has often felt under a lot of stress. 6 Luiz and his wife occasionally want to spend time alone.
3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes ___________________________________________________________________________________________________ 4 never / Miranda / a reality show / participate / is / in / going to ___________________________________________________________________________________________________ 5 a lot of stress / has / felt / under / Luiz / often ___________________________________________________________________________________________________ 6 to / occasionally / spend time alone / want / Luiz and his wife ___________________________________________________________________________________________________
4
Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and put the adverb in the correct place. 1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind and professional. 2 I ____________________________________ (travel / often) during the summer, but rarely during the winter. 3 They ____________________________________ (rarely / watch) TV while on holiday. 4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries, especially when other employees take sick days.
Exercise 4, p. 63 • Students complete the sentences with the verbs and adverbs in the brackets. • Remind them to use the correct form of the verb and to pay attention to the position of the adverbs of frequency. • This task can be used for formative assessment to check how well students understand adverbs of frequency.
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5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.
5
a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always. 1 2 3 4 5 6 7 8
How often do you watch the sunset? How often do you travel by boat? How often do you visit other countries? How often do you go hiking? How often do you do something relaxing? How often do you speak foreign language(s)? How often do you use sun cream in the summer? How often do you stay at five-star hotels?
ME ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
MY CLASSMATE ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
b) Now interview your classmate, and write down their answers.
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• Check answers as a class. ANSWER KEY 4, 3, 2, 5, 1
Exercise 6 b), p. 64 • Instruct students to read the sentences and choose the correct answers.
• Make sure that students have brought a few photos or pictures of popular tourist destinations in Croatia, as you have instructed them in the previous lesson.
1
Exercise 6 a), p. 64 • Let students match the adverbs of frequency in English to their Croatian counterparts.
• Distribute ad templates (Resource Bank, Resource 41, pp. 406-412) or itinerary templates (Resource Bank, Resource 42, pp. 406-412) to students, depending on the task they have chosen. • Allow enough time for students to finish their tasks. Monitor and help if necessary. • Have students present their ads, itineraries and dialogues.
• Check answers as a class. ANSWER KEY 1 day in, day out, 2 hardly ever, 3 from time to time, 4 daily, 5 every so often
ANSWER KEY Students’ answers.
HOMEWORK
c) Report your classmate’s answers. Example: Lena never watches sunsets. 1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________
WB p. 63, Exercises 5 c), 7 a) and b)
3 ______________________________________________________________________________________________________ 4 ______________________________________________________________________________________________________ 5 ______________________________________________________________________________________________________ 6 ______________________________________________________________________________________________________ 7 ______________________________________________________________________________________________________ 8 ______________________________________________________________________________________________________
6
a) Match the adverbs of frequency in English to their Croatian counterparts. 1 from time to time svako toliko
2 day in, day out
svakodnevno
3 daily
dan za danom
4 every so often
rijetko, gotovo nikada
5 hardly ever s vremena na vrijeme
b) Choose the correct answer to complete the sentences. 1 Amelia watches her favourite show every so often / day in, day out: she never misses an episode! 2 My cousins moved to Mexico five years ago, so we hardly ever / from time to time see them any more. I miss them so much! 3 Although I prefer warm weather and holidays at sea, I still like to go skiing from time to time / daily. 4 During the summer months, Amelia’s tour company is open hardly ever / daily, because lots of tourists visit Montego Bay over the weekend or for the Jamaican national holidays. 5 My sister usually goes to the beach with her friends, but every so often / day in, day out she goes there with my mum, too.
7 2
a) Translate these sentences into Croatian. 1 Tom is often very busy. ______________________________________________________________________________________________________ 2 From time to time, Johanna likes to go snorkelling. ______________________________________________________________________________________________________ 3 Alex has been working long hours day in, day out. ______________________________________________________________________________________________________ b) Translate these sentences into English. 1 Dobro je svako toliko promijeniti naviku. ______________________________________________________________________________________________________ 2 Ne volim neprestano provoditi vrijeme na plaži. ______________________________________________________________________________________________________ 3 Thomas oduvijek voli planinariti. ______________________________________________________________________________________________________
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ENDING THE LESSON WRITING Exercise 8, p. 51 • Go through the tasks as a class. Instruct students to choose one of them depending on their interests and motivation.
1A FEEL THE RHYTHM
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UNIT 3
1B TRAVEL SURVIVAL KIT Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Travel survival kit (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
Vezan uz putovanja: book a hotel/a flight/a room, plane leaves, stay at, check-in desk, checklist, departure
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje i snalaženje u situacijama tijekom putovanja, razmjena informacija vezanih uz putovanja
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Poduzetništvo
A.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem Geografija Turizam
UDŽBENIK
Str. 52.
RADNA BILJEŽNICA
Str. 65.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON
• Monitor students and help if necessary. • At the end of the game, you may want to let students share some of their most interesting examples. • Discuss the meaning of the title with students and the things necessary “to survive” while travelling. ANSWER KEY Students’ answers.
MAIN PART SPEAKING Exercise 1 a), p. 52 • In pairs, students discuss what problems they can encounter while travelling. • Draw their attention to the categories in the exercise that can help them. • Have volunteers share their ideas. ANSWER KEY Students’ answers.
Exercise 1 b), p. 52 • In small groups, students discuss what they can do to prevent problems while travelling.
• Check homework as a class.
• Instruct students to make a list of useful tips they can use before travelling.
• Play a version of the Two Truths and a Lie game (see Games and Activities on pp. 394-398).
• Refer them to the checklists they have used at the beginning of the Unit (Resource Bank, Resource 40, pp. 406-412).
• Divide students into groups and assign each group five adverbs of frequency.
• Monitor students and help if necessary.
• Instruct students to think of three sentences using the assigned adverbs of frequency. Two sentences should be true and one a lie. • Students take turns in reading their sentences. The aim of the game is to try to guess which sentence is a lie.
184
• Remind students to pay attention to the position of the adverbs of frequency in the sentences.
• Discuss students’ ideas and have a class vote on the top tips they find most important. • You may want to write down their travelling tips on the board. ANSWER KEY Students’ answers.
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1
52
1
2
3
4
I can cope with various situations while travelling.
1B TRAVEL SURVIVAL KIT
local food
lack of language skills
different culture
different currency
forgetting to pack something
a) SPEAKING What problems can you encounter while travelling? Discuss in pairs. The categories below can help you.
STOP AND THINK!
Which tw used in theo tenses are dialogue to talk about fu tu events? re
b) What can you do to prevent these problems? Prepare a list of useful tips you can use before travelling. a) 3.3 LISTENING Amelia and her family are ready for their holiday. Listen to the dialogue, and answer the questions below. 1 When and where are they travelling? 2 What will Amelia and mum do before the journey? a) 3.3 Listen again. Circle the correct option. 1 Amelia and her parents have already / never been to the Bahamas. 2 The plane laves early / late in the morning. 3 They are staying for three weeks / a fortnight. 4 They have booked a bungalow / hotel. 5 They are leaving their business to their staff / relative. 6 They are renting out / renovating their flat while away. a) Here are some questions Amelia is likely to hear during her trip. Match the questions to the answers.
4 Can you please tell me where the nearest post office is?
3 Welcome to our hotel. How can I help you?
2 Excuse me. Is this seat free or taken?
I’m sorry, I don’t know. I’m not a local.
I’d like to check in, please.
At 1 p.m.
In that hotel over there.
Yeah, it’s really lovely.
It’s free; please have a seat.
5 The weather’s really nice, isn’t it?
1 When does the bus leave?
6 Where are you staying?
b) Work in pairs. Imagine you are on a holiday. Student A asks the questions, and Student B thinks of their own answers. Then change roles.
WAY OUT
KEEP CLEAR OF THE DOORS
2 Where can you find it?
OUT OF ORDER
MIND THE GAP
PLEASE DONATE Suggested donation £5
a) When Amelia visits the Bahamas, she is likely to see various notices. Look at some notices below, and answer the questions.
PLE ASE DO NOT FEED THE ANIMALS
1 What does each notice mean?
QUEUE THIS SIDE PLEASE
PLEASE STAND ON THE RIGHT
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b) Can you find similar notices in public spaces? Take photos, and bring them to the next lesson. Say where you found them, and translate them into English.
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5
6
1
You are going to a nice restaurant tonight with your family. What are you going to wear?
You are vegetarian, but a flight attendant asks you ‘Chicken or beef?’ What will you say?
8
2
It’s raining outside, and you are bored to death. Make some plans for the rest of the day. What are you going to do?
5
You see an older person carrying a heavy suitcase up the stairs. What will you do and say?
3
You’re playing beach volleyball. You hit the ball, and it hits an old lady in the face. What will you do?
9
You want to buy some souvenirs for people back home. What souvenirs are you going to buy?
You are on the plane. Your headphones stop working, and the person next to you is not using theirs. What will you say?
10
prediction based on what we know or guess
11
prediction based on what we can see or hear
You go to buy some fruit at the market, but you are short-changed. What will you say?
A Look at those clouds! It’s going to rain heavily soon!
plans when we have already decided what to do
You are at the beach, and suddenly you hear thunder and see dark clouds rolling in. What is going to happen?
You have really enjoyed the trip, but now it’s time to go home. What are you going to remember about this trip? Choose five things starting with these letters: B, H, F, S and T.
4
SPEAKING Here are a few more situations Amelia might find herself in during her trip. Imagine yourself in Amelia’s shoes, and think of your responses in the following situations. Work in pairs. Student A responds to situations with blue backgrounds and Student B with orange backgrounds. Use will or going to in your responses.
6
7
12
You want to contact your friends at home. What are you going to do? You are at a fancy restaurant. You are looking at the menu. What will you have?
Will vs going to
B I’ll take your suitcase.
Match sentences A–D to the rules.
C You’ll love the beaches!
decisions at the moment of speaking
Grammar summary → pp. 129-130
D I’m going to send him a postcard.
Let’s practise more! → WB, pp. 65-66
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53
WRITING Imagine you are going to travel with Amelia and her family to the Bahamas. Do some research online, and find information on your holiday destination. What are you going to visit? What are you going to take with you? What do you expect you will see, hear, taste and experience? Write a short report.
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START FINISH
UNIT 3
LISTENING Exercise 2 a), p. 52 • Students read the instructions to the exercise. Make sure they understand what is expected of them. 3.3.
• Play Track 3.3. • Check answers as a class.
Track 3.3 Amelia: It’s been a really busy year! Mum: Yeah, your father and I are exhausted. I’m sure you are, too. We really need a rest: good thing it’s time for our January break! Amelia: Have you finally decided where we are going: the Bahamas or the USA? Mum: Yes, we have. We’re finally going to the Bahamas! You’ve been asking to go there for years now. Amelia: Oh yes! Finally! Shelly was there last year, and she says it was like a paradise! I’m definitely going swimming with pigs on their Pig Beach! Mum: I booked our flight this morning; I managed to get us some pretty cheap tickets. Amelia: When is the flight? Mum: Next Friday. The plane leaves at 6 a. m., and the check-in desks open around 4 a. m., but we can check in online, so we don’t have to be there that early. Amelia: That’s OK: anything for the Bahamas! Where are we staying? Mum: We’ve booked a room in a four-star hotel. Here are some of the photos of the rooms. Amelia: Wow, this is really nice! We’re staying for three weeks, right? Mum: We wanted to stay for three weeks, yes, but it will have to be two instead. We can’t stay any longer: unfortunately, the business can’t run itself. We’re leaving on 7 January and we’re returning on the 21st. Amelia: That’s OK, I get it. But you shouldn’t be worried; Uncle Jay is experienced at running the business. Mum: Yeah, I suppose. Oh, I almost forgot to ask. We’re renting our flat out while we’re away. Can you post the ad online? Amelia: Sure, no problem. But first we need to do some preparation for the trip. Shelly says there’s an app for travelling that gives you various checklists, so you don’t forget anything before your departure. Do you want me to download it? Mum: Good idea! I’ll go to the bank and get some Bahamian dollars. We need some cash when we arrive there. Anything else we need to do? Amelia: Of course: I need to buy a new bathing suit! Mum: Yeah, me too. OK, let’s go to the company and see whether Dad needs any help, and then go shopping later this afternoon. Amelia: Agreed!
and she will download an app for travelling. Mum will go to the bank and get some Bahamian dollars. They will both go shopping to buy Amelia a new bathing suit.
Exercise 2 b), p. 52 • Instruct students to listen to the text again and circle the correct option. • In a higher-ability class, you may want to ask students to circle the correct option before listening to the track again. • Play Track 3.3 again. • Check answers as a class. • Explain any new vocabulary if necessary. Suggested vocabulary: book a hotel/a flight/a room, plane leaves, stay at, check-in desk, checklist, departure. ANSWER KEY 1 never, 2 early, 3 fortnight, 4 hotel, 5 relative, 6 renting
• At this point, you can GO DIGITAL and practise listening further. • Refer students to the STOP AND THINK! section. Students explain which two tenses are used in the text to talk about future events. • In a lower-ability class, you may want to write example sentences from the text on the board to help students identify the tenses. We’re renting our flat. I’ll go to the bank. ANSWER KEY Present continuous and will future.
Exercise 3 a), p. 52 • Have students read the questions Amelia is likely to hear during her trip and match the answers to the questions. • Check answers as a class.
ANSWER KEY 1 They are travelling on 7 January to the Bahamas. 2 Amelia will post the ad for renting their flat online
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ANSWER KEY 2, 5, 6, 1, 3, 4
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Exercise 3 b), p. 52 • In pairs, students imagine they are on a holiday. Student A asks the questions and student B answers them. Then they change roles.
1B TRAVEL SURVIVAL KIT VOCABULARY
1
• Monitor students and help if necessary.
a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not need: write down what you think they would ask.
1
• Let volunteers act out the dialogues to the class.
4
ANSWER KEY
Exercise 1 a), p. 65 • Students look at the pictures and name the people. • In a lower-ability class, you may want to explain some of the vocabulary. Suggested vocabulary: postal service clerk, spa resort front-desk clerk. • Have them match the people to the questions they are likely to ask while on a trip. • There is one person they do not need. Instruct students to write down what they think they would ask. • Check answers and students’ ideas as a class. ANSWER KEY 2, 1, 3, 6, 4 / Students’ answers. / Suggested question: Shall I take your luggage?
Exercise 1 b), p. 65 • In small groups or pairs, students think about what each of these people can help them with and write a sentence about each job.
hotel receptionist
5
post-office clerk
Students’ answers.
WORKBOOK PRACTICE
2
flight attendant
hotel porter
3
6 spa-resort front-desk clerk
Good morning and welcome! What can I do for you?
Welcome! Would you like to book a treatment?
Could you please return to your seat?
Hello! Do you need to send a postcard?
Would you like to try today’s special?
________________________________________________
b) What can each of these people help you with? Say a sentence about each job. My...
2
waiter
I can ask a waiter for a glass of orange juice.
GRAMMAR! The future a) Circle the correct answer. 1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m.
_____
2 Amelia goes / is going on a trip with her family next Friday.
_____
3 Where do you go / are you going on holiday this summer?
_____
4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.
_____
5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?
_____
6 When does the guided tour start / is the guided tour starting?
_____
7 What time do we meet / are we meeting tomorrow?
_____
8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9.
_____
b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present continuous (PC)? Write PS or PC on the empty lines. c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows a timetable or schedule in red, and those that express arrangements for the future in blue.
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ENDING THE LESSON Exercise 4 a), p. 52 • Explain to students that when Amelia visits the Bahamas, she is likely to see various notices. • Let them look at the notices and answer the questions. • Check answers as a class. ANSWER KEY Students’ answers. / Suggested answers: Queue this side please
Red je na ovoj strani
bank, shop
• Refer students to the example sentence.
Please do not feed the animals
Molimo, ne hranite životinje
the zoo
• Give students enough time to complete the exercise.
Keep clear of the doors.
Odmaknite se od vrata
hotel, bank, shop
PLEASE DONATE: Suggested donation £5
Molimo, donirajte – minimalna donacija £5
the zoo
• Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
Please stand on the Molimo, stanite s right desne strane
bank, shop
Out of order
Izvan upotrebe
hotel, bank, shop
Way out
Izlaz
hotel, bank
Mind the gap
Pripazite na razmak the zoo
1B TRAVEL SURVIVAL KIT
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UNIT 3
• You may want to distribute the photocopiable notice templates (Resource Bank, Resource 43, pp. 406-412) to students and have them think of their own examples of notices. • Have a class exhibition of the notices students have created. Exercise 4 b), p. 52 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to find similar notices in public places in their hometown and take photos of them. • Students are going to present the notices during the next lesson. • You may want to limit the number of notices to a maximum of five.
Lesson 2 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Travel survival kit (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Glagolska vremena i oblici za izražavanje budućnosti: present continuous, going to future, will future
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Poduzetništvo
A.3.1.
HOMEWORK Student’s Book, Exercise 4 b), p. 52
Govorenje i pisanje o događajima u budućnosti
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, izražavanje budućnosti Geografija Turizam, krajolik i znamenitosti Bahama
UDŽBENIK
Str. 53.
RADNA BILJEŽNICA
Str. 65. -66.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Organise a show-and-tell class presentation of the notices students have prepared for homework. • Instruct the other students to listen carefully and give feedback on how well the notices were presented and translated. Ask students to use the Hand Thermometer Technique. Ask them to explain their choices. Allow them to use Croatian when explaining. • Give your own feedback to each group. Focus on the translation of the notice into English as well as the students’ speech.
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MAIN PART SPEAKING Exercise 5, p. 53 • Explain to students that they are going to read about some more situations Amelia might find herself in during her trip. • In pairs, students first decide who Student A is and who Student B is. • Student A responds to the situations in blue and Student B to the situations in orange. Have students think about the answers. • Remind students to answer the questions using will or going to. • Monitor students and help them if necessary. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
My... GRAMMAR!
Will vs going to
• Refer students to the My... GRAMMAR! section. • In groups, students look at the sentences and match them to the rules. • Discuss answers as a class. • You may want to draw a table on the board and have students complete it with the correct rules for each tense. • In a lower-ability class, you may want to ask students to copy the table into their notebooks. WILL
GOING TO
decisions made at the moment of speaking
prediction based on what we can see or hear
prediction based on what we know is just a guess
plans when we have already decided what to do
ANSWER KEY C, A, D, B
• Tell students that they have a detailed explanation of the tenses and forms we use for expressing the future in the Grammar Summary on pages 129–130. • At this point, you can GO DIGITAL and practise the tenses and forms used for expressing the future further. WORKBOOK PRACTICE Exercise 2 a), p. 65 • Students read the sentences and circle the correct answers. • They check the answers in pairs before checking as a class. ANSWER KEY 1 leaves, 2 is going, 3 are you going, 4 starts, 5 are going, 6 does/start, 7 are we meeting, 8 opens
Exercise 2 b), p. 65 • Students think about the tenses used in each of the sentences in Exercise 2 a) and write PS for present simple or PC for present continuous. • Check answers as class. ANSWER KEY 1 PS, 2 PC, 3 PC, 4 PS, 5 PC, 6 PS, 7 PC, 8 PS
Exercise 2 c), p. 65 • Instruct students to read the sentences in Exercise 2 a) again and underline the verbs that express a future action that follows a timetable or schedule in red and those that express arrangements for the future in blue. • Check answers as class. ANSWER KEY red: 1 leaves, 4 starts, 6 does start, 8 opens; blue: 2 is going, 3 are you going, 5 are going, 7 are we meeting
1B TRAVEL SURVIVAL KIT
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1
• You may want to play Pictionary (see Games and Activities on pp. 394-398) to get the expressions from the notices students have presented.
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UNIT 3
ANSWER KEY
1B TRAVEL SURVIVAL KIT
1 are leaving, 2 are going, 3 does leave, 4 takes off, 5 arrives, 6 begins
VOCABULARY
1
a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not need: write down what you think they would ask.
1
4
2
flight attendant
5
post-office clerk
hotel receptionist
hotel porter
3
2
waiter
• Both Exercise 5 a) and b) can be used for formative assessment to check how well students use and understand the difference in using present simple, present continuous, will future and going to future for expressing the future.
6 spa-resort front-desk clerk
Good morning and welcome! What can I do for you?
Welcome! Would you like to book a treatment?
Could you please return to your seat?
Hello! Do you need to send a postcard?
Would you like to try today’s special?
________________________________________________
b) What can each of these people help you with? Say a sentence about each job. My...
Exercise 5 b), p. 66 • Students complete the sentences with the correct form of be going to or will and the verb in brackets.
I can ask a waiter for a glass of orange juice.
GRAMMAR! The future a) Circle the correct answer. 1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m.
_____
2 Amelia goes / is going on a trip with her family next Friday.
_____
3 Where do you go / are you going on holiday this summer?
_____
4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.
_____
5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?
_____
6 When does the guided tour start / is the guided tour starting?
_____
7 What time do we meet / are we meeting tomorrow?
_____
8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9.
_____
• Collect students’ work and correct it. You can either underline the mistakes or correct the answers.
b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present continuous (PC)? Write PS or PC on the empty lines.
• Discuss answers as a class.
c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows a timetable or schedule in red, and those that express arrangements for the future in blue.
• You may want to let students act out the dialogues in front of the class.
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Exercise 3 a), p. 66 • Let students read the sentences and circle the correct answer. • Check answers as a class.
ANSWER KEY 1 ‘ll be, 2 aren’t going to make, 3 are going to close, 4 ‘ll take, 5 are you going to write, 6 ‘ll do
ANSWER KEY
3
1 is going to rain, 2 will open, 3 is going to set, 4 won’t be
a) Circle the correct answer. 1 There are lots of rainclouds in the sky. It ________________________. a) will rain a) will open
Exercise 3 b), p. 66 • Instruct students to go back to the sentences in Exercise 3 a) and think about how they have chosen the correct answer. • Students write E for prediction based on evidence or GP for a general prediction based on what we guess. • Discuss answers as class.
_______
b) will set
4 I’ve just broken Mumʼs favourite vase. She ________________________ very happy about that. a) isn’t going to be
_______
b) are going to open
3 The sun ________________________ in the evening. a) is going to set
_______
b) is going to rain
2 I think they ________________________ a new shop at the end of the street.
_______
b) won’t be
b) How did you choose the correct answer? Was it a prediction based on evidence (E), or a general prediction, based on what we guess (GP)? Write E or GP on the empty lines.
4 2
a) Circle the correct answer. 1 It’s almost August; our holidays are getting closer. We will visit / are going to visit Spain soon! 2 Oh, you’ve bought a lot of things! Don’t worry, I am going to help / will help you carry the bags. 3 They won’t paint / aren’t going to paint the bathroom white, because I want it to be blue. 4 I can’t decide what to order... I think I will have / am going to have a big burger. Thank you! b) Read the sentences again. Underline those that express spontaneous decisions in red, and those that express decisions made in advance in blue.
5
a) Complete these sentences with present simple or present continuous of the verbs in the brackets. Dad: We (1) ________________________ (leave) for the Bahamas in a couple of days. Are you excited? Amelia: Yes, I can’t believe we (2) ______________ finally ________________________ (go) there! I’ve always wanted to go swimming with pigs on the Pig Beach, and now I’ll get to try it out! Dad: Iʼve forgotten, when (3) __________ our plane ________________________ (leave)?
ANSWER KEY
Amelia: Mum says it (4) ________________________ (take off) from Montego Bay at 6 a.m. and (5) ________________________ (arrive) in Nassau at 12:30 p.m. Check-in always (6) ________________________ (begin) at least two hours before the flight, but she said we can do it online the evening before the flight to
1 E, 2 GP, 3 E, 4 GP
avoid long queues. Dad: Good thinking! b) Complete these sentences with the correct form of be going to or will and the verb in brackets.
Exercise 5 a), p. 66 • Let students read the sentences first to get the general idea. • Have them complete the sentences with the present simple or the present continuous of the verbs in the brackets.
Mum: Hurry up, Amelia! Itʼs already 5 p.m. We (1) ________________________ (be) late; the bus leaves in ten minutes. Amelia: Ooh, and I still have to dry my hair... We (2) ________________________ (not/make) it! Mum: Well, if you had washed your hair this morning, as I told you to... All the shops (3) ___________________ (close) before we leave the house. Dad: Oh, you two... I’m going back to the agency in a bit; I (4) ________________________ (take) you to the city centre on my way there. But please hurry up! Amelia: Thanks, Dad, you’re a lifesaver! I can’t wait to go shopping; I need a new bathing suit for our trip! Mum: I know I’ve already asked you this, but (5) _________ you ________________________ (write) the listing for our apartment when we return from the city? Amelia: Of course: I (6) ________________________ (do) that after dinner.
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ENDING THE LESSON • Distribute the photocopiable 3-2-1 Exit tickets to students (Resource Bank, Resource 44, pp. 406-412). Their answers can relate to the usage of tenses and forms for expressing the future or something else they have learned in the lesson or would like to know more about. • Allow enough time for students to complete the task. Collect the exit tickets. • If time allows it, check them quickly and share some interesting answers or, alternatively, do so at the beginning of the following lesson. WRITING Exercise 6, p. 53 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to do some research online and find information on their holiday destination in the Bahamas. • Students are going to write a short report about the places they are going to visit, the things they are going to take with them and the things they expect to see, hear, taste and experience. • They are going to present their reports during the next lesson. HOMEWORK B p. 66, Exercises 4 a) and b) W Student’s Book, p. 53, Exercise 6
1B TRAVEL SURVIVAL KIT
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UNIT 3
Lesson 2
2A TRAVELLING MINDFULLY Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Travelling mindfully (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
mindfully, sustainable, flood, introduce rules and fines, careless, local authorities, peak time, carbon footprint, straws, heaps of rubbish, turn a blind eye
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o održivom turizmu
TRICKS OF THE TRADE The expression travelling mindfully is used to describe an approach to travel that is more aware of the impact our travels and our decisions have on the environment and on local communities. It is also called responsible travel, sustainable tourism and ecotourism. A responsible tourist is a tourist who tries to minimize their impact on the environment and the community. MAIN PART SPEAKING Exercise 1 a), p. 54 • In pairs, students answer the questions. • Discuss students’ answers as a class.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.3.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Održivi razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., C.3.1., C.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem Geografija Održivi turizam Biologija Održivi razvoj
UDŽBENIK
Str. 54. -55.
RADNA BILJEŽNICA
Str. 67.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Students present their reports on holiday destinations in the Bahamas. • Play Hangman with students (see Games and Activities on pp. 394-398) to get the title of the lesson. • Discuss the meaning of the title with students and brainstorm students’ ideas on who a responsible tourist is. ANSWER KEY Students’ answers.
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ANSWER KEY Students’ answers.
Exercise 1 b), p. 54 • Let students think about the questions. • Write a simple T-table on the board and have students copy it in their notebooks. pros
cons
• Instruct them to think about the possible pros and cons of their choices and the impact they have on people, places and the environment when they travel. • Give students some time. • Let volunteers share their lists of pros and cons with the class. ANSWER KEY Students’ answers.
LISTENING Exercise 2, p. 54 • Draw students’ attention to the definition of the adjective sustainable.
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2A TRAVELLING MINDFULLY 4 try eating local food, or visit global food chains? 5 take away memories or loads of souvenirs? 6 research the local community before your trip, or wait to be surprised?
I can talk about what it takes to be a responsible tourist. a) SPEAKING When going on holidays, would you rather... 1 fly and drive everywhere, or use public transport? 2 stay in a big hotel or an eco-lodge? 3 visit popular destinations, or explore less crowded places?
sustainable (adj) /səˈsteɪnəbəl/ 1 able to continue for a long period of time at the same level 2 using methods that do not harm the environment
b) How can your choices impact people, places and the environment when you travel? Discuss the possible pros and cons.
check your answers.
3.4 LISTENING Discuss the questions in groups. Then listen, and
1 Why is tourism important? What are some of its good and bad points? 2 Look at the definition of the adjective sustainable. What is sustainable tourism? a) READING Read the text. Write an appropriate heading for each paragraph.
BE THE DIFFERENCE! 1 Overtourism has become a big problem in many countries. Thousands of travellers are flooding popular destinations, causing damage to cities and sites, and creating unpleasant experiences for both the locals and other tourists. Some countries have had to close certain destinations to give them time to recover. Others are trying to deal with overtourism by introducing rules and fines for careless tourists. For example, you can’t walk around shirtless or in swimwear, or drink in the streets, in some places. You can enjoy your ice cream in a park or a quiet street, but eating in front of historic monuments isn’t allowed. In Greece, you mustn’t wear high heels, to avoid damaging the sites. Not that you would want to climb the Acropolis or visit the Parthenon in high heels anyway, would you? And if you think jumping into fountains to cool off is allowed, you’re in for a surprise; if you do so, you’ll have to pay a fine. ‘People have to take the rules seriously,’ say the local authorities. So keep in mind that you must take action yourself, and not just wait for others to deal with the problem. Do you really have to visit a famous destination at a peak time? Why not explore some less crowded, but equally beautiful, places instead? 1 How has overtourism affected some countries? 2 What can you do to make a difference to overcrowded places and the people there?
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2 When at home, most people turn off the tap when showering or brushing their teeth, and they switch off the lights when leaving a room. But some travellers seem to forget these simple things when they’re on holiday. It doesn’t take much to protect the environment and wildlife while travelling. You should start by thinking of ways to reduce your carbon footprint even before arriving at your destination. Flying may be the fastest option, but it’s also the least eco-friendly one. How about taking a train or a bus instead? And when you arrive at your destination, you should choose local public transport. Why not rent a bike? Saving energy comes in many forms! You don’t have to keep air-conditioning and lights on at all times, either. Think about plastic pollution, too, and how it harms nature and animals. You shouldn’t use plastic bottles, bags or straws and add to the heaps of rubbish in some tourist places. Tourism harms wildlife in other ways as well, and many countries take steps to protect it. You mustn’t hunt or hurt endangered species. And you shouldn’t buy souvenirs and products made from plants and animals. Remember that you mustn’t turn a blind eye to these problems. Instead, you should educate yourself and others on how to travel responsibly, and take good care of our planet. 3 How does tourism harm the environment and wildlife? 4 What actions can you take to promote responsible tourism?
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4
5
b) Read the texts again. Answer the questions after each paragraph.
Modal verbs Look, think and discuss.
PROJECT TIP!
While researching your destination, think of some aspects of sustainable tourism that you should pay attention to. Are there any laws and rules you should know about? Make a list of all the things you should consider before travelling.
1 Read the examples below, and complete the information about the verbs. Circle the correct option.
What do th verbs 'sh e modal ld' and 'shouldn't'ou express?
STOP AND THINK!
a) We use can to express permission /obligation. You can enjoy your ice cream in a park or a quiet street, but eating in front of historic monuments isn’t allowed.
b) We use must and have to to express obligation / prohibition. You must take action yourself! People have to take the rules seriously.
c) Modal verbs must not (mustn’t) and cannot (can’t) express obligation / prohibition. You mustn’t hunt or hurt endangered species. You can’t walk around shirtless or in swimwear in some places.
d) We use don’t have to to express lack of possibility / obligation. You don’t have to keep air-conditioning and lights on at all times, either.
Grammar summary → pp. 130-131
2 Both must and have to express obligation, but we use them differently. What is the difference?
Let’s practise more! → WB, pp. 67-69
photos
other relevant information
local communities and businesses
There are many other (both written and unwritten) rules that will ensure you don’t get into trouble when travelling. Find some examples online.
a) 3.5 LISTENING Listen to the final part of the text. Put the categories in the correct order (1–3). There are two categories you do not need.
public transport
f ood and drinks dress code
language
b) 3.5 Listen again. Take short notes for each of the categories. Then use your notes and modal verbs to talk about them.
energy and ecology
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You’ve decided to work in tourism. You’re opening a family-run boutique hotel or becoming tour operators. Choose one, and prepare a welcome letter with instructions for your clients.
Down to work!
people and social interactions
No picnic
food
accommodation
WRITING Choose a task. For each, think about the topics below. transport
Easy-peasy
Choose a popular tourist destination in Croatia. Design a tourist brochure or website to promote responsible tourism there.
the natural world
You’re entering a competition to win a free eco-holiday. Why are you the perfect candidate? Write a letter of application, and describe your holiday plans.
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UNIT 3
• If necessary, explain the meaning and translate the adjective into Croatian. • Distribute the photocopiable K-W-L charts (Resource Bank, Resource 45, pp. 406-412) to students and have them complete the first two columns. • Students then discuss the questions in the exercise in groups. 3.4.
• Play Track 3.4. • Students listen and check their answers.
• Check answers as a class. Track 3.4 Today, travelling has become easier than ever before; we can travel farther and more often, while spending less money. Because of this, tourism has become one of the most important industries in the world. It brings money to countries and local communities, and creates lots of different types of jobs. It also helps preserve culture and art, so that people from all over the world can admire them. However, it also has some bad points. Mass tourism has become a real threat to nature and wildlife, and it is a big source of pollution. Overcrowding also damages historic sites, and local residents may face a poorer quality of life because of tourism. That’s why sustainable tourism has become important. It makes sure that both the travel industry and the travellers make efforts to protect the environment and wildlife, reduce pollution, and respect local people and businesses. After all, these wonderful destinations aren’t here just for us to enjoy them; we must preserve them for future generations, too!
ANSWER KEY 1 Tourism is important because it brings money to countries and local communities and creates lots of different types of jobs. The upside of tourism is that it helps preserve culture and art, so that people from all over the world can admire them. The downsides of tourism include the threat to nature and wildlife and being a big source of pollution. Also, overcrowding can damage historic sites and local residents may face a poorer quality of life. 2 Sustainable tourism is a type of tourism that makes sure that both the travel industry and travellers make efforts to protect the environment and wildlife, reduce pollution and respect local people and businesses.
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READING Exercise 3 a), p. 54 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Students read the text and think of an appropriate heading for each paragraph. • Check students’ ideas as a class. • Explain any new vocabulary. Suggested vocabulary: flood, introduce rules and fines, careless, local authorities, peak time, carbon footprint, straws, heaps of rubbish, turn a blind eye. ANSWER KEY Suggested headings: 1 Overtourism, 2 Responsible tourism
TRICKS OF THE TRADE A carbon footprint is the total amount of greenhouse gases, including carbon dioxide and methane, that are generated by our actions. Exercise 3 b), p. 55 • Have students read the texts again and answer the questions after each paragraph. • You may want to remind students to underline the parts of the text that provide the necessary information. • Check answers as a class. ANSWER KEY 1 Paragraph 1: Overtourism has caused damage to cities and sites and created unpleasant experiences for the locals and other tourists. It has forced some countries to close some destinations and to introduce rules and fines for careless tourists. Paragraph 2: You can follow the rules by, for example, not walking without a shirt or in swimwear, not eating in front of historic monuments, not wearing high heels and not jumping into fountains. You can visit famous destinations at an off-peak time and explore some less crowded places. 2 Paragraph 1: Tourists leave their carbon footprints everywhere they go; they use too much water, electricity and energy and also non eco-friendly means of transportation. They pollute the places they visit. Some tourists hunt or hurt endangered animals and
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buy souvenirs and products made from plants and animals. Paragraph 2: You can save water, electricity and energy by turning off the tap and switching off the lights and air-conditioning. You can take a train or a bus instead of a plane and use local public transport. You mustn’t hunt or hurt endangered animals. You shouldn’t use plastic bottles, bags or straws and buy souvenirs and products made from plants and animals.
VOCABULARY
1
a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the text at this point.
WINTER IS COMING – OR _____________________________? Dubrovnik has always been a popular tourist location. But today it is becoming a victim of (1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik has starred as King’s Landing in the TV series Game of Thrones, making it a must-see (2) ______________________ (the place where someone or something is going) for its fans. But they’re not the only ones responsible for the (3) ________________________ (too many people in the same place). Although (4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik every day. This often creates an unpleasant experience for both tourists and (6) _____________________________ (someone who lives in a place, not a visitor). It also causes (7) _____________________________ (harm) to the Old Town. Other than tourists, cheap
• Divide students into groups and instruct them to think about what else they can do to make a difference in overcrowded places and for the people living there and what other actions they can take to promote responsible tourism. • You may want to assign each group one paragraph and the question connected to it. • Give students enough time to discuss the questions. • If available, let students go online and research the topics or assign it as optional homework. • Discuss students’ ideas as a class. • At this point, you can GO DIGITAL and practise reading aloud.
PROJECT TIP! • Discuss the Project tip! section with students. While researching their destination, remind students to think of some aspects of sustainable tourism that they should pay attention to. Instruct them to find out if there are any laws or rules they should know about and have them make a list of all the things they should consider before travelling. WORKBOOK PRACTICE
(8) _____________________________ (something that you buy during a holiday) stands, and fast-food and other restaurants, have also taken over the old city centre recently. Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In 2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local (10) _____________________________ (official legal institutions) have started limiting the number of tourists. They are also considering introducing (11) _____________________________ (money that you have to pay if you break the law) for various tourist offences. But individuals must also take part in these efforts. One way to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months. That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer. b) Read the article again, paying attention to the clues in brackets. Complete the text with the words below. There are two words you do not need. accommodation
destination
souvenir My...
2
sustainable
overcrowding overtourism
overpopulation damage
fines
locals
peak
flood
authorities
rules
GRAMMAR! Modal verbs Complete the sentences with appropriate modal verbs. Explain your choices. a) don’t have to / have to 1 We’ve got enough time before the flight, so you ______________________________ hurry. 2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight. b) should / have to 1 I ______________________________ use glass bottles. They’re less harmful for the environment. 2 I ______________________________ recycle my rubbish. The law is very clear about that.
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ENDING THE LESSON • Refer students to the K-W-L charts you have distributed earlier in the lesson (Resource Bank, Resource 45, pp. 406-412). • Let them complete the last column of the charts by writing the things they have learned about sustainable tourism during the lesson. • Discuss students’ answers as a class. HOMEWORK WB p. 67, Exercise 1 b)
Exercise 1 a), p. 67 • Students read the article and complete its title with one or two words. • Check students’ ideas as a class. ANSWER KEY Suggested answer: not; is it; tourists
2A TRAVELLING MINDFULLY
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UNIT 3
Lesson 2 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Travelling mindfully (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
GRAMATIKA
Modalni glagoli: can, must, have to, mustn’t, cannot, don’t have to, should, shouldn’t
ANSWER KEY Negative impact: overtourism, overcrowding, fines, flood, careless tourists, carbon footprint, plastic bottles, high-heels, peak time, threat to nature. Positive impact: responsible tourists, sustainable, public transport, eco-lodge, local food, turn off, preserve culture, bring money, reduce pollution, protect wildlife.
MAIN PART
Izražavanje dozvola, zabrana, obveza i mogućnosti
• Ask students if they remember some of the rules certain countries have introduced in trying to deal with overtourism.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
• As students say them, write them on the board. Suggested examples:
Održivi razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., C.3.1., C.3.2.
Poduzetništvo
A.3.1., A.3.2., B.3.1., B.3.3., C.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem Geografija Održivi turizam Biologija Održivi razvoj
UDŽBENIK
Str. 55.
RADNA BILJEŽNICA
Str. 67. -69.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME
STARTING THE LESSON • If you have assigned additional research to find out what else students can do to make a difference in overcrowded places and for the people living there and what other actions they can take to promote responsible tourism, have them report what they have found out. • Distribute the photocopiable Travelling mindfully word cloud templates to students. (Resource Bank, Resource 46, pp. 406-412). • Instruct students to circle all the words and expressions connected with the negative impact of tourism red and all the words and expressions relating to its positive impact green.
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• Discuss their choices as a class.
You can’t walk around shirtless or in swimwear. You mustn’t wear high heels. If you jump into a fountain, you’ll have to pay a fine. • Elicit the verbs we use to express prohibition and obligation. • Since students have learned about modal verbs in the previous school year, they should recall the verbs easily. • Remind students that these verbs are called modal verbs. ANSWER KEY can’t, mustn’t, have to
My... GRAMMAR!
Modal verbs
• Refer students to the My... GRAMMAR! section. • In groups, students read the sentences and complete the information about the verbs by circling the correct option. • Check and discuss the answers as a class. ANSWER KEY We use can to express permission. We use must and have to to express obligation. The modal verbs must
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• Discuss the difference between the verbs must and have to with students. • If necessary, explain the difference in Croatian. • You may want to give students some examples of the difference between the verbs must and have to. Suggested examples: I must study for the history test. (I think it is necessary.) We have to complete the essay by Friday. (The teacher has given us the obligation.) I must buy flowers for my grandmother. (It’s her birthday and I have decided to do that.) I have to buy flowers for my grandmother. (It’s not my decision – my mother/father has asked me to do it.) ANSWER KEY We use must to talk about obligation when it is the speaker’s opinion. We use have to to talk about something that needs to be done because it is a rule or because of circumstances.
• Refer students to the STOP AND THINK! section. Students explain what the modal verbs should and should not (shouldn’t) express. • Tell students that they have a detailed explanation of modal verbs in the Grammar Summary on pages 130 and 131 of their Student’s Books.
LISTENING Exercise 4 a), p. 55 • Students read the instructions to the exercise. Make sure they understand what they need to do. 3.5.
• Play Track 3.5.
• Students listen and put the categories in the correct order. • Check answers as a class. Track 3.5 When you arrive at your destination, you will meet a lot of local people. You should learn something about their culture and their way of life to avoid offending or accidentally insulting them. Even everyday things, such as eating, can cause misunderstandings. For example, burping in most western countries is considered bad manners. In China and some others, you actually let your host know that you’ve enjoyed the meal when you burp. In some places, there are even laws telling you what you can and can’t eat or drink. In Singapore, for instance, chewing gum is not allowed, while in some Asian countries drinking alcohol is prohibited. To avoid misunderstandings, you can learn a few words and phrases of the local language to help you communicate more easily with the people. In this way, you also show them you’re interested in their culture and language. Dress code is another thing to consider. Lots of countries and public places have rules telling you what you can or cannot wear. You should pay special attention to them in some Middle Eastern countries. According to their authorities, your arms, legs and head all have to be covered up. If you ignore this rule, you will have to pay a fine, or even go back to your country! But you don’t have to travel to another continent to come across rules that are different from the ones back home. For example, you can’t go into Harrods, London’s famous department store, wearing ripped jeans, flip flops or messy clothes. All in all, if you want your stay abroad to be comfortable, you should get to know the rules and traditions of the places you’re visiting.
• At this point, you can GO DIGITAL and practise modal verbs further. ANSWER KEY We use should and shouldn’t for giving advice or a recommendation and for stating an obligation that’s less strong than with must.
2
not (mustn’t) and cannot (can’t) express prohibition. We use don’t have to to express a lack of obligation.
ANSWER KEY 2, 1, –, 3, –
Exercise 4 b), p. 55 • Instruct students to copy the categories mentioned in the recording in their notebooks. • Students listen to the recording and take short notes for each of the categories. • Play Track 3.5 again.
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UNIT 3
2
• Monitor students and help if necessary.
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• In pairs, students use their notes and modal verbs to talk about the categories with their partners.
VOCABULARY
1
a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the text at this point.
WINTER IS COMING – OR _____________________________?
• Have volunteers give a talk about some rules connected to food and drinks, language and dress code.
Dubrovnik has always been a popular tourist location. But today it is becoming a victim of (1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik has starred as King’s Landing in the TV series Game of Thrones, making it a must-see (2) ______________________ (the place where someone or something is going) for its fans. But they’re not the only ones responsible for the (3) ________________________ (too many people in the same place). Although (4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik every day. This often creates an unpleasant experience for both tourists and (6) _____________________________ (someone who lives in a place, not a visitor). It also causes
CURIOUS ME!
(7) _____________________________ (harm) to the Old Town. Other than tourists, cheap (8) _____________________________ (something that you buy during a holiday) stands, and fast-food and other restaurants, have also taken over the old city centre recently.
If available and if there is enough time, have students research some examples of laws and rules (written and unwritten) that will help them not get into trouble when travelling. Have them report what they have found out. This task can also be assigned for homework.
Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In 2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local (10) _____________________________ (official legal institutions) have started limiting the number of tourists. They are also considering introducing (11) _____________________________ (money that you have to pay if you break the law) for various tourist offences. But individuals must also take part in these efforts. One way to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months. That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer. b) Read the article again, paying attention to the clues in brackets. Complete the text with the words below. There are two words you do not need. accommodation
My...
TRICKS OF THE TRADE The Sri Lanka Buddha tattoo ban: A number of tourists have been banned from entering Sri Lanka as they had visible Buddha tattoos on their body, which is considered an offense in the country. Also, taking selfies or posing standing in front of a Buddha statue in Sri Lanka is not allowed. Feeding pigeons is not allowed in Venice: The feeding of pigeons got banned because the pigeons were causing damage to the city’s marble statues and other structures by pecking. The improper language law in the US: You’ll have to pay a fine if you are heard using curse/bad/swear words in Virginia Beach in Virginia, the USA. WORKBOOK PRACTICE Exercise 2, pp. 67–68 • There are six parts of the exercise, and students should complete the sentences with the appropriate modal verbs in all of them. • Let students read the instructions and make sure they understand what they need to do. • In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class. ANSWER KEY
destination
souvenir
2
sustainable
overcrowding overtourism
overpopulation damage
fines
locals
peak
flood
authorities
rules
GRAMMAR! Modal verbs Complete the sentences with appropriate modal verbs. Explain your choices. a) don’t have to / have to 1 We’ve got enough time before the flight, so you ______________________________ hurry. 2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight. b) should / have to 1 I ______________________________ use glass bottles. They’re less harmful for the environment. 2 I ______________________________ recycle my rubbish. The law is very clear about that.
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Exercise 3, p. 68 • Students complete the sentences with can, can’t, should and shouldn’t. • Check answers as a class. ANSWER KEY 1 can, 2 can’t, 3 should, 4 shouldn’t, 5 can’t, 6 can, 7 shouldn’t, 8 should
Exercise 4, p. 68 • Have students scan the text first. • Instruct them to complete the text with the correct form of the verbs must, mustn’t, have to and not have to. • Check and discuss answers as a class. ANSWER KEY 1 doesn’t have to, 2 has to, 3 have to, 4 don’t have to, 5 mustn’t, 6 don’t have to, 7 have to, 8 must, 9 have to, 10 mustn’t
a) 1 don’t have to, 2 have to; b) 1 should, 2 have to; c) 1 mustn’t, 2 shouldn’t; d) 1 have to, 2 can; e) 1 must, 2 have to; f) 1 mustn’t, 2 don’t have to
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1 We _____________________________ take photos in the museum. There’s a fine for that.
2
mustn’t bathe in the fountain. 8 You have to eat more fruit and vegetables. The doctor told you so.
c) shouldn’t / mustn’t 2 We _____________________________ take photos of people before asking them for permission. It’s rude. d) have to / can 1 You _____________________________ keep on the designated path. There are endangered plants in this park.
5
2 There is a designated area where you _____________________________ put up your tent.
a) READING Skim the article. Match the places to the pictures. There is one picture you do not need. 1 Italy
e) must / have to
2 Georgia, USA
3 New Zealand
1 I _____________________________ use my car less and cycle more. It’s good for the environment. 2 Tourist buses aren’t allowed in the city centre, so I’ll _____________________________ rent a bike. f) don’t have to / mustn’t 1 You _____________________________ pick rare mountain flowers. 2 You _____________________________ throw away glass jars; you can reuse them.
UNUSUAL LAWS AND REGULATIONS
3
Complete the sentences with can, can’t, should, or shouldn’t.
Today, you (1) can / have to / mustn’t cross borders more easily than ever before. This means that you
1 I _____________________________ only stay out until 10 p.m. My parents don’t allow me out a minute longer
(2) should / must / can also meet different cultures – and their written and unwritten rules! Once you have chosen your destination, you (3) have to / mustn’t / should read about the dos and don’ts there. Otherwise,
than that.
there’s a possibility you (4) will have to / must / don’t have to pay a fine, or even worse – end up behind bars.
2 I’m sorry, but I _____________________________ come to the cinema tonight. I’ve got lot of homework to do.
4
3 I _____________________________ study more if I want to pass my test.
Many of these rules involve animals.
4 You _____________________________ spend so much time indoors. It isn’t good for your health.
As the number of pet-friendly places is increasing, you (5) can’t / can / don’t have to take your dog to lots of
5 You got your new phone a couple of months ago; you ____________________________ have a new one!
destinations. But be careful! In some Italian cities, you (6) should / must / have to walk your dog at least three
6 You _____________________________ play when you finish your chores.
times a day. There’s a fine waiting for you if you don’t. And if you think you (7) don’t have to / mustn’t / can’t
7 Just look at those clouds! We _____________________________ go to the beach now.
clean up after your pet, think again! Lots of countries have fines for this smelly offence. Barking is punishable,
8 They _____________________________ start saving money if they want to buy a new car.
too. In the US state of Oregon, dogs (8) don’t have to / shouldn’t / mustn’t bark for more than ten minutes. If you have ever wondered why the chicken crossed the road, you definitely won’t find the answer in Quitman, in the US state of Georgia. Chickens (9) mustn’t / can’t / can cross the road there, so, if you happen to bring your
Complete the text with the correct form of the verbs must, mustn’t, have to or not have to.
pet chicken, you (10) don’t have to / can / have to keep it on a leash at all times! And if you prefer roosters as
My family is pretty easy-going, and we get on well. However, there are some rules
pets, remember: you (11) can’t / mustn’t / must take them with you in a hot-air balloon in New Zealand. The
when it comes to housework and our tour company. My baby sister is three, so she
rules say that your feathery pet (12) has to / can / doesn’t have to stay on the ground and patiently wait for you
(1) _____________________________ do much, of course. But she
to return.
(2) _____________________________ put her toys away after playing. My parents are very strict about that. I (3) _____________________________ help with some
b) Read the article again. Circle the correct answer.
chores: I clean around the kitchen and help my mum prepare meals. I
6
(4) _____________________________ work in our garden; that’s my father’s job. He’s crazy about his garden. He tells us we (5) _____________________________ touch
Translate these sentences into English. 1 Moram pospremiti svoju sobu. Stvarno je neuredna.
anything when he’s not around – or there will be trouble! I help as much as I can in our
____________________________________________________________________________________________________
company, too. I (6) _____________________________ be there every day; school comes first, of course. But I
2 Ne bismo se trebali koristiti plastičnim vrećicama.
(7) _____________________________ help my parents from time to time. They’re not that computer savvy.
____________________________________________________________________________________________________
And it’s a good opportunity for me to earn some pocket money. As for school, that’s where my real
3 Ne smijemo hraniti životinje u zoološkom vrtu. Zabranjeno je.
responsibility lies. I’m a good student, but I believe I can do even better. That’s why I
____________________________________________________________________________________________________
(8) _____________________________ start studying more. It’s difficult to keep up sometimes. We get lots
4 Trebala bih više odvajati otpad. Bolje je za okoliš.
of homework, and our teachers are strict, so I (9) _____________________________ hand everything in on time. We (10) _____________________________ be late or copy other students’ homework, or our parents get notified.
____________________________________________________________________________________________________ 5 Ne moraš platiti kartu. Ulaz je besplatan. ____________________________________________________________________________________________________
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6 Možeš ponijeti fotoaparat sa sobom. ____________________________________________________________________________________________________
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Exercise 6, p. 69 • Let students read the sentences in Croatian. • Students translate the sentences using modal verbs. • Remind them to refer to the My... GRAMMAR! section in their Student’s Books on page 55 if they are not sure which modal verb to use. • You may want to advise students to choose the correct modal verb for each sentence first and then translate the whole sentence. • You may want to use this exercise as formative assessment to check how well students understand the use of modal verbs. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Check answers as a class. ANSWER KEY Suggested answers: 1 I must tidy up my room. It’s really messy. 2 We shouldn’t use plastic bags. 3 We mustn’t feed animals at the zoo. It is forbidden. 4 I should recycle more. It’s better for the environment. 5 You don’t have to pay for the ticket. Entrance is free. 6 You can take your camera with you. 7 You
7 Ne smiješ se kupati u fontanama. ____________________________________________________________________________________________________ 8 Moraš jesti više voća i povrća. Doktor ti je to rekao. ____________________________________________________________________________________________________
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ENDING THE LESSON WRITING Exercise 5, p. 55 • Go through the tasks with students and instruct them to choose one. • Instruct students to think about the suggested topics in the exercise before they start writing. • Distribute the photocopiable brochure (Resource Bank, Resource 47, pp. 406-412) or website templates (Resource Bank, Resource 48, pp. 406-412) to the students who have chosen to do the No picnic task. • Allow enough time for students to finish the task. Monitor and help if necessary. • Have students present their work. ANSWER KEY Students’ answers.
HOMEWORK WB p. 69, Exercises 5 a) and b) 2A TRAVELLING MINDFULLY
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2B HOLIDAY HEAVEN – OR HELL? Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Holiday heaven – or hell? (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
Vezan uz putovanja i smještaj: amenity, wall socket, cutlery, bed linen, travel adapter, overbooked flight, airport lounge, cabin, upgrade, checkin, legroom, domestic flight, flight attendant
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o iskustvima na putovanjima
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.3., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem Geografija Turizam
UDŽBENIK
Str. 56. -57.
RADNA BILJEŽNICA
Str. 70. -71.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students share some examples of laws and rules that could help them to not get into trouble when travelling. • You may want to play the Call my bluff game (see Games and Activities on pp. 394-398) with students. Read some travel laws and rules to students and have them guess if they are true or false. • Suggested rules: 1 Some Caribbean countries have put a ban on wearing camouflage clothes. –TRUE. 2 In Victoria, it’s illegal to wear pink hot pants on
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Sunday afternoons. –TRUE. 3 In South Africa, young people in bathing suits have to sit at least 12 inches apart from each other. –TRUE. 4 It is illegal to recite poetry while skiing in Austria. –FALSE. (It’s illegal in Switzerland.) 5 It is illegal to remove a bandage in public in Japan. –FALSE (It’s illegal in Canada.) 6 It’s illegal to put an ice cream in a mailbox in Greece. –FALSE (It’s illegal in Japan.) MAIN PART SPEAKING Exercise 1, p. 56 • In groups, students first discuss what they look forward to when going on holidays. • Check students’ ideas as a class. • Have them look at the situations and think about how annoying they are. Students rate them from 1 (not that bad) to 3 (absolute disaster). • Let volunteers share their lists of the most annoying situations. • In groups, students talk about what they can do to deal with the situations. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
LISTENING Exercise 2 a), p. 56 • Explain to students that Amelia is listening to a podcast about travel experiences. 3.6.
• Play Track 3.6.
• Students put the pictures in the correct order. • Check answers as a class. Track 3.6 1 (Sebastian, Scotland) I’ve always been a fan of geoglyphs, and last year I finally saved just enough money to visit some of the famous sites in Latin America. When I got there, I decided to take an air tour; what better way to see geoglyphs than from an aeroplane? I was so excited! Well, at least until I saw the Cessna. The shabby, old plane looked as if it was ready
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2B HOLIDAY HEAVEN - OR HELL? I can write a polite comment. 1
SPEAKING Work in groups. Discuss the questions. 1 What do you look forward to when going on a holiday? 2 How annoying are these situations while you are travelling? Rate them from 1 (not that bad) to 3 (absolute disaster). All your money gets stolen. You get lost.
You lose your passport.
Nobody speaks English.
Your luggage is lost.
You get sick or hurt.
You buy souvenirs, but they break on the way home.
You lose your phone. 3 What can you do in the situations above to solve them?
2
a) 3.6 LISTENING Amelia is listening to a podcast about travel experiences. Listen to some of the stories. Put the pictures in the correct order (1–3). There is one set of photos you do not need.
Jada, Ireland
Mika, Japan
Sebastian, Scotland
Marc, France
b) 3.6 Listen again. Are the sentences true (T), false (F) or it doesn’t say (DS)? Sebastian...
Marc and his wife...
1 thought the plane wasn’t safe. 2 has always wanted to see hieroglyphs. 3 has a large collection of photos from the overflight.
7 missed their flight. 8 didn’t have to pay to travel business class. 9 had lots of first-class perks.
Jada...
Study tip! LISTENING
4 didn’t get everything the host listed. 5 hurt herself on the way to the beach. 6 complained to the host.
When listening to (or reading) a new text, you’ll come across words you don’t understand. Before looking them up, try to guess their meaning from the context.
VOCABULARY Travelling
3
a) Look at these words and expressions from the texts. Circle the ones you understand. amenity
wall socket cabin
cutlery
upgrade
bed linen check-in
travel adapter
legroom
overbooked flight
domestic flight
airport lounge
flight attendant
b) Work in groups. Try to explain the meanings of the words your classmates do not understand. In your notebooks, sort the words into two groups: air travel and accommodation. Add a few more to each group.
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for retirement. Inside, I wanted to fasten my seatbelt, but there weren’t any! The pilot told me it didn’t matter. And just as I thought it couldn’t get any worse, I noticed rust and holes in the floor of the plane. Was I supposed to use them for sightseeing, instead of windows? But it was too late for me to quit, because we were already up in the air. I closed my eyes and kept them shut for most of the flight. I don’t remember much of the geoglyphs, and the few photos I took were mostly blurred; I was so scared, my hands were trembling during the entire flight! When we finally landed, I decided I’d do more research next time I booked a private tour. But, despite this scary experience, I still enjoyed my holidays. My wish to see the geoglyphs had finally come true! 2 (Jada, Ireland) Never fully believe what you see in ads and photos! That’s the most important lesson I have learned. The photos on the website showed a clean, cosy two-bedroom apartment, with a shortcut to a beautiful beach. And the beach was really magnificent. But the apartment – that’s another story. Most of the amenities listed were either missing or not working. The air-conditioning was broken. The iron and the hairdryer were nowhere to be found. Most of the sockets hung loose from the walls. They were so old that I was afraid of using them. There were also no travel adapters provided for the sockets, so we had to buy our own. The bed linen was yellow and torn, and the cutlery was missing; we only found two knives and a few forks and spoons. It was such a bitter disappointment! And it didn’t get much better outside. The shortcut led through thick bushes, so we needed to fight our way through! I couldn’t see where I was stepping, and I sprained my ankle on the first day. What a terrible holiday! 3 (Marc, France) My wife and I went on our honeymoon that summer. At the check-in, we found out that our flight was overbooked. We were desperate, because there wasn’t a new flight for days, but the airline staff had a surprise for us. I know this might sound made up, because these things rarely happen, but we got an upgrade from economy to business class! What a fantastic experience that was! First, we got to use a fancy airport lounge to relax in before boarding the flight. And the cabin itself was out of this world! There was much more legroom for us to sit comfortably, and there were only a few seats in each row. Flight attendants were always around, offering us drinks and food. And the seat could turn into a bed! What a great feature, even for a short domestic flight such as ours! I can only imagine what it means flying first class, with lots more perks, such as free pyjamas and slippers, showers, and luxury food. Who knows? Maybe one day we’ll experience that, too!
ANSWER KEY 2, –, 1, 3
Exercise 2 b), p. 56 • Let students read the sentences. • In a higher-ability class, you may want to ask students to decide if the sentences
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are true, false or it doesn’t say in the text before playing the track again and have them check their answers while listening. • Play Track 3.6 again. • Students write T for true, F for false, and DS for doesn’t say in the boxes. • Check answers as a class. ANSWER KEY 1 T, 2 F, 3 F, 4 T, 5 T, 6 DS, 7 F, 8 T, 9 F
Study tip! READING • Refer students to the Study tip! READING section and encourage them to try to guess the meaning of the words they don’t understand from the context before looking them up in a dictionary. • At this point, you can GO DIGITAL and practise listening further. VOCABULARY Exercise 3 a), p. 56 • Before doing the exercise, you may want to play Track 3.6 one more time and have students write down all the words they don’t understand. • Let students share the words they have written down with the rest of the class. Marc and his wife... Discuss the meaning7of the words and missed their flight. motivate students to8guess thetomeaning didn’t have pay to travel business class. from the context. 9 had lots of first-class perks. • In pairs, students look at the words from the texts and circle the ones they understand. • Check students’ answers as a class. ANSWER KEY Students’ answers.
Exercise 3 b), p. 56 • Divide students into groups and instruct them to try to explain the meaning of the words their classmates do not understand. • Monitor students and help if necessary. • Discuss the meaning of the words that students do not understand as a class.
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SPEAKING Think up a story for the remaining set of photos in Exercise 2 a). What happened? Retell it in the first person singular.
5
a) The speakers from the podcast have also written some comments about their travel experiences. Are they positive, negative or neutral? 1 I really enjoyed seeing geoglyphs from the air! The plane wasn’t in the best of shape, so I would recommend taking another tour operator. The one I took was affordable, but not safe enough for my standards. Sebastian, Scotland
2 The accommodation was a disaster! Most of the amenities were missing, and the way to the beach was so dangerous that I hurt my leg. I’ll never come here again! Jada, Ireland 3 I have nothing but words of praise for the airline company! Although they overbooked our flight, they quickly made up for it by upgrading us to business class. My wife and I had a fantastic experience! Marc, France
b) SPEAKING Work in groups. Answer the questions. 1 Would you write the comments above in the same way? Why (not)? 2 How often do you write online comments? What do you usually comment on? 3 Have you ever received an impolite comment? How did you feel about it? How did you respond?
6
a) READING Read Amelia’s text. What is it about? Tourists often leave comments on our tour-company website, too. Most of them are polite and constructive, but there have been a few which really made us feel bad. I often wonder how people can write such terrible things when they’re behind the safety of their screens. Would they say the same to a person’s face? Commenting, complaining and criticising can hurt other people’s feelings. If you’re not happy with something, there are ways to make sure that these negative or uncomfortable things that you have to say are said in a polite way. Most important of all: if you’re angry or hurt, don’t start typing a comment right away. Take a deep breath and a few moments to gather your thoughts. I usually start with a compliment. It shouldn’t be too difficult to find something you truly like or that has been done in a good way. And which of us can say they don’t enjoy a compliment or two? Then, give advice to keep the criticism constructive, or politely explain why you don’t agree with something. Don’t attack the person directly. Saying ‘You’re wrong!’ or ‘You did this or that wrong!’ won’t get you far. Choose your words carefully; they can easily be misunderstood, even if you mean no harm. Finally, proofread what you have written. Correct any spelling, capitalisation or other types of mistakes. Following these easy steps can really make your communication more polite and meaningful. Both you and the person you are talking to are sure to feel better.
class.
b) What advice does Amelia give for writing online comments? Read again, and underline them. Use them to write a list of tips on how to comment politely in your notebook.
7
WRITING Choose a task, and write a short comment. Use the tips from Exercise 6 b) to review your work. 1 You have booked a room,
but some of the amenities listed weren’t there. However, the host was friendly and helpful, and you generally liked your stay there.
2 You have to review your classmate’s
project presentation. You think they should add more pictures and have less text on the slides. There are also a few grammar and spelling mistakes you think they should correct.
My...EVERYDAY ENGLISH!
Giving polite comments
Look at some useful phrases to start your comments. Add a few more. I really liked / loved… However, I was less happy about... I think you should / shouldn’t… I couldn't help noticing... I hope you don't mind, but... I hate to tell you but… I’m sorry to say this but… Although I like…, I think...
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• You may want to explain the meaning of the words geoglyph and perks.
2B HOLIDAY HEAVEN - OR HELL? VOCABULARY
• In their notebooks, have students sort the words into two groups: air travel and accommodation and add a few more words to each group.
1
a) Read the clues, and do the crossword.
DOWN
1
1 an object that allows you to connect
2
pieces of electrical equipment that
12
cannot be connected directly 2 a seating and waiting area for passengers in an airport 4 not foreign or international, but happening inside a particular country
4
• Check answers as a class.
6 the part of an aeroplane where passengers sit
3
8 the space for your legs when you’re sitting in a plane, car, cinema etc.
• In a lower-ability class, you may want to draw a table and have students write the answers, as well as their own examples, on the board.
5
6
8
reservations than you have available ACROSS
7
3 raise something to a higher standard 5 something that makes a location
10
more comfortable or enjoyable
9
11
7 a person who works on an aeroplane, taking care of the passengers during a flight
-
9 an opening in a wall where you can
ANSWER KEY
plug in an electric device to get power 11 the process of registering as a passenger at an airport
Students’ answers. Suggested answers:
12 sheets, pillowcases, etc., made of cloth and used in the house b) Complete these sentences. Use the words in Exercise 1 a), and make all the necessary changes. There are two words you do not need.
Air travel
Accommodation
overbooked flight
amenity
airport lounge
wall socket
4 On our flight back, we were ________________________ to business class. What an amazing experience!
cabin
cutlery
6 Our flight was delayed, so we had to wait in an airport _____________________. It had free snacks and drinks.
upgrade
bed linen
check-in
travel adapter
legroom
students’ ideas
domestic flight
1 You should arrive for ________________________ at least two hours before departure. 2 The first-class _____________________ in the aeroplane are usually much bigger than the ones in economy class. 3 Our hotel offers lots of ________________________, such as a gym, a pool, a jacuzzi and shops. 5 You should change your bed ________________________ once a week. 7 Don’t forget to bring your travel ________________________ with you to the UK. You won’t be able to plug in your charger otherwise. 8 The ________________________ on our last flight was very polite and helpful. 9 The seats in this car are comfortable, but there’s not much ________________________ in the back.
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10 You don’t have to have your passport with you on a ________________________ flight, but you need it if you’re planning on leaving the UK.
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READING
students’ ideas
TRICKS OF THE TRADE A geoglyph is a large design or motif, generally longer than 4 metres, produced on the ground by durable elements of the landscape, such as stones, stone fragments, gravel or earth. Perks are special benefits that are given to people who have a particular job or belong to a particular group. (Source: Collins Dictionary) WORKBOOK PRACTICE Exercise 1 a), p. 70 • Let students read the clues and do the crossword. • Check answers as a class. ANSWER KEY DOWN: 1 adapter, 2 lounge, 4 domestic, 6 cabin, 8 legroom, 10 overbook. ACROSS: 3 upgrade, 5 amenity, 7 flight attendant, 9, socket, 11 check-in, 12 linen.
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10 to sell more tickets or room
Exercise 2 a), p. 71 • Students read the booking ad and answer the questions. • Check answers as a class. ANSWER KEY 1 It advertises a two-bedroom apartment with a pool and beach front. 2 It is located in Montego Bay. 3 Yes, it does.
Exercise 2 b), p. 71 • Have students read the booking ad again and decide whether the sentences are true, false or it doesn’t say. • Check answers as a class. • At this point, you can GO DIGITAL and practise reading further. ANSWER KEY 1 T, 2 T, 3 F, 4 F, 5 T, 6 F, 7 T, 8 DS, 9 DS, 10 T
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Lesson 2
2
a) READING Read the booking ad, and answer the questions below. 1 What does the ad advertise?
____________________________________________________________________
2 Where is the apartment located? ____________________________________________________________________ 3 Does it offer a lot of amenities?
_____________________________________________________________________
Where would you like to go?
Million-Dollar View Two-Bedroom Apartment with Pool, Beach Front Montego Bay, St. James Parish, Jamaica
NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Holiday heaven – or hell? (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
Vezan uz pisanje komentara: constructive, gather thoughts, proofread
KOMUNIKACIJSKO-
Pisanje komentara
Entire home for yourself Self check-in You can cancel free of charge until 48 hours before arrival. There is no refund after that. House rules: this apartment allows pets, but smoking and parties are not allowed. The Blue Lagoon is an apartment complex with three separate apartments, each with private entrance and balconies, and a shared infinity pool. Light-filled and airy rooms each come with amazing views of the ocean and the mountains. Just a short walk from the beach, the city centre and restaurants, it... read more Contact host Sleeping arrangements Common spaces
Bedroom 2
Bedroom 1 Wi-Fi available
Free parking
Fully-equipped kitchen
Linen provided
Air conditioning
Free streaming services, cable TV
Bed and bath essentials Show all 40 amenities
4.5 (260 reviews)
Jeannie, USA
JEZIČNA KOMPETENCIJA
The location is fantastic, and the name of the ad definitely does it justice – the view is spectacular! Communication with the owner was great from the start. The beach is just a few steps away, and a shuttle is available to take you to nearby beaches... Sean, UK Although we enjoyed our stay in Montego Bay, the rooms look more spacious in the pictures. But the flat was clean, with lots of amenities. The host was friendly and helpful. All in all, I would recommend this beautiful flat to other holidaymakers!
I really liked...; However, I was less happy about...; I couldn’t help noticing...; I hate to tell you that...; Although I like...
FUNKCIONALNI JEZIK
b) Read the booking ad. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 The flat is called Million-Dollar View. 2 There are two bedrooms in the flat. 3 The host has to let you in.
6 You don’t have to share amenities with other guests.
MEĐUPREDMETNE TEME
7 You don’t have to bring your toiletries and cutlery.
4 You get all your money back if you cancel one day beforehand.
8 You have to take a bus to the centre of Montego Bay.
5 The flat is pet-friendly.
10 The reviews are mostly positive.
9 The flat is child-friendly.
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Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.
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ENDING THE LESSON
Građanski odgoj i obrazovanje C.3.3.
SPEAKING
MEĐUPREDMETNO POVEZIVANJE
Exercise 4, p. 57 • Divide students into groups and let them think up a story for the remaining photo (Mika, Japan). Have them imagine what has happened and retell it in first person singular. • You may want to instruct students to make notes for their stories. • When students have finished, have group representatives retell their stories. • Have a class vote on the most interesting, the funniest or the worst-experience story. ANSWER KEY Students’ answers.
HOMEWORK WB p. 70, Exercise 1 b)
Hrvatski jezik Čitanje s razumijevanjem, pisanje komentara Geografija Turizam
UDŽBENIK
Str. 57.
RADNA BILJEŽNICA
Str. 72.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework. • Play the Jumbled Words game (see Games and Activities on pp. 394-398) to revise vocabulary from the previous lesson. Distribute the photocopiable jumbled words lists to students (Resource Bank, Resource 49, pp. 406-412). Instruct students to unscramble the letters to get the words connected with travelling and then translate them into Croatian. ANSWER KEY 1 legroom = prostor za noge, 2 overbooked = rasprodan, 3 cutlery = pribor za jelo, 4 lounge = salon, 5 domestic = domaći, 6 amenity = pogodnost,
2B HOLIDAY HEAVEN – OR HELL?
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UNIT 3
7 upgrade = unaprijediti, 8 socket = utičnica, 9 geoglyph = geoglif, 10 perk = povlastica
MAIN PART
• Explain any new vocabulary, if necessary. Suggested vocabulary: constructive, gather thoughts, proofread, meaningful.
Exercise 5 a), p. 57 • Students read the comments about the speakers’ travel experiences.
• Instruct students to write down a list of tips on how to comment politely in their notebooks, using Amelia’s advice.
• Let them decide whether their comments are positive, negative or somewhere in-between.
• Discuss students’ lists as a class.
• Discuss answers as a class and have students explain what has helped them decide if the comment is positive, negative or somewhere in-between. ANSWER KEY Students’ answers.
SPEAKING Exercise 5 b), p. 57 • In small groups, students discuss the questions. • Give students enough time and help them if necessary. • Discuss students’ answers as a class. ANSWER KEY Students’ answers.
• You may want to write the tips on the board as students say them. ANSWER KEY Students’ answers. Suggested tips: 1 Don’t start typing a comment right away – take a deep breath and gather your thoughts. 2 Start with a compliment. 3 Give advice or politely explain why you don’t agree with something. 4 Choose your words carefully – don’t attack the person directly. 5 Proofread what you have written.
• At this point, you can GO DIGITAL and practise reading further.
My...EVERYDAY ENGLISH! Giving polite comments
• Draw students’ attention to the My... EVERYDAY ENGLISH! section.
READING
• In pairs or groups, students discuss the useful phrases for starting comments and try to think of some more examples.
Exercise 6 a), p. 57 • Draw students’ attention to Amelia’s text.
• Check students’ ideas as a class and write them on the board.
• Let students skim the text first to find out what it is about. • Check answers as a class. ANSWER KEY The text gives advice on how to write a constructive and polite comment, no matter if it’s a positive or negative one.
Exercise 6 b), p. 57 • Have students think about the advice Amelia gives for writing online comments. • Students read the text again and underline the advice Amelia gives.
206
• Check answers as a class.
ANSWER KEY Students’ answers. Suggested answers: I have enjoyed...; Unfortunately, I have to say...; I appreciate... but...
WORKBOOK PRACTICE Exercise 4 a), p. 72 • Students read the comments and look at the checklist. • Have them tick the tips that relate to the comments. • Check answers as a class.
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ANSWER KEY Comment 1: 3. Comment 2: 1, 2, 3, 4, 5, 6.
Exercise 4 b), p. 72 • Refer students to the phrases for giving polite comments in Exercise 3. Let them rewrite Comment 1 using the phrases from Exercises 3 and 4 a) in a polite way. • Check students’ ideas as a class.
• Remind students to use the checklists/tips they have written previously in Exercise 6 b) or to use the checklist from Exercise 4 a) on page 72 of their Workbooks. • Allow enough time for students to write the comments. • When they have finished, let students read their comments. • Give your own feedback to each student. Focus on their spelling, capitalisation and the appropriateness of the comment (politeness and constructiveness).
ANSWER KEY
ANSWER KEY
Students’ answers.
My...
3
Students’ answers.
EVERYDAY ENGLISH! Giving polite comments Rewrite the sentences to make them more polite. 1 Those trousers don’t fit you at all! They’re too small. To be honest with you, ______________________________________________________________________________ 2 Waiter! I want another soup. There’s a hair in mine. Excuse me! I I’m afraid there’s _______________________________________________________________________ 3 Ugh, I hate these trainers! I won’t buy them. I’m sorry to say this, but _____________________________________________________________________________ 4 The food was bad. The city tour was ok. Although I liked ____________________________________________________________________________________ 5 Do your homework again. It’s no good; there are mistakes. I think you should __________________________________________________________________________________ 6 There’s something green and nasty between your teeth! I hate to tell you ____________________________________________________________________________________
4
2
• Discuss the difference between students’ tips and the checklist in the exercise.
a) Read the comments, and look at the checklist below. Tick the tips that relate to the comments. 1 the flight was just awful! i’ve never been this disappointed! first they overbooked our flight. what incompetence! i just cant understand how the staff managed to do that. when we finally boarded the plane, we were in for a surprise. our seats were taken! there wasnt enough room for our hand luggage and we didnt get enough food. it was okay, but the portions were very small. 2 I have read your short story. It seems to me that you have put a lot of effort into it. I really liked the first part. The characters and the plot are interesting and get the reader’s attention. Although I enjoyed most of the story, I didn’t like the ending that much. I’m sorry to say this, but I knew what would happen. Perhaps you could rewrite it and make it more suspenseful. Comment 1
• To further practise giving polite comments, you may want to divide students into groups and instruct them to imagine an embarrassing or annoying travelling situation. • When the groups have finished, they exchange their situations and write comments to them using the checklist and tips from Exercise 6 b). • Have group representatives read out the situations and the comments their group has written. • Discuss the comments as a class. HOMEWORK
Comment 2
1 Don’t write the comment when angry. 2 Start with a compliment or something good that has been done. 3 Explain why you disagree with something or don’t like it.
WB p. 72, Exercise 3
4 Give advice to keep your comment constructive. 5 Don’t attack the person directly. 6 Proofread your comment. b) Use the checklist and phrases in Exercises 3 and 4 a) to rewrite Comment 1 from Exercise 4 a) in a polite way. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
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ENDING THE LESSON WRITING Exercise 7, p. 57 • Have students read the tasks first. • Students then choose a task and write a short comment.
2B HOLIDAY HEAVEN – OR HELL?
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UNIT 3
Lesson 3
3A MOVE TO THE GROOVE Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Move to the groove (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
Vezan uz glazbu: enthusiast, upbeat, originate, craze, downbeat, conscious
KOMUNIKACIJSKO-
Govorenje o glazbi
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., C.3.1., C.3.2., C.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Geografija Turizam Glazbena kultura Žanrovi glazbe 20. stoljeća
UDŽBENIK
Str. 58.
RADNA BILJEŽNICA
Str. 73.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play the Association game (see Games and Activities on pp. 394-398) to get the word groove. • Suggested associations: It is a situation or an activity that one enjoys. It also means to create, dance to, or enjoy rhythmic music. It is a piece of popular music with a good beat. It can also mean a fixed routine. His music has a real ‘60s ________ to it, mixed with modern punk sounds. They’re happy to stay in the same old _______.
MAIN PART SPEAKING Exercise 1, p. 58 • Draw students’ attention to the pictures. • In pairs or small groups, students discuss the questions. • Discuss students’ answers as a class. ANSWER KEY Students’ answers. / Picture 5.
READING Exercise 2 a), p. 58 • Explain to students that Amelia is writing about Jamaican music for the hotel’s website. • Brainstorm students’ ideas about Jamaican music and what they already know about it. • Students read the texts and match them to the headings. • Tell them not to worry about the gaps in the text at this point. • Check answers as a class. ANSWER KEY 1 The capital of music, 2 New era, new moves; 3 King of reggae music
Exercise 2 b), p. 58 • Have students look at the missing sentence parts A–H first. • Students then read the text again and complete it with the missing sentence parts. • Check answers as a class. • If available, play the Beatles song ‘Ob-LaDi, Ob-La-Da’ to show students the influence ska music had on the song. Discuss what they think about it and what ska elements they notice in the song. ANSWER KEY 1 F, H, 2 A, C, 3 B, G
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3A MOVE TO THE GROOVE I can talk about music and festivals.
1
SPEAKING Look at the pictures. What do they tell you about Jamaica? There is one picture that does not belong here. Which one is it? Why do you think so? Skim the texts in Exercise 2 a) to check your answers.
3
1
5
4
2
2
a) READING Amelia is writing about Jamaican music for the website of her family’s tour company. Match the headings to the texts. There are two headings you do not need. Do not worry about the gaps in the text at this point. King of reggae music
The capital of music
The beach is calling
The school of reggae
New era, new moves
1
2
3
What do people think of first when asked about Jamaica? For many, the sun, turquoise sea and white sand are the first things that come to mind. But there’s more to Jamaica than just sandy beaches! For example, coffee lovers will surely think of the Blue Mountain, . And sports (1) enthusiasts will mention the Jamaican Olympic heroes, ! However, what most people think of first is music. Jamaican music has always been the heart of the island: Kingston, the island’s capital, is the birthplace of ska, reggae and many other music genres. If you ever visit Jamaica, make sure you bring your dance shoes with you!
One of Jamaica’s most popular art forms, which is known for its (2) upbeat tempo and energetic dance moves, is ska. In the late 1950s, when it (3) originated, ska was a synonym for having a good time. No wonder: the music was new, fast and exciting! But this new dance (4) craze really hit Jamaica in the first half of the 1960s, . The island was going through a cultural revival, and ska reflected the optimism of that period. And a decade later it hit the clubs of London! Even the chart-topping Beatles, , helped popularise the ska sound.
Reggae music, , was more (5) downbeat and much slower in tempo. Bob Marley and his band, the Wailers, became world-famous reggae stars in the 1970s. Marley was an artist . He fought for the rights of black people, and he used reggae music to call for social change. He made (6) conscious music. His lyrics are meaningful and speak of human rights, unity, peace, love and hope. But, at the same time, music encourages people to forget their troubles and move slowly to the rhythm. Marley managed to inspire people of all cultures and races, and he still continues to do so. No wonder he became a Jamaican cultural icon!
b) Read the text again, and complete it with the missing sentence parts below. There are two sentence parts you do not need. A when Jamaica finally got its independence from Britain
E where it developed from reggae
B which developed from ska in the late 1960s
F where one of the best coffee beans in the world is grown
C whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ was recorded in 1968
G who had a great influence on global culture in his short musical career
D which are held every four years
H who have won a total of 79 medals
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3A MOVE TO THE GROOVE
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3A MOVE TO THE GROOVE
3
Exercise 3, p. 59 • Draw students’ attention to the coloured parts of the text.
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UNIT 3
VOCABULARY
3A MOVE TO THE GROOVE VOCABULARY
1
Rewrite these sentences so that the meaning stays the same. Use the most suitable word or expression below. The phrase in colour will help you find it. enthusiast
craze
downbeat
originated
conscious
birthplace
top the charts
Bob Marley created _________________________ music.
• Instruct students to match them to their explanations below.
2 Do you remember when Psy released Gangnam Style and the global madness started? Do you remember when Psy’s Gangnam Style started a global _________________________? 3 I really like to go hiking. I’m a hiking _________________________. 4 My mum prefers more relaxed, slow-paced music.
• Check answers as a class.
My mum prefers _________________________ music. 5 I’m into music which is lively and fast-paced. I’m into _________________________ music.
• You may want to ask students to translate the words into Croatian. • If necessary, explain any new vocabulary. Suggested vocabulary: turquoise, synonym, cultural revival, reflect, chart-topping, wailer.
upbeat
1 Bob Marley created music which talks of social issues and calls for social justice.
6 Reggae is a music genre which emerged in Jamaica in the late 1960s. Reggae music _________________________ in Jamaica in the late 1960s. 7 Skip Marley, Bob’s grandson, was the first Jamaican artist to reach No.1 in the US music charts. Bob Marley’s grandson Skip was the first Jamaican to _________________________ in the US. 8 Six different music genres have been born in Kingston, Jamaica. Kingston, Jamaica, is the _________________________ of six different music genres. My...
2
GRAMMAR! Relative clauses Circle the correct relative pronoun. 1 Amelia is a girl which / whose parents own a small tour company. 2 Her family lives in a seaside town when / where a popular reggae festival takes place.
• At this point, you can GO DIGITAL and practise reading further.
3 Her dad is a host who / which can speak four languages. 4 They have a house for rent which / who has a big garden. 5 They often have barbecues with the guests whose / who come to stay in the house. 6 They live in an area where / which there are a lot of souvenir shops. 7 I’ve talked to a girl which / who knows Amelia’s father.
ANSWER KEY 2, 6, 1, 3, 5, 4
8 He was happiest on the day where / when he won an award for the best host.
3
Complete these sentences with who, which, where, when or whose. 1 What do you call a place ___________________ you buy stationery? 2 Is he the boy ___________________ asked you out on a date? 3 I ate the biscuit ___________________ was on the plate.
CURIOUS ME! Assign this task for homework. Students are going to research which music genres, other than ska and reggae, were born in Jamaica and find out about their characteristics. Have them report what they have found out in the next lesson. WORKBOOK PRACTICE VOCABULARY
4 Do you remember the night ___________________ we kissed for the first time? 5 I couldn’t live in a place ___________________ there are none of the excitements of city life. 6 The house ___________________ owner moved abroad has been sold.
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ENDING THE LESSON • Do a comprehension check of the text in Exercise 2 a). • Divide students into groups and give each group a photocopiable Move to the groove answer sheet (Resource Bank, Resource 50, pp. 406-412).
Exercise 1, p. 73 • Students read the instructions to the exercise. Make sure they understand what they need to do.
• Students read the questions and write the answers without looking at the text.
• Let students rewrite the sentences using the words and expressions.
• Check answers as a class.
• Check answers as a class. ANSWER KEY 1 conscious, 2 craze, 3 enthusiast, 4 downbeat, 5 upbeat, 6 originated, 7 top the charts, 8 birthplace
• The group to answer first with the most correct answers is the winner.
ANSWER KEY 1 sun, turquoise sea and white sand, 2 Blue Mountain, 3 seventy-nine, 4 in the late 1950s, 5 in the 1970s, 6 Beatles song, 7 the Wailers, 8 to call for social change, 9 of human rights, unity, peace, love and hope
HOMEWORK Student’s Book, p. 59,
210
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VOCABULARY
3
Look at the parts of the text in colour. Match them to their explanations below. fast-paced and lively
started to exist
that is aware of social issues
slow-paced and relaxed
people who are very keen on something
something that is extremely popular, usually for a short time
Relative clauses 1 We use relative clauses to give more information about the noun it follows. A relative clause begins with a relative pronoun. Circle the relative pronouns in the relative clauses below. Marley was an artist who had a great influence on global culture. Reggae music, which developed in the late 1960s, was more downbeat. Coffee lovers will surely think of the Blue Mountain, where one of the best coffee beans in the world is grown. In the late 1950s, when it originated, ska was a synonym for having a good time. The Beatles, whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ was recorded in 1968, topped the charts in many countries. 2 Complete the rules with the correct relative pronouns. ________________ refers to people.
______________ refers to possession. ________________ refers to a time.
________________ refers to things.
______________ refers to a place.
Grammar summary → pp. 131-132
Let’s practise more! → WB, pp. 73-74
4 a)
3.7 LISTENING Amelia has created an ad for a reggae-festival package. Complete
the sentences with the missing relative pronouns. Then listen and check.
PROJECT TIP!
1 Are you a person _________________ likes reggae music? 2 Come around 15 January, _________________ the festival takes place. 3 Rebel Salute, _________________ aim is to promote reggae, is known for saying ‘NO’ to alcohol and meat. 4 The organizers, _________________ do their best to keep the positive image of the festival, guarantee fun for the whole family! 5 Visit the house _________________ the legend lived. 6 Enjoy this tropical paradise, _________________ you can relax under a palm tree.
Why not find a festival to visit in your chosen destination? Think about what kind of festival you would like to go to. What do you need to have with you?
b) 3.7 Listen again, and take short notes. Use them to talk about the music festival mentioned. You can use some of the prompts below. > It’s a festival which...
5
> It’s visited by people who...
> It’s the festival where...
SPEAKING There are a lot of festivals in your country, too. Follow the steps below, and do some research. Step 1
Step 2
Step 3
Step 4
Choose a festival. Find out information about its name, location, duration and ticket prices, the music genre it promotes, etc.
Include photos, and prepare a short presentation about it.
Present your festival to the rest of the class.
As a class, choose the festival you would most like to go to. Explain your choice.
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3A MOVE TO THE GROOVE
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UNIT 3
Lesson 2
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., C.3.4., D.3.1., D.3.2.
Mento is a style of Jamaican folk music recognisable by its acoustic sounds. It is a fusion of African and European rhythms, and it was originally played on homemade instruments, including pieces of iron, empty sardine cans, forks and graters. Today, Mento is played on instruments like the banjo, guitar, hand drums and triangle. Rocksteady originated in Jamaica around 1966. The term rocksteady comes from a popular (slower) dance style. Dub music is a genre of electronic music that grew out of reggae in the late 1960s and early 1970s. It is reggae without the original lead vocals. Dancehall is named after Jamaican dance halls in which popular Jamaican recordings were played by local sound systems. It is louder and faster paced than reggae. Reggae fusion is a genre of reggae that mixes reggae or dancehall with other genres, such as pop, rock, hip hop, R&B, jazz, funk and drum and bass.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., B.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.3.
MAIN PART
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, izražavanje budućnosti Glazbena kultura Žanrovi glazbe 20. i 21. stoljeća, glazbeni festivali
UDŽBENIK
Str. 59.
RADNA BILJEŽNICA
Str. 73. -74.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Move to the groove (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
GRAMATIKA
Odnosne rečenice
KOMUNIKACIJSKO-
Govorenje i pisanje o glazbi i festivalima
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME
STARTING THE LESSON • Check homework as a class and have students report what they have found out about music genres that originated in Jamaica. • Play Sentence building (see Games and Activities on pp. 394-398) to revise vocabulary from the previous lesson. Suggested vocabulary: enthusiast, upbeat, originate, craze, downbeat, conscious, top the charts, birthplace, ska, reggae. TRICKS OF THE TRADE The music of Jamaica includes Jamaican folk music and many popular genres, such as mento, ska, rocksteady, reggae, dub music, dancehall, reggae fusion and related styles.
212
My... GRAMMAR!
Relative clauses
• Refer students to the My... GRAMMAR! section. • In pairs, students read the definition and circle the relative pronouns. • Discuss the definition and answers as a class. • Write down the relative pronouns on the board: who which where when whose • Let students complete the rules with the relative pronouns. • Check answers as a class. ANSWER KEY who, which, whose, where, when
• Tell students that they have a detailed explanation of the tenses and forms used
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• At this point, you can GO DIGITAL and practise relative clauses further.
Exercise 4 b), p. 59 • Instruct students to listen to the track again and take short notes that will help them talk about the Rebel Salute festival. • Play Track 3.7 again.
LISTENING Exercise 4 a), p. 59 • Explain to students that Amelia has created an ad for a reggae festival package. • Instruct them to complete the sentences with the missing relative pronouns. 3.7.
3
for expressing the future in the Grammar Summary on pages 131–132.
• Play Track 3.7. • Students listen and check.
• In pairs or small groups, students talk about the Rebel Salute festival. Draw their attention to the prompts they can use. • Monitor students and help if necessary. • Have volunteers give a talk about the festival. ANSWER KEY Students’ answers.
• Check answers as a class.
PROJECT TIP!
• You may want to discuss the name of the festival, Rebel Salute, with students.
• Discuss the Project tip! section with students. Encourage students to find a festival while researching their chosen destination. Let them think about what kind of a festival they would like to go to and find out what they need to have with them.
Track 3.7 Are you a person who likes reggae music? If your answer is ‘yes’, then you must visit Rebel Salute, one of the most popular musical events on the island. Come and visit us around 15 January, when the festival takes place. Join us for seven days of dance, music and eco-awareness! Rebel Salute, whose aim is to promote reggae, is known for saying ‘NO’ to alcohol and meat. And the organizers, who do their best to keep the positive image of the festival, guarantee fun for the whole family! After you’ve enjoyed dancing to the rhythms of reggae, take our Bob Marley Home Tour. Visit the house where the legend lived, and find out all about his accomplishments. And when you get tired, head to the beach! Enjoy this tropical paradise, where you can relax under a palm tree. Soak up the Caribbean sunshine, and take a swim in the crystal-clear blue sea. Come and create memories that you will never forget!
ANSWER KEY 1 who, 2 when, 3 whose, 4 who, 5 where, 6 where
TRICKS OF THE TRADE Rebel Salute is an annual music festival held in Jamaica. It is held on 15 January of every year, the birthday of promoter Tony Rebel. Tony Rebel began the festival in 1994. The festival has a no-alcohol policy. Salute: an action or sign to honour or show your admiration for a person or achievement. (Source: Cambridge Dictionary)
WORKBOOK PRACTICE Exercise 4, p. 74 • Students read the sentences first and then join them, using the relative pronouns in brackets. • Remind them to make all the necessary changes. • They check the answers in pairs before checking as a class. ANSWER KEY 2 I’ve got a teacher who is a real reggae enthusiast. 3 You need to return the tablet which I have lent you. 4 This is the bookshop where I often buy books. 5 Do you know the woman whose car is parked over there? 6 It was the year 2007 when we won the music competition. 7 They’ve broken the laptop which belongs to my father. 8 We really liked the beach resort where we spent our last summer holiday.
Exercise 5, p. 74 • Students choose the correct answer to complete the text. • This task can be used for formative assessment to check how well students
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ENDING THE LESSON
use relative pronouns and relative sentences. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 B, 2 A, 3 B, 4 C, 5 C, A, 7 B, 8 A
Exercise 6, p. 74 • In pairs, students read the text first.
• Divide students into groups and distribute the photocopiable Chain stories prompts to students (Resource Bank, Resource 51, pp. 406-412). The first player begins a sentence about the person, e.g., My father... The other players then take turns adding additional information to the sentence by adding relative clauses and the prompt words from the list. • Set a time limit. When the time is up, groups write down their sentences and read them out to the class. The group with the longest grammatically correct sentence wins.
• They add relative clauses where there are numbers. • Remind them to pay attention to which relative pronouns they are going to use. • Discuss the answers as a class. ANSWER KEY Students’ answers. Suggested answers: 2 when, 3 who, 4 which/where, 5 which/where, 6 which
4
• Play a version of Chain Stories (see Games and Activities on pp. 394-398) with students to practise relative clauses.
Use the relative pronoun in brackets to join the two sentences together. Make all the necessary changes. 1 I’ve bought a T-shirt. It's very comfortable and fits well. (which) I’ve bought a T-shirt which is very comfortable and fits well. ___________________________________________________________________________________________________ 2 I’ve got a teacher. The teacher is a real reggae enthusiast. (who) ___________________________________________________________________________________________________ 3 You need to return the tablet. I have lent you the tablet. (which)
• Before starting the game, you may want to give an example to students: My father, who is a pilot, works in Singapore, where he met my mother, who owns a shop, which sells cats, which she buys from Spain. • Explain to students that they do not have to use the word prompts in the order they are listed and that they can think of their own examples.
___________________________________________________________________________________________________ 4 This is the bookshop. I often buy books here. (where) ___________________________________________________________________________________________________ 5 Do you know the woman? Her car is parked over there. (whose) ___________________________________________________________________________________________________ 6 It was the year 2007. We won the music competition. (when) ___________________________________________________________________________________________________ 7 They’ve broken the laptop. The laptop belongs to my father. (which) ___________________________________________________________________________________________________ 8 We really liked the beach resort. We spent our last summer holiday there. (where) ___________________________________________________________________________________________________
5
Choose the correct answer – A, B or C – to complete the text. People (1) ___ like reggae music should put Jamaican Reggae Sumfest, the most popular Jamaican festival, on their bucket list. Since 1993, (2) ___ it started, the festival has grown and earned a reputation as the biggest reggae show in the world. Thousands of people from all across the globe come to Jamaica in mid-July, (3) ___ the festival takes place. They enjoy seven days of dance, music and culture. Reggae Sumfest, (4) ___ slogan is ‘Our Music, Our Festival’, promotes not only the Jamaican music industry, but also Jamaican tourism and food. Every year, there are various food stalls (5) ___ people can get a taste of Jamaican cuisine. In 2016 the festival won an award from the International Reggae and World Music Awards (6) ___ is the oldest award for achievement in reggae and world music. That same year, (7) ___ live 360-degree virtual-reality streaming was introduced, it became possible for fans around the world to experience the festival without having to leave their homes. But if you ever decide to attend the festival in person, book your accommodation early; hotels in Montego Bay, (8) ___ the festival is held, sell out very fast! 1 2 3 4
6
A A A A
which when where which
B B B B
who where when who
C C C C
whose which which whose
5 6 7 8
A A A A
who which who where
B B B B
which when when who
C C C C
where whose where when
Work in pairs. Read the text, and add relative clauses where there are numbers. My friend1 has been to Jamaica with his family. They went there last summer2. He stayed for two weeks; when he returned, he said it had been the best holiday ever. They stayed in a rented flat in Montego Bay. It was affordable, and the host3 was very friendly. Every day they went to the beach4. He just couldn’t believe the colour of the sea. But what was even more impressive, he said, was trekking along the Blue Mountain’s hiking trails5. They even reached Blue Mountain Peak, Jamaica’s highest point. He sent me a Bob Marleyinspired postcard and bought me Jamaican coffee6. I really hope to visit Jamaica one day!
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who lives next door 1 ________________________________________________
4 ________________________________________________
2 ________________________________________________
5 ________________________________________________
3 ________________________________________________
6 ________________________________________________
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SPEAKING Exercise 5, p. 59 • Although this task will be assigned for homework, go through the steps with students. • Instruct students to do some research online and find information on a festival held in Croatia. • Students are going to prepare a short presentation, which includes some photos, about the festival and present their festival to the rest of the class during the next lesson. • Distribute an analytic rubric for peer assessment (Resource Bank, Resource 52, pp. 406-412). Discuss it with students and explain that they will need it for two purposes, first for planning their talk and second for assessing their peers’ talks later.
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• If you decide to use this task for summative assessment, there is also a detailed analytic rubric (Resource Bank, Resource 53, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them before doing the assignment. HOMEWORK B p. 73, Exercises 2 and 3 W Student’s Book, p. 59, Exercise 5
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UNIT 3
3B DON’T WORRY ABOUT A THING! NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Don’t worry about a thing
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
uplifting, songwriter, release, hum
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Izražavanje, razumijevanja autentičnog teksta
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, interpretacija pjesme Glazbena kultura Aktivno slušanje i razumijevanje pjesme
UDŽBENIK
Str. 60.
RADNA BILJEŽNICA
Str. 75.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON
• Check answers as a class. • You may want to discuss the meaning of the quotes with students and name the authors of the quotes. ANSWER KEY 1 The music is not in the notes, but in the silence in between. (Wolfgang Amadeus Mozart) 2 If music be the food of love, play on. (William Shakespeare) 3 Life seems to go on without effort when I am filled with music. (George Eliot) 4 Music can name the unnameable and communicate the unknowable. (Leonard Bernstein) 5 Music in the soul can be heard by the universe. (Lao Tzu) 6 Without music, life would be a mistake. (Friedrich Nietzsche) 7 As long as we live, there is never enough singing. (Martin Luther) 8 Music is the universal language of mankind. (Henry Wadsworth Longfellow)
MAIN PART SPEAKING Exercise 1 a), p. 60 • Have students think about the role of music in their lives.
• Check homework as a class.
• Students read the options and tick the ones that are true for them.
• Students present their short presentations about a festival held in Croatia.
• In groups, students discuss their answers.
• While students are presenting the festivals, make sure the others are paying attention and evaluating the speeches using the peer assessment rubric. After each student, ask the others to provide feedback and to say what the strong and weak points of the speech were. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • Play a version of the Connections game with students (see Games and Activities on pp. 394-398). • Divide students into groups and distribute the photocopiable Music quotes lists to each group
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(Resource Bank, Resource 54, pp. 406-412). Students match the two parts of the sentences to get the quotes.
• Let volunteers share their ideas. ANSWER KEY Students’ answers.
Exercise 1 b), p. 60 • Students think about what else music does for them and add two things to the list. • In groups, students share their ideas with their classmates. • Monitor students and invite volunteers to share their ideas. Discuss them as a class. ANSWER KEY Students’ answers.
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3B DON’T WORRY ABOUT A THING! I can understand an authentic text. 1
SPEAKING What is the role of music in your life? Tick the options that are true for you. Work in groups, and discuss your answers. A song can change my mood for the better or worse.
I often listen to music when I’m studying.
Listening to music makes me feel relaxed.
Music helps me be creative and imaginative.
Music helps me improve my listening skills.
Listening to songs in English helps me pick up new words.
b) What else does music do for you? Which two things would you add to the list? Share your ideas with your classmates.
2
3.8
LISTENING Amelia often listens to her favourite song. Listen to what she says about it, and complete the factfile with the missing information. Whatʼs the magic behind the song?
SONG FACTFILE SONG TITLE WRITTEN BY RELEASED IN INSPIRED BY
3
a) 3.9 LISTENING Read the lyrics, and put the lines of the second verse in the correct order (1–7). Then listen and check. b) 3.9 Listen again, and answer the questions. BIRDS E LITTL E THRE 1 What is the song about? Don’t worry about a thing 2 What is the mood of the song? How does it make you feel? ‘Cause every little thing gonna be alright thing a 3 What is the message of the song? Do you agree with it? Why (not)? about worry don’t Singin’ ‘Cause every little thing gonna be alright
_______ Smile with the risin’ sun _______ Pitched by my doorstep
1
_______ Rise up this mornin’ _______ Of melodies pure and true _______ Three little birds _______ Sayin’ this is my message to you _______ Singin’ sweet songs Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be alright Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be alright
I write
Get creative, and try to rewrite the second verse of the song to make it about your morning.
I sing
Find and listen to to some other songs by Bob Marley. Choose the one you like best. Learn the lyrics, and try to sing it!
I illustrate
Close your eyes, listen to the song and try to illustrate it. Why not draw a storyboard?
I motivate
Write a ‘don’t worry’ letter to a friend who is feeling down. Try to cheer them up by pointing out the good things in their life.
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LISTENING Exercise 2, p. 60 • Have students look at the fact file on Amelia’s favourite song. 3.8.
• Play Track 3.8.
• Students listen to the track and complete the fact file with the missing information. • Check answers as a class. • Discuss the magic behind the song with students. Track 3.8 All Bob Marleyʼs songs send good vibrations around the globe, but there’s one that makes us feel more joyful and relaxed than any other. ’Three Little Birds’ was first released in 1977, and it is still very popular over 40 years later! No matter where you are, the song can magically take you to the tropical paradise of Jamaica. If you close your eyes, you can feel the warm morning breeze, and hear reggae music floating through the air and birds singing cheerfully... And, for a moment or two, you can even see Marley sitting on his porch, looking at his feathered friends, who inspired him to write the song, and humming the uplifting tune: Don’t worry ʼbout a thing...
ANSWER KEY SONG TITLE:
Three Little Birds
WRITTEN BY:
Bob Marley
RELEASED IN:
1977
INSPIRED BY:
birds
Students’ answers. / The song can magically take you to the tropical paradise of Jamaica.
‘Cause every little thing gonna be all right Rise up this mornin’ Smile with the risin’ sun Three little birds Pitched by my doorstep Singin’ sweet songs Of melodies pure and true Sayin’ this is my message to you Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be all right Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be all right
ANSWER KEY 2, 4, 1, 6, 3, 7, 5
Exercise 3 b), p. 60 • Let students read the questions first. • Play Track 3.9 again. Play the track on the IZZI platform. • In pairs or small groups, students answer the questions. • Check answers as a class. • At this point, you can GO DIGITAL and further practise listening. ANSWER KEY 1 The song is about three little birds that used to come to Bob Marley’s doorstep in the morning and sing. It also talks about positivity. 2 The song is uplifting, it has a positive mood. 3 The message of the song is that no matter how bad things may seem, it will all turn out alright in the end. / Students’ answers.
WORKBOOK PRACTICE LISTENING Exercise 3 a), p. 60 • Students read the lyrics and try to put the lines of the second verse in the correct order. 3.9.
• Play Track 3.9. Play the track on the IZZI platform.
• Students check their answers. • Discuss the answers as a class. Track 3.9 Don’t worry about a thing ‘Cause every little thing gonna be all right Singin’ don’t worry about a thing
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Exercise 1 a), p. 75 • Students match the explanations to the words. • Check answers as a class. ANSWER KEY 5, 3, 4, 1, 2
Exercise 1 b), p. 75 • Have students complete the sentences with the words from Exercise 1 a). • Check answers as a class.
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on ss Le • Play some other songs by Bob Marley to the groups who have chosen to do the I sing activity or have them go online and listen to the songs themselves.
1 singer, 2 release, 3 hum, 4 uplifting, 5 songwriter
READING Exercise 2, p. 75 • Students read the story behind the song Three Little Birds first.
• Distribute the photocopiable storyboard templates (Resource Bank, Resource 55, pp. 406-412) to the groups who chose to do the I illustrate activity.
• Then they complete the text with the missing sentence parts A–G.
• Allow enough time for students to prepare.
• Check answers as a class.
• When they have finished, each group presents what they have worked on.
ANSWER KEY
• Monitor students and help if necessary.
• Give your own feedback to each group. Focus on their correctness, fluency and confidence.
1 E, 2 F, 3 A, 4 G, 5 B, 6 C
3B DON’T WORRY ABOUT A THING!
ANSWER KEY
VOCABULARY
1
Students’ answers.
a) Match the explanations to the words below. uplifting
songwriter
3
ANSWER KEY
hum
release
singer
1 to make it available for sale or distribution
HOMEWORK
2 a person who sings it 5 improving a person’s mood
A SONG
4 to sing it without opening your mouth
3 the person who wrote it
WB p. 75, Exercise 3
b) Complete these sentences with the words in Exercise 1 a). 1 I love a ___________________ who leaves their heart on the stage. 2 As a rule, artists choose the ___________________ date for their new album very carefully. 3 There are apps that let you ___________________ a tune to find the name of the song. 4 It was such an ___________________ performance that I instantly felt like dancing. 5 A good ___________________ should have lyrical ability and the inspiration to create.
2
READING Read about the story behind the song Three Little Birds. Complete the text with the missing sentence parts A–G. There is one sentence part you do not need. Bob Marley loved nature and used it often in his songs. Three Little Birds was written at 56 Hope Road in Kingston, (1) ____. He said that the birds (2) ____ inspired him to write the song. One of his close friends, (3) ____, said that ‘it was just amazing how he put the words together in a flow’. But his feathered visitors aren’t the only ones that might have inspired Marley. In fact, the female trio of the I-Threes, (4) ____, claimed that the song was inspired by them. Apparently, he often called them the ‘three little birds’. Either way, the song is Marley’s slow-burning classic, and it is sung both by his fans and by people (5) ____ or who Bob Marley was. It has been featured in many films, covered by many artists, and made into an offBroadway musical. Liverpool F.C. fans even sing it at their matches. So it seems that (6) ____, he was absolutely right. A who was present while Marley was writing it B who don’t know anything about reggae music C when Marley told the world his music would go on forever D where they made music together
3
E where Marley lived in the second half of the 1970s F which frequently came to his porch G who sang backing vocals for Marley
WRITING What helps you shake off your sadness when you feel down? Read these ideas, and arrange them from the most (1) to the least (4) important for you. Add three more ideas to the list. exercising: riding a bike or going for a run listening to music, singing and/or playing your favourite song keeping yourself busy with activities such as reading, doing a project, or watching a film spending time with family and friends ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
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ENDING THE LESSON
Creative me!, p. 60 • As a class, go through the activities. Make sure students understand what is expected of them. • In groups, students choose an activity.
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UNIT 3
3C IT’S SHOP O’CLOCK NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
SPEAKING
NASTAVNA JEDINICA
It’s shop o’clock
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4.
Exercise 1, p. 61 • In pairs or small groups, students discuss the questions about shopping.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
FUNKCIONALNI JEZIK
discount, return policy, fitting room, exchange, full refund, receipt Kupovanje odjeće Can I help you? What size are you? Maybe you could try...? Can you enter your PIN, please? Yes, please! I’m looking for..., Can I try it on? It’s a good fit.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.3., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 61.
RADNA BILJEŽNICA
Str. 76. -77.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • You may want to play the A to Z game (see Games and Activities on pp. 394-398) with students to introduce the topic of the lesson. • Divide students into groups and have each group write out the alphabet on a piece of paper or in their notebooks. • Give them the topic of the day: shopping. Students try to think of a category of things that they might shop for, one for each letter. Allow one word per letter. • Set a time limit to a few minutes. When the time is up, the winner is the team with the most words related to the topic.
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MAIN PART
• Have volunteers share their answers with the class. ANSWER KEY Students’ answers.
LISTENING Exercise 2 a), p. 61 • Let students read the instructions to the exercise. Make sure they understand what they need to do. 3.10.
• Play Track 3.10.
• Students put a tick next to the things Amelia does. • Check answers as a class. Track 3.10 Shop assistant: Hello! How can I help you? Amelia: Hello! I’m looking for a present for a friend. How much is that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1, 805. Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! Amelia: Thank you! Oh, it seems too big... Do you have it in a smaller size? Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. Amelia: Oh, great! Well, we’re about the same size. Can I try it on? Is there a fitting room? Shop assistant: Of course; it’s right there at the back. Follow me, please. Shop assistant: How is it? Amelia: It’s a good fit; I’ll take it. Can I pay by card? Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. Just keep the receipt. Here’s your change, and here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!
ANSWER KEY asks for a smaller size, asks to pay by credit card
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3C IT’S SHOP O’CLOCK I can shop for clothes. 1 2
SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?
a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to the things she does. asks for a smaller size
asks for a discount
pays by credit card
asks for a different colour
asks to pay by credit card
asks about the return policy
b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence you do not need. Listen and check. 1 Do you have it in a smaller size? Shop assistant: Hello! (1) Amelia: Hello! I’m looking for a present for a friend. How much is 2 Can I have a discount? that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1,805. 3 Can I pay by card? Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! 4 Just keep the receipt. Amelia: Thank you! Oh, it seems too big... (2) Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. 5 How is it? Amelia: Oh, great! Well, we’re about the same size.
Is there a fitting room? (3) Shop assistant: Of course; it’s right there at the back. (Amelia goes into the fitting room and tries on the T-shirt.) Shop assistant: (4)
6 Can I try it on? 7 How can I help you?
Amelia: It’s a good fit; I’ll take it. (5) Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!
Here’s your change, and
c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the size is not right?
Buying clothes Shop assistant Can I help you? What size are you? How is it? / Does it fit? It really suits you! / Maybe you could try… Are you paying by cash or card? We only take cash. Can you enter your PIN, please?
Customer Yes, please! I’m looking for… / No thanks, I’m just looking. I’m (a) size XS / S / M / L / XL. Can I try it on? It’s a good fit. / It doesn’t fit. Have you got it in (a) medium / large? I’ll take it. / I’ll have this one. Can I pay by card?
3
SPEAKING Work in pairs. Take turns to act out the dialogue.
Student A: You work in a small shop that sells clothing and accessories. Help your customer find what they are looking for. Student B: You are a customer looking for an item of clothing. You want to try it on. Decide whether you want to buy it or not.
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3C IT’S SHOP O’CLOCK
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UNIT 3
READING Exercise 2 b), p. 61 • Instruct students to read the dialogue and complete it with the missing sentences. • Play Track 3.10 again. • Students listen and check their answers. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: discount, return policy, fitting room, exchange, full refund, receipt. • You may want to explain that the currency mentioned in the dialogue is J$ or Jamaican dollar. ANSWER KEY 1 Sentence 7, 2 Sentence 1, 3 Sentence 6, 4 Sentence 5, 5 Sentence 3, 6 Sentence 4
TRICKS OF THE TRADE A thousand Jamaican dollars equals approximately 6 US dollars and 47 cents, or 41 kuna and 42 lipa. Exercise 2 c), p. 61 • Students read the dialogue again and answer the questions. • Check answers as a class. ANSWER KEY 1 Amelia wanted to buy a green T-shirt with Bob Marley on it. She bought a yellow T-shirt with Bob Marley on it in the end. If the size is not right, she can exchange the T-shirt or return it within 30 days for a full refund.
My...EVERYDAY ENGLISH! In a clothes shop
• Draw students’ attention to the My... EVERYDAY ENGLISH! section. • Explain to students that these are phrases that can be used in a clothes shop.
• You may want to ask students to read, in pairs, the phrases out loud. • In a lower-ability class, you may want to translate the phrases into Croatian. • At this point, you can GO DIGITAL and practise shopping dialogues further. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 76 • Students match the words and expressions to the pictures. • Check answers as a class. • If necessary, explain any new vocabulary. Suggested vocabulary: accessories, price tag, bargain, window shopping. ANSWER KEY 9, 10, 8, 2 4, 3, 7, 1
Exercise 2, p. 76 • Let students read the sentences and decide who is talking. • Students write C for customer or SA for shop assistant. • Check answers as a class and have students explain their choices. ANSWER KEY 1 SA, 2 SA, 3 C, 4 SA, 5 C, 6 SA, 7 C, 8 SA, 9 C, 10 C, 11 SA, 12 SA
• Refer students to the STOP AND THINK! section. In pairs, students discuss when we use the quantifiers much and many. • Check answers as a class. ANSWER KEY We use much with uncountable nouns and many with countable nouns.
• Students read the phrases both the shop assistant and the customer might use.
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3C IT’S SHOP O’CLOCK I can shop for clothes. 1 2
SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?
a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to the things she does. asks for a smaller size
asks for a discount
pays by credit card
asks for a different colour
asks to pay by credit card
asks about the return policy
b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence you do not need. Listen and check. 1 Do you have it in a smaller size? Shop assistant: Hello! (1) Amelia: Hello! I’m looking for a present for a friend. How much is 2 Can I have a discount? that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1,805. 3 Can I pay by card? Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! 4 Just keep the receipt. Amelia: Thank you! Oh, it seems too big... (2) Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. 5 How is it? Amelia: Oh, great! Well, we’re about the same size.
Is there a fitting room? (3) Shop assistant: Of course; it’s right there at the back. (Amelia goes into the fitting room and tries on the T-shirt.) Shop assistant: (4)
6 Can I try it on? 7 How can I help you?
Amelia: It’s a good fit; I’ll take it. (5) Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!
Here’s your change, and
c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the size is not right?
Buying clothes Shop assistant Can I help you? What size are you? How is it? / Does it fit? It really suits you! / Maybe you could try… Are you paying by cash or card? We only take cash. Can you enter your PIN, please?
Customer Yes, please! I’m looking for… / No thanks, I’m just looking. I’m (a) size XS / S / M / L / XL. Can I try it on? It’s a good fit. / It doesn’t fit. Have you got it in (a) medium / large? I’ll take it. / I’ll have this one. Can I pay by card?
3
SPEAKING Work in pairs. Take turns to act out the dialogue.
Student A: You work in a small shop that sells clothing and accessories. Help your customer find what they are looking for. Student B: You are a customer looking for an item of clothing. You want to try it on. Decide whether you want to buy it or not.
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ANSWER KEY
3C IT’S SHOP O’CLOCK VOCABULARY
1 a) Match these words and expressions to the photos. There are two words or expressions you do not need. 1 clothes and accessories 6 bargain
7 fitting room
2 cash
3 go shopping
8 on sale
4 receipt
9 window shopping
5 price tag
1 A passion, 3 motto, A drop, 4 impulsive, 5 Window, 6 A brands, 7 A bargain, 8 A excitement / Students’ answers.
10 credit card
SPEAKING
b) Complete the sentences below with words and expressions from Exercise 1 a). There are two words or expressions you do not need. 1 Always keep the ________________________ in case you decide to return or exchange an item you’ve bought. 2 I always shop around, looking for items __________________________. I don’t want to pay the full price if I
Exercise 4 b), p. 77 • Students read the explanation and discuss the questions in small groups. • Discuss answers as a class.
can find a discount.
ANSWER KEY
3 I’m trying not to __________________________ too often, because I’m saving for my holidays. 4 When shopping online, most people pay by ____________________________________. 5 If you ask me, nothing can replace the experience of being in the shop and trying on clothes in the
Students’ answers.
_______________________________ with my friends. 6 I found my record player in a garage sale. It was a real __________________________! 7 People avoid carrying a lot of __________________________ with them, because they are afraid they might get robbed. 8 One of my favourite pastimes is __________________________. Just browsing, rather than buying, sometimes gives me great pleasure.
2
3
WRITING AND SPEAKING Work in pairs. In your notebooks, write a dialogue between a shop assistant and a customer. Follow the steps below. Then role-play the dialogue.
Read the sentences, and decide who is talking. Write C for customer and SA for shop assistant. 1 Can I help you?
7 Does it come in yellow?
2 It suits you.
8 Does it fit?
3 How much is it?
9 Have you got it in a small size?
4 Would you like to try it on?
10 It doesn’t fit.
5 Where can I try it on?
11 How would you like to pay?
6 We only take cash.
12 Can you enter your PIN, please?
11 Offer a solution (bigger/smaller size, different colour, etc.). 13 Give a compliment. 15 Ask about the payment method. 17 Ask the customer for the PIN. Give a receipt. 19 Thank the customer, and say goodbye.
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STUDENT A – Shop assistant Say hello. Offer to help. Give the item. Give the price. Show the customer where the fitting rooms are. Ask whether it fits.
1 3 5 7 9
STOP AND THINK! Do we use 'much' with countable nouns or uncountable ones? What about 'many'?
4
Exercise 3, p. 77 • In pairs, students write a dialogue between a shop assistant and a customer. • Refer students to the steps they should take when writing the dialogue. • Give students enough time. • Students role-play the dialogue in pairs. • Have volunteers role-play the dialogue in front of the class.
14 16 18 20
Decide to buy it. Choose credit card. Thank the shop assistant. Say goodbye.
a) First complete this questionnaire with the words below. Then do the quiz. Circle the option that is true for you: A or B. impulsive
WRITING AND SPEAKING
STUDENT B – Customer 2 Say what you are looking for. Ask to see an item. 4 Ask about the price. 6 You want to try it on. 8 Thank the shop assistant. 10 Comment on the item. There’s a problem (size, length, colour etc.). 12 Accept. Try it on.
brands
drop
1 1 For you, clothes shopping is a... 1
A ________________________. B necessity.
4 4 Are you an __________________
passion
window
bargain
2 2 How often do you shop for clothes? 1
A Very often.
3 1
motto
excitement
Your shopping
_____________________ is... A ʻShop till you _____________!ʼ
B Occasionally.
B ʻBuy only what you need!ʼ
1
buyer?
5 1
A Yes, I often buy things without thinking carefully. B No, I always shop around first.
_______________ shopping, or ‘just lookingʼ, is...
A stressful. B fun.
7 7 Do you buy things simply because they’re on sale? 1
A Of course: I won’t say no to a _____________! B No: only if I really need them.
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You’re more likely to buy...
A well-known _____________. B no-name products.
8 8 When you find the item you need, you feel... A a rush of _______________________. B relief: shopping is over.
b) SPEAKING Read the explanation below. What do you think about it? Does it apply to you or anyone you know? If your answers are mostly As, you must be very careful not to develop a shopping addiction. You may think that spending money on clothes is not a big deal. However, if spending is emotional rather than rational, it might become a serious problem. What is causing your desire to constantly buy something? Could it be that you’re just unhappy about something and want to feel better about yourself? Face your problems, kick your shopping habit and stop wasting money! c) WRITING What if your answers are mostly Bs? Write a short paragraph about it. Think about the questions below. 1 What type of buyer are you? How does it show?
2 Should you be worried? What can you do about it?
If your answers are mostly Bs, you ______________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
ANSWER KEY Students’ answers.
Exercise 4 a), p. 77 • Tell students to complete the questionnaire with the words first. • Check answers as a class. • Students then do the quiz and circle the option that is true for them.
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ENDING THE LESSON SPEAKING Exercise 3, p. 61 • In pairs, students take turns acting out the dialogue by following the instructions in the exercise. • Monitor students and help if necessary.
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• Let students act out the dialogues in front of the class. • You may want to have a class vote on the best dialogue. • Give your own feedback to students. Focus on the phrases they have used, their fluency, confidence and creativity. ANSWER KEY Students’ answers.
HOMEWORK WB pp. 76–77, Exercises 1 b) and 4 c)
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Lesson 4
4 BOOKING A HOLIDAY NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
SPEAKING
NASTAVNA JEDINICA
Booking a holiday
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B. 8.1, B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5.
Exercise 1, p. 62 • Students imagine they are going on holiday and look at the types of accommodation.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
Vezan uz smještaj u turističkim objektima: hotel, campsite, bed and breakfast, amenities, cancellation policy, house rules, fully equipped, facilities, check-in, check-out, free of charge
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
FUNKCIONALNI JEZIK
Pisanje poruka domaćinu Dear Sir/Madam, we’ve booked..., we also love the fact..., we’d also like to ask a few questions..., could you please tell us..., thanks in advance..., looking forward to meeting you
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
• In pairs, students discuss the questions. • Discuss students’ choices as a class. ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 62 • Explain to students that Amelia’s family is renting out their flat. • Let students read the listing for it and match each item to the correct heading. • You may want to explain what a listing is. • Check answers as a class. ANSWER KEY 3, 4 1, 5, 2
B.3.1., B.3.2., B.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, pisanje poruke domaćinu
UDŽBENIK
Str. 62.
RADNA BILJEŽNICA
Str. 78. -79.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework with students. • Brainstorm students’ ideas on the types of accommodation where they could spend their holidays. ANSWER KEY Students’ answers. / Suggested answers: hotel, hostel, bed and breakfast, house, apartment, boat, cottage, cabin, campsite.
226
MAIN PART
TRICKS OF THE TRADE A listing is something that isincluded in a list, in this case a list of properties that are available for rent. The listing should have a catchy title, a short description, a list of amenities and some photos of the property you are renting. Exercise 2 b), p. 62 • Have students read the instructions for the exercise. Make sure they understand what they need to do. • Students read the message and answer the question. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: cancellation policy, provided, fully equipped, facilities, free of charge, love the sound.
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BOOKING A HOLIDAY I can write a message to a host.
1
SPEAKING Imagine you’re going on a holiday. Look at the types of accommodation below. Where would you stay? Why? hotel
hostel
campsite
2
Hosted by Amelia
1 Guest review 2 Location 3 Amenities
4 House rules 5 Cancellation policy
bed and breakfast
house/flat/apartment for rent
Wi-Fi available Heating Linen provided
a) READING Amelia’s family is renting out a flat. Read the listing for it, and match each item to the correct heading.
Air conditioning Fully-equipped kitchen Ironing facilities
Check-in: from 3 p.m. until 8 p.m. Check-out: until 10 a.m. Score 9.8: Jan, August 2020
b) Somebody has made a booking and sent a message to Amelia. Read the message. Which parts of the listing in Exercise 2 a) is the guest talking about?
Lovely – what a gem! Great loca tion for beach lovers. Clean, comfortable place with a friendly, helpful host. I totally recommend it. You may cancel free of charge unti l 14 days before arrival. In Montego Bay, just a four-minute walk from the Doctor’s Cave Beach.
Dear Amelia,
I’ve booked your flat from 11 to 17 January. We are a young married couple from Liverpool, and we’re coming for the Rebel Salute Music Festival. We love the sound of your flat – being within walking distance of the beach is priceless! I’d like to ask you a couple of questions before arriving. On your page it says that check-in is until 8 p.m.. We’re going to arrive on a 10 p.m. flight. Is it possible to check in later? We’re also going to rent a car at the airport. Is there a parking place on site – and, if not, is it OK to leave the car in the street? And one more thing... Are the towels provided, or do we need to bring our own? Thanks in advance, Bella
c) Read Bellaʼs message again, and put the items listed below in the order (1–5) in which they appear in the message.
3
Contacting the host This is what you can include in your message: any questions about the listing (amenities, location, house rules, etc.) what you like about the listing your booking dates reasons that bring you to their place something about yourself (e.g. where you come from, who you are coming with) Writing bank → p. 114-115
WRITING You’re going on holiday to Jamaica. You’ve booked Amelia’s flat. Write a message to her following the proposed structure. Ask about the following things as well: > Ask for earlier check-in, or whether you can at least come to leave your luggage. > Ask about the best way to get to the flat. > You want to bring a pet dog. Ask about the house rules.
Check and tick. I have used a proper introduction and ending. I have included all the necessary parts. I have used punctuation and capital letters correctly. I have checked my spelling.
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ANSWER KEY The guest is talking about the location, house rules and amenities.
Exercise 2 c), p. 62 • Students read Bella’s message again and put the listed items in the order they appear in the message.
Exercise 1 b), p. 114 • Students look at the list and tick the information that tourists usually check when choosing their holiday accommodation. • In pairs, have students discuss which things they find most important and why. • Discuss students’ answers as a class. ANSWER KEY
• Check answers as a class. ANSWER KEY 1 location, 2 house rules, 3 amenities
• At this point, you can GO DIGITAL and further practise reading.
Pencil, paper, go!
Exercise 2, p. 114 • Students read the instructions to the exercise and look at the listing and the message from somebody who has made a booking. ba nk
Short report
price, vacancy dates, Wi-Fi availability, guest reviews, parking place, location, amenities, cancellation policy / Students’ answers.
READY? (pre-writing) 1
• Have students go through the list of things they should include in their message to a host.
a) Here is a list of fun holiday activities. Write S for summer activities, W for winter, or B for those activities that can be done in both seasons. fishing
skiing
swimming
collecting pine cones ice skating
• Discuss the things that should be included when contacting a host as a class.
videogame tournaments
camping
jogging
hiking
ice fishing
snowboarding
karaoke
water skiing
zip-lining
watching the sunset ice hockey
barbecues
building igloos of snow
b) Have a look at this list, and tick the information that tourists usually check when choosing their holiday accommodation. Which of these things do you find most important? Why?
WRITING BANK BOOKING A HOLIDAY
price
guest reviews
curtains
hospitals
parking place
cancellation policy
vacancy dates
nearby boutiques
libraries
Wi-Fi availability
location
the butcher’s
tattoo parlours
amenities
breakfast included
SET... 2
READY? (pre-writing)
The Fogg family rents out rooms in a lovely lodge in the mountains. Take a look at their listing and the message from somebody who has made a booking.
THE FOGG FAMILY LODGE
Exercise 1 a), p. 114 • Let students read the list of activities and write S for summer, W for winter or B for those activities that can be done in both seasons.
walk from the ski slopes. In Montafon, Austria, just a five-minute Free parking Wi-Fi available Indoor ski storage Heating Indoor sauna and pool Air conditioning Linen provided Fully-equipped kitchen -hunting training special offer: hiking guide and mushroom available in resort Check-in: from 6 a.m. until 10 a.m. Check-out: until 10 a.m. before arrival. You may cancel free of charge until 8 days don’t cancel on time You will be charged the total price if you or if you don’t show up.
• Check answers as a class.
Score 9.5: The Smiths, February 2019 hosts, delicious Wonderful place, calm and quiet, hospitable breakfast.
ANSWER KEY fishing – S, skiing – W, swimming – S, videogame tournaments – B, zip-lining – B, collecting pine cones – B, camping – B, ice fishing – W, watching sunset – B, ice skating – W, jogging – B, snowboarding – W, ice hockey – W, barbecues – B, hiking – B, karaoke – B, water skiing – S, building igloos of snow – W
3 BOOKING A HOLIDAY
Wr iti ng
• Draw students’ attention to the Pencil, paper, go! section.
Score 8.9: Peter, January 2018 sleep, a bargain! Good spot, great hiking guide, got good
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Exercise 2 a), p. 115 • Instruct students to read the notes Mr. Fogg has made and check what he has written. • Students underline the correct notes in green and the incorrect ones in red. • Check answers as a class.
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ANSWER KEY Green: a retired couple, 3rd to 15th January, arriving at 8 a. m., need vault, want linen, allergic to something. Red: from Russia, a dog, need walk-in shower, want towels, asking about bridges.
Exercise 2 b), p. 115 • Explain to students that Mrs. Fogg is confused, so she is checking whether the Popov family have included all the necessary things in their message.
Dear Mr and Mrs Fogg,
Thank you very much. Looking forward to meeting you! Niko Popov
BEGINNING Dear Sir / Madam / title and surname / forename (depending on the level of formality).
CENTRAL PART
Write about what you like, and place most of your questions and concerns in the central part of the message. Use modal verbs for polite questions: Could we/you...?, Would it be all right if we...?, Could you possibly organise...?. You can also ask questions starting with: Is there...?, Is it OK if...?, Is it possible to...?.
CLOSING
Always sign off when writing a message: thank the person, use a phrase such as ‘looking forward to your reply’ or ‘looking forward to meeting you’. You can also add a phrase such as ‘kind regards’ or ‘sincerely’ depending on the content of your message. And don’t forget to sign the message!
A retired couple from Russia, two people and a dog (we may allow a poodle if it’s quiet), 3rd-15th January, arriving at 8 a.m., need vault and walk-in shower, want towels and linen, asking about bridges (no idea why?), allergic to something (not food).
• In a lower-ability class, you may want to let students work in pairs. • Draw students’ attention to the format reminder and the three parts of the message. Have them read the explanations for each part carefully.
Remember! In a message, there is no title. However, there are some phrases we must use when writing a polite message.
a) Here are the notes Mr Fogg has made to discuss with his wife. He was in a big hurry, so he wasn’t really careful. Check what he wrote. Underline the correct notes in green and the incorrect ones in red.
• Students check the message by using the suggested method of marking the text.
• Check answers as a class.
FORMAT REMINDER
We’ve booked a room in your lodge from 3rd to 15th January. We are a retired couple from Dubrovnik, and we’re coming for the Montafon bridge tournament. We’re excited to see the sauna listed! We also love the fact that you have underfloor heating; my wife is always afraid of the cold, so this will be perfect for her. We’d like to ask you a few questions before arriving. We’re going to arrive at about 8 a.m. We’re travelling by car, so could you please reserve a parking place for us? We’re also not quite sure where the bridge tournament is held. Is it within walking distance, or would we have to drive? We don’t need the ski storage, because we don’t ski. We do have some expensive photography equipment, though; is there some sort of vault available where we could keep it? Also, could you please tell us whether towels are available? If so, is there an extra charge, or are they included in the price? Finally, we’d like to know whether you allow pets. Unfortunately, we are both allergic to dog hair, so we have to be prepared, just in case.
b) Mrs Fogg is confused, so she is checking whether the Popov family have included the following things. Help her check, using her method of marking text. 1 requests or questions about the listing – highlighted in yellow
3 their booking dates – highlighted in green
2 what they like about the listing – circled in blue
4 information about themselves – underlined in red
…WRITE! 3
It’s your turn! You have booked a holiday in the Fogg Family Lodge for you and your family. Write a message to your hosts, following the structure proposed in the Set... section. When you finish, there is a checklist at the end of the page to help you make your message clear!
ONE MORE LOOK! Check and tick.
MY SELF-CHECK Remember those tiny mistakes that you, and only you, always make? List them, and check.
I have used a proper introduction and ending. I have included all the necessary parts. I have used punctuation and capital letters correctly.
___________________________________________
I have used modals for polite questions.
___________________________________________
I have checked my spelling.
___________________________________________
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ANSWER KEY 1 Yellow: ... could you please reserve a parking place for us? ... where the bridge tournament is held. Is it within walking distance, or would we have to drive? ... is there some sort of vault available where we could keep it? ... could you please tell us whether linen is available? If so, is there an extra charge, or is it included in the price? ... we’d like to know whether you allow pets. 2 Blue: We’re excited to see the sauna listed! We also love the fact that you have underfloor heating... 3 Green: We’ve booked a room in your lodge from 3rd to 15th January. 4 Red: We are a retired couple from Dubrovnik, and we’re coming for the Montafon bridge tournament... my wife is always afraid of the cold... We’re going to arrive at about 8 a. m. We’re travelling by car... We don’t need the ski storage, because we don’t ski. We do have some expensive photography equipment... Unfortunately, we are both allergic to dog hair...
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WORKBOOK PRACTICE Exercise 1, p. 78 • Students match the types of accommodation to their explanations. • Check answers as a class. ANSWER KEY 3, 2, 5, 4, 1
Exercise 2, p. 78 • Students look at the words and phrases in the exercise and sort them into the correct categories. • Check answers as a class. ANSWER KEY guest review
Location
amenities
house rules
cancellation policy
lovely place
town centre
Wi-Fi connection
smoke-free property
nonrefundable
friendly host
countryside
flat-screen TV
no pets
free up to 7 days before arrival
perfect spot
near the sea
kettle
no parties
free cancellation
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Exercise 5 a), p. 79 • Let students imagine they are renting out a place and have them think about the listing for it.
BOOKING A HOLIDAY VOCABULARY
1
Match the types of accommodation to their explanations. 1 hostel
2 hotel
3 house or apartment for rent
4 bed and breakfast
• Since students are going to write a message relating to their partner’s listing for homework, you may want to instruct them to create a listing in their partner’s workbook.
5 campsite
a home that people own and rent out to tourists as an alternative to a hotel a building where people pay money to sleep, eat meals and buy other services a piece of land where people can put up a tent or park their camper a small lodging place or guest house offering a room to sleep in for the night and a morning meal a place with shared rooms where people can stay cheaply when travelling
2
Sort these words and phrases. Wi-Fi connection no pets
lovely place
flat-screen TV no parties
guest review
non-refundable
friendly host
near the sea
location
smoke-free property
town centre
free up to 7 days before arrival
countryside
kettle
perfect spot
amenities
free cancellation
house rules
cancellation policy
• Give students enough time and help if necessary. • Invite volunteers to read out their listings. ANSWER KEY
3
READING Read about the needs of three different travellers who are going to Kingston, Jamaica. Match them to the property which suits them best.
Comment
Property 1
Property 2
Property 3
Location
in the heart of the city
near the city centre
near the city centre
a village outside the city
Amenities
air conditioning/ heating, Wi-Fi available, kitchen essentials, ironing facilities, balcony
air conditioning/ heating, satellite TV, fully-equipped kitchen, hairdryer, washing machine, Wi-Fi available, parking space
air conditioning/ heating, kitchen basics, coffee/tea maker, facilities for disabled guests, terrace, parking space
air conditioning/ heating, satellite TV, fully-equipped kitchen, hairdryer, washing machine, garden, parking space
House rules Keep noise to a minimum, not suitable for children under 5, smoking is not allowed
Smoking is not allowed, Guests are allowed a gatherings of any kind maximum of two visitors at any time are strictly prohibited during their stay
Students’ answers.
Property 4
Jack is arriving by plane, alone. He is coming for a three-day business conference in the central part of Kingston. He won’t have time to prepare his own meals; he is going to eat out. He is going to use his laptop in the evenings. He needs a clean, quiet place with an outside smoking area. He will also have to deal with the problem of his shirts getting wrinkled in his suitcase; he has to look smart for the conference.
Smoking is not allowed, suitable for children, pet-friendly
A family of four is looking for a property away from the hustle and bustle of city life. They are renting a car and staying for ten days. They will be taking a couple of trips, including one to central Kingston. They would love to find a place with a safe area for the small children to play when they’re home. If possible, they would like to bring their dog along. The children like watching a specific cartoon programme, so a satellite TV would mean a lot.
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Martha and Victor are a married couple looking for a place to stay in or near central Kingston. She will be driving, since her husband is in a wheelchair. Victor is used to drinking his tea and reading the newspaper outdoors, so a place with a spacious external area would suit them perfectly. They are meeting another couple in Kingston, and they will want to invite their friends over for tea. They are not planning to cook, but rather to buy prepared food at the supermarket or eat out.
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READING
4 READING Amelia has received a message from a guest. Read the message, and complete it with the missing sentence parts A–H. There are two sentence parts you do not need.
Exercise 3, pp. 78–79 • Let students read about the needs of three different travellers who are going to Kingston, Jamaica. • Students then match the travellers to the property that suits them best. • Check answers as a class. ANSWER KEY 1, 4, 3
Dear Amelia, I’ve booked your apartment (1) _____. I’m coming for the World Congress on Medical and Aromatic Plants in Montego Bay. Your apartment is near the venue, which is perfect, but (2) _____. Your listing says that (3) _____, and the Congress starts at 9 a.m. Is it possible for me to (4) _____ after the flight and to leave the luggage? Also, am I allowed (5) _____? Some of my colleagues would join me for dinner after the conference. One more thing: (6) _____, and what is the easiest and cheapest form of transportation? Thanks in advance! Melvin
5
A come early in the morning just to change clothes
E to have visitors during my stay
B to bring a pet dog
F how far is Kingston from Montego Bay
C I’d like to ask you a couple of questions
G check-out time is until 10 a.m.
D from 18th to 22nd January
H check-in time is from 3 p.m.
a) Imagine renting out a place. Create your own listing for it. 1 Location:
_____________________________________________________________________________
2 Amenities:
_____________________________________________________________________________
3 House rules:
_____________________________________________________________________________
4 Cancellation policy: _____________________________________________________________________________ b) Read your partner’s listing. Write them a message following the structure in Exercise 4. Include questions about an amenity you need, a house rule you want to know more about, and the distance from the site of your interest. Dear ______________________, _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
READING
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Exercise 4, p. 79 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Have them complete the message with the missing sentence parts A–H. • Check answers as a class. ANSWER KEY 1 D, 2 C, 3 H, 4 A, 5 E, 6 F
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ENDING THE LESSON WRITING Exercise 3, p. 62 • One more writing task is provided in Exercise 3 on page 115 in the Student’s Book. You may want to assign it for homework or include it in the writing task in this lesson.
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• Have students imagine that they are going on holiday to Jamaica and that they have booked Amelia’s flat. • Instruct them to write a message to her following the proposed structure and ask the things suggested in the exercise. • Students write their messages. Refer them to the Pencil, paper, go! section on page 62 as well as the writing guide on page 115 of the Student’s Book. Remind them again to organise their messages in three parts and include the necessary information and phrases in each part. • Go round the class and provide help where needed. • Draw students’ attention to the ONE MORE LOOK! section. Ask them to go back to their writing and check whether they have completed the task correctly. • Divide students into pairs or small groups. Have them check each other’s work. They tick the checklist for their classmates’ work as well. Encourage them to provide feedback to their peers. They write two compliments and one suggestion on how to improve the report. • Students go back to their work and make the necessary corrections. • If you decide to use this task for summative assessment, there is a detailed analytic rubric (Resource Bank, Resource 56, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them before the assignment. HOMEWORK WB, p. 79, Exercise 5 b)
4 BOOKING A HOLIDAY
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UNIT 3
Lesson 5
5 A LAND OF WONDERS NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
A land of wonders
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
bobsleigh, stronghold, trade route, estate, laid-back, punctuality, valued, debutants
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o zanimljivim činjenicama
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Geografija Nazivi gradova na Jamajki Tjelesna i zdravstvena kultura Sportovi
UDŽBENIK
Str. 63.
RADNA BILJEŽNICA
Str. 80.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. Exercise 1 a), p. 63 • Have students think about what they have learned about Jamaica so far. • Distribute the photocopiable Jamaica mind maps to students (Resource Bank, Resource 57, pp. 406-412). • Students create the mind map, completing it with what they now know about Jamaica. • You may want to refer students to the mind maps about Jamaica they have completed at the beginning of the Unit (Resource Bank, Resource 38, pp. 406-412). Let them use the information from that mind map to create the new one.
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• Give students enough time to complete the mind maps. ANSWER KEY Students’ answers.
Exercise 1 b), p. 63 • In pairs, students compare their mind maps and add their partners’ facts to their own mind maps. • Have volunteers share their mind maps with the rest of the class. ANSWER KEY Students’ answers.
MAIN PART READING Exercise 2 a), p. 63 • Explain to students that Amelia has written an article for her family’s tour company website. • Students read the article and tick the topics Amelia has covered. • Check answers as a class. • Check students’ understanding of any new vocabulary. Suggested vocabulary: bobsleigh, stronghold, trade route, estate, laid-back, punctuality, valued, debutants. ANSWER KEY geography, sport, art, lifestyle, history
Exercise 2 b), p. 63 • Have students read the texts again and rank them from most to least interesting for them. • Discuss students’ choices as a class and encourage students to explain their choices. ANSWER KEY Students’ answers.
Exercise 2 c), p. 63 • Refer students to the mind maps they have created at the beginning of the lesson (Resource Bank, Resource 57, pp. 406-412). • Instruct them to add some of the information from Amelia’s article to their mind maps about Jamaica.
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A LAND OF WONDERS
5
I can find and talk about interesting facts. 1
a) Think of what you have learned about Jamaica so far. Create a mind map, and write what you now know about the country. Think of its location, language, history, flag, music, tourist sites, etc. b) Work in pairs. Compare your mind maps, and add your partner’s facts to your own mind map.
2
a) READING Amelia has written an article for the website of her family’s tour company. She has included some interesting facts about Jamaica. Tick the topics she has covered. music
food
geography
politics
sport
art
lifestyle
tourism
ecology
history
SIX FUN FACTS ABOUT JAMAICA A team from a tropical island competing in a winter event may sound incredible... But it’s not impossible! One of the most famous sporting events in history took place when the Jamaican bobsleigh team competed at the 1988 Winter Olympic Games in Calgary, in Canada. You can even watch a film based on this unlikely story! When you take a closer look at the map of Jamaica, you’ll find lots of places with funny names. You can visit places such as Yu-No-Call-Mi-Mi-No-Come, I-No-Call-Yu-Noh-Come, Pig City, Jungle, Keep Left, Uman Hole and many others. There is also a place called Bad Times, but you don’t have to worry: in Jamaica, you can only have good times! You have probably seen the films in the ‘Pirates of the Caribbean’ series, haven’t you? Although the plot is fictional, the pirates were very real! Many of them could be found in Jamaica, especially in the 17th century. Port Royal was the main pirate stronghold in Jamaica, from where they attacked ships on trade routes. “Bond. James Bond”: who in the world hasn’t heard these words? This famous secret agent was created by Ian Fleming, who wrote all fourteen of his James Bond books while he was living on his Goldeneye estate in Jamaica. Even two James Bond films, ‘Dr. No’ and ‘Live and Let Die’, were filmed on the island. ‘Jamaica time’ usually refers to the islanders’ always being late, which is a consequence of our laid-back lifestyle. Punctuality is not highly valued in Jamaica, so always be prepared to wait for some extra minutes... or sometimes even hours! Luckily, there’s plenty to enjoy in Jamaica while you’re waiting, so you’ll never get bored. Football has become very popular on the island ever since the Jamaican national team, the Reggae Boyz, first qualified for the World Cup. That was in 1998, when it was held in France. Their first game was against Croatia, their fellow debutants. Unfortunately for the Jamaicans, Croatia won the game 3-1.
b) Read the texts again, and rank them from the most (1) to the least (6) interesting for you. Explain why. c) Add some of the information from Amelia’s article to your mind map about Jamaica.
3
WRITING AND SPEAKING What interesting facts are there about Croatia? Do some research. Choose at least five facts you like, and prepare a short talk to present them. You may also prepare a digital presentation.
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A LAND OF WONDERS
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UNIT 3
• Let volunteers present their mind maps to the rest of the class. • At this point, you can GO DIGITAL and further practise reading.
1
a) Read the definition, and write the right name, word or phrase. 1 A football event which takes place every four years ___ ___ ___ ___ ___ ___ ___ ___ 6
2 The nickname of the Jamaican national football team ___ ___ ___ ___ ___ ___
___ ___ ___ ___ 5
3 The quality of being late on the island of Jamaica ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 3
4 The name of a famous British secret agent ___ ___ ___ ___ ___ ___ ___ ___ ___
ANSWER KEY
7
5 A person who attacks and robs ships at sea ___ ___ ___ ___ ___ ___ 1
6 The author of the James Bond novels ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 4
Students’ answers.
7 A city that used to be a pirate stronghold ___ ___ ___ ___ ___ ___ ___ ___ ___ 9
8 The city that hosted the 1988 Winter Olympic Games ___ ___ ___ ___ ___ ___ ___ 2
9 A winter sport in which the Jamaicans have competed ___ ___ ___ ___ ___ ___ ___ ___ ___ 8
WORKBOOK PRACTICE
b) Write down the letters that match the numbers below. Who is the mystery person? ___ ___ ___ ___ ___ 6 8 2 1 4
Exercise 1 a), p. 80 • Students read the definitions and write the right name, word or phrase.
2
___ ___ ___ ___ 7 5 9 3
What do you know about the person in Exercise 1 b)? Read the text, and complete the profile. Full name: Nickname: Nationality: Born:
• Check answers as a class.
Height: 100-metre world record: 200-metre world record: Olympic gold medals:
ANSWER KEY
World Championship gold medals: Without a doubt, Jamaica is most famous for its sprinters and is home to the fastest man in the world.
1 World Cup, 2 Reggae Boyz, 3 Jamaica time, 4 James Bond, 5 pirate, 6 Ian Fleming, 7 Port Royal, 8 Calgary, 9 bobsleigh
Usain Bolt is a world-record holder who has won gold medals in the 100-metre and 200-metre races at three consecutive Olympic Games. Usain Bolt, or Usain St Leo Bolt in full, was born in Sherwood Content on 21 August 1986. As a child, he enjoyed various sports, such as cricket and football. However, when his coaches noticed how fast he was, they motivated him to focus on sprinting. And it was a good thing they did! Despite being 1,96 metres tall, which is very unusual for sprinters, Bolt dominated sprinting events for almost a decade. At the 2009 world championships, he beat his own 100-metre record, winning the event final in 9.58 seconds. Just eleven days later, he also broke the 200-metre world record, setting a time of 19.19 seconds. Bolt, often nicknamed Lightning Bolt, has won 29 medals in major events. He has collected
Exercise 1 b), p. 80 • Tell students to write down the letters from Exercise 1 a) that match the numbers in the name of the mystery person. • Check answers as a class. • You may want to brainstorm students’ ideas about Usain Bolt to find out what they already know about him. ANSWER KEY Usain Bolt
Exercise 2, p. 80 • Have students read the text about Usain Bolt and complete the profile. • Check answers as a class. ANSWER KEY
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Full name:
Usain St Leo Bolt
Nickname:
Lightning Bolt
Nationality:
Jamaican
Born:
21 August 1986
Height:
1, 96 metres
100-metre world record:
9.58 seconds
200-metre world record:
19.19 seconds
Olympic gold medals:
eight
World Championship gold medals:
eleven
eight Olympic gold medals and eleven gold medals at the World Championships. He retired from the world of track and field in 2017. He often confidently stated “I’m now a legend. I’m also the greatest athlete to have lived.” This confirms that he, too, knew he would be remembered as the greatest of all time in the world of sprinting.
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ENDING THE LESSON • To check students’ comprehension of the texts from Exercise 2 a) on page 63 of the Student’s Book and the text from Exercise 2 on page 80 of the Workbook further, do a short activity with students. • Distribute the photocopiable A land of wonders worksheets (Resource Bank, Resource 58, pp. 406-412) to students. • To make the activity more fun, you can play the Noughts and crosses game (see Games and Activities on pp. 394-398) with students instead, using the questions and tasks from the template. In that case, you do not need to distribute the templates to students. • Check answers as a class. ANSWER KEY 12345678
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WRITING AND SPEAKING Exercise 3, p. 63 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to do research online and find some interesting information about Croatia. • Remind them to choose and include at least five facts they like. • Students are going to prepare, according to their preference, a short talk to present the facts or do a digital presentation for the next lesson. HOMEWORK Student’s Book, p. 63, Exercise 3
5 A LAND OF WONDERS
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UNIT 3
Revision
UNIT 3 REVISION NASTAVNA TEMA
Svijet oko mene / Putovanja / Drugi i drugačiji
NASTAVNA JEDINICA
Unit 3 Revision
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Slušanje, čitanje
Exercise 2, p. 65 / Part 1 • Have students think about the meaning of each word in Exercise 1. • In groups, students explain the meaning of the words. • Discuss the answers as a class.
MEĐUPREDMETNE TEME Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
UDŽBENIK
Str. 64. -65.
RADNA BILJEŽNICA
Str. 81. -83.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Students give a short talk to present interesting facts about Croatia or share their digital presentations. • Give your own feedback to each student or group. Focus on the elements of the presentation, fluency and confidence. WORD LIST, pp. 64–65 • In groups, students play the Taboo game (see Games and Activities on pp. 394-398). Instruct students to go through the list of words. In each group, a student chooses a word or an expression and describes it to their group members without actually saying the word or using their native language. The rest of the group tries to guess the word. • Monitor and provide help if needed. LANGUAGE MATTERS, p. 65 Exercise 1, p. 65 • Draw students’ attention to the words through, tough, thorough, thought and though and let them think about the meaning of the words. • In pairs, students look at the pairs of words and think about their difference. • Check students’ ideas as a class. ANSWER KEY The difference is in pronunciation, spelling and the meaning of the words.
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ANSWER KEY 1 temeljit – kroz, 2 pustinja – desert, 3 utrkivati se – podići, 4 riža – ustati, 5 smjer – prokletstvo, 6 cijena – nagrada, 7 brada – ptica, 8 lagati – položiti
Exercise 2, p. 65 / Part 2 • Students think of a sentence using the words in Exercise 1. • In groups, let students read their sentences out loud, leaving out the target word. The rest of the group tries to work out the word and spell their answer. • Invite volunteers to share their examples of sentences. ANSWER KEY Students’ answers.
MAIN PART WORKBOOK PRACTICE REVISION: LISTENING TRICKS OF THE TRADE This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class. Exercise 1, p. 81 • Allow enough time for students to read the instructions and the questions. Make sure they understand what is expected of them. 1
• Play Track 1. Students listen and tick the correct person. • If necessary, play the track once more.
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Ready, set, go!
WORD LIST accommodation ancestry budget interpreter itinerary PR manager
Lesson 1
starvation
smještaj preci, porijeklo budžet tumač, prevoditelj plan puta menadžer za odnose s javnošću gladovanje
permission preserve prohibition resident sustainable at a peak time carbon footprint come across department store dress code pay a fine turn a blind eye to
1A FEEL THE RHYTHM ATV adrenaline rush city break cottage cruise ship getaway hectic honeymoon pocket money scuba diving
terensko vozilo nalet adrenalina kratko putovanje u grad koliba brod za putovanja bijeg; kratak odmor užurbano medeni mjesec džeparac ronjenje pomoću ronilačkog aparata snorkelling ronjenje (pomoću ronilačke maske, dihalice i peraja) timetable raspored waterfall vodopad come up with dosjetiti se nečega day in, day out neprekidno i dugo every now and then svako toliko hardly ever gotovo nikad keep something up to date ažurirati što on a daily basis dnevno once in a while svako toliko, katkad time after time neprestano
2B HOLIDAY HEAVEN OR – HELL? affordable amenity bed linen blurry cutlery domestic geoglyph host legroom overbooked perk rust shabby socket upgrade airport lounge business class economy class first class flight attendant gather your thoughts
Lesson 2
rent a flat
prijava valuta zora razdoblje od dva tjedna red set za preživljavanje držati razmak paziti na prostor ili razmak neuporabljivo, trenutačno izvan funkcije iznajmiti stan
2A TRAVELLING MINDFULLY authority forbidden insult lodge misunderstanding obligation offend overcrowded
vlast, stručnjak zabranjen uvrijediti kućica, koliba nesporazum obaveza uvrijediti prenapučen
Lesson 3
1B TRAVEL SURVIVAL KIT check-in currency dawn fortnight queue survival kit keep clear mind the gap out of order
dopuštenje sačuvati, očuvati zabrana stanovnik održiv na vrhuncu ugljični otisak, količina ugljikovog oksida koju proizvede svaka osoba naići na što robna kuća pravila odijevanja platiti kaznu praviti se da ne vidiš pristupačan pogodnost posteljina zamućen, mutan pribor za jelo domaći geoglif domaćin prostor za noge rasprodan pogodnost, povlastica hrđa otrcan utičnica unaprijediti salon za putnike poslovna klasa ekonomska klasa prva klasa stjuard ili stjuardesa sabrati misli
3A MOVE TO THE GROOVE accomplishment eco-awareness craze downbeat enthusiast fast-paced meaningful originate popularise reflect revival slow-paced soak up unity upbeat conscious music human rights
postignuće ekološka osviještenost zaluđenost sporiji, opušteniji (ritam) zaljubljenik, ljubitelj brz, dinamičan smislen, značajan potjecati promicati odražavati preporod, procvat polagan upijati jedinstvo brži, živahniji glazba sa snažnom porukom ljudska prava
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UNIT 3 REVISION
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UNIT 3
Track 1 Ora: Hi, Ace! The summer holidays are starting soon; have you found a summer job yet? Ace: Hey there! I have, actually. A friend of mine helped me. Ora, you’re looking at – drum roll, please – a lifeguard! Ora: Oh, wow! Now that’s something. I remember you mentioned your dad worked as a lifeguard when he was your age, too. Is that why you chose this job? Ace: No, not really. I mean, my dad was great at it, but I’m not that athletic, so I was really looking for a job which would allow me to do lots of things that aren’t so... sporty? However, I ended up choosing this one. I’m not very excited about running around and swimming all the time, but being able to help other people makes up for it. What about you? Ora: Well, I’m thinking of babysitting again this year. I love looking after children. I’m actually thinking of becoming a teacher one day! Ace: I think you’d make a great teacher! And what about your sister: is she going to work in a tour company this summer, too? Ora: Yes, she is; she really liked it last year. It’s not my cup of tea, though: I need more excitement, and kids are a non-stop adrenalin rush. Ace: Yeah, they are! It seems we’ll both be very busy this summer. But that’s all right; I prefer being outside and doing something useful to spending time at home doing... well, nothing. Also, it’s nice to earn your own money. Ora: Indeed! Not asking your parents for money feels good! Ace: And you meet a lot of people, don’t you? Ora: Absolutely: that’s how we met! We worked at a local ice-cream stand, remember? Ace: How could I forget those hundreds of tourists coming to our stand and buying ice cream? I think both of us made a lot of money that summer... Ora: Just you, Ace. I’m glad you did, though: you worked much more than others, including me. Ace: Well, I wanted to earn enough money to buy myself a new bike, so I thought working extra hours would help. And it did; I was very proud of myself at the end of the summer!
blouse in the shop window and had to take a closer look. Ace: That one? It’s really nice! Amelia: It is, but it’s a bit expensive... I can’t decide whether to buy it or not. Ace: Oh, I had the same dilemma the other day when I went to buy a new pair of shorts. My friends and I wanted to go to the beach later that day, but all I had at home were jeans. There was even a beach party planned for the evening – and, trust me, wearing jeans by the sea is not a good idea! Amelia: And? Did you find any? Ace: I did, actually! It was love at first sight. Of course, the price tag wasn’t what I’d hoped for, but I had some pocket money left from my last summer job, so I bought them after all. Amelia: That’s great! But it’s funny how sometimes you end up spending all your pocket money on a single shirt or a pair of shorts! Why have clothes become so expensive? Ace: Well, I think it depends on where you buy them. If you’re shopping at fancy shops, it’s no wonder you spend all your spare money on one item only. I usually buy my clothes at more affordable shops, and I only buy a few cheaper items, especially during summer. I wear them all the time, and when they get worn out, I buy something else. But, from time to time, it’s OK to spend a bit more money if you really like something – and if you can afford it, of course. Amelia: That’s true. I usually do my shopping online, so I carefully choose what I’d like to buy in the first place; but, when I go to an actual shop, I almost always buy more than I should. Ace: Online shopping has made me more careful about how much I spend, too! Amelia: Yeah, but there’s a negative side to it, as well: finding the right size seems an impossible task, sometimes. Size M fits me in one shop, but it doesn’t in another. And you can’t know, because you can’t try it out! Ace: I think it’s because different shops use different models. But you can always ask for a different size... or about the return policy. Amelia: I completely agree. Well, it was nice talking to you, Ace. I think I’ve made up my mind: I’ll buy the blouse!
ANSWER KEY
ANSWER KEY
1 Ace, 2 neither, 3 Ora, 4 Ora, 5 Ace, 6 both, 7 neither
Exercise 2, p. 81 • Have students go through the questions and the answers. 2
• Play Track 2. Students circle the correct answer: A, B or C. • If necessary, play the track once more.
Track 2
1 A, 2 C, 3 B, 4 C, 5 B
Exercise 3, p. 81 • Let students read the instructions and the information in the table first. Make sure they understand what is expected of them. 3
• Play Track 3. Students complete the table with the missing information. • If necessary, play the track once more.
Ace: Oh, Amelia, hi there! Do you usually shop here? Amelia: Ace, hi! No, not really, but I’ve just seen a pretty
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LAN G MAT UAGE TER S
3B DON'T WORRY ABOUT A THING! doorstep feathered hum joyful mood pitch porch uplifting release a song
3C IT’S SHOP O’CLOCK
Lesson 4
accessories discount exchange fit receipt sell out fitting room full refund return policy
BOOKING A HOLIDAY bed and breakfast campsite guest review provided show up apartment (US) / flat (UK) for rent cancellation policy
Lesson 5
free of charge fully-equipped house rules ironing facilities on site
A LAND OF WONDERS bobsleigh consequence debutant
estate fictional incredible punctuality stronghold highly valued laid-back lifestyle trade route
prag pernati pjevušiti radostan raspoloženje smjestiti se trijem poletan, živahan objaviti pjesmu modni dodaci popust zamijeniti pristajati račun rasprodati kabina za presvlačenje puni povrat novca povrat robe noćenje s doručkom kamp recenzija gosta opskrbljen pojaviti se stan za najam, apartman pravila otkazivanja rezervacija besplatno potpuno opremljen kućni red oprema za glačanje na lokaciji bob posljedica debitant, tko se prvi put predstavlja nekretnina nestvaran, fikcijski nevjerojatno točnost utvrda od velike važnosti opušten način života trgovački put
English can be weird. It can be understood through tough, thorough thought, though.
1 What is the difference between the words in the pairs below? 1 2 3 4 5
thorough - through desert - dessert race - raise rice - rise course - curse
6 price - prize 7 beard - bird 8 lie - lay
2 Stop and think. 1 What do you think each word in the pair means? Explain them in your own words. 2 Let's play! Think of sentences using the words in Exercise 1. Read your sentence out loud, but leave out the target word for your classmates to work out; then they spell their answers.
Here are some questions you can ask yourself before, during and after learning about the topics in this Unit. Before: What will I learn in each lesson? / What seems important to know? / How can this information be useful to me? During: What's going on in each lesson? / What is most important? / What can I ask about the topic? After: What will I be able to do with the things I've learned? / What do I think about what I have learned? / What do I need to understand a bit better? What are some of the things you expected to learn about? Have you learned all there is to know about the topics in this Unit?
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UNIT 3 REVISION
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UNIT 3
Track 3 Ladies and gentlemen, fans of reggae, ska and dancehall, wah gwaan? It’s time for another Jamaican Waves music festival, so put on your dance shoes and join fans from all over the world for five days of great music! This year, the festival will be held from 25 to 30 June at Redbones Blues Café in Kingston. There will be plenty of artists performing their well-known songs, so let me name a few: Jimmy Cliff, the famous soul and reggae musician, and the Maytals, whose music makes living a lot easier... Oh, Sean Paul will be there, too, just like his fellow musician Damian Marley; and among the rest, let me just tell you this – Stevie Wonder will be joining us, as well! Your grandparents and parents love him, and we’re sure you will, too! The festival starts at 9 p. m. and lasts until dawn each of the five days. Depending on whether you’ll be sitting, standing or moving to the groove in the VIP area, ticket prices range from 30 to 100 dollars. Remember: Jamaican Waves, the last five days of June, great artists, amazing music, great time every night, all night long. Let’s get jammin’!
ANSWER KEY 1 Jamaican Waves, 2 25–30 June, 3 9 p. m., 4 30–100 dollars, 5 Jimmy Cliff, 6 Sean Paul, 7 Marley
1
REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity, or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 82 • Have students read the instructions and headings first. • They scan the texts and match them to the headings. Remind them that there are two headings they do not need.
REVISION: LISTENING 1
made mistakes. You can do it as a whole-class activity upon completion of each of the revision areas or you may want to collect students’ workbooks and correct the work yourself. If doing so, make sure to comment on students’ work and emphasize what areas need more work. It could also be discussed at the beginning of the following lesson.
Listen to Amelia’s friends Ace and Ora talk about summer jobs. Who says what? Listen, and tick the
ANSWER KEY
correct person. Who says that...
Ace
Ora
both
neither
1 Liquid Roads, 2 Near, but Feeling Far, 3 Where the Mediterranean Meets the Alps
1 they’ve got the same summer job as their parent? 2 they’re going to earn money tutoring? 3 they’d like to work in a school some day? 4 their sibling works in a tour company? 5 they prefer spending time outdoors? 6 they enjoy earning their own money?
Exercise 1 b), p. 82 • Allow some time for students to read the endings of the texts.
7 they didn’t make a lot of money selling ice cream? ______ /
2
2
Listen to Ace and Amelia talk about shopping for clothes. Choose the correct answer: A, B or C.
1 Why was Ace shopping for shorts? A He wanted to go swimming. B He wanted to go out with his friends. C He wanted to go to school. 2 The price of the shorts was A lower than Ace expected. B just what Ace expected. C higher than Ace expected. 3 Amelia thinks that clothes nowadays A don’t cost too much. B aren’t as cheap as they used to be. C aren’t priced too high.
3
3
7
4 What does Ace think about buying clothes? A It’s best to buy one item and wear it all the time. B Having a lot of clothes is always a good choice. C Cheap clothes are the best option during hot weather.
• They read the texts again and match them with the endings.
5 Amelia says that you can’t ___________________ when shopping online. A stop buying clothes B be sure the clothes will fit you C return the clothes you don’t like ______ /
• Point out that there is one ending that they do not need.
5
ANSWER KEY
Listen to a radio announcement for a music festival. Complete the table using the missing information. Name of the festival: (1) __________________________
Dates: (2) ______________ – 30 ______________
Time: starts at (3) ______________ , lasts until dawn
Price: (4) ______________
Place: Kingston
2, 1, –, 3
Artists: (5) ________________, the Maytals, (6) ________________, (7) Damian ______________, Stevie Wonder etc. ______ /
7
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TRICKS OF THE TRADE Both the listening and the reading parts should be checked with students by focusing on what they did correctly as well as where and why they
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ITCHY FEET
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REVISION: READING
2
Read the text about the Greek island of Santorini. Complete it with the missing sentence parts A–G. There are two sentence parts you do not need. The Internet has made our lives easier and helped us communicate our thoughts faster. It has also made other
1
things possible. For example, it has made it possible for us to share photos with the rest of the world! Of
a) Read about some trips that three people have been on. Match the headings to their stories. There are two headings you do not need. Top of the World
Where the Mediterranean Meets the Alps
Dark Mines
Near, but Feeling Far
course, (1) _____ to share the same photo, taken at the same place and at the same time, using the same medium. The island of Santorini in Greece is one of such locations: this lovely island has become a popular
Liquid Roads
destination with tourists in recent years, but the number of tourists visiting it has become overwhelming.
1 ________________________________ Last year, my sister and I travelled to Bangkok in Thailand. We only wanted to spend a night or two there, but ended up spending a whole week in Thailand’s capital city. We didn’t like the noisy traffic, but we loved everything else! One of the best places we visited there was the Phra Khanong district, with its street markets, where both locals and tourists go every day to relax and grab a bite. However, moving round the city was a bit stressful because of the frequent traffic jams. We didn’t like being stuck in traffic, so we decided to travel by river boat instead, and enjoyed the refreshing breeze and beautiful sights along the way! (Tom, England)
When you arrive there, (2) _____: picturesque, white-painted houses with blue doors and windows. But when you turn round, you can also see dozens of ships (3) _____. While, at first, tourism helped Santorini make more money, it soon became an issue. The quality of life on the island has decreased because of overtourism, and the islanders, (4) _____, are angry at the Greek government. It has allowed housing prices to keep rising, because of tourist accommodation, and the island to become packed with cars, causing frequent traffic jams. Overtourism has also led to waste problems on the island. Did you know that Santorini still hasn’t got a proper waste-management system? It’s a shame (5) _____. Hopefully, the government will take steps to help it survive the ever-growing number of tourists. It’s a big project, but something must be done before
2 ________________________________ Have you ever been to Pearl Beach in Australia? Although it’s close to Sydney, being there feels as if you’re miles and miles away from traffic jams and hordes of people, which is exactly what I needed. My wife and I went there in March, and we really enjoyed ourselves! The hotel was lovely, and we visited a lot of different shops and restaurants, but we spent most of our time at the beach. We loved it! We swam and sunbathed all day; we could never get enough of the fresh air and the ocean breeze! We also visited the Crommelin Native Arboretum, a wonderful place where we learned about the history of the world from the many rare and endangered species living there! (Josh, Australia) 3 ________________________________ My grandpa used to tell me about his trips round the world, so when I finally grew up, I decided to follow in his footsteps and travel whenever I got the chance. I have always been interested in Italy and Italian customs, and that’s why I chose Isola Bella, on the lake called Lago Maggiore, as the last stop of my Southern European tour. Of course, I had to stay elsewhere because the apartments for rent were pricy on the island, so I was very excited when I finally arrived at the lake and saw the island. I was stunned by the beauty of its Palace and gardens, but what left me truly speechless was the loveliness of its small fishing village! (Marlo, Denmark) ______ / 3 b) Match the texts of Exercise 1 a) with their endings below. There is one ending you do not need.
overtourism ruins this beautiful island and the lives of the locals. In the meantime, tourists can help protect it, too: a good way to start is to enjoy photos of Santorini online during peak season and only visit it during less popular months. A who are facing this problem on a daily basis
E bringing thousands of tourists to the island
B it has also allowed thousands of people
F that such a lovely island isnʼt being treated well
C you can immediately see villages famous for their architecture
G you can’t even notice the houses
D that donʼt care about the problem
3
______ /
5
Read these reviews. Are these statements true (T), false (F) or it doesn’t say (DS)? Staying in your hotel was wonderful. We had everything we wanted, including the jacuzzi! My husband and I enjoyed the organised sightseeing tour, and we would like to thank the receptionist, Irina, for her warm welcome when we arrived on Friday. I loved the food, too! (Melody, England) I usually travel with my parents, but this year I decided on a city break with my friends, which I booked through your tour company. Well done, everyone! The guide was a pleasant surprise: they usually talk a lot,
With its rainforest animals and ancient trees, this is a paradise for nature-lovers. Lots of families have
but this one kept it short and sweet, and he made it really interesting. Unfortunately, the price for a one-day
picnics there, but we just walked around and admired the native plants and animals. We even attended a live
trip was too high, so I can only give you a four-star review. (Antonio, Croatia)
opera event there one evening. It was a holiday to remember! We got great views of the Giant Buddha and the magnificent Grand Palace from the river. After one of our boat rides, my sister wanted to watch a snake show, but she gave up when she saw how terrified I was. We
I’m an experienced traveller, and I have to say I’m very disappointed. First and foremost, the accommodation was horrible. Please clean your rooms after your guests leave! Second, although the restaurant staff did a good job, the menu was the same every day. Third and last, you should do something about your dress code –
explored the food markets and enjoyed their delicious street food instead. During our hike on the hill, our guide told us that the mountain range we could see from there was millions of years old. It was snowing, so the sight was spectacular. Although we had trouble getting down from the top of the hill because of the snow, we loved the experience!
in my opinion, all staff should wear uniforms. (Olivia, Portugal) 1 Melody praises the amenities. 2 Olivia was pleasantly surprised with the accommodation.
Regardless of its size, a lot of famous guests have stayed there: one of them was Napoléon Bonaparte! Once you take a walk down its cobbled streets, you’ll understand why this little gem enchanted them. It definitely
4 Melody’s husband enjoyed the meals.
made me realise I prefer small, charming villages to big cities. ______ /
3 Antonio didn’t like the bus driver.
3
5 Olivia believes that the hotel should improve its service.
______ /
6
82
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Exercise 2, p. 83 • Before doing the task, remind students to read both the instructions and the text to get a general idea of what it is about. • Students complete the text about the Greek island of Santorini with the missing sentence parts A–G. ANSWER KEY 1 B, 2 C, 3 E, 4 A, 5 F
Exercise 3, p. 83 • Have students read the reviews and decide whether the sentences are true, false or it doesn’t say.
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ENDING THE LESSON LANGUAGE MATTERS, p. 65 • Draw students’ attention to the third part of the LANGUAGE MATTERS section. • Go through and discuss the questions and tips on learning together with students. • In groups, students think about what some of the things they expected to learn about were and if they have learned all there is to know about the topics in this unit. • Brainstorm students’ ideas as a class.
ANSWER KEY 1 T, 2 F, 3 DS, 4 DS, 5 T
• At this point, you can GO DIGITAL and further practise reading and listening.
UNIT 3 REVISION
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UNIT 4
UNIT 4 A SENSE OF WONDER READY, SET, GO!
MAIN PART
NASTAVNA TEMA
Drugi i drugačiji / Planovi za budućnost / Svijet znanosti i umjetnosti / Svijet oko mene
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / Learning by doing!
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje
VOKABULAR
bronco, butte, calf, dormitory, frontier, outlaw, prairie, trademark, trail, bucking horse, research facility
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Wyomingu. Govorenje o STEM-u.
Exercise 1, p. 66 • Introduce the new character, Charlie. Ask students to describe the picture of Charlie in their Student’s Books. Ask them to guess her personality, as well as her likes and dislikes. Next, they should describe what they see in the background and try to guess where she lives.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
• Tell them that Charlie is from Jackson in Wyoming. Students find Wyoming on a map of the USA.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
MEĐUPREDMETNE TEME
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3., B.3.1., B. 3.2, C.3.1., C.3.2.
MEĐUPREDMETNO POVEZIVANJE
Geografija Geografski položaj Wyominga u SAD-u, geografske i prirodne osobitosti Wyominga, označavanje geografskih pojmova na karti SAD-a
UDŽBENIK
Str. 66. -67.
RADNA BILJEŽNICA
Str. 84. -85.
DIGITALNI SADRŽAJ IZZI
Video Meet Charlie.
STARTING THE LESSON • Discuss the title of the unit with your students. Ask them to try to explain what a sense of wonder could mean. ANSWER KEY Students’ answers.
• Divide students into pairs or small groups. Allow some time for students to flip through the unit and look at the lessons and topics. Ask them what they find most interesting and what they are looking forward to reading and learning about. Check as a class.
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• Students give their ideas and expectations about the topics in the unit.
READY, SET, GO! MEET CHARLIE! Video 4
• You can show your students a map of the USA (Resource Bank, Resource 59, pp. 406-412), either a physical copy or via an OHP. Alternatively, they can look up the map on their phones or tablets, if available. ANSWER KEY Students’ answers.
• Make enough copies of the photocopiable mind map template (Resource Bank, Resource 60, pp. 406-412) and distribute it to students. Students fill it in with everything they already know about Wyoming and the USA. • At the end of the lesson, they will come back to the mind map and, using another colour, add new information they have learned in the lesson. Exercise 2 a), p. 66 • Instruct students to look at the word list. They look up the unfamiliar vocabulary, either in the word list on page 82 of the Student’s Book or using a printed or an online dictionary, if available.
A SENSE OF WONDER
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UNIT 4
A SENSE OF WONDER > Flip through the Unit. Look at the titles of the lessons and pictures. What is the Unit about? > Which lesson are you most looking forward to? Why? > Look at the title of the Unit. How is it connected with its topics?
RE ADY, SET, GO!
MEET CHARLIE!
1
2
Charlie is from Jackson, Wyoming. Do you know where that is? Find it on a map of the USA. What does this picture tell you about it?
a)
4 Study the words below. Then watch the video with the sound off.
Tick the words and phrases you think you are going to hear. cowboy
Wyomingites
fishing
Wild West
the right to vote
canyon
volcano
geysers
fossil
rodeo
dinosaur
prairie
ranch
bison
cattle
horse
wolf
Native Americans
The USA is a big country, and each state has its own unique story to tell. Find, and listen to, the 50 States Song by Sufjan Stevens. Which state would you like to learn more about? Find more information online.
b)
4 Watch the video with the sound on. Check your guesses.
c)
4 Watch the video again, and take short notes. Use them to talk about Wyoming.
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UNIT 4
Play Video 4 with no sound. Students watch the video and tick the words they think should appear in the video. 1 country
A SENSE OF WONDER
• Allow students to compare their guesses and discuss them, but don’t tell them if they are right. ANSWER KEY Students’ answers.
Video 4 My name is Charlotte, but everybody calls me Charlie for short. I live in Wyoming, a state in the west of the USA. It’s easy to find Wyoming on the map; its borders are all straight lines! Even though it’s among the ten largest states in the US, it is the least populous. Fewer than 600, 000 people live here. With so few inhabitants, Wyoming doesn’t have any big cities. In fact, its tallest building is a twelve-story student dormitory on the University of Wyoming’s campus! The biggest city, and the capital, is Cheyenne. If you ever decide to visit it, make sure to come in July and take a trip through time! Go back to the days of the Old West, when cowboys, outlaws and various explorers roamed the areas of what is now the western part of the United States. You can take part in Frontier Days, the world’s largest rodeo, which recreates the spirit of the Wild West, with events such as bronco and bull riding or calf roping. Another way to go is by visiting Native American villages, or historic ranches. Or you can walk on one of the historic national trails, just as lots of traders, gold seekers, ranchers and others did two centuries ago in search of a better life! The cowboys that you’ll see in these places have always been a symbol of Wyoming. In fact, a cowboy on a bucking horse is Wyoming’s official trademark, and the reason why some people call it the Cowboy State. However, its official nickname is ‘the Equality State’. Did you know that in 1869 Wyoming was the first state or territory within the USA to grant women the right to vote? Other cities and towns are rather small, with wide-open spaces separating them. But don’t let this fool you into thinking Wyoming is a boring state. What it lacks in population and the number of cities and buildings, it more than makes up for with its majestic nature and wildlife. In 1872, Yellowstone National Park became the first national park, not just in the US, but in the world! This enormous park contains about half of the world’s geysers! Other than being a breathtaking sight, they reveal its underground secret. Do you know what it is? A supervolcano that sleeps below Yellowstone’s peaceful landscape. And what a beautiful landscape it is! Yellowstone is home to lots of natural wonders. Did you know that the waterfalls in the park are bigger than the ones at Niagara Falls? Or that it even has its own Grand Canyon? Just make sure you don’t confuse it with the world-famous Grand Canyon in Arizona, carved by the Colorado River! This national park is rich in wildlife, too. You can see bison, our state mammals, roaming the Great Plains, and gray wolves, bighorn sheep and grizzly bears can
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be spotted in vast forests and meadows. Wyoming also has the first national monument in the US, Devils Tower. This towering rock is a sacred place for many Native American tribes. Most of their stories about how the rock came to be include a bear, who clawed it and gave it its recognizable shape. Steven Spielberg, a movie director, made it even more famous in his movie Close Encounters of the Third Kind, one of my favorite SF movies. Fossil Butte national monument is another one of my favorites. You can see some of the world’s best-preserved fossils there! They tell the story of ancient wildlife living in this area, as well as the story of Earth’s extraordinary history. You see, there’s so much to learn about nature if you come to Wyoming. That’s why I’m happy to live here. My family lives in Jackson, a small town in northwestern Wyoming. Even though it’s small, it’s a popular tourist destination, because it’s close to the southern entrance of Grand Teton National Park. My dad is a park ranger there, and my mom is a geologist. I guess that’s why I’m a nature lover myself! I’d like to make natural sciences my career some day. I’m still not sure what exactly, so I plan to volunteer and try different things out through high school, to find out what’s best for me.
Exercise 2 b), p. 66 • Play Video 4 again, this time with the sound on, and let students check their predictions. • Allow some time for students to compare their answers in pairs. Finally, check as a class. • Ask students about their incorrect presumptions. Let them explain why they thought certain words will or won’t appear in the video. ANSWER KEY Cowboy, Wild West, volcano, rodeo, ranch, horse, the right to vote, geysers, bison, wolf, canyon, fossil, Native Americans
Exercise 2 c), p. 66 • Play Video 4 again. This time, students take notes that which they will use to talk about Wyoming. • Students can add their notes in their mind maps using a different colour. • Let volunteers use their notes to talk about Wyoming. ANSWER KEY Students’ answers.
A SENSE OF WONDER
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KICK-OF F!
A MOMENT OF SCIENCE
1 ‘STEM education’ and ‘STEM careers’ have recently become buzz words. What does the acronym STEM stand for? Why are STEM fields important for the future?
2 a) STEM jobs include a broad range of career fields. Match the jobs below to the fields of STEM. Explain your choices. Can you add more jobs to each category? 1 Science
2 Technology
3 Engineering
4 Mathematics
civil engineer, environmental engineer, mechanical engineer microbiologist, chemist, physicist, medical scientist, geoscientist accountant, financial analyst, statistician, mathematician, economist computer programmer, web developer, IT manager, database administrator b) STEM professionals work in various settings. Match the jobs to their possible settings. Where would you like to work? Why? office
laboratory
research facility
public institution
classroom
outdoors
LEARNING BY DOING! PROJECT 4: PUSHING THE LIMITS > The world is changing fast, and various technological advances are being made every day. These advances can make our lives easier and more enjoyable if we put them to good use! You can help, too: it’s time to put your thinking caps on and work on solving some real-world problems. Are you ready to invent something to make our lives better? 1
TEAMWORK & COLLABORATION The strength of the team lies in each individual member. Get into teams, and distribute roles. Although this is a science project, it involves more than science-oriented thinking: art, design, and advertising knowledge and skills are a must, too! Which role suits you best?
2
OBSERVATION & CRITICAL ANALYSIS Look around you, and find a problem that you think needs solving. Start small, with your school, neighbourhood or local community. Can you come up with a product or a service that could improve an existing state or issue?
INITIATIVE & ACTION
3 PROBLEM-SOLVING & INNOVATION Now that you have identified an issue you’d like to see improved, it’s time to get down to work. You don’t have to start from scratch. Why not make use of a device or an idea that already exists, and modify it to serve your purpose? Draw designs, and describe your product or service.
Your final product doesn’t need to remain just ink on paper. Many great ideas have come from young people! Think of a campaign to offer your product to the public and put it to good use. Use various IT tools to create an ad. Is there anyone you can turn to with your product and make it come to life?
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UNIT 4
CURIOUS ME! Suggest that students listen to The 50 States Song by Sufjan Stevens. They choose one state they would like to know more about and do some online research about it for homework. Make sufficient copies of the fact file (Resource Bank, Resource 61, pp. 406-412) for students to fill in.
3
a) READING Read the texts, and match them to the photos. The fact file in Exercise 2 a) can help you. There is one photo you do not need. 1 This national park is one of the most frequently-visited parks in the USA. It is located only 16 km (1) __________________________ of Yellowstone National Park. The Teton Range is part of the Rocky Mountains. (2) __________________________ can enjoy long hiking trails through forest, as well as climbing high (3) __________________________. Winter sports, such as cross-country skiing and snowshoeing, are also popular. 2 This canyon may not be as well-known as the Grand Canyon in Arizona, but its (4) _______________________ is equally spectacular. It is almost 40 km long, with hiking trails along the (5) __________________________. The (6) __________________________ are bigger than those in Niagara. They have been an inspiration for many artists. There are lots of viewpoints, and the so-called ‘Artist Point’ is the most famous one. 3 In prehistoric times, this southwest part of Wyoming was a freshwater (7) __________________________. Today this national monument boasts one of the largest collections of freshwater fish fossils in North America, and possibly the world. There are also layers of insects, reptiles, larger animals and (8) __________________________. Visitors can learn a lot about it in the tourist centre, as well as on many educational hiking (9) __________________________. 4 This wonder of nature was the country’s first national monument. The unusual hill, 300 metres tall, stands
• If time and technical conditions allow it, play the music video in class. It’s available on online streaming platforms.
high above the surrounding prairies, and is a sacred symbol to several Native American (10) __________________________. It is also a (11) __________________________ destination in Wyoming for several reasons: incredible night skies for star-gazers, (12) __________________________ for those who prefer adrenalin-pumped activities, and ranger-led hiking tours. 5 There’s always something fun happening at this festival, dedicated to celebrating all things Western! It features various (13) __________________________ competitions, where cowboys and cowgirls can show off their skills, such as (14) __________________________, calf-roping and many more. Besides these popular events, visitors can participate in parades, concerts and themed (15) __________________________.
WORKBOOK PRACTICE READING Exercise 3 a), p. 85 • Ask students to look at the six photos under the text and describe what they see. • Instruct students to read the texts, ignoring the gaps, and match them to the photos. Remind them that there is one extra photo. Check as a class. ANSWER KEY 4, 3, 5, 2, –, 1
Exercise 3 b), p. 85 • Check for understanding of the 15 words. Help with the ones that students aren’t familiar with. • In a higher-ability class, let students look up the words themselves either in an online or a printed dictionary, if available. • Students use the given words to complete the text by filling in the gaps. • Have them compare the texts in pairs. ANSWER KEY 1 south, 2 Visitors, 3 peaks, 4 landscape, 5 route, 6 waterfalls, 7 lake, 8 plants, 9 trails, 10 tribes, 11 mustvisit, 12 rock climbing, 13 rodeo, 14 bull-riding, 15 tours
Devil’s Tower
Fossil Butte
Frontier Days
Grand Canyon
Grand Prismatic Spring
Grand Teton National Park
b) Read the texts again. Complete them with the missing words. rodeo
trails
plants
south
lake
must-visit tribes
tours
route
rock climbing
peaks
waterfalls
visitors
landscape
bull-riding
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• For further reading and vocabulary practice, GO DIGITAL. • Refer students back to the mind maps and, using another colour, add new information they have learned in the lesson.
KICK-OFF! A moment of science, p. 67 Exercise 1, p. 67 • If you want to revise some professions before starting this part of the lesson, let students play a few rounds of Tick-tockboom (see Games and Activities on pp. 394-398) on the topic of jobs and professions. • Students read the task. Explain the meaning of the expression buzz word. Have them discuss what they know about STEM and STEM fields. ANSWER KEY Students’ answers.
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A SENSE OF WONDER
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STEM is an abbreviation for Science, Technology, Engineering and Mathematics. Sometimes, art is included, too, and the abbreviation broadens to STEAM. Exercise 2 a), p. 67 • Students match the STEM fields to the careers in those fields. Check as a class and let students suggest some more jobs for each field. ANSWER KEY 3, 1, 4, 2
! go t, se
TRICKS OF THE TRADE
• Teams brainstorm the problems that need solving. They don’t have to choose their problem right away, but it is important that they start thinking about it. • Encourage students to start thinking, from the beginning, about preparing a good presentation of the final product. • Finally, create or share a rubric (Resource Bank, Resource 62, pp. 406-412) for either formative or summative assessment. HOMEWORK WB p. 84, Exercises 1, 2 a) and b)
Exercise 2 b) p. 67 • Ask students to name various places of work. • Have students read the task and check for understanding of the given words. • In a lower-ability class, explain the expressions research facility and public institution. • In pairs, students match the jobs to their workplaces. Check as a class. • Ask students what future work setting they imagine themselves in. ANSWER KEY Students’ answers.
ENDING THE LESSON LEARNING BY DOING! PROJECT 4: PUSHING THE LIMITS, p. 67 • Discuss the title of the project. Ask your students what pushing the limits means and which limits they think they could push and move. • Allow some time for students to go through the project. • Go through the instructions with students. Help with any unknown vocabulary, if necessary. • Help students form teams. Let them divide the roles and tasks according to their areas of interest and strong suits.
READY, SET, GO!
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UNIT 4
Lesson 1
1A THE HUMAN BODY Lesson 1 NASTAVNA TEMA
Svijet znanosti i umjetnosti / Svijet oko mene
NASTAVNA JEDINICA
The human body (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., C.8.1., C.8.2., C.8.3., C.8.5.,
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
VOKABULAR
bladder, blood vessel, bloodstream, collar bone, exhale, fist-sized, inhale, joint, kidney, nutrient, oxygenate, rib, skeleton, spine, squishy, upright, urine, digestive juices, digestive tract, large intestine, small intestine, take a peek
GRAMATIKA
Glagolsko vrijeme present simple passive
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje ljudskog tijela i njegovog funkcioniranja.
FUNKCIONALNI JEZIK
The lungs are filled with the air you breathe. Is the collar bone often broken? Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
Zdravlje
B.3.2. A
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3. D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Subjekt, predikat, objekt Biologija Ljudsko tijelo
UDŽBENIK
Str. 68. -69.
RADNA BILJEŽNICA
Str. 86. -88.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. • Let students report on Wyoming using their mind maps (Resource Bank, Resource 60, pp. 406-412) or the fact file from the Workbook on page 84. • If students have done the Curious me! assignment and researched some other
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states, let them talk about what they have found out. TRICKS OF THE TRADE Motivate students to do the extra tasks through a reward system. You can give them stamps or stickers to collect, which they can later trade for different privileges: extra points in an exam, a no-homework pass, choosing their sitting arrangement, choosing a game or activity to start/end the lesson or even a topic they would like to learn about. This type of simple reward system could motivate students who otherwise wouldn’t be keen on participating in additional tasks. MAIN PART VOCABULARY Exercise 1 a), p. 68 • Set a timer for two minutes. In pairs or threes, students write down as many body parts as they can remember. Count them to see who has managed to write down the most. • In a lower ability class, you can increase the time frame to three minutes or have students brainstorm body parts in larger groups. Exercise 1 b), p. 68 • Make a simple T-table on the blackboard. Write Outside and Inside as headings. Outside
Inside
• Ask students to come to the board and sort the body parts they have written in Exercise 1 a) into the two columns • Students colour the external organs blue and internal organs red in their own lists. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 86 • Use this task to introduce new vocabulary. Have students find the twenty-three words
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on ss Le
1
4
3
2
1
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1 I can talk about the human body.
1A THE HUMAN BODY VOCABULARY Body parts a) How many body parts can you think of in two minutes? Write them down in your notebook, and see who can name the most. b) Sort the organs you have come up with into two categories: those that can be seen on the outside, and those that are hidden inside your body. a) READING Charlie is reading an article on the human body. Skim the text on the opposite page, and find out which organs are mentioned in the article. Then use those words to label the illustration.
3 Which organ is checked to see whether a person is alive?
2 What often happens to collar bones?
1 What makes people able to stand upright?
8 Which organ is donated most often?
7 What is the key function of our kidneys?
6 How much oxygen is exhaled from our lungs?
5 What happens to the blood in the lungs?
b) Read the text again. Answer the questions below.
4 What is the size of the human heart?
Work in pairs. Find some more facts in the text, and make four questions for your partner. Then take turns, and ask and answer the questions.
Present simple passive 1 Look at the examples below. Complete the rules by circling the correct words. a) We form the passive with the correct form of the verb be / have and the base form / past participle of the main verb. Kidneys are donated most often. Lungs are filled with the air you inhale. The water we drink is used to keep us hydrated and healthy.
b) In passive sentences, the person who does the action is / isn’t important. Is the collar bone often broken?
Grammar summary → pp. 132-133
2 Read the text again, and underline present simple passive forms. How many can you find?
Let’s practise more! → WB, pp. 88-89
Read about the digestive tract, and complete the text with the present simple passive form of the verbs in brackets. The process of digesting food starts in your mouth. This is where the food (1) _____________________ (chew) and (2) _____________________ (break down) into chunks. Then it (3) _____________________ (swallow). Within seven seconds, it reaches your stomach; this is where digestive juices (4) _____________________ (produce), and the food (5) _____________________ (turn) into liquid. Then the food (6) _____________________ (send) to your small intestine, where nutrients (7) _____________________ (absorb) into the bloodstream. The rest
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(8) _____________________ (transform) into waste, and it (9) _____________________ (move) to your large intestine. The waste (10) _____________________ (keep) there until you have to use the toilet. In general, the whole process lasts from 24 to 72 hours.
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ou look a lot nicer on the outside than you do on the inside. Still, let’s take a peek into your body – not literally, of course – and explore what makes it so fascinating.
Y
First, your skeleton; all the bones and joints in your body that keep you upright and help you move around. Without it, you would be just a bag of fat and muscle. The most important group of bones in your body is probably your spine, which is made up of 33 different bones. Can you feel the two bones at the front of your body between your shoulders? They are called collar bones, and are among the bones that are broken most often. Lower down, there are twelve pairs of ribs that keep your inner organs protected. And let’s not forget about joints, the places where two bones meet. Have you ever tried to kiss your elbow?
What is it that gets your chest and belly moving constantly? It’s a pair of lungs that are filled with the air you inhale. Your lungs are the place where blood is oxygenated. Of all the oxygen we breathe in, only about 5% is kept in our bodies, and the rest is exhaled. You don’t have to be a genius to know that you cannot live without breathing. Some people are trying to push the limits of the human body and can hold their breath for up to 24 minutes… But don’t try this at home! Instead, think of how you can keep your lungs healthy: a good way to start is to keep away from cigarettes.
To survive, we need to take in food and water daily. The water we drink is used to keep us hydrated and healthy. The kidneys use the water to filter all the bad things from your blood. They are like the janitors who keep your organism clean! The kidneys send all the waste into your bladder, which is filled with urine. If your urine is dark, you should drink more water. If it’s red, you have probably eaten too much beetroot – but go and see your doctor just in case! Although they come as a pair, you can survive with just one kidney. Of all the organs, the kidney is donated most often by live donors.
You’ve probably noticed that one important organ isn’t mentioned in the article... And you’ve even worked this out by using it! But our brain is so complex that it deserves its own article; don’t you agree?
3 body / defend / against harmful germs
2 the body / protect / from cold or heat
1 the entire human body / cover / in skin
6 50,000 old skin cells / replace / by new skin cells every minute
5 our sense of touch / control / by nerve endings in our skin
4 teenage skin / often / affect / by pimples
Use the prompts below to talk about your largest organ: your skin. Use passive sentences.
Now, let’s have a look at some squishy organs. We’ll start with the one which is drawn – but not accurately – every time we fall in love, and which is checked first to see whether a person is dead or alive: the human heart. This fist-sized organ never gets a single day of vacation. That’s because your heart is a pump that sends blood through 60,000 miles of blood vessels; that’s how it is carried to other organs in your body. If your heart stops working, that’s not good news. That’s why it’s very important to stay active and keep it in great shape.
5
6
No picnic
Design a different human being. Think of the body parts you would add or remove. What would be the purpose of the new body parts, and why would you remove some old ones?
Down to work!
Choose a task.
Easy-peasy
The human body is full of wonders! Find some interesting facts about it, and prepare a quiz for your classmates. Are there any online tools you can use for creating it?
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Draw or find a picture of the human body, and label it with the names of the organs you have learned so far. For each organ, say how many of them there are and what they are used for.
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UNIT 4
connected with the human body in the word snake. Check as a class. • Next, have students colour the words they are unfamiliar with green. Then explain or translate them together. • Add the words that weren’t already in the table on the board. • In pairs, students label the diagram. ANSWER KEY eyes, skeleton, joints, collarbones, heart, blood vessels, spine, kidneys, bladder, brain, muscles, lungs, stomach, ribs, elbows, intestine, bloodstream, mouth, digestive tract, skin, nerves, chest, shoulders Translation: oči, kostur, zglobovi, ključne kosti, srce, krvne žile, kralježnica, bubrezi, mokraćni mjehur, mozak, mišići, pluća, želudac, rebra, laktovi, crijeva, krvotok, usta, probavni trakt, koža, živci, prsa, ramena
• If you want to further practise vocabulary, GO DIGITAL. 1 Le ss on VOCABULARY
spin a
ekidneysebladd
h d i ge st i vet r mout a
sto
machfribselbo
eyes
erbr
ctlsk
wsh
s ke l eto n p j o i n ts
ainmuscles i n n e r v e stc
e i n te st i n e b l o o d
i cco
l l a r b o n e st h
houlders
st rea m
ea r t b l o
odvessels
Study tip! VOCABULARY
• If possible, use the same task on the IZZI platform to check understanding, either by letting students do it themselves or by projecting the correct answers via an OHP. ANSWER KEY
Exercise 2 b), p. 68 • Tell students to carefully read the questions in Exercise 1 b).
ANSWER KEY
2 3
1 the skeleton, 2 they are broken, 3 the heart, 4 the size of a fist, 5 it’s oxygenated, 6 95 %, 7 filtering the blood, 8 the kidney
4 5
New or difficult words can be learned and memorised more easily if you draw simple pictures or doodles that remind you of their meaning.
• Next, students use five of the organs to label the illustration. Check as a class.
• In a lower-ability class, allow students to compare answers with a partner first.
1
olungs h e st h s
• Instruct students to skim the text on page 69 and underline the organs mentioned in the text.
• Students read the text and find and underline the answers. Encourage students to use colour-coding. Check as a class.
1A THE HUMAN BODY a) Find words connected with the human body in the word snake. Use some of them to label the illustration of the human body.
Exercise 2 a), p. 68 • Ask students if they are interested in the human body and how it works and tell them that today they are going to learn more about it.
brain, lungs, heart, kidneys, bladder
Diagram: 1 brain, 2 lungs, 3 heart, 4 stomach, 5 kidneys, 6 intestine, 7 bladder
1
READING
6 7
b) Answer these questions using words from Exercise 1 a). 1 Which organ acts like a janitor, keeping your organism clean?
________________________________
2 What are the two bones between your shoulders?
________________________________
3 What is made up of 33 different bones?
________________________________
4 What is the combination of all the bones and joints in your body?
________________________________
5 Where is blood oxygenated?
________________________________
6 What keeps your inner organs safe?
________________________________
7 What controls our body and the way we use it?
________________________________
c) In pairs or individually, write your own questions for three more words from Exercise 1 a). 1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________ 3 ______________________________________________________________________________________________________
2
collar bones
spine
joints
lungs
2
ribs
lungs
heart
kidneys
3
blood vessels
heart
bloodstream
bladder
4
oxygen
urine
blood
red blood cells
5
mouth
nose
arm
eyes
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SPEAKING Exercise 3, p. 68 • Pair students off. Each student should write at least four more questions for their partner. • Students ask each other questions and try to answer them.
Circle the odd one out. 1
ENDING THE LESSON
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• In a competitive class, you can turn this exercise into a game. For each correctly answered question, the student gets a point. For each question a student hasn’t
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answered correctly, their partner gets a point. TRICKS OF THE TRADE Consider not limiting higher-ability students with the assigned number of questions. The questions in the task are suited for the average learner. Pair students of similar abilities and let higher-ability students compete to see who can write more questions and who can think of questions that are difficult to answer. ANSWER KEY Students’ answers.
• Make enough copies of the human body diagram (Resource Bank, Resource 63, pp. 406-412) and hand them out to students. They try to find and label as many body parts as they can. HOMEWORK WB pp. 86–87, Exercises 1 b), c), 2, 3 a) and b)
1A THE HUMAN BODY
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UNIT 4
Lesson 2 NASTAVNA TEMA
Svijet znanosti i umjetnosti / Svijet oko mene / Zdrav život
NASTAVNA JEDINICA
The human body (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
GRAMATIKA
bladder, blood vessel, bloodstream, collar bone, exhale, fist-sized, inhale, joint, kidney, nutrient, oxygenate, rib, skeleton, spine, squishy, upright, urine, digestive juices, digestive tract, large intestine, small intestine, take a peek
My... GRAMMAR!
Present simple passive
• Write the following questions on the board and let students find the answers in the text. What is the spine made of? What bones are most often broken? Which organ is drawn when we fall in love? Which organ isn’t mentioned in the text? • Write their answers on the board but leave enough space between them to add an active sentence later on.
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Glagolsko vrijeme present simple passive
FUNKCIONALNI JEZIK
Opisivanje ljudskog tijela i njegovog funkcioniranja.
The spine is made of 33 bones.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
A heart is drawn when we fall in love.
Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
Zdravlje
B.3.2. A
Uporaba informacijske i komunikacijske tehnologije
A.3.1. A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Subjekt, predikat, objekt Biologija Ljudsko tijelo
UDŽBENIK
Str. 68. -69.
Collarbones are most often broken.
RADNA BILJEŽNICA
Str. 86. -88.
People most often break collarbones.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
MEĐUPREDMETNE TEME
STARTING THE LESSON • Check homework with students. • Play Tick-tock-boom (see Games and Activities on pp. 394-398) on the topic of body parts. • To further discuss the topic of body parts, ask students to name as many body parts as they can on a human body model. For the human body model, use the illustration (Resource bank, Resource 63, pp. 406-412) or, if possible, borrow one from the biology teacher.
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MAIN PART
Collarbones are most often broken. The brain isn’t mentioned in the text. • Ask students who is doing these actions. Write active sentences underneath each passive sentence for comparison: The spine is made of 33 bones. 33 bones make up the spine.
A heart is drawn when we fall in love. We draw a heart when we fall in love. The brain isn’t mentioned in the text. We didn’t mention the brain in the text. • Elicit from students that in each pair, the first sentence focuses on the action, but we don’t actually care who is doing it. Explain that these sentences are called passive sentences. • Continue to the formation of present simple passive. Ask students to underline and compare the verbs in the passive and active sentences. • Elicit the rule for formation: the present simple of the auxiliary verb to be and past participle. Remind students that the past participle is
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on ss Le 1 done, 2 caught, 3 allowed, 4 broken, 5 used, 6 thought, 7 felt, 8 found, 9 replaced, 10 carried, 11 made, 12 drawn
present simple passive = to be (is/are) + past participle (-ed/3rd column)
Exercise 5 a), p. 88 • Students put the words in the correct order to form passive sentences. Check as a class.
• Students copy the examples and the formula in their notebooks. • Direct students to the My... GRAMMAR! section, where they can use additional example sentences to complete the definitions and explanations.
1
ANSWER KEY
formed by adding the ending – ed to regular verbs, and the irregular verbs can be found in the 3rd column of the irregular verbs list at the end of their Student’s Books. Write down the rule as a simple formula:
• In a lower-ability class, check for understanding of the words and phrases lobes and middle ear. ANSWER KEY
• Students go through the text and underline all the examples of passive in it. Have students compare them with their partners.
1 A baby is born with 300 bones. 2 The left lung is divided into two lobes. 3 Blushing is caused by adrenalin. 4 The smallest bone in our body is located in the middle ear. 5 Only a quarter of all the oxygen we breathe in is used by the brain.
• Tell your students that there is a detailed explanation of present simple passive in the Grammar Summary on pages 132–133 of their Student’s Books.
Exercise 5 b), p. 88 • Students underline the passive verbs in the sentences from Exercise 5 a).
• Direct your students’ attention to the list of irregular verbs on pages 120–121, which they can use as reference when needed. ANSWER KEY 1 a) be, past participle; b) isn’t, 2 which is made up of 33 bones; they are called collar bones and are among the bones that are broken the most often; We’ll start with the one which is drawn (...) and which is checked first; that’s how it is carried; that are filled with the air you inhale; only about 5 % is kept in our bodies and the rest is exhaled; the water we drink is used...; which is filled with urine; the kidney is donated the most; one important organ isn’t mentioned.
WORKBOOK PRACTICE
My... GRAMMAR!
Present simple passive
Exercise 4, p. 88 • Students read the list of verbs. First have them identify regular verbs in the list (allow, use, replace, carry) and then fill in all the participles. Check as a class.
• They swap notebooks with their partners and check each other’s work. ANSWER KEY 1 A baby is born with 300 bones. 2 The left lung is divided into two lobes. 3 Blushing is caused by adrenalin. 4 The smallest bone in our body is located in the middle ear. 5 Only a quarter of all the oxygen we breathe in is used by the brain.
Exercise 5 c), p. 88 • Students use the verbs they have identified in Exercise 5 b) to complete the four sentences. ANSWER KEY 1 is born, 2 is used, 3 is located, 4 is caused
Exercise 6, p. 88 • In pairs, students complete the sentences with the passive form of the verbs in brackets. Check as a class. • Check the understanding of the sentences. In a lower-ability class, you might want to pre-teach some vocabulary: saliva, ear wax, acid, dissolve, compress, vice-versa.
1A THE HUMAN BODY
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UNIT 4
• Ask students how many of these fun facts about the human body they have already known and which of the ten sentences surprised them most. • Ask students if they know any other human body related trivia.
I can do this!
• You can challenge students to find some more interesting facts about the human body for homework. Afterwards, students can even vote for the most interesting and unbelievable random fact. Alternatively, ask students to prepare two true trivia facts and one that is untrue to play Call my bluff (see Games and Activities on pp. 394-398) at the beginning of the next lesson.
• For additional practice of present simple passive, GO DIGITAL.
ANSWER KEY 1 is produced, 2 is exhaled, 3 is made up, 4 is covered, 5 is used, 6 is dissolved, 7 are compressed, 8 is replaced, 9 is decreased, 10 is controlled
My...
4
I need help!
Exercise 4, p. 68 • Ask students if they know how the food we eat moves through our body and what we call the organs used for processing and transporting food. Allow them to answer in Croatian and then offer the English translation: the digestive tract. • Students fill in the missing verb forms. Check as a class. • In a lower-ability class, allow students to compare their answers in pairs before checking them as a class. ANSWER KEY
GRAMMAR! Present simple passive Write the past-participle forms of the verbs below.
5
I’m getting there!
1 do
__________________
5 use
__________________
9 replace __________________
2 catch
__________________
6 think
__________________
10 carry
3 allow
__________________
7 feel
__________________
11 make __________________
4 break
__________________
8 find
__________________
12 draw
__________________
__________________
a) Put these words into the correct order to make sentences. 1 born / a baby / with 300 bones / is _______________________________________________________________________________________________________
1 is chewed, 2 is broken down, 3 is swallowed, 4 are produced, 5 is turned, 6 is sent, 7 are absorbed, 8 is transformed, 9 is moved, 10 is kept
ENDING THE LESSON
2 the left lung / divided / is / two lobes / into _______________________________________________________________________________________________________ 3 blushing / by adrenalin / caused / is _______________________________________________________________________________________________________ 4 in the middle ear / located / the smallest bone / is / in our body _______________________________________________________________________________________________________ 5 all the oxygen / only a quarter / breathe in / used / of / by the brain / is / that we _______________________________________________________________________________________________________ b) Underline the present simple passive form of the verbs in Exercise 5 a). c) Complete these sentences with verbs from Exercise 5 a). There is one verb that you do not need. 1 When a child ____________________________, it quite literally sees the world upside down.
Exercise 5, p. 69 • Ask students how much they know about human skin. Tell them they are about to learn more. • Students read the prompts in the task to form passive sentences. In pairs, they speak about skin using the prompts.
2 The energy that we get from food ____________________________ by our body to maintain its main functions and perform various physical activities. 3 The stomach ____________________________ under the lungs. 4 An itch ____________________________ by many different things, such as sunburn or an insect bite.
6
SPEAKING
Complete each sentence using the present simple passive form of the verbs in the brackets. 1 A litre of saliva ____________________________ (produce) by your mouth each day. 2 Most of the air we breathe in ____________________________ (exhale) through one nostril only. 3 About eight per cent of your body weight ____________________________ (make up) by blood. 4 Your tongue ____________________________ (cover in) about 8,000 taste buds that help you taste your food. 5 Ear wax ____________________________ (use) to clean our ears. 6 The acid in our stomach is so strong that even metal ____________________________ (dissolve) there. 7 The whole surface of your skin ____________________________ (replace) every month, which means you wear about a thousand skins in your lifetime. 8 The right side of your body ______________________ (control) by the left side of your brain and vice-versa.
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• Ask students to give feedback on how much they understand. They use their thumbs to show you:
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ANSWER KEY 1 The entire human body is covered by skin. 2 The body is protected from cold or heat. 3 The body is defended against harmful germs. 4 Teenage skin is often affected by pimples. 5 Our sense of touch is controlled by nerve endings in our skin. 6 50, 000 old skin cells are replaced by new skin cells every minute.
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WORKBOOK PRACTICE Exercise 7, p. 89 • End the lesson by playing a short board game. Students will need a small object in lieu of a counter and a coin. Pair students and let them play. • You can give a prize to the first student in the class to finish the game, for example, one homework-free pass is always a student favourite. 7
Work in pairs. Read the rules, and play the game.
Step 1 Use your rubber, sharpener, or other small object as a counter. You will need a coin, too. Step 2 Toss the coin: if you get tails, move one space forward; if you get heads, move two spaces. Solve the problem in each of the squares that you land on.
Step 3 If you have answered correctly, you may stay on your square. If not, go back to START. If you are not sure about the answer, ask your teacher for help. Step 4 The winner is the first person to reach FINISH. Good luck!
START
1234 5 8 7 6 9 10 1112 Correct this sentence: The heart is one of the most frequently drawed symbols.
Unscramble this sentence: urine / the bladder / filled with / is / .
Make a question for this answer: Through 60,000 miles of blood vessels.
Say the past participles of these verbs: make, see, carry, hold, break.
In our body, what is replaced every minute? Use a full sentence.
What is our sense of touch controlled by? Use a full sentence.
Say the past participles of these verbs: move, keep, donate, deserve.
Correct this sentence: The food not turned into liquid is sended to our small intestine.
What happens in your body when you breathe? Use sentences in the present simple passive.
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Correct this sentence: Food is breaked down into chunks in your mouth.
Unscramble this sentence using the present simple passive form: use / water / be / for hydration and health / .
FINISH
Unscramble this sentence: the spine / 33 different bones / made up / of / is / .
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HOMEWORK Exercise 6, p. 69 • Students choose one of three creative tasks according to their preference and prepare it for the next lesson.
1A THE HUMAN BODY
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UNIT 4
1B BLAME IT ON THE BRAIN NASTAVNA TEMA
Svijet znanosti i umjetnosti / Svijet oko mene / Zdrav život
NASTAVNA JEDINICA
Blame it on the brain (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2. C.8.3., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje
VOKABULAR
affect, blame, consequence, disrespectful, inappropriate, mature, moody, questionnaire, stubbornness, talk back, mood swings, slam the door
GRAMATIKA
Glagolsko vrijeme present simple passive
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o razvoju i funkciji ljudskog mozga.
FUNKCIONALNI JEZIK
Teenagers are often criticised by adults. Adults often criticise teenagers. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
Zdravlje
B.3.2. A
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Subjekt i objekt Biologija Ljudski mozak, pubertet
UDŽBENIK
Str. 70. -71.
RADNA BILJEŽNICA
Str. 90. -91.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje razumijevanja čitanjem i slušanjem i vokabulara na digitalnoj platformi IZZI.
STARTING THE LESSON • If you have assigned the body trivia and facts task as homework, have students tell their fun facts, or play Call my bluff (see Games and Activities on pp. 394-398). Students have found two fun facts about the human body that are true and one that is incorrect. Each student reads their three sentences and the rest of the class guesses which sentence is made up. • Check homework with students. Form groups of four students and let them present the creative task they have chosen.
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• Prompt students to give their feedback to each presenter. MAIN PART • Ask students to remember which part of the body wasn’t mentioned in the text. Make enough copies of the K-W-L chart (Resource Bank, Resource 64, pp. 406-412) and distribute them to students. In the K-column, students write everything they already know about the brain. In the W-column, they note down what they would like to learn about it. Leave the L-column empty until the end of the lesson. SPEAKING Exercise 1, p. 70 • Ask students if they worry much or often and what usually worries them. Let them read the given topics in Exercise 1. Check for understanding and, if needed, explain the following expressions: fitting in, peer pressure, mood changes, lack of. • Have students rank the topics from those that worry them most to those that don’t worry them at all. • Pair students off and let them compare their lists and discuss the three items that worry them the most. Discuss why those issues worry them and how they deal with them. ANSWER KEY Students’ answers.
LISTENING Exercise 2, p. 70 • Ask students if they ever have external guest lecturers at school. Let them tell you who usually comes and what they speak about. • Tell students that Charlie’s class has a guest lecturer today, a psychologist who will talk about the relationship between teenagers and their parents, but first they need to read a quote. • Students read the quote. • If needed, explain the words elders, contradict, gobble.
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1B BLAME IT ON THE BRAIN I can talk about the challenges of being a teenager. 1
SPEAKING How often do you think about the following issues? In pairs, choose the three issues that worry you most, and discuss them. Why do they worry you? How do you deal with them? fitting in
body image lack of sleep
2 a)
peer pressure
mood changes
social media
arguing with your parents
lack of motivation at school
4.1 LISTENING Dr Mark Wilson, a psychologist, is giving a lecture to Charlie’s class on relationships between teenagers
and their parents. Read the quote he gives them. Do you know who said it, and when? Listen and check. “Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company, gobble up their food and tyrannize their teachers.” b) SPEAKING What does the quote tell us about the relationship between teenagers and their parents? How has it changed over the centuries?
3 a) READING Read the second part of Dr Wilson’s lecture. Tick the topics that he talks about. teenagers’ mood swings
teenage brain development
old beliefs about teenagers
parents’ stubbornness
strict household rules
building a healthy teenage brain
M
odern science has found some answers to why teenagers act a certain way. The secret lies in the brain, your body’s control center. When you were six years old, your brain was already at 90 to 95 percent of its adult size. However, it wasn’t fully developed! In fact, your brain doesn’t stop developing until you’re an adult. It goes through many changes when you’re an adolescent. The way you behave, make decisions, or solve problems is controlled by the front part of your brain, which is the last to mature. Until it develops, you rely on the part of the brain that connects with emotions, aggression and instinctive behavior. That’s the reason you’re moody, easily annoyed or willing to take risks sometimes. And that’s why it’s harder for you to control yourself, so you end up talking back to your parents or slamming doors when you’re angry. This doesn’t mean you’re a bad child or student. It just means that your brain is still developing, and you sometimes find it hard to control your words and actions. While the brain is often blamed for your lack of control of emotions, this should never be an excuse for inappropriate
behavior. If you’re struggling to cope with your emotions, try to find someone to talk to. Why not turn to your family or friends? They love you and care about you, although it doesn’t always seem like this to you. You can also try talking to your teachers. They should understand what’s bothering you, because they’ve gone through the same thing, too. Remember that you’re responsible for what your brain is going to be like when you’re an adult. Try to do as much as you can to keep it healthy. Are you getting enough sleep and exercise? Are you eating healthy food? Your brain is affected by every decision you make on a daily basis. Now is also a good time to find out what you’re good at and learn more about it. Music, painting, sports, science, acting… The options are endless! And remember that it’s alright if you’re still not sure about what you like. You’ll find out, sooner or later.
b) Read the text again. Find and underline the information below. 1 when the brain stops growing
5 why adults can help you
2 the part of the brain that develops last
6 ways of keeping your brain healthy
3 examples of inappropriate behaviour 4 who to ask for help when you’re struggling with emotions
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• Ask students to try to guess who said the quote and when. 4.1.
• Play Track 4.1. Students listen to confirm their predictions.
• Check as a class.
moody, mood swings, stubbornness, talk back, slam the door. • Students read the text. Check as a class. • In a lower ability class, you can tell students that there are three topics.
ANSWER KEY Socrates, a Greek philosopher, said it four centuries before Christ.
Track 4.1 Let’s look at the quote I have given you. You probably think that it’s about teenagers today. But you’ll be surprised to hear that it actually comes from Socrates, a Greek philosopher who lived four centuries before Christ. What does it tell us about the relationship between teenagers and adults? It seems that it has always been one of misunderstanding. The adults have always asked themselves the famous question: ‘What is wrong with the youth of today? ’. Teenagers are often seen as being rude, moody, disrespectful and lazy. But, in truth, there is absolutely nothing wrong with teenagers today. And there has never been anything wrong with them. Today, we’re going to see...
ANSWER KEY teenagers’ mood swings, teenage brain development, building a healthy teenage brain
Exercise 3 b), p. 70 • Have students read the text again and find and underline the six pieces of information in the text. Check as a class. ANSWER KEY 1 It doesn’t stop developing until adulthood. 2 The front part of the brain. 3 Talking back to parents, slamming the door. 4 Family, friends or teachers. 5 Because they have gone through the same thing. 6 Get enough sleep and exercise, eat healthy.
TRICKS OF THE TRADE SPEAKING Exercise 2 b), p. 70 • In pairs, students discuss the questions in the exercise: How has the relationship between teenagers and their parents changed over the centuries? Volunteers share their opinion. • Encourage students to express their agreement and disagreement when sharing their ideas and opinions. ANSWER KEY It hasn’t really changed – it has always been full of misunderstanding.
READING Exercise 3 a), p. 70 • Tell students that they are going to read the second part of Dr. Wilson’s lecture. Their task is to tick the topics he talks about. • In a lower-ability class, you might want to pre-teach the following vocabulary: affect, blame, consequence, cope with, disrespectful, inappropriate, mature,
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Encourage students to underline the information in the text in different colours to navigate the text easier. • GO DIGITAL for additional reading and vocabulary practice. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 90 • To reinforce vocabulary, have students complete the three texts about teenagers’ brains. Remind students that they will not need two words. Check as a class. ANSWER KEY 1 connections, 2 consequences, 3 control, 4 struggling, 5 developed, 6 affected
ENDING THE LESSON Exercise 2, p. 90 • Ask students about their relationship with their parents. Tell them they will read about the problems some parents have in their
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4 a) SPEAKING AND WRITING For their homework, Dr Wilson gave the students a questionnaire for their parents. Look at the short questionnaire below. Ask your parents the question, write down their answers, and ask them for some stories behind the arguments. What did you argue about most with your parents when you were a teenager? school marks
money
curfew
looks
friends
housework
disrespect
music
b) SPEAKING Report on what you have talked about with your parents. What did they argue about with their parents, and why?
5 a)
4.2 LISTENING Charlie is talking to her parents about Dr Wilson’s assignment. Listen, and circle the things
in Exercise 4 a) that they argued about with their parents. b) 4.2 Listen again. Complete the summary of the conversation. When Charlie’s Dad was a teenager, his father was angry because of the (1) e_____________ he had. Mum’s parents often criticized her for her (2) l_____________ and her hairstyle. They thought it wasn’t appropriate for a teenage (3) g_____________. Dad lived in a (4) s_____________ household and always had to be home early. Mum’s parents weren’t that strict, but they were annoyed by her choice of (5) m_____________; they didn’t like it at all. Charlie’s (6) m_____________ is very protective and is often (7) w_____________ about Charlie, which Charlie finds a bit annoying. Charlie’s parents show a lot of (8) u_____________ for what she is going through.
Active vs passive sentences Look at the explanations and examples, then make the sentence below passive. In the active voice, the subject of the sentence does the action. In the passive voice, the subject of the sentence receives the action. Adults often criticize teenagers.
Charlieʼs parents trust Charlie.
Teenagers are often criticized by adults.
Charlie is trusted by her parents.
Your brain controls your behaviour. → ___________________________________________________________________
Let’s practise more! → WB, p. 91
Grammar summary → pp. 132-133
6 a) Read Dr Wilson’s message to parents. Choose the active or the passive form of the verb. Often, teenagers (1) expect / are expected to follow the rules and be obedient, just like when they were little children. A lot of parents try to (2) control / be controlled their children, but control is not the key. Connection is. Show your teenagers that you (3) love / are loved them no matter what. They won’t ask for help if you treat them as if they can’t (4) trust / be trusted. Keep in mind that your teens are slowly becoming young adults who need to (5) teach / be taught how to become responsible young people. If they (6) tell / are told what to do, how will they ever become more independent? They must learn to make their own decisions and accept the consequences of their actions. Be patient with your teenagers; try to be a part of their lives and have fun with them. But don’t forget that you’re still the adults: you (7) make / are made the rules, and you make sure the rules (8) follow / are followed. Your teens may moan and whine, but they will eventually be grateful for everything you did for them. b) READING AND SPEAKING How do you feel about the message? Underline the things you agree with, and highlight the things you disagree with. Then talk about it.
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relationship with their children. In pairs, students read the two problems. They choose one and write advice for the teenager’s parents. • Students team up with another group that has chosen the same problem. They compare and discuss their solutions for the problem and the advice for the teenager’s parents.
are a guideline: they should feel free to add some more if their parents mention them. • Students should ask for stories and reasons behind at least one, but preferably two or three, of the issues, write them down and prepare a report on that for the next class.
1B BLAME IT ON THE BRAIN VOCABULARY
1
Charlie has read some other papers on teenagers’ brains. Complete these excerpts with the words below. There are two words you do not need. developed
control
struggling
affected
instinctive
trusted
consequences
connections
Do you know that teenagers’ brains are wired to take risks? During adolescence, human brains need to get rid of unnecessary (1) _________________ and learn to control their instinctive behaviour. That’s why parents play an important role in their teenagers’ lives: they act as their guides before the teenagers become fully aware of the (2) _________________ of their actions. If you fall asleep late and wake up late as well, don’t worry: that’s perfectly normal. Your sleep cycle is under the (3) _________________ of melatonin, the sleep hormone, which is released later at night in your brain and sticks around for longer than in adults’ brains. Nevertheless, you still need your nine hours of sleep, so if you’re (4) _________________ to get up early, do something to change your sleep routine.
As your brain becomes more (5) _________________, and you start thinking more abstractly, your social anxiety increases. That’s when you start thinking more about those around you than you do about yourself. Your actions and decisions are (6) _________________ by what others think of you. Still, by the end of adolescence, most people value their own opinions much more than those of others.
2
In pairs, read these texts and give advice on various problems. Explain your answers. 1 Donnie doesn’t follow his parents’ house rules, such as getting home before 11 p.m., making his bed in the morning and not inviting his friends home without his parents’ permission. They’re very angry at him, but they don’t know what to do. What’s your advice to his parents? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ 2 Joan is often sad, and she shuts herself up in her bedroom. Her parents are clueless about what to do. Just a year ago, she seemed happy! She also ignores food and doesn’t talk about how she feels. Her parents are starting to worry. What’s your advice to her parents? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
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• Go back to the K-W-L chart (Resource Bank, Resource 64, pp. 406-412) with your students. Tell them to go through the K-column and check if everything they have written was correct. Then, they go back to the W-column and underline or highlight questions they found answers to in the course of this lesson. Finally, students write down the answers to their W-column questions, and any other interesting facts they have learned today. HOMEWORK Student’s Book, p. 71, Exercises 4 a) and b) • For homework, assign Exercise 4. Students will have to interview their parents about the reasons for the parents’ arguments with their parents. Tell students that the provided issues
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• Instruct students to tick the topics from Exercise 4 a) that Charlie’s parents name as reasons for an argument.
NASTAVNA TEMA
Svijet znanosti i umjetnosti / Svijet oko mene / Zdrav život
NASTAVNA JEDINICA
Blame it on the brain (2. sat)
PREDVIĐENI BROJ SATI
2
• Play Track 4.2. Students listen in order to check their expectations.
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2., C.8.3., C.8.6.
• In a lower-ability class, tell students that they need to choose two topics.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje, pisanje pierce an ear, moan, obedient, protective, whine
GRAMATIKA
Glagolsko vrijeme present simple passive
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o razvoju i funkciji ljudskog mozga.
FUNKCIONALNI JEZIK
Teenagers are often criticised by adults. Adults often criticise teenagers. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
Zdravlje
B.3.2. A
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Subjekt i objekt Biologija Ljudski mozak, pubertet
UDŽBENIK
Str. 70. -71.
RADNA BILJEŽNICA
Str. 90. -91.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. • Volunteers report on their interviews with their parents. • Encourage other students to ask additional questions or ask them yourself to spark discussion. MAIN PART Exercise 5 a), p. 71 • Ask students to guess what Charlie’s parents argued about with their parents. Accept all answers.
4.2.
• Check as a class. ANSWER KEY Curfew and looks.
Track 4.2 Charlie: Mom, Dad, I need to talk to you. Do you have a minute? Mum: Of course. What happened? Charlie: Nothing happened! You don’t have to worry all the time. I just have this school assignment, and I need to talk to you. Dad: Sure, go ahead. How can we help? Charlie: This morning we had a lecture on the teenage brain. We got a questionnaire, and I have to prepare a report for tomorrow. It’s about what you were like as teenagers. Dad: Oh, are you sure you want to know? Charlie: Well, I’m sure you weren’t that bad! Or were you? Dad: No, I was a pretty good kid, and I didn’t get into that many fights with my parents. But I remember constantly fighting with my dad about my earring. I had my ear pierced when I was fifteen. Actually, my friend pierced it for me. It was a pretty stupid thing to do, now that I think about it. But at the time I thought it looked great! And my dad really, really hated it. Mum: Oh, I liked that earring! My parents also sometimes criticized my style. I often changed the color of my hair, and I wore ripped jeans, which I’m glad are fashionable again. But your grandparents didn’t think it was a good look on a teenage girl. Charlie: I guess that’s why you never criticize me for my clothes... Dad: I guess we remember what our teenage years were like. You know your grandparents. They aren’t as understanding as your mom and I are. They’re very traditional, and I grew up in a very strict household. When I was out with friends, I was always the first to leave, because I had to be home by ten. And I always had to be the ‘responsible one’ in the family. Your Uncle Jim was the ‘baby brother’, and could get away with almost anything he did. The one time I tried telling them it wasn’t fair, they grounded me! Mum: My parents were a lot more liberal, so I could stay out longer. My best friend was in a punk band, and we often sat in the garage and listened to punk music. Whenever I listened to it at home, my mum would always shout ‘Turn that awful music down! ’. Of course, I never would, and she’d get very angry at me. Charlie: Wow, I didn’t know you were a punk. Cool! Is there anything else you want to tell me? Mum: Hmm... Not that I can think of, no. But while 1B BLAME IT ON THE BRAIN
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we’re discussing this... Charlie, is there anything we do that annoys you? Charlie: Well, Mom, you worry about me too much. I’m not a baby any more. You can relax from time to time, you know. Mum: That’s easier said than done... But I get the point. Still, I’ll always worry about you. That’s just the way I am. Dad: Charlie, you’re a really good kid, and we try not to be critical. We trust you, and we hope you trust us, too! You know you can always talk to us about anything. Charlie: I know, I know. Now I have to go to my room and prepare the report... And choose my new hair color! Mum: Ummm, yeah about that. I don’t...
Exercise 5 b), p. 71 • Instruct students to read the text in Exercise 5 b) and try to fill in as many words as they can. • Play Track 4.2. • Have students compare their answers first in pairs and then check as a class.
WORKBOOK PRACTICE
My... GRAMMAR!
ctive vs passive A sentences
Exercise 4, p. 91 • Ask students if they liked Dr. Wilson’s lecture from the previous lesson and if they think Charlie and her classmates liked it and why. • Students will find out Charlie’s classmates’ opinion on the lecture by completing the four texts with the appropriate active or passive verb forms. • Check as a class. ANSWER KEY 1 bothers, 2 pays, 3 are listened to, 4 is thought, 5 tries, 6 puts, 7 eat, 8 is talked, 9 is controlled, 10 are held, 11 aren’t organised, 12 are judged
ANSWER KEY 1 earring, 2 looks, 3 girl, 4 strict, 5 music, 6 mum, 7 worried, 8 understanding
My...
3
GRAMMAR! Active vs passive sentences Complete these sentences using the passive forms of the verbs in brackets. 1 A lot of patience and empathy ________________________ (require) when parenting teenagers. 2 Teenagers’ activities ________________________ (often affect) by other people’s opinions. 3 Many older people ________________________ (annoy) by today’s youth. 4 Teenagers’ feelings and thoughts ________________________ (often express) through music.
My... GRAMMAR!
ctive vs passive A sentences
5 Unfortunately, many teenagers ________________________ (not support) by their families when it comes to their career paths. 6 Body image and fitting in are two teenage issues that ________________________ (not talk) about enough these days.
4
• Write two sentences on the board: Adults often criticise teenagers. Teenagers are often criticised by adults.
Read what some of Charlie’s classmates think about Dr Wilson’s lecture. Choose the correct form of the verb: active or passive. 2 My sister (4) thinks / is thought 1 3 I was surprised to hear how to be very self-centred, because I agree with Dr Wilson. When important healthy food is for she’s a teenager who posts a lot we have difficulties talking our brains. Unfortunately, my of pictures of herself online. But about something that family doesn’t cook a lot of it. the adults don’t seem to (1) bothers / is bothered us, When Mum and Dad buy understand that has nothing to it’s important to find hamburgers and fries, we do with her personality. She someone who (2) pays / (7) eat / is eaten them in just a always (5) tries / is tried to help is paid attention to what few minutes. Do we buy others and always (6) puts / we’re saying. It feels good vegetables? No: they (8) talk / is put them first. (Manny) when we (3) listen / are talked about, but not are listened to. (Eleni) bought. (Tala) 4
• Ask students to compare the sentences. They will probably recognise the first one as an active sentence and the second as a passive sentence. • Now ask students to identify the subject in both sentences. After they notice it’s not the same, ask them to find the subject of the passive sentence in the active sentence. At this moment, they should recognise it functions as the object of the active sentence. Write on the board: Active sentence Passive sentence object –– > subject
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5
I must say I disagree with Dr Wilson. If everything in our body (9) controls / is controlled by the brain, then how come we (10) hold / are held responsible for our actions? How can I be responsible for something I can’t control? (Tony)
5
Lectures like this (11) don’t organise / aren’t organised often enough! I think every school should talk about teenagers’ brain development more. It’s important to understand what makes us behave the way we do and why we (12) judge / are judged the way we are by others sometimes. (Mac)
Rewrite these sentences in passive form. 1 The front part of the brain controls the way teenagers behave. ____________________________________________________________________________________________________ 2 Rules and restrictions usually annoy teenagers. ____________________________________________________________________________________________________ 3 Every day, psychologists learn plenty of things about teenagers’ brains. ____________________________________________________________________________________________________ 4 Parents often blame teenagers for being lazy. ____________________________________________________________________________________________________ 5 Teachers expect teenagers to follow the rules. ____________________________________________________________________________________________________ 6 Some teenagers don’t eat enough healthy food. ____________________________________________________________________________________________________
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Exercise 6 a), p. 71 • Tell students that Dr. Wilson has something to say to the parents, too. To find out what, they have to choose between the active and passive forms of the given verbs.
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• Students read the text and choose the right verb forms. • Check as a class.
disagreement, it’s always a good idea to remind them of some useful phrases, e. g., I agree; I agree, but...; I disagree; I disagree, but...; I think that...; In my opinion, ... Write the phrases on the board or project them over an OHP as help for students to express their opinion more fluently and making their discussion run more smoothly.
ANSWER KEY 1 are expected, 2 control, 3 love, 4 be trusted, 5 be taught, 6 are told, 7 make, 8 are followed
• To check how clear the difference between present simple active and passive is to students, ask them to assess it through the Fist-to-five method.
1
• In a lower-ability class, check for understanding of the following words: moan, whine, obedient.
ANSWER KEY Students’ answers.
HOMEWORK WB, p. 91, Exercises 3 and 5
I have no idea. I barely understand. I understand, but I need support. I understand most of it, but I am unsure if I can explain it to others. I understand and could do an adequate job of explaining it. I understand it completely and can easily explain it to others. • To practise the difference between present simple active and passive, GO DIGITAL. ENDING THE LESSON SPEAKING Exercise 6 b), p. 71 • Instruct students to read the text again. They underline the parts of the text they agree with and circle those they disagree with. • In groups of three, students compare and discuss their opinions on Dr. Wilson’s message. TRICKS OF THE TRADE When you want to encourage students to discuss a topic by expressing agreement and
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Lesson 2
2A WHEN BRAINS DESIGN Lesson 1 NASTAVNA TEMA
Svijet oko mene / Putovanja / Moja domovina i druge zemlje / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
When brains design (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A. 8.5, B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje, slušanje
VOKABULAR
ancestor, carve, coffin, embalm, estimate, marvel, sledge, strip, tomb, worship, building site, burial site, heritage site, serve a function
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje događaja u prošlosti
FUNKCIONALNI JEZIK
It was constructed without modern machinery. It is unknown how the stones were transported. Etc.
MEĐUPREDMETNE TEME
SPEAKING Exercise 1 a), p. 72 • Tell students to take a look at the pictures and describe them. Ask them if they recognise any of the buildings or know anything about them. ANSWER KEY Students’ answers.
Exercise 1 b), p. 72 • Let students try matching the pictures with the names of the buildings in Exercise 1 b). Check as a class. • If possible, instead of checking as a class, allow students to do research online to check their answers. ANSWER KEY First row: 4, 9, 5, 1, 7. Second row: 6, 10, 2, 3, 8.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti Povijest Sedam svjetskih čuda
UDŽBENIK
Str. 72. -73.
RADNA BILJEŽNICA
Str. 92. -94.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. • Revise vocabulary by playing a game of Hot seats (see Games and Activities on pp. 394-398). Suggested vocabulary: affect, blame, consequence, disrespectful, inappropriate, mature, moody, questionnaire, stubbornness, talk back, mood swings, slam the door, pierce an ear, moan, obedient, protective, whine.
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LISTENING Exercise 2 a), p. 72 • Ask students if they know what the Seven Wonders of the Ancient World are. Explain briefly if they are not familiar with the Seven Wonders. Tell them that almost all of the original Seven Wonders were destroyed and let them guess which of the buildings in Exercise 1 could be the New Seven Wonders. They mark them on the list. • Explain that Charlie is researching the Seven Wonders for her D&T class, and she is listening to a podcast about them. Students listen and tick the ones which made it to the list. 4.3.
• Play Track 4.3. Students listen to confirm their predictions. Check as a class.
• Ask students how many Wonders they have guessed. TRICKS OF THE TRADE The Seven Wonders of the Ancient World, also known as the Seven Wonders of the World, is a list of seven monuments located in the Mediterranean circle. The list was first compiled
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2A WHEN BRAINS DESIGN I can talk about the wonders of the world. a) SPEAKING Look at the photos below. Do you recognise the sites? What do they have in common?
4 the Taj Mahal
3 the Great Pyramid of Giza
2 the Roman Colosseum
1 the Great Wall of China
10 Christ the Redeemer
9 the Eiffel Tower
8 Machu Picchu
7 Petra
6 Stonehenge
b) Match the names to the sites in Exercise 1 a).
5 Chichén Itzá
and Design lesson. She is listening to a podcast about a new list of the Seven Wonders of the World. Listen, and circle the seven wonders in Exercise 1 b).
a) 4.3 LISTENING Charlie is doing some research on the greatest architectural creations of mankind for an Art
b) 4.3 Listen again, and write the names of the countries that are mentioned in the podcast next to the sites in Exercise 1 b). a) READING Charlie has chosen her two favourite sites to write about. Read, and match the headings to the texts. There is one heading you do not need. Do not worry about the gaps in the text at this point. Maths and Architecture A Place of Worship A Transportation Mystery Maths and Architecture A Place of Worship A Transportation Mystery
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1 A burial site, a temple for sun worship or a giant stone calendar? The scientists still have a lot of questions about the origin and purpose of Stonehenge. This fascinating prehistoric monument is located in Wiltshire, England. The largest ones weigh around 50 tonnes – that’s as heavy as nine African elephants! It is estimated that it would take more than 500 men to transport each of them. Some bodies were found at the site, and scientists have discovered that they came from the Preseli Hills in West Wales, which is more than 160 kilometres away. That’s about the same time Stonehenge was put up! It was discovered by geologists that the smaller stones were also brought from the Preseli Hills. How these giant stones were transported from hills that far away has remained unknown to this day. It seems that we’ll never fully understand what the human brain is capable of!
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2 Egypt is well known as the land of the pyramids, the largest stone constructions in the world. Believe it or not, these gigantic tombs were each built in the lifetime of a single pharaoh. For example, it took only about 20 years to complete the Great Pyramid of Giza. The experts think that the project involved thousands of workers, engineers and mathematicians, and that it was carefully planned and designed first. The enormous stone blocks were pulled on sledges to the building site. Over two million stone blocks were used for the Great Pyramid. Once it was completed, the tomb was ready to hold the pharaoh’s body. The body was embalmed and wrapped up in long strips of cloth. Then the mummy was laid in the centre of the pyramid in a stone coffin. This ancient giant is one of the many wonders proving that the human brain has long been an engineering marvel.
2 Who does the action in the sentences?
H They are one of the seven wonders of the ancient world.
G Research has shown that these bodies were buried 5,000 years ago.
F It was, of course, constructed without modern machinery.
b) Read the texts again, and complete them with the missing sentences below. There are two sentences you do not need. A But how was that possible? B In this way, the purpose of the pyramid was fulfilled. C However, we are still not sure how Stonehenge was built, or who built it. D It served other functions as well. E It consists of enormous monoliths, or blocks of stone, that form a circle.
Past simple passive Look, think and discuss. 1 How do we form past simple passive?
Let’s practise more! → WB, pp. 92-94
Grammar summary → pp. 132-133
The body was embalmed and wrapped up in long strips of cloth. It was discovered by geologists that the smaller stones were also brought from the Preseli Hills.
4.4 Complete the text. Use past simple passive of the verbs in brackets. Then listen and check.
Rapa Nui, better known as Easter Island, is one of the most isolated islands on Earth. It’s known for its mysterious mo’ai statues. This Pacific island (1) ___________ first _________________ (reach) by Europeans in 1722. When they arrived, they found poor, primitive people living there. ‘These gigantic stone heads (2) ___________ surely _________________ (build) by a greater civilization’ they assumed, and for centuries the builders remained a mystery. However, research has shown that the statues (3) ___________, in fact, ____________________ (create) by the natives! When some of the statues (4) _________________ (dig out) by archaeologists and geologists, it (5) _________________ (discover) that the heads and fronts of these stone figures (6) _________________ (carve) while they were lying on the ground. Then they (7) __________________ (raise) upright into deep holes using ropes, and the backs (8) _________________ (finish). They (9) _________________ (build) to honour the islanders’ ancestors. In total, almost 1,000 statues (10) _________________ (document) and (11) _________________ (study) by a team of experts in the late 20th century and the early 21st. In 1995, Easter Island (12) _________________ (name) a World Heritage Site by UNESCO. The island’s sites with the statues are protected within Rapa Nui National Park.
Step 2
Organise a class poll. Include all the sites mentioned. As a class, choose your favourite seven sites from all the candidates on the list.
Step 3
SPEAKING AND WRITING Work in groups. Select the Seven Wonders of Croatia. Step 1
Think about ways of presenting your list to the class. Say something about each of the sites, and try to convince the others your choices are best.
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Think about the sites you would put on a list of the Seven Wonders of Croatia. Draw up a list, and make short notes to explain your choices.
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in Ancient Greece, some 200 years BC. It includes the Great Pyramid of Giza, the Colossus of Rhodes, the Lighthouse of Alexandria, the Mausoleum at Halicarnassus, the Temple of Artemis at Ephesus, the Hanging Gardens of Babylon, and the Statue of Zeus at Olympia. Today, only the Great Pyramid of Giza can be seen. Five wonders were destroyed from 1st to 15th centuries AD, and there is no evidence that the Hanging Gardens of Babylon ever really existed. ANSWER KEY 1, 2, 4, 5, 7, 8, 10
Track 4.3 In 2007, a big online poll took place. The world was asked to choose its favourite heritage sites from the 21 candidates on the list. The New Seven Wonders of the World were chosen by more than a hundred million people. Can you name them? Be careful not to list the Great Pyramid of Giza in Egypt, because it already has its place among the seven ancient wonders! The ‘modern’ winners were called out at the Benfica stadium in Lisbon. Two wonders in South America made it to the list: the Inca city ruins of Machu Picchu, in Peru, and the gigantic statue of Christ the Redeemer, in Brazil. The Mexicans and their Chichén Itzá, a ruined Mayan city, didn’t miss the opportunity to land on the list, either. And it’s all thanks to a well-organised campaign that was led in Mexico to remind people to vote for their site. England, on the other hand, didn’t do much to encourage people to vote. That may explain why Stonehenge, which was among the 21 candidates, did not make it to the list. The Eiffel Tower, the Statue of Liberty and Sydney Opera House, which were among the youngest candidates, didn’t get elected, either. Three Asian sites to get among the chosen seven were the ancient city of Petra in Jordan, the Taj Mahal, a 17thcentury mausoleum complex in northern India, and the famous Great Wall of China. Finally, the only European site to be included was the largest amphitheatre ever built: the Colosseum of Rome, in Italy.
Exercise 2 b), p. 72 • Instruct students to listen to the text again and write down the country in which each of the buildings is located. • Play Track 4.3 again. Check as a class. ANSWER KEY 1 China, 2 Italy, 3 Egypt, 4 India, 5 Mexico, 6 England, 7 Jordan, 8 Peru, 9 France, 10 Brazil
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READING Exercise 3 a), p. 72 • Ask students which of the ten sites from Exercise 1 they would like to visit. Let them guess which two locations are Charlie’s favourites. • Tell students to look at the illustrations to check their guesses. • In a lower ability class, you can pre-teach the following vocabulary: ancestor, carve, coffin, embalm, estimate, marvel, sledge, strip, tomb, worship, building site, burial site, heritage site, serve a function. • Students read the two texts and match the headings to Charlie’s texts. Remind students to read the task carefully, not only the text. Check as a class. ANSWER KEY 1 A Transportation Mystery, 2 Maths and Architecture
Exercise 3 b), p. 73 • Bring students’ attention to the six missing sentences in the text. Students read the text again and complete it with the sentences A–H. Remind them that there are two sentences they will not need. • You can check this exercise by having students read the whole text out loud for some extra reading practice. ANSWER KEY 1 E, 2 C, 3 G, 4 A, 5 F, 6 B
TRICKS OF THE TRADE When dealing with sorting tasks, or tasks of filling in the text with given words/phrases, always remind students to cross out the words, phrases or sentences they have used. This simple procedure makes it easier for students to correctly choose the words for filling in the remaining gaps because it is easier to identify the remaining words/phrases at a glance, and the already used phrases do not distract them.
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WORKBOOK PRACTICE Exercise 1, p. 92 • Tell students they will read some more information about the UNESCO World Heritage sites. There is one additional site they will not need to use. Ask them to guess which one it could be just by looking at the names. • Let students read the descriptions and match them to the names of the sites. • Ask students to compare their answers in pairs. • As feedback, ask students which of these sites is not described. Ask them what they know about the Eiffel Tower.
• Make copies of the 3-2-1 formative assessment sheet (Resource Bank, Resource 65, pp. 406-412), and tell students to write down three new things they have learned today, two sites they would like to visit and one fun fact that has surprised them in this lesson.
2
ENDING THE LESSON
HOMEWORK • Make enough copies of the Instagram profile template (Resource Bank, Resource 66, pp. 406-412). Students choose one of the ten sites from Exercise 1, research it and make an Instagram profile for the site. • You can use them as formative assessment or make a class display.
• If possible, let students research the Eiffel Tower and report back what they have found out. If not, assign this for homework. ANSWER KEY 1 The Great Wall of China, 2 The Taj Mahal, 3 Christ the Redeemer, 4 Machu Picchu, 5 Petra, 6 Chichén Itzá, 7 The Roman Colosseum 8. The Eiffel Tower Le ss on
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2A WHEN BRAINS DESIGN 1
Match these UNESCO World Heritage sites to their descriptions. Then find some information on the remaining site, and write about it. Christ the Redeemer Machu Picchu
the Roman Colosseum the Eiffel Tower
the Taj Mahal
Chichén Itzá
Petra
the Great Wall of China
1 This was built as a military defence system against the invasions from the north. It took two thousand years to finish the project. It’s 21,196 kilometres long. 2 This landmark is an enormous mausoleum built in memory of the emperor’s wife. It was built of white marble. 3 This colossal statue atop Mount Corcovado was completed in 1931. It’s 30 metres tall, with the arms spread 28 metres wide. 4 This is a Mayan city with many important monuments and temples. The most often-photographed one is certainly the stepped pyramid called ‘El Castillo’, with its 365 steps: one for each day of the year. 5 This is an ancient city located in a desert among sandstone mountains hiding caves, temples and tombs. The most famous archaeological site is a temple which was carved into a pink sandstone cliff. 6 This Inca site was discovered in 1911 by Hiram Bingham. Its location, high in the Andes, is the reason why it was found mostly undamaged. 7 This amphitheatre was built in the first century by the Romans. Its construction was ordered by the Emperor Vespasian. Gladiator fights and battles with animals were held there. 8 ______________________________________________________________________________________________________ _______________________________________________________________________________________________________ My...
2
3
GRAMMAR! Past simple passive Complete these sentences with was or were. 1 A lot of defensive walls _________ built in the Middle Ages.
4 The students _________ given a test by their history teacher yesterday.
2 The tower _________ named after the engineer Gustave Eiffel.
5 Until last year, the tickets for the museum _________ sold online.
3 The face of a 5,500-year old body found near Stonehenge _________ reconstructed in 2013.
6 New 7 Wonders of the World _________ chosen in 2007.
Put the words in the correct order to make sentences in past simple passive. 1 paper / in / invented / China / was ______________________________________________________________________________________________________ 2 were / in / phones / the / mobile / made / first / 1977 ______________________________________________________________________________________________________ 3 concert / where / the / held / was / ? ______________________________________________________________________________________________________ 4 by / was / written / George Orwell / this / book ______________________________________________________________________________________________________ 5 given / were / the / to / when / women / vote / right / ? ______________________________________________________________________________________________________ 6 in case / told / weren’t / to / what / we / do / emergency / of
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______________________________________________________________________________________________________
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Lesson 2 NASTAVNA TEMA
Svijet oko mene / Putovanja / Moja domovina i druge zemlje / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
When brains design (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje, slušanje
GRAMATIKA
Glagolsko vrijeme past simple passive
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Opisivanje događaja u prošlosti
FUNKCIONALNI JEZIK
It was constructed without modern machinery. It is unknown how the stones were transported. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje prošlosti, svršeni i nesvršeni glagoli, književnost
UDŽBENIK
Str. 72. -73.
RADNA BILJEŽNICA
Str. 92. -94.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje gramatike na platformi IZZI
STARTING THE LESSON • Check homework with students. Make a classroom display with their Instagram profiles of the famous sites. • Revise the text from the previous lesson by playing a game of Noughts and Crosses (see Games and Activities on pp. 394-398). Divide students into two groups. Students have to describe a Heritage site to win the field. Suggested sites: 1 The Great Wall of China, 2 The Taj Mahal, 3 Christ the Redeemer, 4 Machu Picchu, 5 Petra, 6 Chichén Itzá, 7 The Roman Colosseum, 8 The Eiffel Tower, 9 The Great Pyramid of Giza.
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MAIN PART
My... GRAMMAR!
Past simple passive
• Write two example sentences on the board, one in present simple passive and the other in past simple passive. For example: It is constructed without modern machinery. It was constructed without modern machinery. • Ask students to compare them. They will most likely notice that the first sentence is in the present tense and the second in the past tense. Ask them what the present tense is called and elicit that it is present simple passive. Elicit that the sentence in the past tense is passive, too, and that it is in past simple passive. • Point students to the My... GRAMMAR! section on page 73 and have them answer the first question. Help students make a formula for the formation of past simple passive: Past simple passive past simple of verb to be (was/were) + past participle (-ed or 3rd column) • Students answer the second question. ANSWER KEY 1 We use the past simple of the verb to be (was/ were) and the past participle. 2 The agent is either unknown or introduced as the object of the passive sentence.
WORKBOOK PRACTICE
My... GRAMMAR!
Past simple passive
Exercise 2, p. 92 • Practise the use of the auxiliary verb to be. Students supply the correct form of the verb in the sentences. Check as a class. ANSWER KEY 1 were, 2 was, 3 was, 4 were, 5 were, 6 were
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Complete these sentences. Use past simple passive of the verbs in brackets. 1 In ancient times, animal skins and furs ________________________ (use) by people to cover themselves.
1
2 Pens ________________________ (invent) by the Egyptians to write on papyrus.
Match these UNESCO World Heritage sites to their descriptions. Then find some information on the remaining site, and write about it. Christ the Redeemer Machu Picchu
the Roman Colosseum the Eiffel Tower
the Taj Mahal
Chichén Itzá
3 Make-up ________________________ (wear) in ancient Egypt by both women and men. 4 Democracy ________________________ (introduce) in ancient Greece.
Petra
5 The marathon _____________ first _____________ (run) by a Greek soldier from Marathon to Athens to bring
the Great Wall of China
news of the Athenian victory over the Persians.
1 This was built as a military defence system against the invasions from the north. It took two thousand years to finish the project. It’s 21,196 kilometres long.
6 Concrete for the long-lasting Roman buildings ________________________ (make) by mixing limestone with volcanic ash.
2 This landmark is an enormous mausoleum built in memory of the emperor’s wife. It was built of white marble.
5
3 This colossal statue atop Mount Corcovado was completed in 1931. It’s 30 metres tall, with the arms spread 28 metres wide.
The Olympic opening ceremony ______________________________ millions of people around the world. 2 They e-mailed the information about the conference to me.
5 This is an ancient city located in a desert among sandstone mountains hiding caves, temples and tombs. The most famous archaeological site is a temple which was carved into a pink sandstone cliff.
The information about the conference ______________________________ to me.
6 This Inca site was discovered in 1911 by Hiram Bingham. Its location, high in the Andes, is the reason why it was found mostly undamaged.
3 Wolf Cukier, a 17-year-old-boy, discovered a new planet in 2019. A new planet ______________________________ in 2019 by Wolf Cukier, a 17-year-old boy.
7 This amphitheatre was built in the first century by the Romans. Its construction was ordered by the Emperor Vespasian. Gladiator fights and battles with animals were held there.
4 When did they give you the award?
8 ______________________________________________________________________________________________________
When _________________________________ the award?
_______________________________________________________________________________________________________ My...
2
5 We didn’t harm any animals while making the film.
GRAMMAR! Past simple passive
No animals _________________________________ during the making of this film.
Complete these sentences with was or were.
3
Complete the second sentence so that it means the same as the first. Use no more than three words. 1 Millions of people around the world watched the Olympics opening ceremony.
4 This is a Mayan city with many important monuments and temples. The most often-photographed one is certainly the stepped pyramid called ‘El Castillo’, with its 365 steps: one for each day of the year.
6 The host suggested that we visit the Natural History Museum.
1 A lot of defensive walls _________ built in the Middle Ages.
4 The students _________ given a test by their history teacher yesterday.
2 The tower _________ named after the engineer Gustave Eiffel.
5 Until last year, the tickets for the museum _________ sold online.
3 The face of a 5,500-year old body found near Stonehenge _________ reconstructed in 2013.
6 New 7 Wonders of the World _________ chosen in 2007.
Going to the Natural History Museum _________________________________ to us by the host.
6
Rewrite these sentences using past simple passive. Use by only when necessary. 1 They produced the first CD on 17 August 1982. Their first CD _________________________________________________________________________________________ 2 Ancient Sumerians were the first to wear lipstick.
Put the words in the correct order to make sentences in past simple passive.
Lipstick ______________________________________________________________________________________________
1 paper / in / invented / China / was ______________________________________________________________________________________________________
3 They sold the first mobile phones with cameras in Japan.
2 were / in / phones / the / mobile / made / first / 1977
The first ______________________________________________________________________________________________
______________________________________________________________________________________________________
4 Somebody built this magnificent villa in 1890.
3 concert / where / the / held / was / ?
______________________________________________________________________________________________________
______________________________________________________________________________________________________ 4 by / was / written / George Orwell / this / book
5 The Norwegians invented ski jumping.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
5 given / were / the / to / when / women / vote / right / ?
6 The Wright brothers flew the first successful motor-operated aeroplane in 1903.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
6 in case / told / weren’t / to / what / we / do / emergency / of ______________________________________________________________________________________________________
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Exercise 3, p. 93 • Use this task to practise word order in a passive sentence. Allow students some time to put the words in the right order. Check as a class. • In a lower-ability class, allow students to compare their answers with their partners’ before checking the task. ANSWER KEY 1 Paper was invented in China. 2 The first mobile phones were made in 1977.3 Where was the concert held? 4 This book was written by George Orwell. 5 When were women given the right to vote? 6 We weren’t told what to do in case of an emergency.
Exercise 4, p. 93 • Students practise the formation of past simple passive. They fill in the gaps with the past simple passive form of the verbs in brackets. Let them do the task in pairs and check as a class.
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Exercise 4, p. 73 • Tell students to look at the illustration and ask them if they have ever seen the figure in it. Let them tell you what they already know about it. • In pairs, students read the text and fill in the gaps with the past simple passive of the verbs in brackets to finish the sentences. 4.4.
• Play Track 4.4 and let students check their answers this way. • You can also use this task for formative assessment. When checking the answers, students use a different colour to correct their mistakes. • To check how much students have understood, use the hand thermometer method of feedback. Students show their understanding on an imaginary scale from nothing, by lowering their hands to desk level, to crystal clear, by raising their hands to the top of their heads.
ANSWER KEY 1 were used, 2 were invented, 3 was worn, 4 was introduced, 5 was run, 6 were made 2A WHEN BRAINS DESIGN
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UNIT 4
I don’t get it.
I understand some of it, but it could be better.
Everything is clear.
Track 4.4 Rapa Nui, better known as Easter Island, is one of the most isolated islands on Earth. It’s known for its mysterious mo’ai statues. This Pacific island was first reached by Europeans in 1722. When they arrived, they found poor, primitive people living there. ‘These gigantic stone heads were surely built by a greater civilization’ they assumed, and for centuries the builders remained a mystery. However, research has shown that the statues were, in fact, created by the natives! When some of the statues were dug out by archaeologists and geologists, it was discovered that the heads and fronts of these stone figures were carved while they were lying on the ground. Then they were raised upright into deep holes using ropes, and the backs were finished. They were built to honour the islanders’ ancestors. In total, almost 1, 000 statues were documented and studied by a team of experts in the late 20th century and the early 21st. In 1995, Easter Island was named a World Heritage Site by UNESCO. The island’s sites with the statues are protected within Rapa Nui National Park.
ANSWER KEY 1 was reached, 2 were built, 3 were created, 4 were dug out, 5 was discovered, 6 were carved, 7 were raised, 8 were finished, 9 were built, 10 were documented, 11 (were) studied, 12 was named
• If you want to practise using the past simple tense and the past continuous tense some more, you can always GO DIGITAL. Exercise 5, p. 93 • Students practise transforming the verb from active to passive form. Let them do it individually and check as a class.
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ANSWER KEY 1 was watched by, 2 was e-mailed, 3 was discovered by, 4 were you given, 5 were harmed, 6 was suggested
TRICKS OF THE TRADE Exercises 5 and 6 are aimed at practising the transformation of sentences from the active to passive tense. Since this language area tends to pose a problem for some students, it is important to practise it in a gradual way. For some students, it is easier to comprehend if they can see what is happening on the board, so letting them come to the board to do a few example transformations while you lead them step by step could be useful. Exercise 6, p. 93 • Students should transform whole sentences. Remind them that they have to simultaneously mind both the word order and the tense. Check as a class. • In a lower-ability class, you might want to do this task together on the board, with students writing the active sentence and working on the transformation step by step as a type of demonstration for the whole class. ANSWER KEY 1 The first CD was produced on 17 August 1982.2 Lipstick was first worn by ancient Sumerians. 3 The first mobile phones with cameras were sold in Japan. 4 This magnificent villa was built in 1890.5 Ski jumping was invented by the Norwegians. 6 The first successful motor-operated aeroplane was flown by the Wright brothers in 1903.
ENDING THE LESSON SPEAKING AND WRITING Exercise 5 p. 73 • Divide students into groups of four. Tell them that they will now choose the Seven Wonders of Croatia. Reach an agreement on whether they will include natural wonders or only human-made sites.
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• Give each group five minutes to write their lists and think of arguments that support their choices. If students have access to an online search engine, remind them to include photos. • Representatives of each group present their lists. • The class votes for the nominated wonders. Finally, they make a list of the seven wonders with the most votes – their Seven Wonders of Croatia. TRICKS OF THE TRADE When making digital posters or presentations, always remind students to respect other people’s intellectual property and copyright, i. e., to not steal photos and videos. There are many free stock image sharing services online, such as Pixabay or Unsplash, which they could use instead. HOMEWORK WB p. 94, Exercises 7 and 8
2A WHEN BRAINS DESIGN
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2B THE FUTURE IS HERE Lesson 1 NASTAVNA TEMA
Svijet oko mene / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
The future is here (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje
VOKABULAR
admire, advance, benefit, commute, coordinate crops, cure, detect, disability, edible, implant, labgrown, nanotechnology, spacecraft, subterranean, surgeon, surgery, treatment, artificial intelligence, driving conditions, fossil fuel, run out of, vertical farming
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK
Predviđanje budućnosti. Nanobots will be implanted into our brains. Driving decisions won’t be made by us. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje budućnosti
UDŽBENIK
Str. 74. -75.
RADNA BILJEŽNICA
Str. 95. -96.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Start the lesson by checking homework with students. • To revise past simple passive, play Passive tennis, a variation of the Word tennis game (see Games and Activities on pp. 394-398). Divide the class into two teams and choose one student from team A who has to say
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an active sentence using the past simple. A student from team B has to say the same sentence, but in the passive form. After that, the next student from team B says an active sentence, and another student from team A transforms it into the passive form. Teams get a point for each correctly transformed sentence. MAIN PART SPEAKING Exercise 1, p. 74 • Ask students if they ever think about the future and if they are optimistic or pessimistic when thinking about it. • Divide students into groups of four. Let them read the eight statements about the future and instruct them to rank each statement from 1 – very unlikely to happen, 2 – could happen, to 3 – very likely to happen. • In a lower-ability class, check for understanding of the following words: commute, lab-grown, nanobot, implant. • Group representatives explain their choices for each statement. • Ask groups to make three additional predictions themselves and share them with the rest of the class. ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 74 • Explain that Charlie is very interested in science and wants to know what scientists predict for the future. Ask students to guess which statements will be the topic of the text. • In a lower-ability class, you may want to pre-teach the following vocabulary: admire, advance, benefit, coordinate crops, cure, detect, disability, nanotechnology, spacecraft, subterranean, surgeon, treatment, artificial intelligence, driving conditions, fossil fuel, run out of, vertical farming.
A SENSE OF WONDER
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2B THE FUTURE IS HERE I can talk about the technology of the future. SPEAKING Read the statements below about the future. Rank them from the least (1) to the most (3) likely to happen. Explain your answers.
1 underwater bubble cities will be built. 7 people will eat lab-grown meat.
6 body parts will be created in labs.
50 years from now... 2 cars will drive themselves. 8 brain nanobots will be implanted to improve our memory.
3 time travel will be possible. 4 people will be able to commute to the Moon. 5 holidays in space will be popular. a) READING Charlie is interested in what scientists say about our future. Read this article she has come across. Circle the statements in Exercise 1 which are mentioned in the text. There are two statements you do not need.
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The problem of feeding the growing human population will be solved by vertical farming and lab-grown meat. Vertical farming will have a lot of environment-friendly benefits: the use of fossil fuels and water will be reduced, and crops will be produced all year round. Meat will be designed in labs. In this way, cruel treatment of animals will be stopped, and costs of meat production reduced.
It is possible that our bodies will be improved by ‘non-biological’ intelligence. Tiny intelligent nanobots will be implanted into our brains. Our abilities, such as memory, hearing, sight and intellect, will be improved by these microscopic robots. People with disabilities will especially benefit from advancements in nanotechnology; they will help them become more independent! Diagnoses will be given at home. People will have scanning capsules that will detect health problems and give them the right treatment. Nanobots will also be able to cure diseases from inside our bodies. Instead of waiting for organ donors and transplants, new organs will be grown in the laboratory. Just imagine – a transplant surgeon will be able to order a completely new organ! 5
World population is growing, and we are running out of space on land. The solution might be to build higher, dig deeper or even go underwater. New, super-strong materials will be developed and used to build giant skyscrapers which could hold entire cities. Subterranean cities with earth-scrapers will be built below the ground, and ‘bubble’ cities will be created underwater!
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If you’ve already experienced space travel, you must be a millionaire! In the future, non-millionaires will be able to go on space holidays, too. Space travel will be made easier and more affordable. Spacecraft capable of carrying humans into orbit will be built, as well as orbiting space hotels. Spending holidays admiring the breathtaking views of our planet from space will be worth every penny!
Soon, we won’t have to drive our cars; they will do the job for us! After entering the coordinates, we will be taken to our destination by a self-driving car. Artificial intelligence will recognise the driving conditions and tell the car what’s going on around it. Driving decisions won’t be made by us; instead, the car itself will make them. It is estimated that, in this way, car accidents will be reduced by up to 94%.
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brain
health
food
b) Read the text again, and complete the table below.
invention(s)
purpose
transport
c) SPEAKING Cover the texts. Use the information in the table to retell the article.
The passive with will Read the sentences, and complete the rule.
Tiny intelligent nanobots will be implanted into our brains. Driving decisions won’t be made by us.
Let’s practise more! → WB, pp. 95-96
housing
holidays
When presenting your project, use the passive voice when the performer of the action is unknown, irrelevant or less important than the action.
PROJECT TIP!
Grammar summary → pp. 132-133
We can make a passive sentence about the future by using ____________ or ____________ followed by the past participle of the main verb.
Write positive or negative passive sentences with will based on your opinion about the future. Discuss your answers in class. 1 Helper robots / use / in every household. 2 Teachers / replace / by robots. 3 Roofs / cover / by solar roof tiles. 4 Food / 3D-print / at home. 5 Plastic / make / edible. 6 The world / control / by thinking machines.
No picnic
Down to work!
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3 What is machine learning? 4 Where can we find artificial intelligence in our daily lives?
a) 4.5 LISTENING Listen to this article about artificial intelligence. Put the pictures in the correct order. What do they stand for?
b) 4.5 Listen again, and answer the questions. 1 What is artificial intelligence? 2 What is the Turing test? Has it ever been passed? Explain why (not).
Easy-peasy
Design a robot. Think about its exterior design, as well as its qualities and skills. What will it be used for? Present it to your classmates. Have a vote on the best robot design.
Choose a task.
How will schools be transformed by the advance of technology? Think about the teachers, classrooms, subjects, books and transport. Make a list of changes using the passive with ‘will’.
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What are the examples of artificial intelligence that you’re already using? Look around you, and make a list of six examples.
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2B THE FUTURE IS HERE
UNIT 4
• Students read the text and circle the statements that are discussed in the text. Check as a class. • Ask students what has surprised them most in the text. ANSWER KEY
• Have the rest of the class give feedback to their classmates. • You can divide students into groups for this task. Make groups of six students and assign each student a different text to report on. ANSWER KEY
1, 2, 4, 6, 7, 8
Exercise 2 b), p. 74 • Have students copy the table from Exercise 2 b) into their notebooks. • In groups of four, students read the text again and find the relevant information to fill in the table. • To check the task, draw the table on the board and let group representatives fill it in. ANSWER KEY inventions
purpose
brain
health
nanobots
scanning vertical farming, capsules, lab-grown meat nanobots, labgrown organs
food
improving abilities, helping people with disabilities
detecting and curing diseases, organ transplants
feeding the population, crueltyfree meat, environmentally friendly
transport
housing
holidays
inventions
artificial intelligence driving
super-strong materials
spacecraft, space hotels
purpose
reducing car subterranean accidents cities, underwater bubble cities
holidays in space
• At this point, you can GO DIGITAL and further practise vocabulary.
Students’ answers.
TRICKS OF THE TRADE When giving peer feedback, encourage students to use the sandwich technique. First, they should start with praise, afterwards say what needs improvement, and then finish with some more positive feedback. This method is good for boosting the confidence of the recipient, because negative remarks are sandwiched between positive ones. ENDING THE LESSON • Divide the class into six groups. Let students decide for themselves which topic interests them most and join that group. • Each group makes an ad for a product from their topic, e.g., a self-driving car, a holiday in a space-hotel, lab-grown meat, etc. Using their ad poster, including illustrations and a slogan, groups present their topics to the class. • If available, allow students to make their ads digitally. • Make a class display of students’ posters. HOMEWORK WB p. 95, Exercise 1
Exercise 2 c), p. 74 • Tell students they will have to report on one of the topics from the text by using only the table on the board or in their notebooks. • Allow a few minutes for students to read the text again and prepare. • Volunteers report to the class.
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A SENSE OF WONDER
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NASTAVNA TEMA
Svijet oko mene / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
The future is here (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje
GRAMATIKA
Izricanje budućnosti u pasivu korištenjem modalnog glagola will
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK
Groups compete to see who can assemble the sentences first. ANSWER KEY: 4, 6, 8, 7, 1, 3, 5, 2
2B THE FUTURE IS HERE VOCABULARY
1
Učiti kako učiti
Read the clues, and find the words in the word search. 1 You can go travelling through space in a s___a___e___r___f___. 2 Food which has been made by means of science and medicine is l___b-___r___w___.
Predviđanje budućnosti.
3 N___ ___o___e___h___ol___ ___y is a field
Nanobots will be implanted into our brains. Driving decisions won’t be made by us. Etc.
4 The study of a___t___f___c___ ___l
of science and technology which includes making products invisible to the human eye. intelligence is an area of computer science which deals with making smart machines programmed to think like humans. 5 An advantage gained from something is a b___ ___ef___t.
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6 Plants grown by farmers such as grains, vegetables and fruits are c___o___s.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
7 Something under the earth’s surface is s___b___e___ ___a___e___n. 8 An extremely small robot controlled by a computer is called a n___n___b___t.
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
9 Something reasonably priced is a___ ___ o___d___bl___. 10 A development or improvement is an a___v___n___e___ ___nt.
2
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Izricanje budućnosti
UDŽBENIK
Str. 74. -75.
RADNA BILJEŽNICA
Str. 95. -96.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. WORKBOOK PRACTICE Exercise 2, p. 95 • Use this exercise to revise the text and get students using the target structure: the passive with will. You can make this task into a competition. Make enough copies of the handout with sentence parts (Resource Bank, Resource 67, pp. 406-412). Prepare the handout for group work by cutting out the sentence parts and placing them in envelopes. Put students into groups of four and give each group an envelope with sentence parts.
My...
3
Match the sentence parts. 1 Soon, more and more advanced nanobots...
will be used as the largest source of energy.
2 All the work round the house...
will be implanted into our skin instead of ID cards.
3 Lab-grown food...
will be replaced by electric ones.
4 Solar panels...
will be reduced by flying and self-driving cars.
5 Subterranean cities...
will be made to improve our abilities.
6 Tiny microchips...
will be produced to help stop world hunger.
7 Traffic jams...
will be built because of a growing population.
8 Gas-powered cars...
will be done by robots.
GRAMMAR! The passive with will What do you think about the future? Complete these sentences with will be or won’t be and the past participle of the verbs in brackets. 1 Time-travelling machines _______________________________ (use). 2 The need for workers in the future _______________________________ (reduce) by use of robotics. 3 People _______________________________ (transport) to the Moon by space elevators. 4 Children _______________________________ (teach) by human-like robots. 5 People _______________________________ (bury) in eco-coffins with a tree planted above. 6 Actual travel _______________________________ (replace) by virtual travel.
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MAIN PART
My... GRAMMAR!
The passive with will
• Use two example sentences from Exercise 2 in the workbook and write them on the board: All the work around the house will be done by robots. Gas-powered cars will be replaced by electric ones. • Elicit from students that both sentences are in the passive form and that they both refer to the future. • Ask students if the work would be done by humans and prompt them to form a sentence that expresses that. Write it on the board. Then do the same with the second sentence.
2B THE FUTURE IS HERE
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Lesson 2
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UNIT 4
The work around the house will not be done by humans. Gas-powered cars won’t be used any more. • Remind students that will not can be contracted into won’t.
ANSWER KEY 1 Helper robots will/won’t be used in every household. 2 Teachers will/won’t be replaced by robots. 3 Roofs will/won’t be covered with solar tiles. 4 Food will/won’t be 3D-printed at home. 5 Plastic will/won’t be made edible. 6 The world will/won’t be controlled by thinking machines.
• Point students to the My... GRAMMAR! section. They read the two example sentences and fill in the missing words to complete the rule.
• At this point, ask your students to give feedback on how much they understand. They use their thumbs to show you:
• Write the formula on the board for students to copy: the passive with will = will/won’t be + past participle (-ed/3rd column)
I can do this!
ANSWER KEY will be, won’t be
WORKBOOK PRACTICE
My... GRAMMAR!
The passive with will
Exercise 3, p. 95 • Students read some more predictions and supply the missing verb for every sentence. They can use either positive or negative forms, depending on what they believe. • Check as a class. Discuss some of the sentences, especially if there are opposing opinions in the class. ANSWER KEY 1 will/won’t be used, 2 will/won’t be reduced, 3 will/ won’t be transported, 4 will/won’t be taught, 5 will/ won’t be buried, 5 will/won’t be replaced
Exercise 3, p. 75 • Tell students that you would like to hear their opinions on some more predictions. Let them read the sentence prompts and form them into affirmative or negative sentences, depending on their personal opinions. Check as a class. • If there are opposing opinions, let students discuss them and explain why they believe certain things will or won’t happen.
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I’m getting there!
I need help!
Exercise 4 a), p. 75 • Ask students to explain what artificial intelligence is in their own words. Then have them describe the four pictures and guess how they are related with AI. 4.5.
• Instruct students to put the pictures in the correct order while listening to the text. Play Track 4.5.
• Check as a class. ANSWER KEY 3, 4, 1, 2
Track 4.5 For a long time now, scientists have been trying to copy human intelligence and make computers think, learn and solve problems as we do. That’s what artificial intelligence, or AI, is all about. The goal is to create a program that can use not only logic, as computer programs do, but also other things involved in decisionmaking, such as human imagination, feelings and values. But is it possible? Can it be done? This question goes all the way back to the 1950s. That’s when Alan Turing, an English mathematician known as the father of AI, came up with a test to find out whether machines could think. The Turing test involves a person who asks questions and gets typed answers from both another person and a machine. The test checks whether people can actually tell the difference between the human answers and those of the machine. If they can’t, then that machine can be considered intelligent. In 2013, a computer program called Eugene Goostman passed the Turing test... Or so its creators say. The program pretended to be a 13-year-old boy from Ukraine during a five-minute typed conversation. It convinced 33 % of
A SENSE OF WONDER
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on ss Le made any longer. 3 Some shops will be closed. 4 Decades from now, underwater cities will be built. 5 The Earth’s ocean floor will be explored by marine biologists. 6 New camera technologies will be used to read our facial expressions.
4
Rewrite these sentences using the passive with ‘will’. Use by only when necessary. 1 In the future, biodegradable materials will replace plastic. In the future, plastic ________________________________________________________________________________ 2 Soon, companies won’t make CDs, because people listen to music online nowadays. Soon, CDs _________________________________________________________________________________________ 3 They will close some shops because of the popularity of online shopping. Some shops _______________________________________________________________________________________ 4 Decades from now, they will build underwater cities. Decades from now, underwater cities _______________________________________________________________ 5 Marine biologists will explore the Earth’s ocean floor. ___________________________________________________________________________________________________ 6 Experts will use new camera technologies to read our facial expressions. ___________________________________________________________________________________________________
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Charlie is writing about her vision of the future. Complete the text with the correct form of the verbs in the brackets. Use the passive with ‘will’.
Exercise 4 b), p. 75 • Let students read the four questions.
The world is changing amazingly fast, and sometimes it is hard to tell what the future will be like. How (1) ________ people and the world around us _____________________ (improve) by the new technologies and inventions? Here’s what I think. First of all, medicine will advance: new medication (2) ___________________ (invent), and sensors (3) _____________________ (install) in our clothes to monitor our well-being. Cures for most diseases (4) _____________________ (find), and implants will improve the work of various organs and body parts. Imagine how many people will benefit from this!
• Play Track 4.5. Repeat if necessary. Check as a class.
Artificial intelligence will be built into every home. It (5) _____________________ (implement) in robots. All the work around the house (6) ________________ (do) by them. People will even have robot dogs and other pets. Internet connection will be present everywhere. Smart homes and smart buildings (7) _____________________ (build), and everything (8) _______________ (do) automatically. It sounds a bit scary, but I think it will give us more time to do things we love, instead of cleaning up our bedrooms or doing the dishes. Virtual reality will become something we will use in our everyday lives as entertainment. Artificial worlds (9) _____________________ (enter) just by using VR headsets.
• Discuss the pros and cons of developing AI in the future.
Most importantly, our planet will be greener because of new inventions. Petrol (10) _____________________ (not use) anymore; solar-powered cars (11) _____________________ (produce), and they will eventually replace all other types of cars. Just imagine needing only sunlight before you set off on a journey! Holidays in space (12) _______ also _____________________ (turn) into reality. Space tourism will become popular and affordable for everyone. I hope this will happen sometime soon: I’d love to try it out!
ANSWER KEY 1 AI is a computer that thinks, learns and solves problems as humans do. 2 The Turing test involves a person who asks questions and gets typed answers from both another person and a machine. The test checks whether people can actually tell the difference between human answers and those of a machine. There was one machine that fooled 33 % of the judges, but many think that this conversation was too short to tell the difference. 3 Every time a computer makes a mistake when performing a task, it learns from it and improves. 4 Video games, smart technology, digital voice assistants, social networks, medicine, etc.
WORKBOOK PRACTICE Exercise 4, p. 96 • Use this exercise to practise the transformation of sentences from active to passive form. • In a lower-ability class, you might want to do this task on the board, so that the whole class can see the process. Have students write down the active sentence and then lead them through the passive transformation step by step. ANSWER KEY 1 In the future, plastic will be replaced with biodegradable materials. 2 Soon, CDs won’t be
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What do you think the future will be like? Write at least one sentence for each of the topics below using passive with ‘will’. housing
energy
medicine
agriculture
AI
transport
free time
____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________
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• For further practice of the passive with will, you can always GO DIGITAL. ENDING THE LESSON Exercise 5, p. 75 • Instruct students to read the three tasks and decide which they would like to do. Let them form pairs or small groups and allow enough time for students to finish the task. Monitor and help where needed. • Volunteers present their tasks to the class. ANSWER KEY Students’ answers.
HOMEWORK WB p. 96, Exercises 5 and 6
2B THE FUTURE IS HERE
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the judges that it was human, and that was enough for them to say that it had passed the test. However, there are scientists who disagree with this and claim that a five-minute conversation is not enough to make such a decision. But what they all agree on is that the test will be passed at some time in our future. There has been great progress in the field of AI. It’s everywhere around us. Video games use it. Smart technology, too! Every time digital voice assistants make a mistake when performing a task, they learn from it and improve. The experts call it ‘machine learning’. Social media use AI to monitor dangerous content and false news. Even surgery is becoming more and more robotised. And, while it is true that some human jobs are being lost to machines, many others are being created. It seems that humans and robots will work together in the future, improving and completing one another.
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UNIT 4
Lesson 3
3A INTO THE WILDERNESS Lesson 1 NASTAVNA TEMA
Drugi i drugačiji / Svijet oko mene / Putovanja / Moja domovina i druge zemlje
NASTAVNA JEDINICA
Into the wilderness (1. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
awe-inspiring, dam, delicate, elk, inhospitable, seismic, garbage dump, geothermal features
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o nacionalnom parku Yellowstoneu.
FUNKCIONALNI JEZIK
A geologist was sent to explore the region. Its volcanic history is signalled by hundreds of earthquakes. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
A.3.1., A.3.3., B.3.1.
MEĐUPREDMETNO POVEZIVANJE
Geografija Nacionalni parkovi
UDŽBENIK
Str. 76. -77.
RADNA BILJEŽNICA
Str. 97. -98.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
Want to learn columns with information about Yellowstone National Park. • Have students fill in what they already know about Yellowstone and what they want to learn, especially focusing on four topics: history, landscape, wildlife and volcanic activity. You can add a fifth row for any additional information students know about the park or are interested in. ANSWER KEY Students’ answers.
MAIN PART WORKBOOK PRACTICE VOCABULARY Exercise 1, p. 97 • Use this task to introduce some new vocabulary. First, check whether students know the meaning of any of the words and ask them to explain them. Let them look up those words that are new and then match them to their definitions. Check as a class. ANSWER KEY 1 hot spring, 2 magma, 3 geyser, 4 microorganisms, 5 earthquake, 6 geothermal
STARTING THE LESSON • Start the lesson by checking homework. Exercise 1, p. 76 • Play a game of Hangman (see Games and Activities on pp. 394-398) to introduce the topic. Suggested words: national park, Yellowstone, landscape, wildlife, volcanic activity. • Distribute the photocopiable K-W-L chart (Resource Bank, Resource 68, pp. 406-412) and instruct students to fill in the Know and
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3A 3A INTOINTO THETHE WILDERNESS WILDERNESS I can talk about Yellowstone National Park.
landscape
wildlife
volcanic activity
How much do you know about Yellowstone National Park? What do you want to learn about it? Draw a KWL chart in your notebook, and do the tasks below. 1 Complete the first column, what you already know. Think about the following: history 2 Complete the second column, what you want to learn, for the same categories.
Letting Off Steam
How Art Saved Yellowstone
Human Bootprint on Wildlife
2 Yellowstone is home to half of the world’s geysers, which remind us of its deep underground secret. Below the enchanting landscape, there sleeps a supervolcano... for now. Its volcanic and seismic history – and future – are signaled by hundreds of earthquakes each year. The geysers, together with other geothermal features such as hot springs, are a sure sign that the supervolcano is still active. For example, every 60 to 90 minutes, the Old Faithful geyser shoots hot water around 140 feet into the air. And, while tourists have to observe this site from a distance, they can take a closer look at Grand Prismatic Spring. Even though the biggest hot spring in Yellowstone may seem inhospitable, there are microorganisms living on its edges. They are what gives the spring its recognizable orange-red color! Thousands of visitors admire it, often unaware of the giant pool of magma lying below.
Into the Unknown
a) READING Read the text, and match the headings to the paragraphs. There is one heading you do not need.
1 Native Americans had been admiring Yellowstone’s landscape and wildlife for thousands of years before the first white explorers came to this region at the beginning of the 19th century. At first, people didn’t believe that there could be a place where boiling springs and water blasting from the ground existed together with peaceful forests and plains. But still, word of its awe-inspiring beauty spread quickly. A geologist named Ferdinand Hayden was sent to explore the region. He was accompanied by a photographer and a painter, who created stunning images of the area. When they returned, they proposed the creation of a national park in that location. Their artwork impressed the public and, more importantly, the politicians in Congress, who even bought one of the paintings. It shows the Yellowstone River and its Grand Canyon. Thanks to their efforts, Yellowstone became a national park in 1872.
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3 Yellowstone got its special status early enough to protect the animals living in its territory. Unfortunately, this special status remained dry ink on paper. Bison, elk and bighorn sheep were killed for money, fun and souvenirs. Beavers were seen as a problem, because they built dams where humans didn’t want them. Yellowstone’s gray wolves were hunted to extinction in the 1930s. They were successfully reintroduced into the park in 1995. Other predators faced similar problems. Tourists fed bears, especially grizzly bears, for amusement. The bears soon started to rely only on large human garbage dumps. When these were removed, the numbers of grizzly bears started dropping fast, and they were listed as ‘threatened’. Although Yellowstone may boast big, strong animals, its delicate ecosystem has suffered quite a lot from human activity. Luckily, people have started to learn how to enjoy this beautiful place without disturbing its fragile natural balance. b) Read the text again. Write notes in the third column of your KWL chart: what you have learned about Yellowstone National Park.
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3 4
5
6
7
Work in pairs. Cover the text in your books. Use the pictures and your KWL chart to talk about Yellowstone.
mantle
pipeline
hotspot
crust
3 What is the difference between a volcano and a supervolcano?
a) 4.6 LISTENING Charlie’s mum is volunteering in Yellowstone National Park. She is giving a lecture to students on a school trip. Listen, and answer the questions. 1 How many volcanoes are there in the USA? 2 What is the Volcanic Explosivity Index (VEI)?
b) 4.6 Listen again. Put the pictures in the correct order (1–3).
ash and rocky mater ial caldera
c) Use the pictures to talk about the life of a supervolcano.
Read this text about the Yellowstone supervolcano. Choose the correct form of the verb: active or passive.
BEAUTY AND THE BEAST
The size of today’s caldera in Yellowstone is 50 km by 70. It is a product of a supereruption that (1) shook / was shaken the region some 630,000 years ago. And to think that this eruption wasn’t as big as the first two, millions of years ago! This is why scientists today (2) keep / is kept a close watch on Yellowstone. They are also looking into its past to find answers about these rare and violent events. They hope they (3) will predict / will be predicted any future eruptions in good time. Hopefully, this (4) will buy / will be bought them some time to warn people early enough to avoid too many casualties. Various sensors and satellites (5) use / are used to look for signs of activity. Luckily, it seems that there is no reason to worry for now. But we can never be too sure.
Scientists can’t be certain what lies ahead. What they do know is that a new supereruption would be catastrophic, but certainly not world-ending. Volcanoes (6) suffer / are suffered a bad reputation. However, we shouldn’t forget that these processes (7) created / were created more than 80 per cent of the Earth’s surface, allowing life to develop and thrive! When the lava (8) cools / is cooled, it turns into rock. When the rock falls apart, fertile soil (9) creates / is created. Volcanoes (10) know / are known as one of the most destructive forces of nature, but they are the very reason we get to admire what Yellowstone has to offer today: breathtaking landscapes and thriving wildlife.
a) Update the last column of the KWL chart.
d) Record a voice-over for the documentary.
c) Use your KWL charts to write a script for a voice-over.
SPEAKING Work in groups. Do the tasks below. b) Your teacher will show you a short documentary about Yellowstone.
Step 1
Step 2
Use the pictures, and the keywords in your fact file, to prepare for a short presentation in class.
Step 3
SPEAKING With 62 national parks and many other nationally protected areas, the USA’s natural beauties draw the attention of nature lovers and tourists. Follow the steps below, and do a mini-project.
Find photos for all the categories in Step 1. Prepare a digital or paper presentation.
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Choose a US national park, and research it. Find information about the following categories: location, size, date established, natural features, home to, and fun facts.
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Then, they should write notes about new facts from the text in the third column.
VOCABULARY
1
ANSWER KEY
Complete these sentences with the words below. There are two words you do not need. geyser
earthquake
geothermal
hot spring
magma
geologist
microorganisms
seismic
Students’ answers.
1 A __________________________ is a place where hot water comes up out of the ground and forms a pool. There are some that people can relax in, but not the Grand Prismatic Spring: its temperature reaches 870ºC! 2 ___________________________ is very hot liquid rock below the Earth’s surface. When it comes out of a volcano, it is called ‘lava’.
• At this point, you can GO DIGITAL and practise reading and vocabulary.
3 A ___________________________ is a natural spring that sometimes shoots water and steam out of the earth up into the air. In Yellowstone, there are about 500 of them. 4 _________________________ are very small organisms that can only be seen with a microscope. They are also known as microbes. 5 An ___________________________ is a sudden, and often violent, shaking of the Earth’s surface and ground. Volcanic eruptions are often accompanied by them.
ENDING THE LESSON
6 ___________________________ features that we can see on the ground, such as geysers and hot springs, tell us about the heat at the centre of the Earth.
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a) READING Skim the text, and say what happened in the years: a) 1872, b) 1926, and c) 1995.
SPEAKING
THE WOLVES OF YELLOWSTONE In 1872, Yellowstone became the first national park in the USA. Although this meant it was given a special (1) protected / preserved status, a struggle for life and death for many species soon began. Even species of (2) predators / prey such as wolves, bears and coyotes didn’t get a fair chance of survival. This was a time when people, even biologists, didn’t understand how fragile the natural balance is and how everything within an (3) ecology / ecosystem is connected.
Exercise 3, p. 77 • Tell students to go over the text and their notes in the K-W-L chart one more time. Allow enough time for this task.
The story of the wolves was especially sad. In the 1800s, many Americans moved to the west, where they and their domestic animals came into contact with the native (4) people / wildlife. As the farmers settled and took land for farming, they destroyed a lot of the wolves’ prey, so the wolves started attacking their animals. That’s when humans started killing them off. By 1926, at least 136 wolves had been killed. By the mid-20th century, they were (5) extinct / endangered in the park area and most other states. Although the experts were not yet sure how their action would affect the (6) environment / farms, they decided to introduce wolves back into the park in 1995. As the wolf population grew, something else happened, too. While the wolves were gone, the elks, their main (7) predator / prey, had doubled in number. They ate up most of the grass in the park, and animals such as mice and rabbits lost their hiding places. Grizzly bears didn’t have enough berries to prepare for their winter sleep. But, since the wolves returned, scientists have recorded many (8) positive / negative changes, as the natural balance of the park has been restored.
• Bring some pictures of Yellowstone or use the ready-made pictures (Resource Bank, Resource 70, pp. 406-412). Put them on the board for students to see or project a collage over the OHP if available.
b) Read the text again. Circle the correct word.
3 a) In the wordsnake, find and circle ten words that relate to volcanoes. lavacorecrustpipeline magma ca lde n raa tio shma ntlehotspoterup
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READING Exercise 2 a), p. 76 • Ask students to read the headings and then look at the illustrations for each part of the text and try predicting which heading would match with which paragraph. • Students read the text and match the paragraphs with the headings. Check as a class. • Give students a list of words in Croatian: zadivljujuć, geotermalne karakteristike, negostoljubiv, veliki kanadski jelen, brana, odlagalište otpada, osjetljiv. Ask them to find the English translations in the text without using the help of the word list.
• In pairs, students close their Student’s Books and use only their K-W-L charts and pictures to talk about Yellowstone National Park. • Prepare enough copies of the assessment rubric (Resource Bank, Resource 71, pp. 406-412). Give each pair an assessment rubric, so they can give feedback to their partner. ANSWER KEY Students’ answers.
HOMEWORK WB p. 97, Exercises 2 a) and b)
ANSWER KEY 1 How Art Saved Yellowstone, 2 Letting off Steam, 3 Human Bootprint on Wildlife
Exercise 2 b), p. 76 • Let students update their K-W-L charts. They should revise the first, K-column, and check if all the information they have written is correct.
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NASTAVNA TEMA
Drugi i drugačiji / Svijet oko mene / Putovanja / Moja domovina i druge zemlje
NASTAVNA JEDINICA
Into the wilderness (2. sat)
PREDVIĐENI BROJ SATI
2
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, slušanje
VOKABULAR
advocate, ash, caldera, casualty, core, crust, devastating, hotspot, inhospitable, mantle, molten, soil, swell, thrive
GRAMATIKA
Glagolska vremena i oblici present simple passive, past simple passive i future with will passive
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o nacionalnim parkovima, objašnjavanje nastanka vulkana.
FUNKCIONALNI JEZIK
Satellites are used to monitor the activity. Fertile soil is created. Volcanoes are known as the most destructive force of nature. Etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
A.3.1., A.3.3., B.3.1.
MEĐUPREDMETNO POVEZIVANJE
Geografija Vulkani
UDŽBENIK
Str. 76. -77.
RADNA BILJEŽNICA
Str. 97. -98.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. • Revise vocabulary by playing a game of Hot seat (see Games and Activities on pp. 394-398). Suggested words: awe-inspiring, dam, delicate, elk, inhospitable, seismic, garbage dump, geothermal features, hot spring, magma, geyser, microorganisms, earthquake, etc.
• Introduce the topic by playing a game of Pictionary (see Games and Activities on pp. 394-398). Draw a volcano line by line and let students guess what it is. • Ask students what they know about volcanoes. Make an associogram on the board with students writing words connected to the central idea – volcano. MAIN PART LISTENING Exercise 4 a), p. 77 • Tell students that Charlie’s mum is giving a lecture about volcanoes to students on a school trip. Let students read the three questions in Exercise 4 a). 4.5.
• Play Track 4.6 once. Students listen, make notes and answer the questions. Check as a class. ANSWER KEY:
1 Around 169 volcanoes. 2 It measures the explosiveness of volcanic eruptions. 3 Volcanoes have VEI from zero to seven. Supervolcanoes are categorised as VEI 8.
Track 4.6 There are about 1, 500 active volcanoes on land and many more on the ocean floor. Around 169 of them are in the US! Volcanoes come in various shapes and sizes, but only 20 of them can be called ‘supervolcanoes’. Yellowstone is one of them. There is a scale that tells us what a supervolcano is. The Volcanic Explosivity index, VEI for short, measures the explosiveness of volcanic eruptions. It begins at zero. Above level two, each level is ten times as powerful as the previous one. It doesn’t have an upper limit, but the most catastrophic events have been categorized as VEI 8: supervolcanoes. There are three stages in a supervolcano’s life. The Earth’s hot core sends heat to the Earth’s mantle, creating magma: molten rock rising towards the surface through a pipeline. In the first stage, this pocket of magma is trapped under the Earth’s crust. It is called a ‘hotspot’. The hotspot grows and puts more pressure on the crust, making it swell. When the pressure is too high, the second stage occurs: a supereruption sends ash and rocky material into the air. In the third stage, after the supereruption, the magma forms calderas: large holes in the ground.
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UNIT 4
Exercise 4 b), p. 77 • Tell students to look at the pictures. Let them look up the following words: ash, caldera, mantle, pipeline, hotspot, crust. • In a lower-ability class, you might want to check the meaning of additional words: eruption, core, molten, swell. • Play Track 4.6 again. Let students put the three illustrations in the correct order. Check as a class.
Exercise 3 b), p. 98 • Keep students in pairs and instruct them to read the texts. They complete the texts with the words from the word snake and label the diagram. Check as a class. ANSWER KEY 1 core, 2 mantle, 3 crust, 4 magma, 5 pipeline, 6 hotspot, 7 lava, 8 ash Diagram 1: (top down) crust, mantle, core. Diagram 2: (top down) hotspot, pipeline, magma. Diagram 3: (top down) ash, lava.
ANSWER KEY 2, 3, 1
b) Read these clues, and use the words in Exercise 3 a) to label the illustrations. There are two words you do not need.
WORKBOOK PRACTICE
1 This is the central part of our planet. It’s very dense and hot, with temperatures above 6,000 ºC. It is composed mainly of metals, such as iron and nickel. _______________________
Exercise 3 a), p. 97 • In pairs, students find ten words connected to volcanoes in the word snake.
2 This part of the Earth is deep below the surface and surrounds the core. It takes up 80% of the Earth’s volume. _______________________ 3 This is the thin, outer layer of Earth. It is composed of solid rock, and makes up less than 1% of the Earth’s volume. _______________________
4 The heat from the Earth’s core creates this very hot liquid rock. _______________________ 5 Magma rises through this long underground structure
ANSWER KEY
towards the crust. _______________________ 6 This is where a pocket of magma is trapped under the Earth’s crust. It gradually swells, until the eruption
magma, lava, core, crust, pipeline, caldera, ash, mantle, hotspot, eruption
happens. _______________________
7 When a volcano erupts, this rock is ejected in the form of hot liquid. _______________________ 8 This hot grey powder, together with other rocky material, is ejected into the air during an eruption. _______________________
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1
Complete these sentences with the words below. There are two words you do not need. geyser
earthquake
geothermal
hot spring
magma
geologist
microorganisms
seismic
On the morning of that day, an earthquake with a magnitude of 5.1 on the Richter scale (3) ________________ (cause) an enormous landslide. Most of the north side of the mountain (4) _______________________ (collapse), wiping out everything in its path. A few moments later, there was an explosion. Hot ash and stone shot out of the side of the volcano. A big cloud of ash (5) _________________________ (form) in the air above the volcano, and much of the state turned dark.
1 A __________________________ is a place where hot water comes up out of the ground and forms a pool. There are some that people can relax in, but not the Grand Prismatic Spring: its temperature reaches 870ºC! 2 ___________________________ is very hot liquid rock below the Earth’s surface. When it comes out of a volcano, it is called ‘lava’. 3 A ___________________________ is a natural spring that sometimes shoots water and steam out of the earth up into the air. In Yellowstone, there are about 500 of them.
Fifty-seven people and thousands of animals (6) ___________________________ (kill) in the Mount St Helens eruption. Trees (7) ___________________________ (blow) down by the blast. Around 200 houses, roads, bridges and railways (8) ___________________________ (destroy). Ash (9) ___________________________ (cover) much of eastern Washington. Smaller eruptions (10) ___________________________ (continue) until 1986. Mount St Helens is still active today, and (11) ___________________________ (consider) to be one of the most dangerous volcanoes in the United States.
4 _________________________ are very small organisms that can only be seen with a microscope. They are also known as microbes. 5 An ___________________________ is a sudden, and often violent, shaking of the Earth’s surface and ground. Volcanic eruptions are often accompanied by them.
A few years after the eruption, Mount St Helens Visitor Center (12) ___________________________ (open). There, visitors can learn about the landscape before and after the eruption. There are numerous displays that (13) ___________________________ (show) the volcano’s past and present. Outdoors, visitors can explore nature on lots of educational trails.
6 ___________________________ features that we can see on the ground, such as geysers and hot springs, tell us about the heat at the centre of the Earth.
2
Read this text. Put the verbs in brackets in the appropriate tense, active or passive. Mount St Helens is a volcanic peak in a mountain range in Washington State. The Native Americans who (1) ___________________________ (live) in that region call it Louwala-Clough, ‘the smoking mountain’. Its last big eruption (2) ___________________________ (record) on 18 May 1980, in one of the greatest volcanic explosions on record in North America.
VOCABULARY
a) READING Skim the text, and say what happened in the years: a) 1872, b) 1926, and c) 1995.
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THE WOLVES OF YELLOWSTONE In 1872, Yellowstone became the first national park in the USA. Although this meant it was given a special (1) protected / preserved status, a struggle for life and death for many species soon began. Even species of (2) predators / prey such as wolves, bears and coyotes didn’t get a fair chance of survival. This was a time when people, even biologists, didn’t understand how fragile the natural balance is and how everything within an (3) ecology / ecosystem is connected.
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Exercise 4 c), p. 77 • Students stay in pairs. They use the illustrations in Exercise 4 b) and tell the story about the life of a supervolcano. Their partner gives them feedback.
The story of the wolves was especially sad. In the 1800s, many Americans moved to the west, where they and their domestic animals came into contact with the native (4) people / wildlife. As the farmers settled and took land for farming, they destroyed a lot of the wolves’ prey, so the wolves started attacking their animals. That’s when humans started killing them off. By 1926, at least 136 wolves had been killed. By the mid-20th century, they were (5) extinct / endangered in the park area and most other states. Although the experts were not yet sure how their action would affect the (6) environment / farms, they decided to introduce wolves back into the park in 1995. As the wolf population grew, something else happened, too. While the wolves were gone, the elks, their main (7) predator / prey, had doubled in number. They ate up most of the grass in the park, and animals such as mice and rabbits lost their hiding places. Grizzly bears didn’t have enough berries to prepare for their winter sleep. But, since the wolves returned, scientists have recorded many (8) positive / negative changes, as the natural balance of the park has been restored. b) Read the text again. Circle the correct word.
ANSWER KEY
3 a) In the wordsnake, find and circle ten words that relate to volcanoes.
Students’ answers.
lavacorecrustpipeline magma ca lde n raa tio shma ntlehotspoterup
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Exercise 5, p. 77 • Use this task to review passive tenses. Instruct students to quickly revise the formation of
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• In a lower-ability class, pre-teach the following words: casualty, soil, thriving. • Let students read the text and choose the appropriate tense. Check as a class. ANSWER KEY 1 shook, 2 keep, 3 will predict, 4 will buy, 5 are used, 6 suffer, 7 created, 8 cools, 9 is created, 10 are known
WORKBOOK PRACTICE Exercise 4, p. 98 • Tell students they are going to read about another volcano and its eruption. Put them in pairs and let them complete the text with the correct active or passive forms of the given verbs. Check as a class. ANSWER KEY 1 lived, 2 was recorded, 3 caused, 4 collapsed, 5 formed, 6 were killed, 7 were blown, 8 were destroyed, 9 covered, 10 continued, 11 is considered, 12 was opened, 13 show
ENDING THE LESSON SPEAKING Exercise 6, p. 77 • Divide students in groups of four and let them add new information to their K-W-L charts (Resource Bank, Resource 68, pp. 406-412) from the previous lesson.
3
present simple, past simple and future with will passive as well as the difference in the use of active and passive tenses using their notebooks or the Grammar summary on pages 132 and 133.
service of your choice or send them to you to upload. • If recording is not possible, let students read their voice-overs. • Play the documentary again, this time unmuted, so students can compare their voice-overs with the actual script. HOMEWORK Exercise 7, p. 77 • Although students will do research at home, be sure to go through the instructions in class. • Divide students in pairs and give each pair the fact file template (Resource Bank, Resource 72, pp. 406-412). • Students should choose a national park in the USA and complete the fact file on it. In addition, they should find photographs for each item and make a small poster (digital or paper), which they will use for their oral presentations. • To avoid several pairs doing presentations on the same national park, you can assign some of the 63 parks to students. For example: American Samoa, Death Valley, Everglades, Glacier, Grand Canyon, Hawai’i Volcanoes, Hot Springs, Indiana Dunes, Joshua Tree, Mammoth Cave, Redwood, Rocky Mountain, Sequoia, White Sands, Yosemite, Zion, etc. Alternatively, you can have students draw slips of paper with the name of the national park they will present.
• Show students a short documentary on the IZZI platform about Yellowstone, but muted. • With the help of their K-W-L charts, students script a voice-over for the documentary. • Have students bring a pair of headphones or a handsfree device for this activity, and in groups record their voiceover (without interfering with other groups) using their phones or tablets. Students upload their recordings on a
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UNIT 4
3B MATHS IN DISGUISE NASTAVNA TEMA
Svijet oko mene / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
Maths in disguise
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitaje, slušanje, pisanje
VOKABULAR
distinct, equation, fraction, pattern, petal, pinecone, sequence, stalk, trunk, cardinal number, decimal number, ordinal number, rightangled triangle
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Čitanje i zapisivanje velikih brojeva.
FUNKCIONALNI JEZIK
one hundred and twenty-three million, four hundred and fiftysix thousand seven hundred and eighty-nine, etc.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje
A.3.1., A.3.3., C.3.1., C.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Poduzetništvo
A.3.3.
Održivi razvoj
C.3.4.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Zapisivanje velikih brojeva Matematika Veliki brojevi, Fibonaccijev niz Likovna umjetnost Zlatni rez
UDŽBENIK
Str. 78.
RADNA BILJEŽNICA
Str. 99. -100.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.
• Play a game of Bingo! (see Games and Activities on pp. 394-398) to revise numbers. • Alternatively, the game Carousel count (see Games and Activities on pp. 394-398) is also a student favourite and a great way of revising numbers. WORKBOOK PRACTICE VOCABULARY Exercise 1, a) p. 99 • Use this exercise to pre-teach some vocabulary. Have students read the definitions and match the words to the right definition. Check as a class. Also, check the meaning of the two extra words. • If possible, have students look up the words in an online dictionary instead of checking as a class. ANSWER KEY 1 sequence, 2 pattern, 3 equation, 4 numeral, 5 ratio
Exercise 1, b) p. 99 • Students match the new vocabulary with the illustrations. Check as a class. • If your students are artistically inclined, ask them to illustrate the other two words. ANSWER KEY 5, 4, 3, 2, 1
STARTING THE LESSON • Check homework with students. • If you have assigned researching a national park in the USA for homework, have students present their chosen park. Make either a digital or a paper poster display in the class using their fact files.
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A SENSE OF WONDER
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3B MATHS IN DISGUISE I can say large numbers in English. 1
4.7 Work in groups. Match the names to the items below. Explain your choices. Then listen and check.
1 Archimedes
2 Albert Einstein
E=mc2
2
gravity
3 Pythagoras
4 Isaac Newton
computers
geometry
5 Euclid
6 Ada Lovelace
a2+b2 =c2
3.14159
a) 4.8 LISTENING Listen to Charlie. What is she talking about? Circle the most appropriate heading. a) Maths is Difficult
b) Maths is Magical
c) Maths in Nature
d) Maths Is Beautiful
b) 4.8 Listen again. Are these sentences true (T) or false (F)? 1 Charlie thinks nature is magical.
3 Fibonacci was an Italian scientist.
2 The Fibonacci sequence doesn’t have an end.
4 Fibonacci numbers are rare in nature.
Reading large numbers
123,456,789 one hundred and twenty-three million
3
four hundred and fifty-six thousand
seven hundred and eighty-nine
Hundred, thousand, million and billion never take a final -s when preceded by a figure or number. BUT! Millions of dollars are spent on scientific research. Thousands of people are taking part in eco-protests.
STOP AND THINK! How do we read ordinal numbers?and cardinal decimal nuWhat about mb fractions?ers and
The Fibonacci sequence is easy to continue, no matter how large the numbers are. Each number is the sum of the previous two numbers. a) Do the maths, and continue the sequence. 1 377 610
987
____________________
2 2,584 4,181 6,765 ____________________
3 17,711 4 121,393
28, 657 196,418
46,368 317,811
____________________ ____________________
b) 4.9 Read the numbers. Then listen and check. c) 4.10 Listen, and write down the numbers you hear into your notebook.
Study tip! It takes time to learn the proper way to say numbers in any foreign language. The best way to practise is to say them whenever possible: in your maths or physics classes, for example, or when giving your phone number. Make the most of each situation, and saying numbers will become easier with time.
4
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Work in pairs. Choose one of the experiments below. Experiment 1
Experiment 2
Put your maths glasses on, and go for a walk in nature. Keep a diary, and sketch all the things where you see the Fibonacci sequence.
Take a pine cone, a pineapple or a sunflower. Count the number of spirals. Do they reflect the Fibonacci sequence?
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3B MATHS IN DISGUISE
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3 Pythagoras was another Greek mathematician, and a philosopher. Among other things, he is famous for the theorem that carries his name and compares the lengths of the three sides of a right-angled triangle: a2 + b2 = c2. 4 Sir Isaac Newton was an English mathematician, physicist, astronomer and author. His work was a scientific revolution at that time. Legend has it that he discovered the laws of gravity when he saw an apple fall. 5 Euclid was a Greek mathematician, also known as the ‘father of geometry’. His book, Elements, was a major source of geometric knowledge. His legacy remained unchanged for two millennia. 6 Ada Lovelace was an English mathematician. She has been called the first computer programmer, because she created a program for a prototype of a digital computer in the 19th century.
3B MATHS IN DISGUISE VOCABULARY 1
a) Match the words to their definitions. There are two words you do not need. equation
pattern
formula
sequence
numeral
ratio
geometry
1 the order in which a set of things happens or is done 2 the regular way in which something happens or is done, or a repeated decorative design 3 a statement showing that two amounts or values are equal 4 a symbol that represents a specific number 5 a relationship between the sizes of two numbers or amounts, e.g. 2:1 b) Match the words from Exercise 1 a) to the correct pictures.
2
a) READING Read Charlie’s text. Write an appropriate title for it.
The magic of Fibonacci numbers doesn’t stop with the infinite sequence itself. If you divide any one number in the sequence by the one before it, you get approximately the same ratio: 1.6. The larger the numbers, the closer you get to the exact ratio of 1.618. The Greeks discovered this long before Fibonacci, and they called it phi. It is also known as the Golden Ratio. Phi has fascinated mathematicians, scientists and artists for centuries. It is very frequent in nature, and everything that comes close to this ratio is said to be perfectly proportioned. That’s why it’s sometimes called the ‘divine proportion’. It can be seen in the proportions of the human body, animals and plants. It is found in both small things, such as DNA, and large things, such as hurricanes and galaxies. Artists have used it to achieve balance and beauty in their work. Phidias applied it to his sculptures, and Leonardo da Vinci to his paintings.
Exercise 2 a), p. 78 • Introduce the next listening task by asking students whether they like maths and if they find it difficult or easy. Ask them to guess whether Charlie likes maths or not.
So, if you’re interested in art or photography, take some time to study the Golden Ratio, and find out how it can make your work more eye-catching. People often say ‘Beauty is in the eye of the beholder’. I agree with that. But I also find beauty in numbers and maths.
b) Read the text again. Are these sentences true (T), false (F), or it doesn’t say (DS)? 1 Phi is associated with the Fibonacci sequence. 2 Smaller numbers are closer to the Golden Ratio. 3 Fibonacci was the first mathematician to calculate phi. 4 Phi is rare in nature. 5 Phi has been an important number for artists.
Curious me! What is the difference between the numbers pi /paɪ/ and phi /faɪ/?
4.8.
6 Charlie uses the Golden Ration when taking photos.
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c) Maths in Nature
LISTENING Exercise 1, p. 42 • Students form small groups. They read the six names and brainstorm what they know about the people. They can make short notes about them, too. • Let students try to guess which word, number or formula matches whom. • Play Track 4.7 for students to match the people to the answers. Check as a class. ANSWER KEY 2, 4, 6, 5, 3, 1
Track 4.7 1 Archimedes was a Greek mathematician and inventor. He was the first person to calculate the mathematical constant pi, approximately equal to 3.14159. It appears in many formulas in mathematics and physics. Eureka! 2 Albert Einstein was a German-born theoretical physicist. Besides his theory of relativity, he is the father of the world’s most famous equation, E = mc2. It describes a relationship between mass and energy.
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ANSWER KEY
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MAIN PART
4.7.
• Play Track 4.8 and let students choose the right heading.
Track 4.8 Many of my friends don’t like math. They wonder why they have to learn all these formulas and numbers. My best friend even said that math was invented to harass students. But I completely disagree. For me, math is much more than a set of numbers, equations and all the other confusing things that make most students’ lives miserable. It can be seen in the most surprising places! Math can be used to explain how nature gets many things done. Just take a look at shapes, numbers and patterns in the world around us. They’re complex and beautiful, aren’t they? But there is no magic behind this – it’s math! Have you ever counted the number of petals on a flower? Most of them have three, five, eight, thirteen or twenty-one petals. And flowers are just one example: there are specific numbers that we see in nature all the time. They go like this: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55 and so on – to infinity. Together, they are called the Fibonacci sequence. It is named after a medieval mathematician, Leonardo of Pisa, better known as Fibonacci. But this Italian mathematician wasn’t the first one to notice this sequence. It was described long before him by mathematicians in India. It’s pretty simple to get the numbers. You just add up two numbers to get the next one, like this: 1 plus 1 is 2, 2 plus 1 is 3, 3 plus 2 is 5, and so on. Next time you peel a banana, you might notice it has three distinct sections – and their skins have five segments! And did you know that rows of seeds in pinecones and sunflowers always add up to Fibonacci numbers?
A SENSE OF WONDER
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Exercise 2 b), p. 78 • Students read the four statements in the task.
3
That’s the most efficient way to fit as many seeds as possible into a small space. There are Fibonacci numbers even in how the leaves are arranged on a stalk. Again, it’s not magic – this pattern ensures they catch the most sunlight. As you can see, Fibonacci’s numbers appear in nature surprisingly often. If you’re still not convinced, just count the parts of the human body: we’ve got one trunk, one head, two eyes and ears, five fingers and toes, five openings on the face... The list goes on, just like the numbers in the Fibonacci sequence.
987, 654, 321 nine hundred six hundred three hundred twenty-one eighty-seven fifty-four million thousand WORKBOOK PRACTICE
My...EVERYDAY ENGLISH!
• Play Track 4.8 again and let students mark the statements as true or false. Then they compare their answers to their partners’. Check as a class.
Exercise 4 a), p. 100 • Use this task to quickly and efficiently revise various types of numbers in English and remind students how they are written and read.
ANSWER KEY
• Let students match the numbers with their names. Check as a class.
1 F, 2 T, 3 T, 4 F
My...EVERYDAY ENGLISH! Reading large numbers
• Ask a student to come to the board and write down the number you say. Choose a big number – for example, 987, 654, 321. • Use the opportunity to remind students that in English a comma is always used for all the numbers with more than four digits. Elicit where we need to put the comma (after every three digits), and what we use for decimal numbers instead of comma (a decimal point, or a full stop).
• Be sure to point out the difference between 1, 978 and 1978. Let students explain why they are written and pronounced differently and what each number represents. ANSWER KEY First row: 3, 7, 5, 11, 2, 1, 8. Second row: 6, 4, 9, 12, 10.
Exercise 4 b), p. 100 • Students sort the numbers according to their type. Check as a class. ANSWER KEY 1 143, 2 41st, 82nd; 3 ⅔, 1 ¾; 4 3.14159, 5 52 %, 6 15°, 7 1978, 2021; 8 555-9420, 9 1978
• Ask another volunteer to read the number on the board and write it down using words. Elicit that the words million and thousand should be used as singular. Ask students to come up with an example of using millions and thousands in plural. If they cannot remember themselves, point them to the My... Everyday English section in their Students’ Books for the explanation. • Students read the STOP AND THINK! section. Ask them to provide examples for each category: an ordinal number, a cardinal number, a decimal number, a fraction.
3B MATHS IN DISGUISE
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My...
3
CURIOUS ME!
EVERYDAY ENGLISH! Large numbers a) Read, then write these large numbers. Remember to use commas! 1 two thousand five hundred and thirty-eight
________________________
2 eleven thousand three hundred and five
________________________
3 fifty-nine thousand seven hundred and twenty-two
________________________
4 one hundred thousand and sixteen
________________________
5 eight hundred thousand six hundred and eighty-seven
________________________
6 three million two hundred and thirty-one thousand four hundred and twelve
________________________
b) Write these large numbers in words. 1 3,513
______________________________________________________________________________________
2 12,818
______________________________________________________________________________________
3 46,543
______________________________________________________________________________________
4 381,793
______________________________________________________________________________________
5 4,500,009
______________________________________________________________________________________
6 120,345,599 ______________________________________________________________________________________
4
Ask students if they have ever heard of the number Pi. They will probably say it equals 3.14 and that it is used in geometry. Ask students if they can explain the difference between Pi and Phi now. If their answer is negative, assign researching the difference for homework.
a) Match these numbers to the way we read them. 143
1,978
41st
1978 1 2 3 4 5 6
555-9420
two thirds fifteen degrees one hundred and forty-three triple-five nine four two oh forty-first nineteen seventy-eight
82nd
2 3
15⁰
3.14159
52%
1
3 4
3B MATHS IN DISGUISE
2021
7 one thousand nine hundred and seventy-eight 8 one and three quarters 9 three point one four one five nine 10 twenty twenty-one 11 eighty-second 12 fifty-two percent
VOCABULARY 1
a) Match the words to their definitions. There are two words you do not need. equation
pattern
formula
sequence
numeral
ratio
geometry
1 the order in which a set of things happens or is done
b) Which numbers in Exercise 4 a) represent:
2 the regular way in which something happens or is done, or a repeated decorative design 7 years
3 a statement showing that two amounts or values are equal
____ , ____
1 cardinal numbers
____
4 decimal numbers
____
2 ordinal numbers
____ , ____
5 percentages
____
8 telephone numbers ____
4 a symbol that represents a specific number
3 fractions
____ , ____
6 degrees
____
9 large numbers
5 a relationship between the sizes of two numbers or amounts, e.g. 2:1
____
b) Match the words from Exercise 1 a) to the correct pictures.
5
Write the following numbers in words. 1 1,872
______________________________________________________________________________________
2 1872
______________________________________________________________________________________
3 0800 1212
______________________________________________________________________________________
4 6.732
______________________________________________________________________________________
5 23rd
______________________________________________________________________________________
6 67th
______________________________________________________________________________________
7 2/5
______________________________________________________________________________________
8 72%
______________________________________________________________________________________
2
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The magic of Fibonacci numbers doesn’t stop with the infinite sequence itself. If you divide any one number in the sequence by the one before it, you get approximately the same ratio: 1.6. The larger the numbers, the closer you get to the exact ratio of 1.618. The Greeks discovered this long before Fibonacci, and they called it phi. It is also known as the Golden Ratio.
29.7.2021. 16:17:45
Phi has fascinated mathematicians, scientists and artists for centuries. It is very frequent in nature, and everything that comes close to this ratio is said to be perfectly proportioned. That’s why it’s sometimes called the ‘divine proportion’. It can be seen in the proportions of the human body, animals and plants. It is found in both small things, such as DNA, and large things, such as hurricanes and galaxies. Artists have used it to achieve balance and beauty in their work. Phidias applied it to his sculptures, and Leonardo da Vinci to his paintings.
READING
So, if you’re interested in art or photography, take some time to study the Golden Ratio, and find out how it can make your work more eye-catching. People often say ‘Beauty is in the eye of the beholder’. I agree with that. But I also find beauty in numbers and maths.
Exercise 2, a) p. 99 • Ask students if maths and art are connected. Accept all answers, and then explain that they will find out Charlie’s answer to this question. • Students read the text and think of an appropriate heading for it. They share their ideas. ANSWER KEY Students’ answers.
Exercise 2, b) p. 99 • Students go through the six sentences and decide if they are true, false or not mentioned in the text. Remind them to find supporting evidence in the text and underline it. Check as a class. ANSWER KEY 1 T, 2 F, 3 F, 4 F, 5 T, 6 T
b) Read the text again. Are these sentences true (T), false (F), or it doesn’t say (DS)? 1 Phi is associated with the Fibonacci sequence. 2 Smaller numbers are closer to the Golden Ratio. 3 Fibonacci was the first mathematician to calculate phi. 4 Phi is rare in nature. 5 Phi has been an important number for artists.
Curious me! What is the difference between the numbers pi /paɪ/ and phi /faɪ/?
6 Charlie uses the Golden Ration when taking photos.
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Exercise 3 a), p. 78 • Ask students if they remember what a Fibonacci sequence is and tell them to try continuing the given sequences in Exercise 3 a). If possible, students can use their calculators, phones or tablets for the task. ANSWER KEY 1 1, 597, 2 10, 946, 3 75, 025, 4 514, 229
Exercise 3 b), p. 78 • In pairs, students read all the numbers out loud to each other to compare the results. 4.9.
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a) READING Read Charlie’s text. Write an appropriate title for it.
• Play Track 4.9 for students to check their Fibonacci sequences.
A SENSE OF WONDER
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• If your students are having trouble with reading or pronouncing numbers correctly, you might want to pause the recording after each number and have them repeat the numbers.
HOMEWORK Exercise 4, p. 79. • Let students choose between the two experiments and carry them out at home. WB p. 100, Exercises 3 a), b) and 5
Track 4.9 1 377 610 987 1, 597 2 2, 584 4, 181 6, 765 10, 946 3 17, 711 28, 657 46, 368 75, 025 4 121, 393 196, 418 317, 811 514, 229
Exercise 3 c), p. 78 • Students write down the numbers they hear. Check as a class. ANSWER KEY 1 2, 015, 2 38, 762, 3 593, 870, 4 3, 439, 635
Track 4.10 1 2, 015 2 38, 762 3 593, 870 4 3, 439, 635
• GO DIGITAL for additional practice reading and writing large numbers. ENDING THE LESSON
Study tip! • Ask students what they usually do to learn numbers easier in any foreign language. • Point them to the Study tip! section in the Student’s Book and ask them if they have tried learning numbers by practising whenever they have a chance and reading all the numbers they come across in English. • Suggest they try using it for some time – a month, for example. They might even have a learning journal in which they can write down how often they read numbers in English each day and set the date when you will check their progress together. • Finish the lesson by playing Spelling race (see Games and Activities on pp. 394-398). Say large numbers for students to write down in words as fast as they can.
3B MATHS IN DISGUISE
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UNIT 4
3C WORDS OF WISDOM NASTAVNA TEMA
Drugi i drugačiji / Književnost za mlade
NASTAVNA JEDINICA
Words of wisdom
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje, slušanje
VOKABULAR
befall, course, crest, dew, glossy, meadow, mist, murmur, quench, sap, sparkle, strand, stream, weave
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Čitanje autentičnog teksta.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
A.3.1., A.3.3., B.3.1.
MEĐUPREDMETNO POVEZIVANJE
Povijest Odnosi američkih Indijanaca i doseljenika
UDŽBENIK
Str. 79.
RADNA BILJEŽNICA
Str. 101.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students. If you have assigned Exercise 4 as homework, let volunteers present the results of their experiments. Exercise 1, p. 79 • Split students into five groups. Give each group one of the topics: Washington DC, George Washington, Washington State, Seattle, Chief Seattle. Let them brainstorm for a couple of minutes and write down everything they know about their topic. • Groups report to the class. • As an alternative, if possible, you can let students quickly research their topics online instead of brainstorming them.
290
4.11.
• Play Track 4.11 for students to check the information. Discuss any new information with students. ANSWER KEY
Washington DC – the capital of the USA, George Washington – the first President of the USA, Washington State – a state in the northwest of the USA, Seattle – the largest city in Washington State, Chief Seattle – a famous Native American chief
Track 4.11 As most of you know, Washington DC is the capital city of the United States of America. It was named after the first US president, George Washington. But did you know that there’s also a state with the same name? It lies in the northwest corner of the country. Its capital is Olympia, but Seattle is its largest city. Seattle is an important economic centre, but it has also contributed a lot to popular culture: it’s the birthplace of the incredibly talented rock guitarist Jimi Hendrix, as well as of the grunge sound of the 1990s. Seattleites like drinking coffee, and the headquarters of the popular coffee chain Starbucks are in this city. The city of Seattle was named after Chief Seattle, one of the most famous of Native Americans. You’re going to learn more about him today.
MAIN PART LISTENING Exercise 2 a), p. 79 • Tell students that Charlie is doing a report on Chief Seattle. Students read the four questions. Ask if they understand the questions. 4.12.
• Play Track 4.12. Students make notes to answer the questions. Check as a class. • In a lower-ability class, you might want to play the track twice or slow the recording down. ANSWER KEY
1 He was friends with the settlers. 2 For a speech he made in 1854.3 Nobody can prove what he said or if he really said it. It wasn’t in English, and there are many translations, so nobody can be sure about his exact words. 4 Charlie thinks it’s very memorable, powerful and moving.
Track 4.12 Chief Seattle is one of the most famous of indigenous leaders. He was born around 1790 in the region
A SENSE OF WONDER
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3C WORDS OF WISDOM I can understand an authentic text. 1
4.11 Who or what are the following places and people? What do you know about them? Listen and check.
Washington DC
2
George Washington
Washington State
Seattle
Chief Seattle
4.12 LISTENING Listen to Charlie talk about Chief Seattle. Answer the questions.
1 What was the relationship between Chief Seattle and white settlers?
3 What is the problem with his speech? 4 What does Charlie think about the speech?
2 What is Chief Seattle best known for?
3
a) READING Read this passage from Chief Seattle’s speech. What is the main topic of the passage? b) Read the passage again. Do the tasks below. 1 Underline the places in nature.
2 Circle the wildlife mentioned.
3 Highlight a few metaphors in the text.
The President in Washington sends word that he wishes to buy our land. But how can you buy or sell the sky? The land? The idea is strange to us. If we do not own the freshness of the air and the sparkle of the water, how can you buy them? Every part of the earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every meadow, every humming insect. All are holy in the memory and experience of my people. We know the sap which courses through the trees as we know the blood that courses through our veins. We are part of the earth, and it is part of us. The perfumed flowers are our sisters. The bear, the deer, the great eagle: these are our brothers. The rocky crests, the dew in the meadow, the body heat of the pony, and man: they all belong to the same family. The shining water that moves in the streams and rivers is not just water, but the blood of our ancestors. If we sell you our land, you must remember that it is sacred. Each glossy reflection in the clear waters of the lakes tells of events and memories in the life of my people. The water,s murmur is the voice of my father,s father. The rivers are our brothers. They quench our thirst. They carry our canoes and feed our children. So you must give the rivers the kindness that you would give any brother. (...) This we know: the earth does not belong to man; man belongs to the earth. All things are connected like the blood that unites us all. Man did not weave the web of life; he is merely a strand in it. Whatever he does to the web, he does to himself.
4
Answer the questions. 1 Which sentence, in your opinion, best summarises the passage? Why? 2 What is your favourite part of the passage? Why?
I draw
Read the passage from the speech once more and illustrate it. How did Chief Seattle see the relationship between nature and people?
I write
Write a letter to the president of Croatia. Choose a topic that you are passionate about and where you would like to see improvement.
I research
Native American history has a long list of exceptional chiefs and leaders: Geronimo, Crazy Horse and Sitting Bull, to name just a few. Choose one, and find out more about him.
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of today’s city of Seattle. He was the chief of the Duwamish, Suquamish and other tribes living in the northwest of what is now the state of Washington. His tribes befriended the white settlers in that region. Chief Seattle even converted to Christianity under the influence of French missionaries. He stayed loyal to white settlers in major conflicts between them and Indian tribes, which is why they decided to name the growing city after him. It is believed that he was a great speaker, best known for a speech he presumably made in 1854. Most historians today can’t prove what exactly Chief Seattle said or whether he even said it. As he didn’t speak any English, the text itself was translated lots of times, and they’ve never found an original transcript. Today, there are several versions of his speech. The best-known is the one written by Ted Perry, a Texas professor, for a film script. The speech was made into a letter to President Franklin Pierce. Even though we can’t know how authentic the speech is, I think it’s one of the most memorable, powerful and moving texts I have ever read!
WORKBOOK PRACTICE Exercise 1, p. 101 • Use this exercise to introduce some new vocabulary. Ask students if they recognise some of the words and let them match those to the pictures. Then, students look up the remaining words, either in the word list at the end of the unit or in a printed or online dictionary, if available. • Check as a class. ANSWER KEY 1 woods, 2 web, 3 shore, 4 dew, 5 sap, 6 mist, 7 crest, 8 pine, 9 stream, 10 meadow
Exercise 2, p. 101 • Students look at the given words, explain those they are familiar with and look up any new vocabulary. • Ask students what synonyms are. Elicit that they are two or more words that mean the same thing. Tell them synonyms will help them to do the next exercise. • Students fill in the gaps with the given words, using the synonyms in the brackets for guidance. ANSWER KEY 1 course, 2 quench, 3 sparkle, 4 rocky, 5 murmur, 6 glossy
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3C WORDS OF WISDOM VOCABULARY
1
Copy these words under the correct pictures. There is one word you do not need. shore
meadow
crest
stream
woods
pond
dew
mist
pine
1
2
3
4
5
6
7
8
9
10
1
2
1
sap
web
1
Complete these sentences with the missing words. The synonyms in brackets can help you. sparkle
rocky
murmur
glossy
course
quench
1 We felt adrenalin ________________________ (run) through our veins as we faced our greatest adventure. 2 It was an extremely hot day. I couldn’t ________________________ (satisfy) my thirst, no matter how much water I drank. 3 The ________________________ (glow) of the snow made it difficult for me to drive. I had to put on my sunglasses. 4 They enjoyed taking long walks along the ________________________ (stony) coastline. 5 I couldn’t understand a word he said. His ________________________ (whisper) was so quiet. 6 Her hair is ________________________ (shiny) and soft. It must be this new shampoo she’s using.
3
READING Read the final part of Chief Seattle’s speech. Complete it with the missing sentence parts A–F. There are two sentence parts you do not need. “When the last red man has vanished with this wilderness, and his memory is only the shadow of a cloud moving across the prairie, will these shores and forests still be here? Will there be (1) ______? We love this earth as a newborn loves its mother’s heartbeat. So, if we sell you our land, (2) ______. Care for it, as we have cared for it. Hold in your mind the memory of the land as it is when you receive it. Preserve the land for all children, and love it, as God loves us. As we are part of the land, (3) ______. This earth is precious to us. It is also precious to you. One thing we know: there is only one God. No man, be he Red man or White man, (4) ______. We are all brothers, after all.” A you too are part of the land B any of the spirit of my people left
C there is nothing more precious D can be apart
E that means more to us F love it as we have loved it
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READING Exercise 3 a), p. 79 • Explain to students that they will get a chance to see what made Charlie so thrilled about the speech. Students read the excerpt and decide what the main topic of the text is. • Students share their ideas. Accept all answers as long as they can support them with parts of the text. ANSWER KEY The earth does not belong to man, man belongs to the earth.
Exercise 3 b), p. 79 • Form groups of three and let them read the text one more time. Groups find and underline the places in nature, circle the wildlife and highlight the metaphors in the text. • Warn students that the word wildlife refers to both animals and plants.
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• Tell students they can divide their workload, but each text has to have all three categories marked. • Check as a class. ANSWER KEY 1 sandy shore, dark woods, meadow, rocky crests, streams, rivers, lakes; 2 insect, pine needle, trees, flowers, bear, deer, great eagle, pony; 3 Flowers are our sisters. Man did not weave the web of life. The water in the stream (...) is the blood of our ancestors.
Exercise 4, p. 79 • Students discuss the two questions in the same groups of three. Volunteers share their conclusions. ANSWER KEY Students’ answers.
ENDING THE LESSON
Creative me!, p. 79 • Students read all three tasks and decide which one they would like to do. • Let students choose the social forms for the task: they can work in groups or proceed individually. Agree on a time limit, e.g., at least ten minutes. Allow students to draw, write or do research. • Finish the lesson by letting volunteers present their work. • Not all students will be able to finish this creative task in the allotted time. Allow them to complete the task at home and present it at the beginning of the next lesson. HOMEWORK WB p. 101, Exercise 3
3C WORDS OF WISDOM
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UNIT 4
Lesson 4
4 CHANGING THE WORLD NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Changing the world
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.5., A.8.6., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
demanding, efficient, impact, increase, likelihood, sum up, in addition, perform a surgery
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
• Students try to guess what their assigned person would think about today’s world and what new invention would fascinate them most. • Set a time limit of two to three minutes. Then form new groups of four using the jigsaw technique, where each new group has one member from every expert group. Each member of the jigsaw group reports about their assigned person.
Pisanje eseja.
MEĐUPREDMETNE TEME
ANSWER KEY Students’ answers.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Oblikovanje uradaka u kojima dolazi do izražaja kreativnost, originalnost i stvaralačko mišljenje na temelju usvojenih jezičnih vještina.
UDŽBENIK
Str. 80., 116. -117.
RADNA BILJEŽNICA
Str. 102. -103.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
MAIN PART READING Exercise 2 a), p. 80 • Ask students what is, in their opinion, the best invention ever. Let them try guessing what Charlie thinks the best invention ever is. • Students quickly skim the text and check their predictions. • Students read the text and put the three paragraphs in the correct order. Check as a class. • In a lower-ability class, pre-teach the following vocabulary: demanding, efficient, impact, increase, likelihood, sum up, perform a surgery.
STARTING THE LESSON • Check homework with students. • If some students have decided to finish their Creative me! tasks at home, let them present what they have done. SPEAKING Exercise 1 a), p. 80 • Divide students into four expert groups by having them draw one of four names: Wolfgang Amadeus Mozart, Henry Ford, Nikola Tesla or Alexander Graham Bell. Each group brainstorms what they know about the assigned person. • If possible, allow students to do a quick online search.
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ANSWER KEY 2, 1, 3
Exercise 2 b), p. 80 • Ask students to explain in their own words what an argument is. Elicit that using arguments when writing an essay is important because arguments support your ideas and, by using arguments, you can convince someone of your point of view. • Students read the text again and underline the arguments Charlie has used in her essay. ANSWER KEY 1 It helps with homework. It marks spelling mistakes. 2 It’s enough to enter a destination on your
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CHANGING THE WORLD I can write an opinion essay.
1
SPEAKING Look at the names below. What do you know about these people? What would they think of the world today? What inventions would they be fascinated by? Wolfgang Amadeus Mozart
2
Henry Ford
Nikola Tesla
Alexander Graham Bell
a) READING As part of her school assignment, Charlie has written an opinion essay on the best invention in the history of humankind. Read the essay, and put the paragraphs in the correct order.
LIFE MADE EASY In my opinion, AI is the best concept humans have come up with. There are several reasons for this. Firstly, it is extremely useful when we have to do homework. AI immediately marks all our spelling mistakes and even offers the best choice of words, so the writing process is quicker and easier. Secondly, I believe AI has made other parts of our daily lives a lot easier. Travelling is just one example: it is enough to enter a destination into your smartphone, and you are guided there in the quickest way possible! Thirdly, AI increases precision. For example, when surgery is performed with the help of AI, the likelihood of making mistakes is much lower. In addition, AI can work non-stop. Because of that, it can be very efficient and help us get more work done in less time. Humans have invented many things that have changed our lives for the better. Although it is hard to choose just one, I am going to write about the invention that I believe has had the biggest impact on our lives: artificial intelligence (AI). To sum up, I think AI has allowed us to do lots of activities in an easier and more efficient way. It has also made it easier for us to do some risky or demanding jobs. I am looking forward to seeing how it will develop in the future! b) Find Charlie’s arguments in the text, and underline them. c) What do you think of Charlie’s arguments? Do you agree with them or disagree? Why?
3
Read the text again, and sort the phrases in colour into the table below.
Expressing opinion
Sequencing ideas
I think (that)..., _______________________,
_______________________,
_______________________
Thirdly, ________________
_______________________,
Use the SAY SAY SAY method to organise your essay in three parts.
In conclusion, _______________________
Check and tick.
SAY what you are going to say introduce the topic, and express your opinion
I have included all three parts of the essay.
SAY it express your thoughts, and provide facts
I have used passive sentences.
SAY what you’ve said sum up your thoughts and opinion
I have used appropriate phrases to express, organise and link my ideas.
Writing bank → p. 116-117
4
Concluding
I have checked my spelling.
WRITING What do you think the best invention in the history of humankind is? Write an opinion essay about it, following the proposed structure.
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CHANGING THE WORLD
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UNIT 4
smartphone and you are guided there. 3 It increases precision. 4 It can work non-stop.
1
Exercise 2 c), p. 80 • In the same groups of four, students discuss Charlie’s arguments and say if they agree with them or not. Ask students to explain their points of view.
a) READING Read Charlie’s text, and complete it with the phrases below. Lastly
In conclusion
In my opinion
First of all
In addition
IS PLASTIC FANTASTIC? Single-use plastic gained popularity as soon as it was invented, because it was affordable and convenient. However, it soon became obvious what a devastating effect it would have on the environment. (1) ___________________, single-use plastic is one of the worst inventions mankind has ever come up with, and for several reasons. (2) ___________________, although plastic has made many products cost less, it has greatly added to the problem of pollution. Many plastic products, such as plastic cups and shopping bags, are used for only a short time, sometimes no more than a few minutes, but end up in the environment for hundreds of years. (3) ___________________, plastic products kill millions of birds, fish and turtles every year: they get caught in these plastic products, or they mistake them for food. (4) ___________________, micro-plastic is everywhere: when animals eat plastic, it enters the food chain. In the end, plastic can be found even in our bodies and cause various health problems.
ANSWER KEY
(5) ___________________, to decide whether an invention is good or bad, we need to see the bigger picture. How will it affect the future? What will it do to the environment? Plastic products may be practical, but they are negatively affecting the planet and our lives in the long run. We have only got one home, and we must take good care of it.
Students’ answers.
b) Read the text again, and find words that have a similar meaning to the words below. 1 handy (p. 1)
Exercise 3, p. 80 • Point students to the coloured phrases in the text. Instruct them to sort the phrases into three groups: expression of opinions, sequencing ideas and concluding.
4 finish up (p. 2)
__________________________
2 very damaging (p. 1) __________________________
__________________________
5 confuse with (p. 2)
__________________________
3 humanity (p. 1)
6 influence (p. 3)
__________________________
__________________________
c) Tick the arguments against the use of single-use plastic that Charlie uses in her essay. Underline them in the text. 4 Around 90% of the plastic
1 Plastic products stay in the
is not recycled.
environment for a long time. 2 Landfills are filled with tons of
our health.
3 Animals die because they
6 Plastic needs to be replaced
consume plastic.
2
• Check as a class.
by paper or glass.
Sort the phrases below. Lastly, ...
I believe...
In addition...
In my opinion, ...
ANSWER KEY Expression of opinions: I believe..., In my opinion, ...; Sequencing ideas: Firstly, ..., Secondly, ..., In addition, ...; Concluding: To sum up...
WORKBOOK PRACTICE READING Exercise 1 a), p. 102 • Use this exercise to practise useful expressions for an opinion essay. Students fill in the gaps in the text with the given phrases. Check as a class. ANSWER KEY 1 In my opinion, 2 First of all, 3 In addition, 4 Lastly 5 In conclusion,
Exercise 2, p. 102 • Challenge students to check how many of the phrases used in the essay they can sort without looking in their Student’s Books. They compare their tables with their partners’. ANSWER KEY Expression of opinions: I believe..., In my opinion, ..., I think that...; Sequencing ideas: Firstly, ..., Secondly, ..., Thirdly, ..., In addition, ..., Lastly, ...; Concluding: To sum up, ..., In conclusion, ...
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5 Micro-plastic damages
plastic products.
Expressing opinion
Thirdly, ...
Firstly, ...
Secondly, ...
I think that...
Sequencing ideas
To sum up, ...
In conclusion... Concluding
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• If you want to further practise reading and vocabulary, GO DIGITAL at this point. WRITING BANK PRE-WRITING Exercise 1 a), p. 116 • Use this exercise to reinforce the use of phrases used in the opinion essay. • Students find the mis-sorted phrases and sort them correctly. Check as a class. • In a lower-ability class, check students’ understanding of some phrases: In my view, ..., As I see it, ..., Furthermore, ..., Overall, ..., In summary, ... ANSWER KEY Expression of opinions: I believe that..., Sequencing ideas: Thirdly, ..., Concluding: Finally, ...
Exercise 1 b), p. 116 • Students recognise the topics used to support the idea. They read the topics and the opinions and match them. Check as a class.
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CHANGING THE WORLD I can write an opinion essay.
1
SPEAKING Look at the names below. What do you know about these people? What would they think of the world today? What inventions would they be fascinated by? Wolfgang Amadeus Mozart
2
Henry Ford
Nikola Tesla
Alexander Graham Bell
a) READING As part of her school assignment, Charlie has written an opinion essay on the best invention in the history of humankind. Read the essay, and put the paragraphs in the correct order.
LIFE MADE EASY In my opinion, AI is the best concept humans have come up with. There are several reasons for this. Firstly, it is extremely useful when we have to do homework. AI immediately marks all our spelling mistakes and even offers the best choice of words, so the writing process is quicker and easier. Secondly, I believe AI has made other parts of our daily lives a lot easier. Travelling is just one example: it is enough to enter a destination into your smartphone, and you are guided there in the quickest way possible! Thirdly, AI increases precision. For example, when surgery is performed with the help of AI, the likelihood of making mistakes is much lower. In addition, AI can work non-stop. Because of that, it can be very efficient and help us get more work done in less time. Humans have invented many things that have changed our lives for the better. Although it is hard to choose just one, I am going to write about the invention that I believe has had the biggest impact on our lives: artificial intelligence (AI). To sum up, I think AI has allowed us to do lots of activities in an easier and more efficient way. It has also made it easier for us to do some risky or demanding jobs. I am looking forward to seeing how it will develop in the future! b) Find Charlie’s arguments in the text, and underline them. c) What do you think of Charlie’s arguments? Do you agree with them or disagree? Why?
3
Read the text again, and sort the phrases in colour into the table below.
Expressing opinion
Sequencing ideas
I think (that)..., _______________________,
_______________________,
_______________________
Thirdly, ________________
_______________________,
Use the SAY SAY SAY method to organise your essay in three parts.
In conclusion, _______________________
Check and tick.
SAY what you are going to say introduce the topic, and express your opinion
I have included all three parts of the essay.
SAY it express your thoughts, and provide facts
I have used passive sentences.
SAY what you’ve said sum up your thoughts and opinion
I have used appropriate phrases to express, organise and link my ideas.
Writing bank → p. 116-117
4
Concluding
I have checked my spelling.
WRITING What do you think the best invention in the history of humankind is? Write an opinion essay about it, following the proposed structure.
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4 OPINION ESSAY
Wr iti ng
UNIT 4
ANSWER KEY 2, 4, 5, 1, 3
READY? (pre-writing)
Pencil, paper, go!
1
a) Here are some phrases to use in an opinion essay. We have sorted them all for you, but three are in the wrong category. Find the three ‘misfits’, and circle them.
EXPRESSING OPINION
To sum up...
Secondly...
In conclusion...
I think that...
I believe that... In addition...
Thirdly...
Furthermore...
In summary...
TOPIC
OPINION In my opinion, the cost of producing such vehicles will fall, and there will be more and more of them.
1 Money makes the world go round.
I completely disagree with this statement, because creativity is very important.
2 Electric cars will take over.
As I see it, our minds work non-stop, so ideas for new devices and machines appear all the time.
3 Home-grown vegetables are healthier. 4 Art is a useless waste of time.
Regardless of what we may think, people are still guided by how much money they make.
5 Technology is unstoppable.
Thirdly, much as you may enjoy going grocery shopping, there is nothing better than picking your own lettuce in your own garden.
SET... 2
a) Before you read the text on the opposite page, think about the language you need to use in an opinion essay. Circle the correct information in the sentences below. Then read the text, and check your answers. 1 In an opinion essay, we use formal / informal vocabulary. 2 In an opinion essay, we should try to use / to avoid contractions (short verb forms, e.g. you’re). 3 In an opinion essay, we should not / should use slang, abbreviations and repetitive words. 4 In an opinion essay, linking words are necessary / unnecessary. b) Read the text again. Find phrases which have been used to:
• Students circle the answers and then read an example essay on page 117 to check their guesses.
1 express opinion (underline them)
2 sequence ideas (circle them)
3 write a conclusion (highlight them)
c) Let’s work on some vocabulary expansion. Looking back on our text, and thinking about your everyday life with devices, try to find the odd word out in each line. Check whether you know their meanings, because you might need them later on. pizza
5 subscription phone bill
payment
thirdly
texting
searching
6 chat
talk
sleep
speak
3 application calendar
chapters
games
7 privacy
mathematics
art
chemistry
4 draw
calculate
read
1 keyboard
screen
2 memory
calling cook
charger
116
1 formal, 2 to avoid, 3 should not, 4 necessary
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Exercise 2 b), p. 116 • Ask students if they think they could identify all the phrases in the essay on page 117. • Check as a class. ANSWER KEY Expression of opinions: I believe..., Sequencing ideas: Firstly, ..., Secondly, ..., Thirdly, ..., In addition, ...; Concluding: To sum up, ...
Exercise 2 c), p. 116 • The purpose of this exercise is to activate the vocabulary students will need for writing an essay. Students read the words and mark the odd one out in each line. • Check as a class. Ask students to explain their choice of the odd-one-out word.
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THE INVENTION OF THE PRIVATE LANDLINE TELEPHONE
Communication is one of the most important parts of human life. Even though we now use mobile phones and social platforms, I believe the biggest breakthrough in communication started with the invention of the private landline telephone. Let me explain. Firstly, before telephones, people were able to send each other letters, packages or telegrams, but they always needed a middle-man, a postman or clerk who had the technology. With the landline, that power was given directly to you. Secondly, using a phone booth, you were in a public place. With a private landline, you could contact anyone in the privacy of your own home, and you could talk about anything without fear of eavesdropping, comments or interruptions. Thirdly, you could get in touch with your significant other or your friends to share secrets, or you could even call someone for help in case of trouble. In addition, with the landline phone, you did not have to stand outside during your phone call, in the freezing cold or summer heat, with strangers or neighbours in a queue behind you. To sum up, people were given more freedom to communicate with the arrival of landline telephones. The telephones helped people feel more relaxed about using technology in their everyday lives, which became a lot easier and more fun.
SAY what you are going to write about Present the subject, state your opinion clearly, and make sure you include the main point of your paper.
SAY what you think, and provide facts and arguments Explain the reasons for your opinions, and provide examples, if possible. In a way, this is where you have to prove your thesis.
SAY what you have said, but sum it up Drawing out the best from all your arguments provided in the previous paragraph, restate your initial opinion, backing it up with a summary of your arguments and evidence.
…WRITE! 3
It’s your turn! Write about the invention of smartphones and how they have changed our lives. The writing tips and useful phrases in the Ready... and Set... sections will help you plan and organise your opinion essay. There is a checklist at the end of the page to help you make your essay shine!
ONE MORE LOOK! Check and tick. I have included all three parts of the essay. I have used passive sentences where necessary.
MY SELF-CHECK Remember those tiny mistakes that you, and only you, always make? List them, and check.
5 subscription phone bill
payment
thirdly
I have used appropriate phrases to express, organise and link my ideas.
6 chat
talk
sleep
speak
I have checked my spelling.
___________________________________________
mathematics
art
chemistry
I have tried to avoid repetition.
___________________________________________
ANSWER KEY
7 privacy
1 pizza, 2 memory, 3 chapters, 4 cook, 5 thirdly, 6 sleep, 7 privacy
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Overall...
As I see it... In my view...
b) Match the expressed opinion to the topic you believe it covers.
Exercise 2 a), p. 116 • The purpose of this exercise is to quickly revise the types of vocabulary and language that are used in an essay.
ANSWER KEY
CONCLUDING
Firstly...
Finally...
p. 80 • Draw students’ attention to the Pencil, paper, go! section. After they have read it, ask them what the Say, say, say method actually means. Elicit from them that they need to state their opinion in each part of the essay.
SEQUENCING IDEAS
In my opinion...
___________________________________________
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ENDING THE LESSON WRITING Exercise 3, p. 80 • Tell students they will now write an opinion essay about the best invention in the history of humankind. • Offer students the choice between writing an opinion essay about the best invention in history or about the invention of smartphones and how they have changed our lives as per Exercise 3 on page 117. • Instruct students to go over their writing one more time using the ONE MORE LOOK! checklist. • Divide students into small groups. Have them check each other’s work. Encourage them to provide sincere, kind and helpful feedback to their classmates. • Students make all the necessary changes to their work • If you decide to use this task for summative assessment, a detailed writing rubric is provided (Resource Bank, Resource 72, pp. 406-412). HOMEWORK B pp. 102–103, Exercises 1 b), c), 3 W and 4
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UNIT 4
Lesson 5
5 WE ARE THE LAND NASTAVNA TEMA
Drugi i drugačiji / Svijet znanosti i umjetnosti
NASTAVNA JEDINICA
We are the land
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
dreamcatcher, hardship, headband, intimidating, legacy, pass on, plain, spear, stream, bow and arrow, feathered headdress, have pride in, war cry
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o kulturi američkih Indijanaca.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
Održivi razvoj
A.3.1., A. 3.3, B.3.1.
MEĐUPREDMETNO POVEZIVANJE
Povijest Život američkih Indijanaca Geografija Američki Zapad
UDŽBENIK
Str. 81.
RADNA BILJEŽNICA
Str. 104.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students • Remind students of Chief Seattle. Ask them to revise everything they remember about him. • To activate students’ pre-existing knowledge, distribute the mind map about Native Americans (Resource Bank, Resource 73, pp. 406-412). Let students fill in everything they know about them. MAIN PART Exercise 1, p. 81 • Form small groups and let students try to name as many pictures as they can. Set the time limit to one minute.
300
• After a minute, students come and write the words they have come up with on the board. Correct the spelling if needed and supply the rest. • Ask students what all these words have in common. ANSWER KEY A totem pole, a bison, a canoe, a tomahawk, a tipi tent, a feathered headdress, a dreamcatcher, a bow and arrow. They are all connected with the traditional way of life of Native Americans.
READING Exercise 2 a), p. 81 • In a lower-ability class, you might want to pre-teach some vocabulary. Suggested words: hardship, headband, intimidating, legacy, pass on, plain, spear, stream, have pride in, war cry. • Students guess which of these objects will be mentioned in the text. • Students check their expectations by reading the text and ticking the pictures which were mentioned in it. Check as a class. • Check students’ understanding of the text by playing Where does it say? (see Games and Activities on pp. 394-398). ANSWER KEY Tipi tents, feathered headdresses, bison, totem poles.
Exercise 1 b), p. 81 • In pairs, students answer the five questions. Check as a class. • Ask students if they can remember another culture with similar beliefs that they have studied in previous years. They might remember studying about Aboriginal people. Ask them to list the similarities and differences between Native Americans and Aboriginal people. • Students go through the text one more time and fill in their mind maps.
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WE ARE THE LAND
5
I can talk about Native American culture. 1
Look at the pictures. What do they represent? What do they have in common?
2
a) READING Read the text, and tick the pictures in Exercise 1 that are mentioned.
N
orth America has been home to Native American tribes for thousands of years, since long before Christopher Columbus first sailed to the New World. Today, we know much more about Native Americans than Columbus did, but some stereotypes still exist. Native Americans are much more than just the tipi tents, smoke signals and feathered headbands we see in films. Each one of the tribes – almost 600 of them – is different, especially in their lifestyle and language. What they have in common, though, is their special connection with nature. In the past, their way of life depended completely on farming and hunting. Some tribes, such as the Mohicans, lived in small, round houses called wigwams. They were fishermen and farmers who dried food to preserve it for winter. Other tribes, such as the Cheyenne, Lakota and Comanche, lived in tipis. They hunted American bison across the great plains. They were also skilled warriors who scared their enemies by wearing feathered headdresses, painting their faces, and yelling an intimidating war cry.
Even Native American art shows us that all these tribes had a special relationship with nature. Many tribes carved and painted their spirit animals on wooden totem poles. Tribe members would place them in front of their houses to show their family’s history and identity. Many Native Americans believed that everything on Earth – or Turtle Island, as some of them still call it – has a soul and must be treated with respect. Honouring the spirit of the land – every animal, plant, rock, hill and lake – is the legacy that Native Americans still pass on to their children. Today there are around 5 million Native Americans in the USA, which is a much smaller number than the 60 million at the time of Columbus. They live in urban areas and on reservations. They still keep their culture and history alive, showing pride in their heritage, despite all the hardships their ancestors have been through.
b) Read the text again, and answer the questions.
3
1 What is one of the common misconceptions about Native Americans?
3 How did some tribes scare their enemies?
2 What kinds of natural resources did the Natives use?
5 How did the Native Americans treat nature, and why?
4 What did totem poles represent?
Choose one task, and present it in class. Task 1
Task 2
Task 3
Find out the differences between a wigwam and a tipi in terms of construction, shape and use. Use pictures to explain your findings.
Write an acrostic poem using the words ‘Native Americans’. Use each letter as the beginning of a word or line that says something about them.
The bison is an iconic image of the Old West. Find out more about the animal, and present your findings to the class.
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1 That they all live in tipi tents, wear feathered headbands, use smoke signals... 2 They farmed, fished and hunted bison. 3 With an intimidating war cry. 4 The tribe’s or family’s history and identity. 5 They honoured the spirit of the land because they believed that everything has a soul and that everything is connected.
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UNIT 4
ANSWER KEY
1
1 Circle the Native American tribes. 2 Mohicans used to live in houses A Maasai, Bushman, Zulu called B Koori, Murri, Nunga A tipis. C Cherokee, Comanche, Navajo B wigwams. C igloos.
4 The tribes that often moved lived in easily-built, portable houses which were called A tipis. B wigwams. C igloos.
• At this point, you can GO DIGITAL and further practise reading and vocabulary.
7 How did Native Americans use to pass on their legends? A They wrote them down. B Using paintings. C From mouth to mouth.
WORKBOOK PRACTICE 2
READING
5 Native Americans in the Great Plains area used to depend very much on
• Students read the text and choose one of the three suggested morals of the story. Check as a class. ANSWER KEY
3 Native Americans carved wooden totem poles mainly to show respect for A animals. B gods. C ancestors. 6 Dreamcatchers are associated with the Ojibwe tribe. Asabikeshiinh, their word for one, means A a spider. B a net. C a web.
A fishing. B farming and drying food. C hunting American bison.
9 How many Native Americans are there today? A About 5 million. B About 7 million. C About 9 million.
8 Some Native Americans have referred to our world as A Fish Island. B Turtle Island. C Eagle Island.
a) READING Read this childhood memory, told by E. Thomas Morning Owl, a Native American writer. What is the moral of the story? a) you can get hurt throwing stones
b) listen to your (grand)parent
Curious me! What is a dreamcatcher? What do you call it in your language?
c) have respect for everything that exists
Exercise 2 a), p. 104 • Ask students if they know what a moral is. Let them either explain it in English or translate it into Croatian.
“As I was walking with my grandma beside a stream, I took up a stone and threw it into the water. Immediately, my grandma asked me ‘Why did you do that? How long did it take that rock to get out of the water? And you put it right back in there? Why did you put it back in the water? It wasn’t bothering you. You had no reason to do that, do you realize that?’.”
b) WRITING Write your own list of three Native American principles that we should live by. You can use some of the words below. earth
one
respect
peace
spirit
harmony
nature
legacy
pride
land
1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________ 3 ______________________________________________________________________________________________________
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ENDING THE LESSON
C
• Students quickly go through the notes in their mind maps.
WRITING Exercise 2 b), p. 104 • In pairs, students use their knowledge about Native Americans to write three principles to live by, according to their views. Remind them that they may use the given words to help them, but they don’t have to use them if they have different ideas. • Students read their answers and compare them. ANSWER KEY Students’ answers.
How much do you know about Native Americans? Do the quiz and find out. If you don’t know the answers to all the questions, where will you look for them?
• Using the mind maps, volunteers talk about Native Americans. WORKBOOK PRACTICE Exercise 1, p. 105 • Students read the questions and fill in the quiz. • Use this exercise as a formative assessment. After students have solved the quiz, they swap their workbooks and correct the answers, using the text and the mind map to check the information. ANSWER KEY 1 C, 2 B, 3 A, 4 A, 5 C, 6 A, 7 C, 8 A, 9 A
HOMEWORK Student’s Book, Exercise 3, p. 81 • Assign this exercise as homework. Students choose one of the three suggested tasks and
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do it at home. They should bring their results – presentations of their research or their poems – and present them in class during the next lesson.
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UNIT 4
Revision
UNIT 4 REVISION
TRICKS OF THE TRADE
NASTAVNA JEDINICA
Unit 4 revision
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Slušanje, čitanje
MEĐUPREDMETNE TEME Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
UDŽBENIK
Str. 82. –83.
RADNA BILJEŽNICA
Str. 105. –107.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • If you have assigned Exercise 3 as homework, let students present the results of their research or read their poems. • If students have made posters for their presentations, make a class display. • To revise vocabulary from the previous lesson, play a game of Pictionary or Charades (see Games and Activities on pp. 394-398). Suggested vocabulary for Pictionary: dreamcatcher, headband, spear, stream, bow and arrow, feathered headdress, war cry. Suggested vocabulary for Charades: hardship, intimidating, legacy, pass on, plain, have pride in, headband, spear, stream, bow and arrow, feathered headdress, war cry. LANGUAGE MATTERS, p. 83 Exercise 1, p. 83 • Ask students if they know what a tongue twister is. Let them name a few Croatian tongue twisters that they are familiar with. Tell them they will read a tongue twister rhyme. • Start by slowly chorally reading or even chanting line by line. • Students read the verses silently for a minute or practise in pairs with their partners. • Volunteers read a line or two of their choice or even the entire tongue twister.
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If your students are not prone to public speaking or have issues with reading and pronunciation, allow them to read the tongue twisters in pairs or groups of three or four. This method will relieve some of the stress of public speaking since it is always easier and less stressful to speak or read in front of a smaller audience. ANSWER KEY Students’ answers.
Exercise 2, p. 83 • Make a competition and find out who can read the whole rhyme fastest. • Students identify unfamiliar vocabulary in the tongue twister. • If possible, bring a printed dictionary or allow online research to look up the words. • Ask students to compare the Croatian and the English letter R and try to explain the difference in pronunciation. Then let them read the explanation in their Student’s Books. • If time allows it, you can further practise different pronunciations of the same letter combination in Exercise 4 of the LANGUAGE MATTERS section of the Workbook on page 137. ANSWER KEY Students’ answers.
TRICKS OF THE TRADE It’s always a good idea to start a unit revision by having students flip through the unit one more time and reflect on it. You can ask them to tell you which topics were covered, which topics they found interesting, which were boring for them, what grammar they have learned, what was easy and what was difficult, what they would like to know more about, what they have learned best and what they still struggle with, etc. This helps students focus on key structures and vocabulary while, at the same time, critically appraise their learning and direct them towards taking responsibility for their learning.
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poludivlji prerijski konj osamljeno strmo brdo tele studentski dom, spavaonica granica odmetnik prerija tvornički znak, zaštitni žig utrta staza, put konj koji se propinje ustanova za istraživanje
estimate marvel sledge strip tomb worship building site burial site heritage site serve a function diviti se napredak, progres imati korist putovati na posao koordinata usjevi liječiti otkriti, zapaziti invaliditet jestiv usaditi, ugraditi laboratorijski uzgojen nanotehnologija svemirska letjelica podzemni kirurg kirurgija liječenje, terapija umjetna inteligencija uvjeti vožnje fosilno gorivo potrošiti, iscrpiti vertikalni uzgoj
procijeniti čudo saonice traka grobnica štovanje gradilište mjesto pokopa lokalitet kulturne baštine imati ulogu, služiti čemu
advocate ash awe-inspiring caldera
casualty core crust dam delicate devastating elk hotspot inhospitable mantle molten seismic soil swell thrive garbage dump geothermal features
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zagovornik pepeo zadivljujući kaldera, depresija nastala eksplozijom žrtva nesreće jezgra kora brana nježan, osjetljiv razoran veliki kanadski jelen vruća točka negostoljubiv, nepovoljan za život omotač rastaljen seizmički tlo nateknuti, nabubriti rasti, uspijevati odlagalište otpada geotermalne karakteristike
3A INTO THE WILDERNESS
2B THE FUTURE IS HERE admire advancement benefit commute coordinate crops cure detect disability edible implant lab-grown nanotechnology spacecraft subterranean surgeon surgery treatment artificial intelligence driving conditions fossil fuel run out of vertical farming
WORD LIST bronco butte calf dormitory frontier outlaw prairie trademark trail bucking horse research facility mjehur krvna žila krvotok ključna kost izdahnuti veličine šake udahnuti zglob bubreg hranjiva tvar obogatiti kisikom rebro kostur kralješnica gnjecav, mekan uspravan mokraća, urin probavni sokovi probavni sustav debelo crijevo tanko crijevo zaviriti
1A THE HUMAN BODY bladder blood vessel bloodstream collar bone exhale fist-sized inhale joint kidney nutrient oxygenate rib skeleton spine squishy upright urine digestive juices digestive tract large intestine small intestine take a peek utjecati, djelovati okriviti posljedica bez poštovanja neprimjeren sazrjeti gunđati, jadikovati ćudljiv poslušan zaštitnički upitnik, anketa tvrdoglavost odgovarati kukati, cviliti promjene raspoloženja probušiti uho zalupiti vratima
1B BLAME IT ON THE BRAIN affect blame consequence disrespectful inappropriate mature moan moody obedient protective questionnaire stubbornness talk back whine mood swings pierce an ear slam the door predak rezbariti lijes balzamirati
2A WHEN BRAINS DESIGN ancestor carve coffin embalm
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Lesson 3
befall course crest dew glossy meadow mist murmur quench sap sparkle strand stream weave
distinct equation fraction pattern petal pinecone sequence stalk trunk cardinal number decimal number ordinal number right-angled triangle
zahtjevan učinkovit utjecaj povećati vjerojatnost sažeti dodatno, nadalje obaviti ili izvesti operaciju
zadesiti, dogoditi se teći, strujati vrh rosa sjajan, gladak livada izmaglica šapat utažiti biljni sok sjaj nit, vlakno potok plesti, tkati
različit, zaseban jednadžba razlomak obrazac, model latica borov češer niz, slijed stabljika trup glavni broj decimalni broj redni broj pravokutni trokut
3B MATHS IN DISGUISE
demanding efficient impact increase likelihood sum up in addition perform a surgery
hvatač snova teškoća, nedaća traka za glavu zastrašujući nasljeđe, baština predati, ostaviti ravnica koplje potok luk i strijela perjanica biti ponosan na što ratni poklič
WE ARE THE LAND
CHANGING THE WORLD
3C WORDS OF WISDOM
dreamcatcher hardship headband intimidating legacy pass on plain spear stream bow and arrow feathered headdress have pride in war cry
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LANG MA UAGE T T E R S
Standing out from the crowd.
1 Choose the odd one out.
1 pool - fool - cool - door
2 dough - rough - tough - enough
3 bear - team - sea - eat
4 chase - character - choose - champion
5 think - this - thing - throw
2 Stop and think.
1 Explain the logic behind your answers.
2 What do you think all these words mean?
3 Try to use all the odd ones out from Exercise 1 in a short story of two or three sentences.
Here are some questions you can ask yourself before, during and after learning about the topics in this Unit.
Before: What do I expect to learn in this Unit? / What new skills will I be able to learn? / What will I be able to do with this?
During: How do I decide what is more important to learn, and what is less? / What am I doing to make learning easier? / Where can I use this?
After: What can I retell in my own words? / How do I keep on learning about this? / What are the things I’m not certain about and could use more practice on?
How do you feel about the topics in this Unit? What have you learned that you previously didn’t know?
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UNIT 4 REVISION
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Lesson 4 Lesson 5
Ready, set, go! Lesson 1 Lesson 2
UNIT 4
MAIN PART ORKBOOK PRACTICE W REVISION: LISTENING Exercise 1 a), p. 105 • Instruct students to read the task carefully. Ask them what is missing in the task. Let them recognise that they will have to listen for the numbers. 1
• Play Track 1. Students listen to a report about Yosemite National Park and write the missing numbers to answer the questions. Play the track again. ANSWER KEY
1 3, 029, 2 30, 3 1890, 4 739, 5 91, 260, 6 1, 300
Track 1 Yosemite National Park is located in Northern California, in the USA. It covers a vast area of 3, 029 km2. It is famous for its breathtaking landscape: from its deep valleys, through stunning waterfalls to the ancient sequoia trees. Did you know that its granite cliffs are more than twice the height of the Empire State Building? The Yosemite Valley came into existence thanks to huge masses of ice called glaciers, which slowly moved over the land and carved it during a 30-million-year span! The changes that took place during this long process allowed the park to become one of the most beautiful places on planet Earth. In order to protect Yosemite Valley, President Abraham Lincoln signed the Yosemite Grant in 1864. However, it wasn’t until 1890 that the place was officially given the status of a national park. Almost four million tourists from all over the world visit the park every year. The record was set in 2016, when more than five million people spent their holidays there! If you have seen the photos of the park online, you will certainly have noticed its two notable landmarks. The first one is a large granite monolith, called El Capitán, standing at 1, 095m above the valley. If you’re in good shape, why not consider going on a day-long hike to its top? Less adventurous visitors can admire it from afar, or go on an easier hike to reach the second landmark: Yosemite Falls. At 739 m, it is the fifth-highest waterfall in the world, and certainly among the most mesmerizing ones! Even though a large part of Yosemite National Park has been altered by human activity, 91, 260 ha of old-growth forest is still intact. Various species of animals have survived thanks to moderate climate and well-preserved plants. Fish, reptiles, birds and mammals all live there undisturbed. But tourists and their belongings aren’t as lucky: Yosemite black bears are famous for stealing food from tourists’ parked cars, so make sure your snacks are stored somewhere safe! Those who are into hiking will love the park. Over 1, 300 km of trails are available to hikers and everyone else interested in sightseeing or simple strolls. Spectacular
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views from mountain tops will make you feel as if you’re on top of the world, and the fresh air and the calming sounds of nature will help you clear your mind and relax. So what are you waiting for? Yosemite National Park employees can’t wait to greet you!
Exercise 2, p. 105 • Students read the task. Ask them how many people they expect to hear in the recording. Tell them that one of them is a reporter and the other three are people being interviewed. • Instruct students to read all the statements carefully. Warn students that the sentences are not in the same order as in the recording. Warn them that two sentences refer to none of the speakers. 2
• Allow enough time for students to read the sentences and play Track 2. Students assign the sentences to one of the three speakers. Play the track twice. ANSWER KEY
Patrick: 2, 5. Tracy: 1, 6. Michelle: 4, 7.
Track 2 Interviewer: Ladies and gentlemen, welcome to another episode of What Next? Today, I’ll be talking to passers-by about their thoughts on our everyday lives – in the future. Let’s go! Oh, there’s someone who seems available for a quick chat. Hi, my name is Aaron, and you’re live on TV. May I ask you some questions? Patrick: Oh, uhm... OK, why not? Interviewer: Great! For starters, what’s your name? Patrick: Patrick. Interviewer: Patrick, we’re glad to have you with us today. What do you think the world will look like 50 years from now? Patrick: Well, I haven’t given it much thought, to be honest. I do think that most of the forests will be gone by that time. People chop trees down faster than they plant them, so in the next 50 years much of what can be seen now will disappear. Sea level will certainly rise, which means the shores will be flooded. And deserts... well, they’re hot already, but they can only become hotter. We should start acting more eco-friendly now, because our actions today will have a huge impact on the climate 50 years from now! Interviewer: Thank you, Patrick! And the lady next to you... May I have your name? Tracy: Hi, everyone! It’s Tracy. It’s a pleasure to be on TV! Interviewer: Tracy, Patrick has just told us what he thinks the future of our environment will be like. What about the way people travel? Tracy: I’m pretty sure all the cars will either be electric or use some other type of renewable fuel or energy. I’m not sure a lot of people will use bikes any more – at least not the bikes we used to ride when we were kids. I
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think they will be replaced by electric bikes. I also think planes will travel farther and use less fuel, and it will become even more common for people to use planes to travel long distances. Interviewer: Thank you so much for your time. Have a lovely day! Tracy and Patrick: Thanks; you too! Interviewer: We’ve got time for one more guest today. I see someone coming this way... Excuse me! Hi, I’m Aaron, and this is What Next?, a TV show where we talk about future events. Have you got a minute or two? And could you tell us your name? Michelle: Absolutely! I’m Michelle. Interviewer: Thanks, Michelle! Now, what are your thoughts on food supplies and the overall health of future generations 50 years from now? Michelle: Well, I think we’ll start printing food. It will be just like Star Trek; you’ll be able to choose what you’d like to eat, and the printer will make it for you. I’m not sure it’ll be as tasty as the original, though. Talking about health... I hope we find the cures for various types of illnesses that can’t easily be healed yet. Doctors will definitely use futuristic technology to heal people faster. I suppose they might help us live longer, too, but that’s a topic for another day. Interviewer: Michelle, it’s been a pleasure talking to you. Thank you! Michelle: Thank you, Aaron! Bye! Interviewer: So that’s all for today. As you’ve heard, there are plenty of things to think about regarding our future. The good news is that there are more positive ones than negative! Until next time, bye everyone!
the surgeon himself gave plenty of interviews. The transplant technique that was used had first been developed by a pair of American researchers in the 1950s, but it evolved and became more sophisticated before the first human-to-human transplant took place. Mr Washkansky was given medication to prevent his immune system and his body from rejecting the new heart. Even today, medicines are needed to help the patients recover from the surgery faster, as well as to help the body accept the donated organ. Unfortunately, they made Mr Washkansky more prone to sickness, and he died only 18 days after the surgery. However, his new heart had functioned properly until the day he died. Dr Barnard continued to perform these operations, and lots of his patients lived up to five healthy years after their heart transplants. Today, hearttransplant surgery is performed regularly and is usually successful. However, finding appropriate donors is still very difficult, because the heart must be in excellent condition and should match the candidate’s blood and tissue types.
REVISION: LISTENING 1
• Give students a minute to read the multiplechoice questions. 3
• Play Track 3. Students listen and mark the correct answers. Play the track twice. ANSWER KEY
Listen to a TV report about Yosemite National Park. Write the numbers you hear, and answer the questions.
1 How large is Yosemite National Park?
___________________ km2
2 How long did it take for the Yosemite Valley to form?
___________________ million years
3 When was the national park established?
in ___________________
4 How high is Yosemite Falls?
___________________ m
5 How much of the park hasn’t been altered by visitors and personnel?
___________________ ha
6 How many kilometres of trails are open to hikers?
___________________ km ______ /
2
Exercise 3 a), p. 105 • Ask students to think about surgical procedures and say which one is the most amazing accomplishment in their opinion. Let them know they will listen to a text about the first heart transplant.
1
2
Listen to a reporter talking to passers-by on the street about the future of the world. Match the people’s names to their visions of the future. Write P for Patrick, T for Tracy, and M for Michelle. There are two statements you do not need.
1 Electricity is the way of the future.
________
2 Deforestation will increase in future decades.
________
3 The media will rule the planet.
________
4 Our eating habits will change, as well as our meals.
________
5 The environment will change drastically.
________
6 Types of vehicles won’t change as much as the type of fuel they use.
________
7 The field of medicine will improve our lifespan.
________
8 People will often travel into space.
________ ______ /
3
3
4 Where were the developers of the transplant
performed?
technique from?
A At the beginning of 1967.
A The UK.
B In the middle of 1967. C At the end of 1967. 2 How did the heart donor die? A In a car accident. B Buying a new car. C Travelling by train. 3 The heart-transplant technique was developed in
B South Africa. C The USA. 5 Why was Mr Washkansky given medicine? A So his new heart wouldn’t fail. B So his liver would remove toxins more easily. C So he might sleep better. 6 The heart ___________________ to be considered for
A the 19th century.
donation.
B the 20th century.
A should belong to a wealthy person
C the 21st century.
B doesn’t need to be healthy enough C must be well-preserved ______ /
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TRICKS OF THE TRADE Finish both the listening and the reading parts by checking students’ answers. You can do it as a whole-class activity or, if you want to engage them more and encourage learning independence, provide them with an answer key. Students can compare their answers to the answer key in small groups or swap workbooks
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It was the beginning of December 1967 in Cape Town, in South Africa. Louis Washkansky, a 53-year-old man dying from chronic heart disease, received the first human heart transplant from Denise Darvall, a 25-yearold woman. She had died after being hit by a car, but the doctors believed her heart could save another person’s life. Back then, surgeries like this one were considered impossible. However, Christiaan Barnard, a skilled surgeon, proved they could be done. The media covered this remarkable surgery in many ways: it was talked about on the radio and in the newspapers, and
8
Listen to the story of the first human heart transplant. Choose the correct answer: A, B or C.
1 When was the first human heart transplant
1 c, 2 a, 3 b, 4 b, 5 a, 6 c
Track 3
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UNIT 4
between themselves and correct their partners’ exercises. You can make the answer key into a handout for every individual student, pairs of students or groups, or you can show it using an OHP, if available. Discuss the answers as a follow-up activity and encourage students to identify questions and tasks that have been difficult, analyse why they had problems with them and suggest what they could practise to overcome this.
REVISION: READING 1
A Materials
F, D, B, E
Exercise 1 b), p. 106 • Ask students to read the text again and fill in the fact file with the most important information about the building. • Encourage students to underline key information in the text and use different colours for a better overview. ANSWER KEY 1 300, 2 1887-1889, 3 Paris, France, 4 3, 5 two, 6 over 50
D Debate
E Communication
F Origins
The Eiffel Tower is visited by millions of people every year. The queue and the wait are usually very long, because over 25,000 people climb it every day. They can either take the stairs or wait for a lift to take them to one of the three levels of the tower. From there, they can enjoy breathtaking views of the city, and even enjoy a meal with a view in restaurants on the first two levels. The tower is so popular that there are over 50 replicas of it all over the world: most of them are in the USA, but you can also find them in China, Russia, Austria and the Czech Republic, amongst other countries. Did you know that this symbol of Paris is more than just a tourist attraction and a beautiful addition to the Parisian skyline, and has another purpose? It was supposed to be taken apart 20 years after it was constructed, but the Parisians decided to keep it. Its height proved to be very useful, and the tower started to function as a radio transmitter. In 1913, it was even used by the French armed forces for exchanging wireless signals with the US Naval Observatory. Today, it’s home to more than a hundred antennas broadcasting radio and television signals across the French capital and beyond. ______ /
4
______ /
7
b) Read the text again, and complete the factfile with the missing information.
THE EIFFEL TOWER 1 Height (without the antenna): ___________________ m 2 Construction (years, from – to): ___________________ – ___________________ 3 City and country: ___________________
• Students first read the task carefully.
ANSWER KEY
C Problems
However, not everyone liked the design. Many artists protested against the construction of such a structure, and some disliked the idea of the tower being over 300 metres tall. At the time, there was an ongoing debate about whether engineering and architecture could go hand in hand or not. Eiffel was certain they could, so he replied to his critics by comparing the tower to the Egyptian pyramids. And, although some of the critics continued to think it was the ugliest building in Paris after it was completed, many changed their minds about this technological masterpiece in the end. Today, it is considered an extraordinary work of art by engineers, artists and tourists worldwide.
Exercise 1 a), p. 106 • Ask students if they remember which buildings were nominated for the New Seven Wonders of the World but didn’t make the list. Tell them they will read about one of them.
• Remind students that they can always cross out the topics that they have used and are sure about.
B Tourism
Rising 324 m in height, thanks to its 24-meter-long antenna, the Eiffel Tower, also called the Iron Lady, is one of the tallest structures in Paris. It was named after Gustave Eiffel, a French engineer whose company designed and built it. It is made of iron, a material that can resist various types of weather. It was built for the 1889 World Fair, as a monument to the French Revolution, which had taken place a hundred years earlier. Its construction started only two years before the event and was successfully completed by the time the fair started. Since then, it has become a global cultural icon.
REVISION: READING
• Students scan the texts and match the topics to the paragraphs. Warn them that there are two topics they will not need.
a) Read this text about the Eiffel Tower. Match the topics A–F to the paragraphs. There are two topics you do not need.
4 Designed by: ___________________ 5 Levels for the visitors: ___________________ 6 Restaurants: ___________________ 7 Replicas: ___________________ in many different countries
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Exercise 2 a), p. 107 • Students read about another national park in the USA. • Ask students to describe the six pictures. • Students read the text. Instruct them to ignore the gaps for now and only match four of the pictures to the paragraphs. ANSWER KEY 4, 6, 1, 2
Exercise 2 b), p. 107 • Students read the text again and choose one of the three given words to complete each sentence. ANSWER KEY 1 C, 2 A, 3 B, 4 B, 5 A, 6 C, 7 C, 8 A
• At this point, you can GO DIGITAL to further practise reading and listening.
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A SENSE OF WONDER
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a) Read this text about Death Valley National Park. Match the pictures to the paragraphs. There are two pictures you do not need.
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2
4
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1
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Because of its hot desert climate, Death Valley National Park is the hottest and driest national park in the USA. This, however, doesn’t mean that sand is the only thing you’ll see there. Besides plenty of sand dunes, visitors can admire not only valleys and canyons, but also (1) ____, some of which are more than 300 metres high and covered in snow! They are very dangerous, because of sudden rainfall and flooding. This land of extremes is also the lowest national park in the States. Its Badwater Basin is considered to be the secondlowest depression in the Western Hemisphere, at 86 metres (2) ____ sea level, indicating that it was once full of water. That’s why the soil there is extremely rich in minerals. Thousands of years ago, Native American tribes started to inhabit Death Valley. They were hunters and gatherers who had lots of animals and plants to feed on, thanks to a milder, moderate (3) ____. Some of them left traces of their presence that show us what their lives were like thousands of years ago. When the Saratoga Spring People came to the valley about 2,000 years ago, they left markings on rocks all over the (4) ____ desert area. These markings show that they didn’t live in caves, but formed camps and migrated from place to place. During the California Gold Rush in the 1840s and 1850s, the settlers started moving through Death Valley. It was during this time that the valley got its gloomy name. Other than for gold, the miners started looking for copper, silver and minerals in the second half of the 19th century. The valley was rich in borax, so this mineral was widely transported in carts and wagons to other parts of the country. It was used to (5) ____ soap and laundry detergent, and it was advertised as a product that could be used as sun cream or deodorant, or even remove freckles! It took a lot for the miners to carry the resources from the mining point to their destination, which was why a railway was built in 1914. The (6) ____ helped the workers make their work faster, more efficient and easier. Of course, humans aren’t the only living beings in the valley. Even though it may seem uninhabited, various plants and wild animals live there. You can find desert holly, pines and bushes all over the valley and the surrounding mountains. As for animals, there are (7) ____ small mammals than large ones. This is because food is hard to find, and big animals need to find more of it to survive. But you still might see bighorn sheep or mountain lions roaming around! Of course, the park is also home to various spiders, lizards and venomous snakes. Surprisingly enough, you can even find a small kind of fish there: the Death Valley pupfish! Although today we know a lot about it, the valley is still (8) ____ lots of secrets. Who knows – if you visit it one day, you just might find something no-one else has found before! ______ /
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b) Complete the text with the correct answes: A, B or C. 1 A depressions
B lakes
C mountains
5 A make
B eat
C mine
2 A below
B above
C behind
6 A bus
B plane
C train
3 A wind
B climate
C water
7 A less
B equally
C more
4 A cold
B hot
C freezing
8 A hiding
B revealing
C exposing ______ /
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ENDING THE LESSON LANGUAGE MATTERS, p. 15 • Direct students to the third part of the LANGUAGE MATTERS section in the Student’s Books. Go through it and discuss the questions. • End the lesson with a revision of the vocabulary. Tell students to go through the word list once more and circle the words they find difficult to remember. Next, they should underline the words connected to technology in blue, those connected with the human body in red, and those connected with nature in green.
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UNIT 5
UNIT 5 NEW BEGINNINGS READY, SET, GO!
• Encourage students to speak in English but accept expressions in Croatian. Help students if necessary.
NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Ready, set, go! / Kick-off! / Learning by doing!
PREDVIĐENI BROJ SATI
1
MAIN PART
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
MEET LOTA AND LUKA!
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
Nazivi gradova u Australiji, znamenitosti Australije: Melbourne, Canberra, Alice Springs, Perth, Cairns, Darwin, Brisbane, the Sydney Opera House, the Sydney Harbour Bridge, Sea Life Sydney Aquarium, Taronga Zoo, the Sydney Tower Eye, the Outback
KOMUNIKACIJSKO-
Govorenje o Australiji
ANSWER KEY Students’ answers.
Video 5 Exercise 1, p. 84 • Introduce the new characters, Lota and Luka. Explain to students that they are from Sydney, Australia. • Have students look at the picture. Brainstorm their ideas about the two famous sights. ANSWER KEY Students’ answers.
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Geografija Geografski položaj Australije, pronalaženje država i gradova na karti Australije Hrvatski jezik Slušanje s razumijevanjem, citati poznatih osoba Povijest Vojno-politički savezi i odnosi među državama
UDŽBENIK
Str. 84. -85.
RADNA BILJEŽNICA
Str. 108. -109.
DIGITALNI SADRŽAJ IZZI
Video Meet Lota and Luka!
TRICKS OF THE TRADE The Sydney Opera House was opened by Queen Elizabeth II on 20 October 1973. It is a UNESCO World Heritage Site. The “shells” of the Opera House resemble the sails of a ship, but the design of the building was initially inspired by nature. The Sydney Harbour Bridge was built in 1932 and is the world’s largest steel arch bridge, connecting the harbour’s north and south shores. It is nicknamed “Coathanger” because it resembles a coat hanger. Exercise 2, p. 84 • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 74, pp. 406-412) and distribute it to students.
STARTING THE LESSON
• Let students think about the suggested topics.
• Discuss the title of the lesson with your students.
• In groups, students fill in the mind maps with words and phrases connected with nature, animals, cities, people, sights and the history of Sydney and Australia.
• Allow some time for students to flip through the unit. • In small groups, students discuss what they think they will learn about in the unit and the topics they are interested in.
• At the end of the lesson, you may want to use the mind map and let students add new information they have learned in the lesson, using another colour.
• Let students share their ideas.
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NEW BEGINNINGS > Look at the title, and flip through the Unit. What do you think you will learn about? > Which topics in this Unit are you most interested in? Why?
RE ADY, SET, GO! MEET LOTA AND LUKA!
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2
Lota and Luka are from Sydney, Australia. Look at the picture. What do you know about these two famous sights?
5 Work in groups. Look at the topics below. Write down words
and phrases connected with these topics that you expect to hear about Sydney and Australia. Then watch the video, and check your guesses. nature
3
animals
cities
people
sights
history
5 Watch the video again. Answer the questions.
1 How do Lota and Luka feel about moving to Croatia? 2 What is Luka going to miss most about Sydney? 3 What places, things and activities is Lota going to miss?
Curious me! Sydney may be the city in Australia that’s visited most, but other cities have their own uniqueness that is well worth visiting: Melbourne, Canberra, Alice Springs, Perth, Cairns, Darwin and Brisbane. Look them up online, and decide which one you would like to visit.
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READY, SET, GO!
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UNIT 5
Play Video 5. Students watch the video and check whether their guesses were correct. 1 country • Discuss students’ answers as a class. Video 5 Lota: Hi! I’m Lota. Luka: And I’m Luka. We’re twins. Lota is a few minutes older than I am. You’ve probably noticed we aren’t identical twins. And this can be seen not only in the way we look, but also in the way we are. I sometimes have a feeling we’re not siblings at all! Lota: Please ignore my baby brother, and let me tell you something about us. We’re from Sydney, Australia, but soon we’re moving to Croatia, the country our mum and dad’s parents came from. Our parents have been to Croatia a couple of times, and they’ve fallen completely in love with it, which is why they’ve decided to move! We’re starting a new life in Zagreb, because we have family there. Much as we’re looking forward to new experiences, friends and school, we’re a bit sad about leaving our Aussie life behind. We’ve learned Croatian from our mum, so language shouldn’t be that big a problem for us when we get there, even though we could use more practice. But I’m very optimistic; I think everything will turn out fine! Luka: I’m going to miss Sydney. Even though we’ve seen lots of beautiful places across the country, nothing beats this paradise on the southeast coast. The heart of the city is the harbour on the Pacific Ocean. Few cities have such recognisable landmarks and spectacular first sights when coming by air, sea or land as the Harbour City. The Sydney Harbour Bridge, which we also call the Coathanger, dominates the landscape. I love climbing on top of it and watching the city: you get a great view of the Opera House from up there! It’s difficult to believe lots of people didn’t like the Opera House’s shell-shaped roof structure at first. I honestly can’t imagine the city without it! Another thing about Sydney that I find hard to imagine is that a city this big started out as a small British convict settlement in the early 19th century. But that’s why you can see a lot of Victorian architecture and public gardens around here. As the immigrants and new Sydneysiders poured in, the city grew into the biggest city Down Under, with around 5 million residents... and around a hundred beautiful beaches! I just can’t imagine my new life without the sea; I love spending time on the beach! Lota: Me too, and I’ll miss surfing the most! I agree with Luka; Sydney really is special. Here, you can experience the real Aussie lifestyle and see all of Australia’s wonders in one place. If you don’t have enough time to explore the Great Barrier Reef, there’s Sea Life Sydney Aquarium. It’s one of my favourite places in the city; there, you can see all our marine animals up close... From a safe distance behind thick glass, of course! As you already know, Australia is home to some of the deadliest animals in the world. But we have cute, furry ones, too, and you can see both in our Taronga Zoo. Besides various animal species, the zoo offers some spectacular views of Sydney. You can also enjoy the view of the city from our tallest building, the Sydney Tower Eye. But our hometown is not the only place
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I’m going to miss. There is something special to see and do in each part of Australia. I’ve enjoyed travelling through the Outback, where red deserts make up most of the landscape. The aboriginal people of Australia knew how to live and thrive in this harsh environment. I love listening to their stories and learning about their culture and heritage. Their sacred landmark of Uluru is just one of the many wonders of nature you can see in Australia. Everywhere you look, something is there to amaze you. I know I’ll find breathtaking nature, culture and stories in Croatia as well, but right now it feels very difficult to say goodbye to the country we grew up in.
ANSWER KEY Students’ answers.
Exercise 3, p. 84 • Have students go through the questions first. • Instruct them to watch the video again and answer the questions. • Play Video 5 again. • Check answers as a class. ANSWER KEY 1 Lota and Luka are looking forward to moving to Croatia because of the new experiences, friends and school, but they are also a bit sad about leaving their Aussie life behind. 2 Luka is going to miss Sydney Opera House and spending time on the beach most. 3 Lota is going to miss surfing, Sea Life Sydney Aquarium and travelling through the Outback.
CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework. • Students are going to look up Melbourne, Canberra, Alice Springs, Perth, Cairns, Darwin and Brisbane online. • Have them report which of the suggested Australian cities they would like to visit and explain why at the beginning of the next lesson. WORKBOOK PRACTICE Exercise 1, p. 108 • Have students study the map. • Students read the text and circle the correct words. • Check answers as a class.
NEW BEGINNINGS
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KICK-OF F!
Do What You Love; Love What You Do
1 Read the quotes. What do they mean? Which one is your favourite? Why? Our greatest weakne ss lies in giving up. The most ce rtain way to succeed is always to try just one more time. (Thomas A. Edison)
It does not matter how slowly you go, as long as you do not stop. (Confucius)
portant. You can’t Dreams are extremely im (George Lucas) do it unless you imagine it.
Anyone who has never made a mistake has never tried anything new. (Albert Einstein)
The only way to do gr eat work is to love wh at you do. If you haven’t found it yet, keep looking. Don’t settle. (Steve Jobs)
2 Do you have any inspiring quotes or messages that you would like to share with your classmates? Write them on a piece of paper, and post them on a pinboard, or make a collage.
LEARNING BY DOING! PROJECT 5: CAREER DAY > A month or so to go, and you’ll find yourself on the next leg of your journey: in secondary school. But which school are you going to choose? The decision you have to make might be difficult, but it’s not impossible – especially if it’s an informed one. So follow the steps below, and organise a career day at your school. 1
3
5
Form a Career-Day Committee. Their task is to organise your ideas and suggestions and set the plan in motion. You need a date, a place and... speakers. Which professionals, or even secondary-education representatives, would you like to invite?
What are the things you want to know about their jobs and careers? A list of questions and talking points will guide your interview and make it more efficient. Don’t forget to allow some time for speakers to introduce themselves.
Organize a follow-up meeting. What have you learned? What would you like to know more about? Where can you find the information? Evaluate the whole process of organising and conducting a career day!
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Choose a format for your Career Day. Your speakers can come during your homeroom classes on various days, or you could designate one day for all of them to join you. Students can form smaller groups and meet only those professionals they are interested in. If a speaker can’t come, why not organise a virtual interview?
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Make your speakers feel at home. Send them all the details they need for coming to your school. Have student helpers welcome them and help with any equipment they might bring. Prepare name tags for easier communication. And don’t forget to thank them: a simple thank-you note can go a long way!
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UNIT 5
ANSWER KEY 1 southern, 2 the Commonwealth of Nations, 3 countries, 4 continent, 5 Asia, 6 the Indian Ocean, 7 the Pacific Ocean, 8 Sydney, 9 six, 10 Western Australia, 11 island, 12 Melbourne
Exercise 2 a), p. 108 • Explain to students that they will do a short quiz to find out how much they know about Australia. • In groups, students read the instructions for each part of the quiz. Make sure they understand what they need to do. • Check answers as a class.
UNIT 5
READY, SET, GO!
TRICKS OF THE TRADE
Read this text about Australia, and look at the map. Circle the correct words. Welcome to the land ‘down under’! Australia is often called this because it lies in the (1) southern / northern hemisphere, almost halfway across the world from Great Britain. The British colonised Australia in the 18th century. As a result, Australia is a member of (2) the British Empire / the Commonwealth of Nations today. Australia is one of the largest (3) countries / continents in the world, but it is also the smallest (4) country / continent. It is located south of (5) Africa / Asia, and surrounded by two oceans: (6) the Pacific Ocean / the Indian Ocean to the west and south, and (7) the Pacific Ocean / the Indian Ocean to the east. The capital of Australia is Canberra, a city located between the bigger cultural and economic centres of (8) Sydney / Adelaide and Melbourne. There are (9) six / seven states in Australia and two internal territories: the Northern Territory and the Australian Capital Territory. The largest of the states is (10) Queensland / Western Australia, and its capital is Perth. The smallest is Tasmania, a small (11) peninsula / island off the southeast coast. Victoria is the smallest mainland state, but it’s home to Australia’s second-most populous city, (12) Melbourne / Sydney. It is also the biggest city in Australia. It lies in the country’s oldest state, New South Wales.
a) How much do you know about Australia? Work in groups. Do the quiz below. Good luck!
PART I THE HISTORY OF AUSTRALIA Circle the correct answers.
1 When did the Aboriginal people arrive in Australia?
2 Who were the first European explorers to get to Australia?
A 10,000 years ago B 30,000 years ago C 50,000 years ago
A the Dutch B the British C the Portuguese
3 What is the name of the British explorer who claimed Australia for the crown?
4 Australia was a penal colony first. Who were the first people to settle it?
A Abel Tasman B Christopher Columbus C James Cook
A convicts B gold-seekers C adventurers
PART I THE HISTORY OF AUSTRALIA 1 c) 50, 000 years ago, 2 a) The Dutch. 3 c) Captain James Cook. 4 a) Convicts. 5 c) In 1986.
PART IV AUSTRALIAN ANIMALS 1 False; they are called marsupials. 2 True. 3 True. 4 True. 5 False; the Tasmanian tiger is extinct. The Tasmanian devil still lives in Tasmania, but it is endangered.
Students’ answers.
2
ANSWER KEY
PART III NATURAL WONDERS 2, /, 4, 1, 3
ANSWER KEY
2
• You may want to explain to students what the internal and external territories of Australia are.
PART II ABORIGINAL TRADITIONS AND CULTURE 1 Hunters-gatherers/semi-nomads. 2 The Dreamtime. 3 Dot painting. 4 Didgeridoo. 5 Yellow, black and red.
• Students do the quiz.
1
• Distribute the photocopiable diplomas to students (Resource Bank, Resource 75, pp. 406-412) as a reward for the completion of the quiz.
Curious me! What does the flag of Australia tell us about its history? What do the stars stand for? Look it up online.
CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework.
5 When did Australia become a fully independent country? A In 1851 B In 1901 C In 1986
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The Federation of Australia consists of six federated states (New South Wales, Queensland, South Australia, Tasmania, Victoria and Western Australia) and ten federal territories. Three federal territories are internal territories(Australian Capital Territory, Jervis Bay Territory and the Northern Territory)and seven are external (Ashmore and Cartier Islands, Christmas Island, the Cocos [Keeling] Islands, the Coral Sea Islands, the Australian Antarctic Territory, Heard Island and McDonald Islands, and Norfolk Island). The Australian Antarctic Territory covers nearly 5.9 million square kilometres. That is about42 % of Antarctica.
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Exercise 2 b), p. 109 • Refer students to page 138 of their workbooks to check how well they did on the quiz.
• Have them report at the beginning of the next lesson what they have found out about the flag of Australia, what it tells about Australian history and what the stars stand for.
• Check answers as a class and discuss students’ results.
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Complete these sentences with the missing pieces of information. 1 The Aboriginal people were _________________________________. They moved from place to place in search of food, water and medicine.
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• In a lower-ability class, you may want to assign this task for homework.
PART II ABORIGINAL TRADITIONS AND CULTURE
• Students write their quotes or messages.
2 They told stories about the creation of all living and non-living things. These stories are called _________________________________.
• Check students’ ideas as a class and let students post the quotes and messages on a pinboard or make a collage out of them.
3 They recorded their stories in a unique painting style. This type of art is called ___________________________. 4 The Aboriginal people play a special wind instrument called a _________________________________. 5 The colours on the Aboriginal flag are _________________________________. They represent the people, the sun, and the land.
PART III NATURAL WONDERS Match the texts to the pictures. There is one picture you do not need. 1 This world-famous towering rock is a sacred place of the indigenous Anangu people. It’s known for changing colour in the sunlight. It goes by two names: Ayers Rock and, as the natives call it, Uluru.
ANSWER KEY
2 The Bungle Bungles are a spectacular sandstone range in Western Australia. These beehive-shaped towers have eroded into a spectacle over a period of twenty million years.
Students’ ideas.
3 The Aborigines tell a story of how three sisters were turned to stone to protect them from being taken by a rival tribe in a war. That’s how they say the Three Sisters, an unusual rock formation in the Blue Mountains, came to be. 4 The Great Barrier Reef is a spectacle both from the air and under the water. The world’s largest coral reef is home to many animal species, and was listed as a World Heritage site in 1981.
ENDING THE LESSON LEARNING BY DOING! PROJECT 5: CAREERS DAY • Discuss the title of the project with students.
PART IV AUSTRALIAN ANIMALS Decide whether these sentences are true (T) or false (F).
• Have students read the introduction to the project.
1 Kangaroos, koalas, wallabies and around 140 other animal species that carry their young in pouches are called rodents. 2 The unusual egg-laying mammal, the duck-billed platypus, is a venomous animal. Like many other animals, it is native to Australia. 3 Australia is famous for its dangerous snakes. The most venomous is the inland taipan. 4 Although there may be lots of rabbits in Australia, the children of Australia look forward to bilbies at Easter. 5 Many Australian animals are endangered, and some are extinct. The last known specimen of the Tasmanian devil was seen in the first half of the 20th century. b) How well did you do on the quiz? Go to page 138, and check your answers.
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KICK-OFF! you do, p. 85
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Do what you love: love what
• Discuss the meaning of the expression with students. Exercise 1, p. 85 • In small groups, students read the quotes and discuss their meaning. • Have them choose their favourite quote and explain why. • Discuss the meaning of the quotes as a class. • You may want to have a class vote on their favourite quote. ANSWER KEY
• Go through the instructions together with students. Help with any unknown vocabulary if necessary. • Distribute the photocopiable Career Day checklist templates (Resource Bank, Resource 77, pp. 406-412) that can help students organise a Career Day. • Students think about the speakers, the format and the questions they would like to ask the speakers and go through the checklist. • You may want to suggest that students decide on presentation options – a digital presentation or a poster to show what they have learned and what they would like to know more about. Talk about their preferences and the things they should include in their presentations: photos and some information about the speakers, their jobs and careers.
Students’ answers.
Exercise 2, p. 85 • Let students think about some inspiring quotes or messages they would like to share with their classmates. • Distribute the photocopiable quote templates to students (Resource Bank, Resource 76, pp. 406-412). READY, SET, GO!
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UNIT 5
Lesson 1
1A LIVE AND LEARN Lesson 1
SPEAKING Exercise 1, p. 86 • Draw students’ attention to the pictures.
NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Live and learn (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
Students’ answers.
VOKABULAR
Vezan uz obrazovanje u prošlosti: curriculum, compulsory, writing slates, home economics, corporal punishment Govorenje o obrazovanju u prošlosti
Exercise 2 a), p. 86 • Explain to students that they are going to listen to an interview with Ms. Cromwell, a retired teacher from Lota and Luka’s school.
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.4. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem Povijest Obrazovanje u prošlosti
UDŽBENIK
Str. 86.
RADNA BILJEŽNICA
Str. 110. -111.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • If you have assigned the Curious me! section for homework, have students report which of the suggested Australian cities they would like to visit and what they have found out about the flag of Australia, what it tells about Australian history and what the stars stand for. • Play Hangman with students (see Games and Activities on pp. 394-398) to get the Nelson Mandela quote: Education is the most powerful weapon you can use to change the world. • Discuss the meaning of the quote with students.
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MAIN PART
• In groups, students discuss what the pictures tell them about schools in the past. • Discuss students’ ideas as a class. ANSWER KEY
LISTENING
5.1.
• Play Track 5.1.
• Students listen to the track and put the pictures in Exercise 1 in the correct order. • Check answers as a class. Track 5.1 Teacher: As you know, today we have a special guest with us. Ms Lisa Cromwell is a retired history teacher from our school. She has done a lot of research on teaching and the school system in our country, and now she’s here to answer your questions. Welcome, Ms Cromwell! Ms Cromwell: Thank you! It’s great to be back in the classroom. I have to say, this is the place I’ve always felt most comfortable in. Teacher: Let me start off with the first question. When did the first schools in Australia open? Ms Cromwell: The church opened the first schools in our country. But these schools did not have a programme as we do today. There was no curriculum. And these first schools were only open to students who could pay to attend them. Then, in the 1850s, the first government schools opened. Education was not compulsory at that point, and lots of children didn’t attend schools, because they had to stay home and help their parents earn a living. Things have changed since then, of course, but too slowly in my opinion. I, for example, was the first person in my family to go to high school – and, later on, go to university. And it wasn’t that long ago! Teacher: I don’t think today we can even imagine such a situation! What were these government schools like? Ms Cromwell: The school buildings in the country were usually small; there was just one room and nothing else. Back then, there were no sports fields or gyms, cafeterias or science labs. Textbooks were rare, and
NEW BEGINNINGS
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1A LIVE AND LEARN I can talk about the past, present and future of education. SPEAKING Look at the pictures. What do they tell you about schools in the past?
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Paraphrasing is finding another way to say something when you don't know how to say it, or when you can't remember a particular word. This communication strategy helps you keep the conversation going and avoid moments of silence in the classroom.
Study tip!
a) 5.1 LISTENING Listen to an interview with Ms Cromwell, a retired teacher from Lota and Luka’s school. Put the pictures in Exercise 1 in the correct order (1–6).
VOCABULARY
b) 5.1 Listen again. Write key words and phrases under the pictures.
Read the sentences. Explain the meaning of the highlighted expressions in your own words. 1 Church schools didn’t have a programme as we do today. There was no curriculum. 2 Education was not compulsory at that point, and lots of children didn’t attend school. 3 Textbooks were rare, and students used writing slates to practise the three R’s: reading, writing and arithmetic. Later on, when paper became cheaper, students used pens they had to dip into ink to write with. 4 There was home economics for girls. They learned how to knit, sew, cook and much more. 5 Caning and other forms of punishment were allowed. Although corporal punishment may seem like a thing of the distant past, it was still going on late in the 20th century. Work in pairs. Use your notes to describe schools in the past.
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5
6
7
SPEAKING Work in groups. Go back to the pictures in Exercise 1. For each of the topics, answer these questions.
1 How are schools today different from schools in the past?
2 What do you think were some of the good and bad points of schools in the past?
a) READING Read the interview. Write the questions you think Luka and Lota asked Ms Cromwell. Luka:
Ms Cromwell: It’s difficult to say what will happen in the future, because we can see our world changing every day. We’re living at a time when technology is becoming such an important part of our lives that it is also changing the way our schools function. But I believe schools will stay very much the same as they are now. Of course, they will have to adapt to the changes. They will use new technologies . I think technology will be of great help to students; it will allow them to get better results and make them more interested in studying. But, at the same time, I believe that the relationship between students and their teachers will stay as strong as it has always been. We’ve experienced the global pandemic, . If there’s one thing that we’ve learned from this experience, !
Lota:
Ms Cromwell: That’s not an easy question to answer, because there isn’t just one reason. I have always loved learning. I could find something new to learn even in subjects I wasn’t excellent at. In my last year at high school, . I couldn’t imagine doing the exact same thing every day. And I realised that teaching allows you to learn something new every time you enter a classroom. In the beginning, my students and their questions helped me learn more about the subject I was teaching. Every new school year meant . I had to adjust my lessons to suit their needs. But teaching isn’t only about learning new things and educating children. You are more than just an educator; . You can make a difference in your students’ lives. The lessons you give are more than just the subject you teach – they are life lessons.
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Ask your guests whether they would be willing to speak in English. Give them a list of talking points or questions beforehand so that they can prepare for the interview.
PROJECT TIP!
G I had a teacher who influenced me
F it’s how important school and teachers are for the students’ physical and mental health
E you’re a friend, a mentor, sometimes even a parent
D to make both teaching and learning easier
b) Read the interview again. Complete it with missing sentence parts below. There is one sentence part you do not need. A when lots of schools had to replace regular classes with virtual ones B a new set of young minds who shaped my teaching C I started thinking quite a lot about my future career possibilities
school rules
teaching equipment and textbooks sports fields or gyms
places in the school
SPEAKING Work in three groups. Each group chooses two of the topics. For each topic, answer the questions below. teachers and students extra-curricular activities
1 What was your school like in the past? 2 What is your school like today? 3 What will your school be like in the future?
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students used writing slates to practise the three R’s: reading, writing and arithmetic. Later on, when paper became cheaper, students used pens they had to dip into ink to write with. I remember it well; it was a messy business! I was so happy when I got my first fountain pen; my fingers were a little less black. The situation was similar in city schools, but the classes were much larger, up to a hundred students in one class – even during music lessons! Luka: Excuse me, Ms Cromwell... You’ve mentioned the three R’s. But were there any other subjects? Ms Cromwell: Yes. Both boys and girls had the same basic subjects. And then there were other, different subjects that each of them had to study. There was home economics for girls. They learned how to knit, sew, cook and much more. There were also lessons on how to keep their backs straight, in which they had to walk around with books on their heads. As for boys, they had to learn woodwork and metalwork, for example. Luka: What about the teachers? What were they like? Ms Cromwell: Oh, the teachers have changed quite a bit. In the beginning, few teachers had appropriate education themselves. And they were much stricter. In the morning, they would check students’ clothes, nails, hair and teeth to make sure they were clean. The relationship between the student and the teacher was also very different: there were no discussions, no projects, no questioning what the teachers said. Caning and other forms of punishment were allowed. Although corporal punishment may seem like a thing of the distant past, it was still going on late in the 20th century... I myself remember being smacked a few times for misbehaving when I was a student. Luka: What other forms of punishment besides caning...
ANSWER KEY 3, 4, 5, 6, 1, 2
Exercise 2 b), p. 86 • Have students listen to the track again and write the key words and phrases under the pictures. • Play Track 5.1 again. • Check answers as a class. ANSWER KEY 3 writing slate (instead of pen and paper), 4 large classes (up to 100 students) – music lesson, 5 home economics for girls, woodwork and metalwork for boys, 6 corporal punishment, teachers – caning, 1 children helped their parents earn a living, 2 school building – one room
VOCABULARY Exercise 3, p. 86 • In pairs or small groups, students read the sentences and explain the meaning of the highlighted expressions in their own words. • Monitor students and help if necessary. • Discuss the answers as a class. ANSWER KEY Students’ answers. Suggested answers: 1 curriculum – the subjects studied in a school, college, etc. and what each subject includes. 2 compulsory – something that has to be done because of a rule or law. 3 writing slates – a small, tin piece of rock, usually with a wooden frame, used for writing on, especially by children. 4 home economics – a subject or class that teaches skills (such as cooking or sewing) that are useful in the home. 5 corporal punishment – physical punishment, such as caning. (Sources: Cambridge Dictionary, Merriam-Webster Dictionary)
Study tip! • Refer students to the Study tip! section and explain what paraphrasing is. Encourage students to use this strategy whenever they can’t remember a word or do not know how to say something. • At this point, you can GO DIGITAL and practise listening further. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 110 • Have students read the definitions first and then match them to the words. • Check answers as a class. ANSWER KEY 4, 2, 10, 9, 1, 8, 7, 6, –, 5
Exercise 1 b), p. 110 • Instruct students to complete the sentences using some of the words from Exercise 1 a). • In a higher-ability class, you may want to ask students to cover the words from
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• Check answers as a class. ANSWER KEY 1 textbook, 2 arithmetic, 3 woodwork, 4 question, 5 ink, 6 gym, 7 cane, 8 discussion
Exercise 1 c), p. 110 • Students use the remaining two words from Exercise 1 a) (timetable, curriculum) and write example sentences to illustrate their meanings. • In a lower-ability class, you may want to let students work in pairs. • Let volunteers share their examples with the class. ANSWER KEY
1
Exercise 1 a) and complete the sentences without looking at them.
ENDING THE LESSON Exercise 4, p. 86 • Explain to students that they are going to describe schools in the past by using the notes they have made during the listening task. • In pairs, students describe schools. • Give students enough time for this task. Monitor them and help if necessary. • Let students share their descriptions of schools in the past. ANSWER KEY Students’ answers.
HOMEWORK WB pp. 110–111, Exercise 2
Students’ answers. Le ss on
1
1A LIVE AND LEARN VOCABULARY
1
a) Read the definitions, and match them to the words. There is one word you do not need. textbook
ink
arithmetic
discussion metalwork
question timetable
woodwork curriculum
cane gym
1 the activity or skill of making objects of wood 2 a black or coloured liquid used for writing, drawing or printing 3 a room or hall with equipment for doing physical exercises 4 a book full of text for a student to learn from 5 the subjects that students study at a school 6 the activity or skill of making objects of metal 7 the part of mathematics dealing with basic adding, multiplying, etc., of numbers 8 a wooden or metal stick that helps someone walk; a thin stick used for punishing children 9 to ask questions about something or to express doubts about something 10 a debate, or a conversation aimed at reaching a conclusion about something b) Complete the sentences. Use some of the words from Exercise 1 a). 1 Our geography teacher is also the author of our Year 8 __________________________. It’s interesting and simple to use; all the students love it. 2 She’s excellent at __________________________; she can multiply large numbers without writing them down! 3 I was very good at __________________________. I still have some of my wooden figurines from primary school. 4 I used to __________________________ everything my parents said when I was younger. I sometimes thought they were too strict, but now I know they just wanted what’s best for me. 5 I’ve bought a bottle of black __________________________ for my art lesson. 6 Our school __________________________ is very big and well-equipped: we can do all kinds of sport there. 7 My grandfather told me how his primary-school teacher often used the __________________________ to punish them. I’m happy that schools don’t use it any more; I think it’s cruel! 8 Last week we had an informative __________________________ in our school debate group. It was about corporal punishment. c) Use the remaining words from Exercise 1 a) in sentences to illustrate their meanings. 1 ____________________________________________________________________________________________________ 2 ____________________________________________________________________________________________________
2 2
Complete these sentences with the missing expressions. the three R’s
state schools
fountain pens
compulsory education
home economics
writing slates
corporal punishment science labs
1 _______________________________ is a school subject where you learn skills that are useful in the home, such as cooking, sewing and budgeting. 2 In the past, students didn’t have notebooks to write in. Instead, they used pieces of chalk or special pens to write on _______________________________.
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3 _______________________________ are primary and secondary schools which provide cost-free education for all children.
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UNIT 5
Lesson 2 NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Live and learn (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
adapt, global pandemic, shape, adjust, educator, life lessons, household, barefoot, misbehave, harsh, illiterate
MAIN PART
Govorenje o obrazovanju u prošlosti i sadašnjosti i budućnosti obrazovanja
Exercise 5, p. 87 • Refer students to the pictures and topics in Exercise 1.
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
• Divide students into groups and have them discuss the questions.
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME
Građanski odgoj i obrazovanje A.3.1., A.3.4. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Povijest Obrazovanje u prošlosti
UDŽBENIK
Str. 87.
RADNA BILJEŽNICA
Str. 111.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play the Transcription game (see Games and Activities on pp. 394-398) with students to revise the vocabulary from the previous lesson. • Distribute the photocopiable Transcription game templates to students (Resource Bank, Resource 78, pp. 406-412). Write the phonetic description of the following words on the board or show them via an OHP: 1 / kəˈrɪkjʊləm/, 2 /kəmˈpʌlsəri/, 3 /əˈrɪθmətɪk/, 4 /ˈkɔː(r)p(ə) rəl ˈpʌnɪʃmənt/, 5 /dɪˈskʌʃ (ə)n/, 6 / həʊm iːkəˈnɒmɪks/, 7 /ˈwʊdˌwɜː(r)k/, 8 /ˈraɪtɪŋ sleɪt/, 9 /ˈmet (ə)lˌwɜː(r)k/, 10 /ˈkwestʃ (ə)n/ • Set a time limit, e.g., two minutes. In pairs or small groups, students complete the templates.
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• When the time is up, collect students’ answers and award one point for each correct word and add an extra point if the spelling is correct as well. ANSWER KEY 1 curriculum, 2 compulsory, 3 arithmetic, 4 corporal punishment, 5 discussion, 6 home economics, 7 woodwork, 8 writing slate, 9 metalwork, 10 question
SPEAKING
• Students answer the questions. • Monitor students and help if necessary. • Invite students to share their ideas with the class. ANSWER KEY Students’ answers.
Exercise 6 a), p. 87 • Explain to students that they are going to read the interview with Ms. Cromwell and write the questions they think Luka and Lota asked Ms. Cromwell. • Check answers as a class. ANSWER KEY 1 How are schools going to change in the future? 2 Why did you become a teacher?
Exercise 6 b), p. 87 • Let students read the interview again and complete it with the missing sentence parts A–G. • Remind them that there is one sentence part they do not need. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: adapt, global pandemic, shape, adjust, educator, life lessons.
NEW BEGINNINGS
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SPEAKING
ANSWER KEY D, A, F, C, B, E
WORKBOOK PRACTICE READING Exercise 3 a), p. 111 • Have students read the conversation between Lota, Luka and their grandparents and answer the question.
Exercise 7, p. 87 • Divide students into three groups and instruct each group to choose two topics from the list in the exercise. • Let students go through the questions and answer them for each topic they choose. • Allow enough time for students to finish the task. Monitor and help if needed. • Have group representatives present group answers and ideas. ANSWER KEY
• Check students’ ideas as a class. • Explain any new vocabulary. Suggested vocabulary: household, barefoot, misbehave, harsh, illiterate. ANSWER KEY Lota and Luka’s grandparents are talking about what schools and education was like when they were children.
4 In schools, _______________________________ are special classrooms where there is various equipment for doing research and experiments in school subjects such as chemistry, biology and physics. 5 _______________________________ means that students are required by law to go to school over a certain period of time. It has to take place at a registered school or institution. 6 _______________________________ includes all forms of physical punishment, such as hitting a student on the bottom or the palms of their hands. Although it has been banned in many countries, there are still places where it is allowed. 7 You have to use ink in _______________________________, which contain a special container that you have to fill. The ink then flows to the tip of the pen, called a nib. 8 _______________________________ in education means the three basic skills that students learn: reading, writing and arithmetic.
3 a) READING Read this conversation held by Lota, Luka and their grandparents. What are they talking about? 2
Lota: We had an interesting guest today at school: Ms Cromwell, a retired teacher. She talked about schools in the past. I was surprised to learn how different schools used to be... and not even that long ago! Dida, what was school like for you in Croatia? Dida: Oh, everything was very different from what you children have today. You know, I grew up in a small village. There weren’t many households there, so we didn’t have a school, either. Luckily, there was one that was close to my home, just a few kilometres away. Lota: A few kilometres? I wouldn’t call that close! Dida: Well, it was to us. Some of my friends had to walk even farther. Don’t forget, there were no cars or buses then. Some of us didn’t even have shoes. I got my first pair when I was eight. Oh boy, was I happy! Luka: Brrrr, that sounds awful! I can’t imagine having to walk through snow barefoot. Dida: Well, you get used to it. I was lucky my parents could send me to school. But I didn’t go every day: I would spend three days at school and three days helping my family. I was a shepherd, you know. Lota: How many students were there in your class? What subjects did you have? Dida: There weren’t many students, because some children didn’t go to school at all. Our teacher was only a few years older than we were! She completed eight years of primary school and then became a teacher. She was very kind; she didn’t hit us when we misbehaved. And she taught every subject. We learned to read and write, and we had arithmetic. We didn’t have any textbooks or notebooks. Instead, we had writing slates and chalk to practise. Pens, paper and other stationery were very expensive. Just ask your grandma. Baka: Oh yes, I remember when I got my first pen and notebook! My parents had to work hard to buy them for me. But I had it easier than your grandpa. I grew up in Osijek and attended a big state school. Our teachers were well-educated and harsh! There were over 30 students in each class, and we were all terrified of them. Our maths teacher used the cane more than he used the chalk! Luka: How long did you go to school? Baka: I completed the eight years of primary education in Croatia, and then my family decided to move to Australia, where I met your grandpa. He only spent four years at school, which was normal at that time. His parents didn’t even go to school. They were illiterate. Fortunately, schools have changed, and more children can attend school and get a better education than we did. b) Read the conversation again. Who... 1 says that they had an interesting day at school?
_______________________________
2 had to walk a long way to school?
_______________________________
3 had to walk barefoot to school?
_______________________________
4 had an unqualified teacher?
_______________________________
5 had to work a lot to provide education for their child?
_______________________________
6 complains that their teacher was harsh?
_______________________________
7 couldn’t read or write?
_______________________________
8 is happy the school system has evolved?
_______________________________
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ENDING THE LESSON
• At this point, you can GO DIGITAL and further practise reading.
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Students’ answers.
PROJECT TIP! • Discuss the Project tip! section with students. Encourage students to ask their guests during their Career Day to speak in English. Let them think about the list of talking points or questions they should give to their guests beforehand so they can prepare for the interviews. • To further practise the vocabulary from Exercise 3 a) on page 111 of the workbook, you may want to play Where does it say? (see Games and Activities on pp. 394-398) with students. • Suggested sentences: Tamo nije bilo puno kućanstava... –There weren’t many households there..., Ne mogu zamisliti da moram hodati kroz snijeg bosih nogu. –I can’t imagine having to walk through snow barefoot... nije nas udarala kad smo se lose ponašali. –... she didn’t hit us when we misbehaved... imali smo pločice za pisanje i kredu za vježbanje. –... we had writing slates and chalk to practise. Odrasla sam u Osijeku i pohađala veliku državnu školu. –I grew up in Osijek and attended a big state school. Naš učitelj matematike više je koristio štap nego kredu! –Our maths teacher used the cane more than he used the chalk! Bili su nepismeni. –They were illiterate. HOMEWORK WB p. 111, Exercise 3 b)
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UNIT 5
1B WORLD CLASSROOMS Lesson 1
• You may want to explain the meaning of the words versatile and inclusive. • Students read the statements and rate them on a scale of 1 (completely disagree) to 5 (completely agree).
NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
World classrooms (1. sat)
PREDVIĐENI BROJ SATI
1
• Instruct students to explain and discuss their choices with their partners.
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
• Have volunteers share their ideas and discuss them as a class.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
Vezan uz školske sustave: electives, paper, to be expelled, facilities, standardised, university, graduates, periods, to learn by heart, primary / secondary / nursing / private / public school, compulsory subject
ANSWER KEY Students’ answers.
TRICKS OF THE TRADE
Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4.
Versatile – able to change easily from one activity to another or able to be used for many different purposes. Inclusive – an inclusive group or organisation tries to include many different types of people and treat them all fairly and equally. (Source: Cambridge Dictionary)
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
READING
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o školskim sustavima stranih zemalja i Hrvatske
MEĐUPREDMETNE TEME
Građanski odgoj i obrazovanje A.3.4. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem
UDŽBENIK
Str. 88. -89.
RADNA BILJEŽNICA
Str. 112.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • If you haven’t played the Where does it say? game (see Games and Activities on pp. 394-398) during the previous lesson, you may want to play it at this point. • Discuss with students what words come to their minds when they think about their school. MAIN PART SPEAKING
Exercise 2 a), p. 88 • Students read the instructions to the exercise. Make sure they understand what is expected of them. • Give students enough time. • You may want to remind students to underline the parts of the text that give them the necessary information. • Check answers as a class and discuss what item of information has helped them decide on the answers. ANSWER KEY 1 the USA, 2 Finland, 3 Japan / Students’ answers. Suggested answers: The names of the children. 1 public school, private schools, cheerleading, our grades are the letters A–F 2 Our education system is considered to be one of the best in the world. We can usually attend university free of charge! 3 Over 90 % of our population can read and write and 50 % are university graduates., earthquake practice
Exercise 1, p. 88 • In pairs or small groups, students think about how they feel about their school.
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1
2
1B WORLD CLASSROOMS I can describe the Croatian school system.
comfortable.
safe.
flexible.
versatile.
modern.
supportive.
inclusive.
SPEAKING How do you feel about your school? Rate these statements on a scale of 1 (completely disagree) to 5 (completely agree), and explain why you think so. My school is… beautiful.
a) READING Read these texts about three school systems. Decide which text describes schools in Finland, which in the USA, and which in Japan. What piece of information has helped you decide?
1 I started a public school at the age of five. Unlike in private schools, my parents don’t have to pay a fee here. The first year at elementary school is called kindergarten, and the second year is actually called the first grade. I’m now in the tenth grade, in high school. We don’t have to wear uniforms, but we have a rather strict dress code. We only have a few compulsory classes: English, math, science, social sciences and P.E. There are lots of electives to choose from, so everyone can pick what they’re good at: from sports and cheerleading, to science and computers, or even visual and performing arts. We don’t have much homework. There is an occasional pop quiz or a paper we have to work on. Our grades are letters, A–F. All the teachers are pretty relaxed at my school, except when it comes to cheating. That’s strictly prohibited, and you can get expelled for it. After we get our high-school diplomas, we can continue our education at colleges and universities. (Joe, 15) 2 Our education system is considered to be one of the best in the world. Our teachers are well-educated and highly respected. But we can call them by their first names! Our classes are small, up to 20 students. And our school facilities are so clean that we often walk round them in socks. We have only around 30 minutes of homework each day. Our lessons fit students with different abilities, talents and interests. There are no standardized tests: it’s all about cooperation, not competition. Teachers use tests to find out what we need to become more successful. We do have marks, though, from 4 to 10, but not during the first few years. We only get descriptions of our strengths and things we could improve then. We don’t go to secondary school. We all attend the same school from 7 to 16 years of age. After that we can either leave school or continue our education. What I really like about my country is that we can usually attend university free of charge! (Anja, 14)
3 surprised you most?
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3 Education has always been important in my country, and our students do very well in various tests, both national and international. Over 90% of our population can read and write, and 50% are university graduates. But it can sometimes be difficult and stressful to keep up with the demands from teachers, peers and parents. We have lessons five or six days a week, usually six periods a day. I like most of my subjects, but I don’t enjoy learning lots of information by heart. After the lessons are over, we clean the classrooms and other spaces. In the afternoon, we have various club activities, and we have to do homework, sometimes lots of it. It takes a lot of will and hard work for all these things, and I’m often tired. But I know that school will prepare me for real life. One of my favourite things at elementary school was earthquake practice. It doesn’t get more real than that! (Kodo, 14)
2 are different from schools in Croatia?
b) Read the texts again. What pieces of information… 1 are the same for schools in Croatia?
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3
4
5
6
VOCABULARY
1 subjects or courses that you can choose to do
Text 1
7 parts that a day is divided into at school, hours
6 people who have completed their studies
Text 3
Read the texts again. Find and underline the words that match the explanations below.
2 an exam, or a piece of writing on a certain topic
8 to learn something so that you remember it completely
optional subject
secondary school
primary school
British English nursery
government school
year
optional subject
high school
primary school
Australian English kindergarten
American English
3 forced to leave a school permanently Text 2 4 (school) buildings and spaces
year
non-government school
Varieties of English
state school
5 made so as to fit the standard
Scan text 1 again. Complete the table with terms from three different kinds of English for similar educational ideas.
private school
SPEAKING Work in groups. Discuss the questions.
1 How would you describe the three school systems you have read about using expressions from Exercise 1?
2 If you had to choose one of these three schools, which one would you like to attend? Why?
a) 5.2 LISTENING Lota is talking to her Croatian cousin. Listen to their conversation. What are they talking about?
6 Luka is starting vocational school.
5 Lota is looking forward to learning Latin.
4 Borna has started studying lots of new subjects at her school.
b) 5.2 Listen again. Are these sentences true (T), false (F) or it doesn’t say (DS)? 1 Borna is an excellent student. 2 Primary school in Australia lasts for six years. 3 Gymnasiums are types of secondary schools.
> levels of education
> rules and policies in your school
> grading system and exams
> compulsory and optional subjects in primary school
WRITING Describe the school system in Croatia. Include the topics below. > age when children start and leave school
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> organisation of the school year (terms and breaks)
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1B WORLD CLASSROOMS
UNIT 5
Exercise 2 b), p. 88 • Let students skim the texts and answer the questions. • Distribute the photocopiable tables to students (Resource Bank, Resource 79, pp. 406-412). and have them complete the lists with the information from the text. • Draw the table on the board and let students come to the board and write the answers. same for schools in Croatia
different from schools in Croatia
surprised me most
VOCABULARY Exercise 3, p. 89 • Have students read the texts again and find the words that match the explanations. • Instruct them to underline the words in the text. • Check answers as a class. ANSWER KEY Text 1 1 electives, 2 paper, 3 to be expelled. Text 2 4 (school) facilities, 5 standardised. Text 3 6 (university) graduates, 7 periods, 8 to learn by heart.
WORKBOOK PRACTICE VOCABULARY Exercise 1, p. 112 • Let students read the definitions first.
• Discuss the answers as a class. ANSWER KEY same for schools in Croatia
different from schools in Croatia
surprised me most
• Instruct them to complete the words and phrases by paying attention to the first letter that has been given.
no fee in public schools
first year – elementary garden
Students’ answers.
• Help students if needed.
cheating prohibited
tenth grade – high school
after high-school – college or university
strict dress code
teachers – welleducated
few compulsory classes
university free of charge
lots of electives
lessons five or six days a week, six periods a day
grades A–F
lots of homework
walk in socks
various club activities
30 minutes of homework
earthquake practice
no standardised tests marks 4–10
• Check answers as a class. ANSWER KEY 1 primary school, 2 nursing school, 3 secondary school, 4 private school, 5 state school, 6 term, 7 compulsory subject, 8 break, 9 optional subject, 10 year, 11 mark, 12 lesson
READING Exercise 2 a), p. 112 • Explain to students that they are going to read a text about the UK school system. Let students match the headings to the correct paragraphs.
no marks during the first few years
• Tell them not to worry about the gaps in the text at this point.
no secondary school
• Check answers as a class.
students clean the classrooms and other spaces
ANSWER KEY 1, –, 3, 2
• At this point, you can GO DIGITAL and practise reading further.
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1B WORLD CLASSROOMS VOCABULARY
1 The definitions below relate to the UK school system. Complete the words and phrases. The first letter has been given. 1 A p __ __ __ __ __ __ s __ __ __ __ __ is a school for children between the ages of 4 or 5 and 11. 2 A n __ __ __ __ __ __ s __ __ __ __ __, or pre-school, is a place where young children are taken care of and educated while their parents are at work. 3 A s __ __ __ __ __ __ __ __ s __ __ __ __ __ is a school for young people between the ages of 11 and 16 or 18. 4 A p __ __ __ __ __ __ s __ __ __ __ __ is a school that does not receive money from the government, and the parents pay for the education. 5 A s __ __ __ __ s __ __ __ __ __ is a school that is funded by the government and that students attend free of charge. 6 A t __ __ __ is one of the periods in the year during which there are lessons at school. 7 A c __ __ __ __ __ __ __ __ __ s __ __ __ __ __ __ is a subject that all students have to take. 8 A b __ __ __ __ is a period of time in between lessons at school. 9 An o __ __ __ __ __ __ __ s __ __ __ __ __ __ is a subject that students can choose to do. 10 A y __ __ __ is a level at school where students of similar age are grouped together and that you stay in for one year. 11 A m __ __ __ is a number that is given to show a student’s success or performance at school. 12 A l __ __ __ __ __ is a period of time in a school day during which students are taught a particular subject.
2
a) READING Read this text about the UK school system. Match the headings to the correct paragraphs. There is one heading you do not need. Do not worry about the gaps in the text at this point. Terms and breaks
Grading system
School subjects
Students’ ages
THE UK SCHOOL SYSTEM 1 The school year in Britain usually starts in September and finishes in July. Most schools have three (1) _______________________________: the first one from September to December, the second from January to March or April, and the last one until July. After the first term, the students go on their winter break. Holidays after the second term are around Easter. Every day, the students have to attend five or six (2) _______________________________. In between the lessons there are (3) _______________________________. 2 Education in the UK is compulsory until the students turn 16. Most (4) _______________________________ don’t charge anything for education. On the other hand, parents have to pay money for their children to attend (5) _______________________________. Children usually start (6) _______________________________ at the age of five. They go to (7) _______________________________ at the age of 11 to continue their education. After taking secondary-school final exams at the age of 16, they are allowed to leave school. 3 In (8) _______________________________ 8 or 9, students can start shaping their future career by choosing the subjects that they like most and that could be useful to them when taking their final exams. There are (9) _______________________________ that the students have to take. These are usually English, maths, science and IT, depending on the school the students are enrolled in. (10) _______________________________ usually include modern languages, humanities, arts and technical subjects. b) Read the text again. Complete the gaps with words from Exercise 1 in the correct form: singular or plural. There are two words you do not need.
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ENDING THE LESSON • Distribute the photocopiable 3-2-1 Exit tickets to students (Resource Bank, Resource 80, pp. 406-412). • Instruct students to write three things they have learned in the lesson, two things that surprised them and one thing they would like to know more about. Allow enough time for students to complete the task. Collect the tickets. • If time allows it, check them quickly and share some interesting answers or alternatively do so at the beginning of the following lesson. HOMEWORK WB p. 112, Exercise 2 b)
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UNIT 5
Lesson 2 NASTAVNA TEMA
Moja domovina I druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
World classrooms (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
FUNKCIONALNI JEZIK
Vezan uz američki engleski i britanski engleski: kindergarten – nursery, secondary school – high school, eggplant – aubergine, closet – wardrobe, recess – break, cookie – biscuit, fall – autumn, etc.
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o razlikama između školskog sustava u Hrvatskoj i drugim zemljama
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem
UDŽBENIK
Str. 89.
RADNA BILJEŽNICA
Str. 113. -114.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play the Sentence building game (see Games and Activities on pp. 394-398) with students to revise the vocabulary from the previous lesson. • Suggested vocabulary: electives, compulsory subject, primary school, facilities, standardised, university graduate, be expelled, period, break, state school, private school, mark. MAIN PART
My...EVERYDAY ENGLISH! Varieties of English
• Draw students’ attention to the three varieties of English in the table.
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• Have them read out the expressions in the table. • In a higher-ability class, challenge students to complete the third column of the table with the American English expressions without going back to Text 1. • Students scan Text 1 in Exercise 2 a) and complete the table with American English expressions. • Check answers as a class. • At this point, you can GO DIGITAL and practise varieties of the English language further. ANSWER KEY American English kindergarten elementary school high school elective grade public school private school
SPEAKING Exercise 4, p. 89 • Divide students into groups and let them discuss the questions about the three schools from Exercise 1. • Monitor students and help if needed. • Have volunteers share their answers with the class. ANSWER KEY Students’ answers.
LISTENING Exercise 5 a), p. 89 • Explain to students that Lota is talking to her Croatian cousin. • Instruct them to listen to the track and find out what they are talking about. 5.2.
• Play Track 5.2.
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Track 5.2 Lota: Hi, Borna! Lovely to talk to you again! How are you doing? Borna: Hi, Lota! I’m doing really well! School finishes soon; there’s only a few more exams to go. It’s been an exciting year. But, I suppose, not as exciting as yours will be! Lota: That’s true! It’ll make quite a change. But I’m really looking forward to everything. And it’s good that you’ll be close by to help me out. Borna: Absolutely, whatever you need. Just ask away! Lota: I’ve been researching schools in Croatia a lot. The two school systems are quite different! I suppose I’ll be starting high school all over again. Borna: How come? Lota: Well, in Australia, primary school starts at the age of 6 and finishes when you’re 12. So I already attend high school. Borna: Oh, right. That is a big difference. We usually leave elementary school at the age of 14. I think Year 8 has been the most difficult school year for me. I’ve been under a lot of pressure. I got good marks, but so did lots of other students. I was worried I wouldn’t get into the high school I wanted. Fortunately, it’s all worked out as planned for me! Lota: Tell me more about your new school. Borna: Well, you know I go to what we call ‘gimnazija’. But I’m not sure what you call it in English. It’s a school that gives you general education and prepares you for universities. Lota: The name is a bit confusing, I agree. A ‘gymnasium’ in English, or ‘gym’ for short, is a fitness centre, or a place to do P. E. at school... But it should be similar to grammar schools in the UK and here in Australia. It’s definitely my choice, since it offers lots of different subjects. I’m still not sure what I want to study, so I think it’s great to have another four years to decide what’s best for me. Borna: I agree. Just make sure you’re ready for lots of subjects and studying! Lota: I’ve seen the list; it’s pretty long! You have to take at least fourteen compulsory subjects... Borna: Yup... But I think it’s all about paying attention, taking part in the lessons, and planning. It was challenging for me at times, but I started following a study plan. I study in a group from time to time, too. I try to get plenty of rest and sleep, and I always organise my week so that I have enough time for other things as well. Lota: What are your favourite subjects? Borna: Most of the subjects are the same as in primary school, so modern languages are still at the top of my list. And Latin is fun, too. It gives some of my friends nightmares, but I enjoy learning it. Lota: To me, psychology seems like an interesting subject. Sociology and philosophy, too. Borna: I think I might like them, as well! And what does Luka think about starting school in Croatia? Lota: It’s pretty simple with him, actually. He’s all about cooking, so vocational school is his first and only choice. Borna: That’s great! I’ve heard a lot about his cooking skills. Can’t wait to try his famous dishes!
Lota: I think there’s a great career in store for him. He’s really passionate about it. Borna: Is he around somewhere? I’d like to say ‘hi’. Lota: He’s making something; I can smell it. Let me go and get him. Back in a minute!
ANSWER KEY They are talking about schools in Croatia, ‘gimnazija’ or grammar school in particular. Lota must choose the right high school when she moves to Croatia, so Lota is telling her about the subjects in ‘gimnazija’.
• You may want to explain to students what a vocational school is. TRICKS OF THE TRADE Vocational school – a school where students learn skills that involve working with their hands. (Source: Cambridge Dictionary) Exercise 5 b), p. 89 • Students read the sentences first. • Play Track 5.2 again. • Students decide whether the sentences are true, false or it doesn’t say. • Check answers as a class. ANSWER KEY 1 DS, 2 T, 3 F, 4 F, 5 F, 6 T
WORKBOOK PRACTICE Exercise 4 a), p. 114 • Let students read the introduction to the exercise. Make sure they understand what is expected of them. • Students find the British English words in the word snakes. • Check answers as a class. ANSWER KEY Word snake 1: maize, jumper, mark, aubergine, washbasin, biscuit, film, trousers, rubber, wardrobe, chips, chemist’s, autumn, sweets. Word snake 2: break, crisps, cutlery, taxi, dungarees, trainers, football, full stop, timetable, garden, rubbish, mobile phone.
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• Check the answer as a class.
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Instruct students not to use colloquialisms when writing the examples of varieties of English. Exercise 4 b), p. 114 • Tell students to circle the words belonging to the categories in the colours suggested for each category. • Check answers as a class.
• Divide students into groups and, if necessary, explain the rules of the Definition battle game to students (see Games and Activities on pp. 394-398). • Students play the game. Monitor them and help if needed. ANSWER KEY Students’ answers.
CURIOUS ME!
ANSWER KEY
• Have students research some other examples of varieties of English and report what they have found out at the beginning of the next lesson. 4
You have come across many typically British English and American English words that are different, but mean the same thing, in the Hello, World! series. How much do you remember? Do the tasks below. a) Find the British English words and phrases in the word snake.
ANSWER KEY CLOTHES
HOME
BrE
NAmE
BrE
NAmE
BrE
sweater
jumper
sink
washbasin
grade
mark
pants
trousers
closet
wardrobe
eraser
trainers
silverware
cutlery
recess
break
overalls
dungarees
yard
garden
period
timetable
garbage
rubbish
FOOD
green – food
red – school
yellow – home
BrE ___ _______________ sweater ___ _______________ ts pan ___ ___ ___ ___ ___ sneakers ___ ___ _______________ overalls
NAmE
OTHER NAmE
BrE
corn
maize
movie
film
eggplant
aubergine
cab
taxi
cookie
biscuit
soccer
football
French fries
chips
fall
autumn
candy
sweets
pharmacy
chemist’s
chips
crisps
cell phone
mobile phone
full stop
full stop
BrE
sink
__________________
closet
__________________
silverware
__________________
yard
__________________
garbage
__________________
BrE
corn
____________________ ____________________
____________________ French fries ____________________ ____________________ candy
cookie
chips
5
Exercise 5, p. 114 • Have students read the instructions for the exercise. Make sure they understand what they need to do.
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ut le r yta m ull stopti NAmE
BrE
grade
___________________ ___________________ ___________________ ___________________
eraser recess period
OTHER
____________________
SPEAKING Get into groups, and play a game of Definition Battle with words from Exercise 4. For an extra point, name both the British English and American English words.
NAmE
BrE
movie
______________________ ______________________ ______________________
cab soccer fall pharmacy cell phone fullstop
______________________ ______________________ ______________________ ______________________
Curious me! Do you know of any other examples of varieties of English: British, American, Australian or others? Go online, and find some more! It’s always good to know them to avoid misunderstandings.
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SPEAKING
blue – other
SCHOOL
NAmE
NAmE eggplant
BrE
purple – clothes
HOME CLOTHES
FOOD
NAmE
lf
ri c er sps l ile sfo ot ba pho ne
c) Match the words and phrases from the wordsnake to their American English equivalents.
rubber
sneakers
um r pe bi scuitfil w ’s a utumns
b) Circle the words belonging to the categories below in the following colours:
SCHOOL
NAmE
m m arkau u ee tro u s e r sr ts
st
r e c re a k n estrai ubb ob ishm
• Check answers as a class.
nr
a j w ize n be ash ba si i chi m psche
m be e bb rgin o erwardr
Exercise 4 c), p. 114 • In pairs, have students match the words and phrases from the word snakes to their American English equivalents.
Refer students to the Curious me! section and assign it as optional homework.
b xid ga un ablegarde
Green: maize, aubergine, biscuit, chips, sweets, crisps. Red: jumper, trousers, dungarees, trainers. Yellow: mark, rubber, break, timetable. Blue: washbasin, wardrobe, cutlery, garden, rubbish. Orange: film, chemist’s, autumn, taxi, football, full stop, mobile phone.
et
UNIT 5
TRICKS OF THE TRADE
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ENDING THE LESSON WRITING Exercise 6, p. 89 • Let students think about the school system in Croatia and the topics.
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• Students write a short report including the suggested topics. • Have volunteers read out their reports. • Give your own feedback to each student. Focus on the included topics, grammar, spelling and punctuation. HOMEWORK WB p. 113, Exercises 3 a), b) and c)
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UNIT 5
Lesson 2
2A TAKE ACTION!
MAIN PART
Lesson 1
Exercise 1 a), p. 90 • In pairs, students discuss the questions about summer jobs and their advantages and disadvantages.
NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Take action (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
Students’ answers.
VOKABULAR
applicant, spotless, detailoriented, committed, early bird, follow the lead, peer tutoring programme, charity drive, vulnerable
Exercise 1 b), p. 90 • Let students look at the list of some part-time jobs for teenagers.
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o dodatnim poslovima i volontiranju
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.4., C.3.2. Poduzetništvo
A.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 90.
RADNA BILJEŽNICA
Str. 115.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students report what they have found out about some other examples of varieties of the English language. • Play Pictionary with students (see Games and Activities on pp. 394-398). to get the names of part-time jobs for teenagers. • Suggested jobs: teenage model, pet sitter, car-wash worker, video-game tester, blogger, paperboy/papergirl, babysitter, a T-shirt designer.
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SPEAKING
• Discuss students’ answers as a class. ANSWER KEY
• Students tick the jobs they would do and, in pairs, explain why to their partners. • Let volunteers share the jobs they would do and give reasons for their choice. • In a lower-ability class, you may want to explain what a paperboy/papergirl and a tutor do. ANSWER KEY Students’ answers.
TRICKS OF THE TRADE A paperboy/papergirl delivers newspapers to people’s homes. A tutor teaches children outside of school to give some extra help with a subject he or she finds difficult. (Sources: Collins Dictionary, Cambridge Dictionary) READING Exercise 2, p. 90 • Explain to students that Luka has decided to take a part-time job. • Have students read the job adverts and match them to the headlines. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: applicant, spotless, detail-oriented, committed, early bird.
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2A TAKE ACTION! I can talk about part-time jobs and volunteering.
1
a) SPEAKING Would you like to have a summer job? What are the advantages and disadvantages of having one? Discuss in pairs. b) Look at this list of some part-time jobs for teenagers. Tick the jobs you would do, and explain why. a lawn mower a teenage model
2
a pet sitter or dog walker a tutor
a video-game tester
a babysitter
a car-wash employee
a blogger a paperboy/papergirl
a) READING Luka has decided to take a part-time job. Read the job adverts, and match them to their headlines. There is one headline you do not need. 1 Pet Day-Care
2 Weekend Deliveries
We are a car-care business looking for an applicant who can keep our customers satisfied and make their cars look as shiny as new. Do you enjoy working on cars? Do you like keeping things spotless? If the answer is ‘yes’, then this is the summer job for you! We’re looking for a detail-oriented, committed person to join our team.
3 Pet Wash ’N’ Go
We are looking for a pet sitter in the St George area to look after our dog while we’re away on holiday from 20 January to 4 February. We need a reliable young person who would feed and walk the dog twice a day. Our ideal candidate is someone who is caring and experienced with Golden Retrievers. We pay $15 per hour.
4 First-Class Cleaners
If you’re an early bird and you own a bike, then you’re the person we’re looking for! We need energetic young people to deliver newspapers on Sat and Sun mornings in Strawberry Hills. Punctuality is a must; paper rounds have to be finished by 8 a.m. Contact Strawberry Hills Post Office for more information. We look forward to meeting you!
b) Read the adverts again. Underline the qualities and skills needed for each job.
3
a) 5.3 LISTENING Listen to Luka and Lota discuss the adverts. Which job does he decide to apply for? b) 5.3 Listen again. Complete the table with the missing qualities which Luka does or doesn’t have for the jobs listed.
a car-wash worker
doesn’t often clean his room hates ______________________
a paperboy
a pet sitter
______________________________ ______________________________ isn’t an early bird ______________________________ ______________________________
c) SPEAKING Use the information in the table to retell the conversation.
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UNIT 5
ANSWER KEY 4, 1, 2
Exercise 2 b), p. 90 • Students read the adverts again. Instruct them to underline the qualities and skills needed for each job.
Luka: Hmm, you’ve got a point there. And I love dogs. Pet sitting it is! Lota: Great! I think you’re the best candidate for the job. They’ll just have to hire you, won’t they? Luka: Thanks, sis. We’ll see. And what about you? Not interested in getting some extra money? Lota: Actually, I was thinking about volunteering. Luka: Of course you were. Always trying to make the world a better place...
• Check answers as a class. • At this point, you can GO DIGITAL and practise reading further. ANSWER KEY First-class cleaners: make cars look shiny, keep things spotless, detail-oriented, committed. Pet daycare: reliable, young, feed and walk the dog, caring, experienced with Golden Retrievers. Weekend deliveries: early bird, own a bike, energetic, young, punctuality.
LISTENING Exercise 3 a), p. 90 • Have students read the instructions for the exercise. Make sure they understand what is expected of them. 5.3.
Luka decides to apply for a pet-sitter job.
Exercise 3 b), p. 90 • Let students look at the table with the missing qualities that Luka does or doesn’t have for the jobs. • Play Track 5.3 again. • Students complete the table with the missing information. • Check answers as a class. ANSWER KEY a car-wash worker
a paperboy
a pet sitter
x hates washing cars
+ great at cycling
+ has experience with Golden Retrievers
x isn’t punctual
+ loves dogs
• Play Track 5.3. • Check the answer as a class.
Track 5.3 Luka: I’m thinking about getting a part-time job. Take a look at the adverts I’ve found. They sound great, don’t they? I can’t decide which one to apply for. Lota: Let me see. Hmm, washing cars, pet sitting and delivering newspapers. Sounds great, but... Luka: But what? Lota: Well, for starters, you haven’t cleaned your room in a while, have you? And you hate it when Dad tells you to wash the car. Luka: Well, yeah, but this is different. They pay to get it done. Lota: They do, but I still don’t see you as the right person for the job. You’re not exactly committed to keeping things spotless. Luka: OK, let’s say you’re right. What about the delivery job? I’m very good at cycling, aren’t I? Lota: You’re great at cycling. But you aren’t really an early bird, are you? Delivering newspapers early means waking up at 5 a. m. You ARE aware of that, aren’t you? And it’s EVERY Saturday and Sunday. Also, being punctual isn’t really your thing, is it? Luka: You’re killing it for me, sis... Lota: Ha-ha, I’m just being realistic. But I do see you as a dog walker. You looked after our neighbours’ dog some time ago, didn’t you? And it was also a Goldie, wasn’t it? You definitely tick the experience box.
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ANSWER KEY
SPEAKING Exercise 3 c), p. 90 • In pairs, students use the information in the table to retell the conversation. • You may want to suggest students roleplay the conversation, student A being Luka and student B Lota. • Invite volunteers to retell the conversation or role-play the dialogue. ANSWER KEY Students’ answers.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 115 • Students read the list of some popular part-time jobs and match them to the responsibilities.
NEW BEGINNINGS
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Question tags Look at the table below, and complete the rules.
It was also Goldie, wasn’t it? They’ll just have to hire you, won’t they? You can wake up early, can’t you? You like to keep things spotless, don’t you? You looked after your neighbour’s dog, didn’t you? Be careful! I’m very good at cycling,
aren’t I?
You aren’t really an early bird, are you? Being punctual isn’t your thing, is it? You haven’t cleaned your room, have you?
I’m not very good at cycling,
am I?
When the statement is negative, we use a ___________________ question tag. When the statement is positive, we use a ___________________ question tag. In sentences with auxiliary and modal verbs be, have, ________________ and _______________, we repeat the same verb in the question tag. In sentences with other verbs, we use ________ or does for the present simple and ________ for the past simple.
Grammar summary → p. 133
Let’s practise more! → WB, pp. 116-117
4
a) READING Lota is talking to her parents about volunteering. Read the dialogue, and answer the questions below. 1 What is Lota’s main reason for wanting to volunteer? 2 What are some of the benefits of volunteering?
3 What types of volunteering are mentioned? 4 What does Lota decide to do in the end?
Lota: Mum, Dad, have you got a minute? I’m thinking about volunteering, but I can’t decide where. Mum: You continue to surprise me. You already volunteer at your school, (1) do you / don’t you? Lota: Yes, but I really like helping people. And volunteering is a great way to do that, (2) is it / isn’t it? Mum: Sure it is. Dad: Why don’t you try a paid part-time job for a change? People need money to survive, (3) do they / don’t they? Mum: Sure, but the world would be a better place if more people volunteered. And it can’t be bad on your CV, (4) can it / can’t it? Dad: That is true. Lots of employers nowadays like it when young people have some experience of voluntary work. Lota: Yeah, but I’m too young to think about that, (5) are I / aren’t I? Dad: Oh, I’d say you’re never too young to think about your future! Mum: And you won’t get any work experience staying at home, (6) will you / won’t you? Lota: I guess... I’ve never looked at it that way. I just want to feel like I’m doing something useful. You can understand that, (7) can you / can’t you? Mum: Of course, darling. What would you like to do? Lota: Well, I was thinking about helping older people. Mum: Oh, that’s a lovely idea! I have a friend who works at a nursing home. She was talking about an interesting volunteering program for the elderly the other day, (8) was she / wasn’t she, Marc? Dad: Uh, I must admit I switched off... But why don't you try applying? You might like it. Lota: Oh, I will; thank you! b) Read the dialogue again, and circle the correct question tag.
5
SPEAKING Are there any opportunities for volunteering in the place where you live? Work in groups. Follow the steps below. Step 1
Step 2
Step 3
Brainstorm where you might be able to volunteer in your local community.
How can you contribute to your local community? Which volunteer jobs would each of you be interested in, and why?
Share your ideas with the rest of the class. Is there any suggestion you could put into action?
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• Check answers as a class.
• Make enough copies of the photocopiable job advert template (Resource Bank, Resource 81, pp. 406-412) and distribute it to students.
ANSWER KEY 5, 4, 8, 6, 3, 2, 1, 7
READING
• Instruct students to choose a job and write a short advert for it by following the tips on the template.
Exercise 2 a), p. 115 • Draw students’ attention to the pictures. Explain to students that Lota and her friends are talking about volunteering.
• Refer students to the adverts in Exercise 2 a) on page 90 of their Student’s Books and the list of part-time jobs in Exercise 1 a) on page 115 of their Workbooks that might help them write the advert.
• Students read the texts and match them to the pictures.
• Give students enough time. Monitor them and help if necessary.
• Check answers as a class.
• Have the groups present their adverts and discuss which jobs the rest of the class would apply for.
• Explain any new vocabulary. Suggested vocabulary: follow the lead, peer tutoring programme, charity drive, vulnerable.
HOMEWORK
ANSWER KEY
WB p. 115, Exercises 1 b) and 2 b)
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2
VOCABULARY
1
a) Read the list of some popular part-time jobs. Match the responsibilities to the jobs. 1 2 3 4 5 6 7 8
a video-game tester a paperboy/papergirl a babysitter a grocery-store bagger a dog walker a tutor a pet sitter a teenage model
taking an animal for a walk putting groceries into shopping bags helping companies promote products such as clothes and cosmetics helping children who are struggling with their studies looking after children taking newspapers to customers’ front doors finding ‘bugs’ so programmers can fix the errors feeding an animal while the owners are away
b) Add two more jobs to the list, and write what their responsibilities are. 1 ___________________________________________________________________________________________________ 2 ___________________________________________________________________________________________________
2
a) READING Read what Lota and her friends say about volunteering, and match the texts to the pictures. There is one picture you do not need.
1
2
3
4
You probably didn’t know that some of the world’s favourite celebrities are the world’s most passionate volunteers, did you? Well, I’m following their lead and trying to help whenever I can. At the moment, I’m engaged in our school’s peer tutoring programme. We’re helping younger students who have learning problems do their homework and study. I give them detailed instructions for every task, and I’m there to help at every step of the way until they finish. (Lota, 14) I volunteer at an animal shelter. I help clean the animals. I also spend some one-to-one time with them, feed them, and help walk the dogs. Twice a year we organise charity drives for pet food, toys and blankets. A lot of volunteers get involved. It gives me so much pleasure knowing that I’m doing something to help! We must stand with the vulnerable, whether they’re the elderly, the disabled, the animals or anyone else. (Lucas, 14) My mum is a cook, and when she’s not at the restaurant, she volunteers at the local soup kitchen. I often go with her to help her out. Twice a day, they serve meals to homeless people and to people in need. My mum cooks, and I assist with setting up the tables and cleaning up afterwards. I also sometimes help with serving the food and doing the dishes. We need to buy more dishwashers, so we accept donations all year long. (Ava, 13) b) Read the texts again. Are the sentences below true (T), false (F), or it doesn’t say (DS)? 1 Lota’s school organises help for poor students. 2 Older students help the younger ones. 3 Lucas washes the animals and gives them food. 4 Not many people take part in drives for the shelter. 5 Ava’s mum owns a restaurant. 6 They don’t have enough dishwashers at the soup kitchen.
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ENDING THE LESSON • Divide students into groups.
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NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Take action (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
GRAMATIKA
Upitni izrazi
KOMUNIKACIJSKO-
Govorenje o volontiranju
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.4., C.3.1., C.3.2. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem, upitni izrazi
UDŽBENIK
Str. 91.
RADNA BILJEŽNICA
Str. 116. -117.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Play Chinese whispers (see Games and Activities on pp. 394-398). with the sentences from the texts students have read or listened to during the previous lesson. • Suggested sentences: They’ll just have to hire you, won’t they? We’re looking for a committed person. They sound great, don’t they? We need a reliable young person. You haven’t cleaned your room, have you? Punctuality is a must. MAIN PART
My... GRAMMAR!
• Circle the question tag wasn’t it and explain to students that we call this part of the sentence a question tag. • Discuss the use of question tags in sentences with students. • Draw their attention to the difference between question tags in positive and negative sentences. • Students study the table again and complete the rules. • Check and discuss the answers as a class as well as the Be careful! part of the table. • Tell students that they have a detailed explanation of question tags in the Grammar Summary on page 133 of their Student’s Books. • At this point, you can GO DIGITAL and practise question tags further. ANSWER KEY positive, negative, can, will, do, did
TRICKS OF THE TRADE Question tags are used in spoken language, especially when we want to check if something is true or invite people to agree with us. READING Exercise 5 a), p. 91 • Let students read the dialogue between Lota and her parents and answer the questions. • Check answers as a class. • You may want to discuss what a CV is with students. ANSWER KEY
Question tags
• Refer students to the My... GRAMMAR! section. • In groups, students read the sentences and think about them. • Write an example sentence on the board: It was also a Goldie, wasn’t it?
1 She really likes helping people. 2 It can improve your CV, you get work experience and you do something useful. 3 Volunteering at school and helping older people. 4 She decides to help older people.
TRICKS OF THE TRADE A CV or Curriculum Vitae is Latin for “course of life”. It is a short, written description of your 2A TAKE ACTION!
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education, qualifications, previous jobs and sometimes also your personal interests, that you send to an employer when you are trying to get a job. (Source: Cambridge Dictionary)
My...
3
GRAMMAR! Question tags Choose the correct question tag. 1 You can’t drive a car, can you / can’t you? 2 They don’t live here, do they / don’t they? 3 You won’t tell him what I’ve said, will you / won’t you? 4 She hasn’t had lunch yet, has she / hasn’t she?
Exercise 5 b), p. 91 • Instruct students to read the dialogue again and circle the correct question tag.
5 I’m late, am I / aren’t I? 6 The lesson finishes at 11, does it / doesn’t it? 7 We travelled a lot when we were younger, did we / didn’t we? 8 He isn’t going to come, is he / isn’t he?
4
Rewrite the incorrect sentences. There are two sentences that do not need correcting. 1 It’s quite a big room, is it? ____________________________________________________________________________________________________
• Check answers as a class.
2 You can help me with my science project, can’t you? ____________________________________________________________________________________________________ 3 You have a part-time job, haven’t you? ____________________________________________________________________________________________________
ANSWER KEY
4 We aren’t leaving this weekend, aren’t we? ____________________________________________________________________________________________________
1 don’t you, 2 isn’t it, 3 don’t they, 4 can it, 5 aren’t I, 6 will you, 7 can’t you, 8 wasn’t she
5 He went out earlier, did he? ____________________________________________________________________________________________________ 6 They will get here on time, won’t they? ____________________________________________________________________________________________________ 7 I’m not very punctual, are I? ____________________________________________________________________________________________________
WORKBOOK PRACTICE
8 You don’t mind if I sit here, don’t you? ____________________________________________________________________________________________________
5
Exercise 4, p. 116 • Let students read the sentences and find the mistakes.
Use the two sets of words below to complete these questions with the appropriate question tags. 1
will 2
wasn’t we
are she
don’t they
haven’t
it
he
is I
hasn’t you
can’t
there
1 I need a pet sitter, _______________________________________? 2 We can stay a little bit longer, _______________________________________? 3 They won’t be late, _______________________________________?
• Students then rewrite the incorrect sentences.
4 You’ve finished writing, _______________________________________? 5 There aren’t any eggs in the fridge, _______________________________________? 6 Moira has sent her application, _______________________________________?
• Remind them that there are two sentences that do not need correcting. • In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class. ANSWER KEY 1 It’s quite a big room, isn’t it? 2 Correct. 3 You have a part-time job, don’t you? 4 We aren’t leaving this weekend, are we? 5 He went out earlier, didn’t he? 6 Correct. 7 I’m not very punctual, am I? 8 You don’t mind if I sit here, do you?
Exercise 5, p. 116 • Instruct students to use the two sets of words to complete the questions with the appropriate question tags. • Remind students to think about the sentences as either positive or negative when using the question tags and to pay attention to the pronouns used. • Check answers as a class.
7 The workshop was very educational, _______________________________________? 8 It’s raining. Dad isn’t working in the garden, _______________________________________?
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Exercise 6, p. 117 • Let students skim the dialogue first. • Have students complete the conversation with the missing question tags. • Remind them to refer to the My... GRAMMAR! Question tags section in their Student’s Books on page 91 if they need help doing the task. • You may want to use this exercise as formative assessment to check how well students understand question tags. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Check answers as a class. ANSWER KEY 1 aren’t you, 2 isn’t it, 3 wasn’t he, 4 didn’t he, 5 don’t you, 6 have you, 7 will you, 8 can’t you
ANSWER KEY 1 don’t I, 2 can’t we, 3 will they, 4 haven’t you, 5 are there, 6 hasn’t she, 7 wasn’t it, 8 is he
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Complete the conversation with the missing question tags. Lota: You’re a doctor, (1) _____________________________? Dr Sharpe: Yes, I’m a pediatrician. Lota: It’s a rewarding job, (2) _______________________________________? Dr Sharpe: Oh, yes, working with children is very satisfying. Lota: Your dad was a doctor too, (3) _______________________________________? Dr Sharpe: Yes, he was a surgeon. Lota: He joined Doctors Without Borders in Africa, (4) _______________________________________? Dr Sharpe: How do you know? He spent five years in the Central African Republic. Lota: That’s really impressive! You do some voluntary work yourself, (5) ___________________________________? Dr Sharpe: Yes, I help at the homeless shelter. Lota: You haven’t considered working abroad, (6) _______________________________________? Dr Sharpe: Actually, I have, but it was years ago... Lota: So you won’t be leaving our country any time soon, (7) _______________________________________? Dr Sharpe: Ha-ha, I won’t. Having a family has made me change my mind. Iʼd like to have more free time, though. Lota: But you can find some time for yourself, (8) ___________________________________? How hard can that be? Dr Sharpe: Oh, you’d be surprised!
7
WRITING You’re at a party. You don’t know the other guests, but you’ve heard some things about them. Write short dialogues. Ask them questions using question tags. Guest 1 lives in Vienna
Guest 2’s dad is a scientist
Guest 4 acted in a film last year
Guest 3 has recently been to Japan
Guest 5 writes a blog
Guest 6 is a T-shirt designer
Guest 7 volunteers at the animal shelter You live in Vienna, don’t you? Do you like it there? 1 You: _______________________________________________________________________________________________ Oh, yes, I moved there five years ago. It’s an amazing city! Guest 1: ____________________________________________________________________________________________ 2 You: _______________________________________________________________________________________________ Guest 2: ____________________________________________________________________________________________ 3 You: _______________________________________________________________________________________________ Guest 3: ____________________________________________________________________________________________ 4 You: _______________________________________________________________________________________________ Guest 4: ____________________________________________________________________________________________ 5 You: _______________________________________________________________________________________________ Guest 5: ____________________________________________________________________________________________ 6 You: _______________________________________________________________________________________________ Guest 6: ____________________________________________________________________________________________ 7 You: _______________________________________________________________________________________________ Guest 7: ____________________________________________________________________________________________
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ENDING THE LESSON SPEAKING Exercise 6, p. 91 • Divide students into groups and tell them to think about the opportunities for volunteering in the place where they live. • Go through the steps with students and let them discuss the questions. • Allow enough time for students to finish the task. Monitor and help if necessary. • Have groups share their ideas with the rest of the class. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.
HOMEWORK WB pp. 116–117, Exercises 3 and 7
2A TAKE ACTION!
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2B CHOICES AND OPPORTUNITIES Lesson 1 NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Choices and opportunities (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.2., C.8.1., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
Vezan uz zanimanja: midwife, accountant, social-media expert, school counsellor, plumber, IT technician, entrepreneur, automated, give up on, apply for a job, collaborate, under pressure, hands-on experience
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Govorenje o budućem zanimanju
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.2., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.4.
SPEAKING Exercise 1, p. 92 • Have students think about the questions first. • In small groups, students discuss their answers. • Finally, discuss students’ ideas as a class. ANSWER KEY Students’ answers.
LISTENING Exercise 2 a), p. 92 • Students read the instructions to the exercise. Make sure they understand what is expected of them. • Let students try to guess and write the missing professions. • You may want to explain the meaning of the word midwife. 5.4.
• Play Track 5.4. • Students listen and check their guesses.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 92. -93.
RADNA BILJEŽNICA
Str. 118.
Track 5.4
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
The latest PISA survey, conducted in 2018, resulted in a study called “Dream Jobs? Teenagers’ Career Aspirations and the Future of Work”. In the survey, teenagers were asked about the jobs they expect to have when they are 30. The results show that the career expectations of young people haven’t changed much over time. The majority of teenagers still answer with the so-called traditional jobs. Doctors, teachers, managers, engineers, lawyers and police officers are very popular even in the 21st century. There are differences between the girls’ and boys’ lists, though. Doctors rank highest on the girls’ list, followed by teachers, managers, lawyers and other healthcare workers. Boys, on the other hand, seem to be more interested in the fields of engineering and science. Their number one job is that of engineers, followed by managers and doctors. Boys also choose to become ICT professionals, sportspeople and motor mechanics. These jobs are nowhere to be found in the girls’ top ten. Experts are worried about young people’s lack of knowledge about the future of work. For young people who are making decisions about their future now, it is very important to understand that the world of work will probably change by the time they are 30. It has already changed a lot over the past two decades, with
STARTING The E LESSON • Check homework as a class. • Play a version of the Snake game (see Games and Activities on pp. 394-398) with students to revise question tags. • Suggested question tags: 1 aren’t you? 2 wasn’t she? 3 does he? 4 can’t they? 5 hasn’t he? 6 did she? 7 can you? 8 won’t it? 9 weren’t you? 10 doesn’t she? 11 didn’t they? 12 haven’t you? 13 do you? 14 has she? 15 are they? 16 isn’t he? 17 was I? 18 don’t you? 19 weren’t they? 20 am I?
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MAIN PART
• Check answers and their spelling as a class.
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92
1 2 3 4 5
___________________ manager doctor ___________________ ___________________
Curious me! Did you know that PISA is not just a city in Italy? Find out what is hiding behind this acronym, and what its purpose is.
6 teacher 7 police officer 8 motor mechanic 9 lawyer 10 architect
Top 10 jobs cited by boys:
Read the top ten professions cited by girls and boys. Are you familiar with all the professions on the list? What do you think the missing professions are? Listen, and complete the table.
6 psychologist 7 designer 8 veterinarian 9 police officer 10 architect
Top 10 jobs cited by girls: ___________________ ___________________ manager ___________________ nurse or midwife
Olivier (15), France
I plan to be a hairdresser one day and to (3) apply for a job in a big salon. It’s a good way of learning and getting experience. And I don’t like working on my own. My teachers say I (4) collaborate well with other people and I’ve got good communication skills. I’m very happy with my decision, because I like being creative and helping people feel better about themselves.
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Daria (14), Croatia
I think that we’ve lost the purpose of education. Everybody is running after grades and stressing over scores. This puts us (5) under a lot of pressure. Some experts say that we’re getting theoretical knowledge instead of (6) hands-on experience that will help us build life skills. I agree. I’d like to be a school counsellor one day and help students cope with stress.
a) READING Lota is readingLota what teenagers around the globe say the about their future career Which jobs areWhich jobs are a) READING is reading what teenagers around globe say about their choices. future career choices. mentioned in mentioned the texts? Underline them. in the texts? Underline them.
6 Talking to various professionals can help young people make career choices.
5 Young people are familiar with the new jobs.
4 Some jobs are being lost to machines.
3 Technological development has changed the world of work.
2 Boys are more interested than girls in jobs in healthcare.
1 Job choices have changed a lot in the past few decades.
b) 5.4 LISTENING Listen to the report again. Are these sentences true (T) or false (F)?
1 2 3 4 5
a) 5.4 LISTENING In a recent study, teenagers were asked about the jobs they expect to have when they are 30.
SPEAKING Where do you see yourself in five years? What would you like to study or do? Who or what influences the decisions you make about your future career?
I can talk about a future career.
2B CHOICES AND OPPORTUNITIES 1 2
3
Ebba (15), Sweden
I was thinking about a job in tourism, but I read an article yesterday saying that some jobs, such as travel agents and accountants, will be (1) automated by 2030. Modern jobs include robotics technicians, socialmedia experts and nutritionists. I’ve done a little research, and, as it turns out, I don’t have to (2) give up on my dream. A social-media expert in tourism seems like a perfect job for me!
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4
5 6
7
b) Read the texts again. Write E for Ebba, O for Olivier and D for Daria. Who… 1 says that education is very stressful? 2 says that the world of work is changing? 3 wants to learn by working with other people? 4 thinks students should learn by doing things? 5 wants to help people by making them look better?
VOCABULARY
6 wants to help people online to make decisions about their holidays?
practical knowledge gained by doing things
work together
to stop trying to achieve something
to request a job
feeling a need to perform well
Match the highlighted words in Exercise 3 a) to their explanations.
operated by machines or computers
Reported speech
1 Read the following sentences, and write direct or reported on the correct line.
→
Ebba: I read an article yesterday saying that some jobs, such as travel agent and accountant, will be automated by 2030. ___________________ speech
→
Ebba says (that) she read an article yesterday saying that some jobs, such as travel agent and accountant, will be automated by 2030. ___________________ speech
2 Underline the changes made in reported speech, then study the explanations below.
Grammar summary → p. 134
→ she) and make necessary
When we report immediately what someone says, we use a present reporting verb: say/says (that). When we are talking, we sometimes use reported speech without that.
→
Let’s practise more! → WB, pp. 119-120
We change pronouns where necessary to be clear who or what they refer to (e.g. I verb changes (e.g. I’ve read she’s read).
Choose one of the texts from Exercise 3 a), and report what the speaker says. Start like this: Ebba/Olivier/ Daria says (that)...
A careers adviser’s job
What to do when choosing a career
Changes in the job market
Teaching the four C’s
Applying for a job
a) 5.5 LISTENING Luka is listening to an interview with a careers adviser. Listen, and tick the topics the careers adviser talks about. There are two topics you do not need. How school grades can help
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Think critically about your primary school education. Which skills have you learned at school? Make a visual presentation of the skills with examples of the activities you have done. Think about various school subjects. How can these skills be useful in the future?
Down to work!
b) 5.5 Listen again. Take short notes about the topics you ticked in Exercise 6 a). Use your notes to report what the careers adviser says.
No picnic
Interview one of your parents about their job. Ask them about their responsibilities, things they do, skills needed for the job, and things they like or dislike about the job. Write the interview out in direct speech, then report what they say to your class.
WRITING AND SPEAKING Choose a task.
Easy-peasy
Write about your future career choice. What would you like to do? Think about the subjects or activities you’re good at and the skills you have. List them. How can they help you in your future career?
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*data taken from PISA 2018 database
UNIT 5
advancements in technology and the era of social media. Some jobs are being done by machines, and a lot of new jobs are being created. However, many teenagers are unaware of them, and that is definitely something that must be changed. It’s true that ‘you can’t be what you can’t see’, which is why young people should be given career guidance. They should be given the opportunity to meet people with various jobs, as well as people who break gender stereotypes: a male nursery teacher, nanny or hairdresser; a female plumber, mechanic or firefighter. This could help them choose their future career, as well as realise that gender beliefs should not affect their career decisions.
ANSWER KEY Girls: 1 doctor, 2 teacher, 4 lawyer. Boys: 1 engineer, 4 ICT professional, 5 sportspeople.
Exercise 2 b), p. 92 • Let students read the sentences. • In a higher-ability class, you may want to ask students to decide if the sentences are true or false before playing the track again. Have students check their answers while listening. • Play Track 5.4 again. • Students write T for true or F for false in the boxes. • Check answers as a class. ANSWER KEY 1 F, 2 F, 3 T, 4 T, 5 F, 6 T
CURIOUS ME! Refer students to the Curious me! section and, if available, have students go online and find out what the acronym PISA stands for and what its purpose is. If not, assign it as optional homework and have students report about it at the beginning of the next lesson. TRICKS OF THE TRADE PISA is an acronym for Programme for International Student Assessment. It measures 15-year-old students’ reading, mathematics and science literacy every three years. • At this point, you can GO DIGITAL and practise listening further.
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READING Exercise 3 a), p. 92 • Explain to students that Lota is reading what teenagers around the globe say about their future career choices. • Students read the texts and underline the jobs mentioned in the texts. • Check answers as a class. ANSWER KEY travel agent, accountant, robotics technician, socialmedia expert, nutritionist, hairdresser, teacher, school counsellor
Exercise 3 b), p. 93 • Let students read the texts again and answer the questions, writing E for Ebba, O for Olivier and D for Daria. • Check answers as a class. • At this point, you can GO DIGITAL and practise reading further. ANSWER KEY 1 D, 2 E, 3 O, 4 D, 5 O, 6 E
VOCABULARY Exercise 4, p. 93 • Draw students’ attention to the highlighted words in the texts. • Have them go through the texts one more time and match the highlighted words to their explanations. • Check answers as a class and explain the meaning of the words, if necessary. • You may want to ask students to translate the words into Croatian. • Explain any new vocabulary. Suggested vocabulary: accountant, social-media expert, school counsellor. ANSWER KEY 4, 6, 1, 5, 3, 2
NEW BEGINNINGS
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WORKBOOK PRACTICE
2B CHOICES AND OPPORTUNITIES
Exercise 1 a), p. 118 • Instruct students to find the jobs in the word snake first.
VOCABULARY
1 a) Find the jobs in the wordsnake, and use them to complete the sentences.
ediaexpertITtechnicianenginee plumb icsocial-m r mechan eracco ifemotor untanthai rdresserentrepreneurarchitectmidw
1 An 2 An 3 A 4 A 5 A 6 A 7 An 8 An 9 An 10 A
• Students then complete the sentences with the jobs they have found. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: plumber, entrepreneur, IT technician.
b) SPEAKING Work in pairs. Choose a job, and have your partner ask questions and guess which job it is. The phrases below can help you. Do you Do wear a you work work indoors / outdoors help people indoors? uniform? work alone / with people use a computer / tools / vehicles wear a uniform
earn a lot of money
have to study at university for the job
2
ANSWER KEY
repair something work shifts
Do you help people?
Are you a doctor?
Read what some other teenagers around the globe say about their future career choices. Complete the texts with the words below. There are two words you do not need. repetitive
Word snake: plumber, accountant, hairdresser, entrepreneur, architect, midwife, motor mechanic, social-media expert, IT technician, engineer / 1 entrepreneur, 2 engineer, 3 motor mechanic, 4 social-media expert, 5 plumber, 6 hairdresser, 7 IT technician, 8 accountant, 9 architect, 10 midwife
well-paid pressure
healthcare hands-on
fair
automated
collaborate
vocational
entrepreneur
apply for
technician
My parents have badly-paid jobs. It makes me sad to see them work long hours to earn just enough to pay the bills. It can be really stressful sometimes. I hope I’ll be able to get a (1) ______________________ job and help them in the future. I’m good at breaking down problems and solving them. ICT is my field of interest, so one day I’d love to (2) ______________________ the job of a computer programmer or an IT (3) ______________________. (Jan, 14, Poland) My mum works in (4) ______________________; she’s been a nurse for the past thirty years. With her job, she’s often under (5) ______________________, but somehow she always manages to keep a smile on her face. ‘Choose a job you love, and you’ll never have to work a day in your life’, she says. Well, before I take her up on that advice, I plan to go to a job (6) ______________________ to learn more about the world of work. (Sara, 14, Austria) I’m good at designing things, so I want to go to a (7) ______________________ school which teaches both artistic and technical skills. After I get (8) ______________________ experience, I will definitely consider the career of an (9) ______________________. I have a lot of ideas, and I want to turn them into action and start my own business. Everyone who knows me says that I was born for a creative job, rather than a (10) ______________________ one. (Timmy, 15, USA)
SPEAKING Exercise 1 b), p. 118 • In pairs, students choose a job, and their partner asks questions, trying to guess which job they have chosen. • Refer students to the phrases that can help them. • Monitor students and help if necessary. • Let volunteers share the jobs they have chosen with the class. ANSWER KEY Students’ answers.
__________________________ is a person who comes up with an idea and starts a new business. __________________________ is a person who designs and constructs roads, railways and bridges. __________________________ is a person whose job is to repair and maintain car engines. __________________________ is a person who plans how to sell products and services on social media. __________________________ is a person who installs and maintains water systems. __________________________ is a person who cuts or styles hair. __________________________ is a person who repairs and maintains information-technology systems. __________________________ is a person who keeps and checks financial records for a company. __________________________ is a person who plans, designs and supervises the construction of buildings. __________________________ is a person who assists women in childbirth.
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ENDING THE LESSON • Make enough copies of the Find someone who... handouts (Resource Bank, Resource 82, pp. 406-412) and distribute them to students. • Instruct students to interview their classmates to find out who wants to become a doctor/ work in the film industry, etc. Students can add a few more jobs of their own choice to the list. • Students write the names of their classmates on the handouts. • Invite volunteers to report what they found out with the class. ANSWER KEY Students’ answers.
HOMEWORK WB p. 118, Exercise 2
2B CHOICES AND OPPORTUNITIES
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UNIT 5
Lesson 2 NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Choices and opportunities (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
GRAMATIKA
Neupravni govor
KOMUNIKACIJSKO-
Prenošenje upravnog govora
and software, under pressure – forced to do something. MAIN PART
My... GRAMMAR!
• Explain to students what reported speech is. • Refer students to the My... GRAMMAR! Section. Students read the sentences and write direct or reported speech on the correct lines. • Check answers as a class.
JEZIČNA KOMPETENCIJA
ANSWER KEY
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.2., B.3.4., C.3.2.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.4. MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem, neupravni govor
UDŽBENIK
Str. 93.
RADNA BILJEŽNICA
Str. 119. -120.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework with students. • If you have assigned the Curious me! section for homework, have students report what they have found out about PISA. • Play the Swat that word game (see Games and Activities on pp. 394-398) to revise vocabulary from the previous lesson. Suggested definitions and clues: collaborate – work together, hands-on experience – knowledge or skill that someone gets from doing something, accountant – financial records, automated – using computers and machines without human control, entrepreneur – a new business, midwife – childbirth, social-media expert – Facebook, Instagram, give up on – to expect someone or something to fail, plumber – water pipes, school counsellor – a person who gives advice to students, IT technician – hardware
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Reported speech
direct, reported
TRICKS OF THE TRADE Reported speech is used when we want to report what someone has said without using speech marks and without necessarily using exactly the same words. • Instruct students to go back to the example sentences and underline the changes made in reported speech. Have them study the explanations. • Check answers as a class and discuss the changes. • Draw students’ attention to the adverbial of time yesterday in direct speech and explain that it changes to the day before in reported speech. • You may want to give some more examples of adverbials of time and the way they change in reported speech. Suggested adverbials of time: DIRECT SPEECH
REPORTED SPEECH
now
then
today
that day
tonight
that night
tomorrow
the next day
last night/month
the night/month before
this week
that week
next year
the following year
five minutes ago
five minutes before
in one hour
one hour later
NEW BEGINNINGS
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says, (that), she, the day before
• Tell students that there is a detailed explanation of reported speech in the Grammar Summary on page 134 of their Student’s Books. • At this point, you can GO DIGITAL and further practise reported speech. Exercise 5, p. 93 • In pairs, let students choose one of the texts from Exercise 3 a) and report what the speaker says to their partners. • Remind students to start the report with the suggested phrases. • Monitor students and help if necessary. • Have a few volunteers report on the texts. ANSWER KEY Students’ answers.
LISTENING Exercise 6 a), p. 93 • Students read the instructions to the exercise. Make sure they understand what they need to do. 5.5.
• Play Track 5.5.
CA: Well, that seems to be the problem. Teenagers usually choose jobs their parents or friends do, or something they’ve seen on television and social media. They are often unaware of the changing world of work and the new jobs out there. For example, factory-worker jobs are being automated as we speak, or moved to another country, where they are cheaper. Automation is happening in other jobs, as well – but mostly in routine or repetitive ones, such as accounting. This doesn’t mean people will be out of jobs; it simply means that they will have to learn new things and develop new skills. Young people should be aware of these changes. When choosing their future profession, it would be a good idea to visit job fairs, speak to career advisors, and try to learn more about their interests and abilities. Schools should organise career days, where students can listen to adults talking about their jobs and sharing stories about their experience. H: Those are some great ideas you mention. What else can schools do to prepare young people for the world of work? CA: Today, employers look for workers who can think critically, solve problems creatively, collaborate and communicate well. Critical thinking, creativity, collaboration and communication, or the four C’s, as we call them, are the most important skills of the 21st century. I believe they should be taught at schools, because they are essential for the students’ success in school and later on in their workplace. They need to learn how to deal with abstract problems and real-life situations, work in teams, learn to distinguish good information from bad, speak at least one foreign language, and be good at time management. By teaching this, schools can help students prepare for jobs and technologies of the future. H: Thank you very much for joining us today and sharing your knowledge with us! And for our listeners, check in weekly to hear new episodes, and head over to our social pages to learn more about...
• Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: careers adviser, in a nutshell, career path, repetitive, job fair, critical thinking, essential, abstract, distinguish, time management. Track 5.5 Host: This week’s podcast is all about career choices. I’d like to introduce Dr Timothy Delph, a careers adviser who advises future vocational-school students. Dr Delph, we’re excited to have you here today! Careers adviser: Thank you very much; I’m glad to be here! Host: So what exactly do you do? CA: I help students understand themselves, and the world of work, better. I try to make them think critically about their skills, their education and their future life... In a nutshell, I help them make future career and life decisions. H: How do students usually choose a career path?
ANSWER KEY A careers adviser’s job, Changes in the job market, What to do when choosing a career, Teaching the four C’s
Exercise 6 b), p. 93 • Draw a table on the board and have students copy it in their notebooks. A careers adviser’s job
Changes in the job market
What to do when choosing a career
Teaching the four C’s
2B CHOICES AND OPPORTUNITIES
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ANSWER KEY
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UNIT 5
• Instruct them to take notes about the topics while listening to the track again and write them in the table. • Play Track 5.5 again. • In pairs, students report to their partners what the careers adviser says by using the notes they’ve taken. • Ask a few students to report what the careers adviser says to the class. WORKBOOK PRACTICE Exercise 3, p. 119 • Students read the sentences and choose the correct option to report the sentences.
ANSWER KEY 1 My grandpa always says (that) I will succeed if I try hard. 2 My grandma says (that) she has been a housewife all her life, and she is proud of that. 3 My mum says (that) she didn’t let gender stop her from becoming a software-developer. 4 My dad says (that) he started working at a very early age, and he hasn’t stopped since. 5 My sister says (that) I must join them in organising Career Day. 6 My friends say (that) they are going to go to a job fair before choosing a career. 7 Ms. Cromwell says (that) they didn’t use textbooks when she went to school.
My...
3
• Check answers as a class and discuss the changes made in the reported speech. ANSWER KEY
4
GRAMMAR! Reported speech Choose the correct option to report the sentences. 1 ‘I’ve made a decision!’ a) She says that I’ve made a decision. b) She says that she’s made a decision.
4 ‘It’s ours.’ a) They say it’s ours. b) They say it’s theirs.
2 ‘I’m sending the e-mail now.’ a) He says he’s sending the e-mail now. b) He says I’m sending the e-mail now.
5 ‘I want to get a job.’ a) She says I want to get a job.’ b) She says she wants to get a job.
3 ‘I love you.’ a) She says that I love her. b) She says that she loves me.
6 ‘We take a lot of photos of our family.’ a) They say we take a lot of photos of our family. b) They say they take a lot of photos of their family.
Read what Lota says, and rewrite her sentences as reported speech.
1 b), 2 a), 3 b), 4 b), 5 b), 6 b)
1 ‘Getting into the high school of my choice is an absolute dream for me.’ Lota says (that) getting into the high school of her choice is an absolute dream for her. ______________________________________________________________________________________________________
Exercise 4, p. 119 • Instruct students to read what Lota says and rewrite her sentences as reported speech.
3 ‘We’re looking forward to moving to Croatia.’
2 ‘Our grandparents moved to Australia in search of a better life.’ Lota says (that) _______________________________________________________________________________________
• In pairs, students swap their workbooks and correct the mistakes, if there are any. Check answers as a class.
She says (that) _______________________________________________________________________________________ 4 ‘My brother Luka always cooks something delicious for us.’ She says (that) _______________________________________________________________________________________ 5 ‘I don’t know what I want to do in life.’ She says (that) _______________________________________________________________________________________ 6 ‘I’m not stressing over it, because I still have enough time to decide.’ She says (that) _______________________________________________________________________________________
5
Change these sentences from direct to reported speech. 1 Grandpa: ‘You will succeed if you try hard.’ My grandpa always says (that) _________________________________________________________________________ 2 Grandma: ‘I’ve been a housewife all my life, and I’m proud of it.’ My grandma says (that) _______________________________________________________________________________ 3 Mum: ‘I didn’t let gender stop me from becoming a software-developer.’
ANSWER KEY 2 Lota says (that) their grandparents moved to Australia in search of a better life. 3 Lota says (that) they are looking forward to moving to Croatia. 4 Lota says (that) her brother Luka always cooks something delicious for them. 5 Lota says (that) she doesn’t know what she wants to do in life. 6 Lota says (that) she’s not stressing over it, because she still has enough time to decide.
Exercise 5, p. 119 • Tell students to read the sentences in direct speech and change them to reported speech. • This task can be used for formative assessment to check how well students understand reported speech. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class.
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My mum says (that) ___________________________________________________________________________________ 4 Dad: ‘I started working at a very early age, and I haven’t stopped since.’ My dad says (that) ____________________________________________________________________________________ 5 Sister: ‘You must join us in organising Career Day.’ My sister says (that) ___________________________________________________________________________________ 6 Friends: ‘We’re going to go to a job fair before choosing a career.’ My friends say that ___________________________________________________________________________________ 7 Ms Cromwell: ‘We didn’t use textbooks when I went to school.’ Ms Cromwell says (that) _______________________________________________________________________________
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Exercise 7 a), p. 120 • Students read the sentences and translate them into Croatian. • Check answers as a class. ANSWER KEY 1 Luka kaže da ne želi odustati od svoje ljubavi prema hrani i kuhanju. 2 Lota kaže da dobro surađuje s drugim učenicima. 3 Savjetnik za profesionalno usmjeravanje kaže da učenici trebaju pomoć pri izboru karijere. 4 Naša učiteljica kaže da bismo trebali poraditi na našim komunikacijskim vještinama.
NEW BEGINNINGS
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on ss Le said and then adding an original sentence in direct speech. WRITING AND SPEAKING
• Remind them to pay attention to the necessary changes in reported speech. • Help students with the vocabulary, if needed. • Check answers as a class.
Exercise 7, p. 93 • Although it will be assigned for homework, go through the task with students. • Instruct students to choose one of the tasks and prepare it for homework.
ANSWER KEY 1 My dad says (that) today’s employers are looking for creative candidates. 2 My mum says (that) I should choose the job I like. 3 I always say (that) I still have enough time to decide. 4 My friends say (that) Career Day will help them choose their high school.
6
2
Exercise 7 b), p. 120 • Instruct students to read the sentences in Croatian and translate them into English.
• Students are going to present their future career choices, report on interviews with their parents or share the visual presentations of their skills (depending on the task they choose to do) in the next lesson. HOMEWORK
Read this conversation between Luka and Lota. Luka is retelling their conversation to Mum. First, underline the words you need to change. Then, write what Luka says.
B p. 120, Exercise 6 W Student’s Book, p. 93, Exercise 7
Lota: ‘I don’t think I’m creative. I don’t ask a lot of questions, and I don’t like solving problems.’ Luka: ‘I think I am. You can see my creativity in the dishes I make.’ Lota: ‘I agree. On the other hand, you aren’t much of a team player, and I really enjoy working on projects with other people. I’ve got good communication skills.’ Luka: ‘You’re right about that.’ Lota: ‘You prefer to accomplish tasks independently, and you’re good at it.’
Lota says (that) she doesn’t think _______________________________. She says that she ____________________ _______________________________ questions and _______________________________ solving problems. I think that I’m creative and that you ________________________________________________________________________. Lota ___________________________. However, she says that I ______________________________________________ player, and that she __________________________________________________________________________________. _______________________________________________________________________________ communication skills. I think that ______________________________________________________________________________________ that. She says that ________________________________________________________________________________________ and that ____________________________________________________________________________________________.
7
a) Translate these sentences into Croatian. 1 Luka says that he doesnʼt want to give up on his love of food and cooking. ____________________________________________________________________________________________________ 2 Lota says that she collaborates well with other students. ____________________________________________________________________________________________________ 3 The careers adviser says that students need help when choosing a career. ____________________________________________________________________________________________________ 4 Our teacher says that we should work on our communication skills. ____________________________________________________________________________________________________ b) Translate these sentences into English. 1 Moj tata kaže da današnji poslodavci traže kreativne kandidate. ____________________________________________________________________________________________________ 2 Moja mama kaže da bih trebala izabrati posao koji volim. ____________________________________________________________________________________________________ 3 Uvijek kažem da još imam dosta vremena za odlučiti. ____________________________________________________________________________________________________ 4 Moji prijatelji kažu da će im Dan karijera pomoći pri odabiru srednje škole. ____________________________________________________________________________________________________
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ENDING THE LESSON • Play a version of Chain story (see Games and Activities on pp. 394-398) with students to further practise reported speech. A student starts a story by saying a sentence in direct speech. The student next to them reports that sentence and adds a new one in direct speech. Each student continues the story, first by reporting what the students before them have
2B CHOICES AND OPPORTUNITIES
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UNIT 5
Lesson 3
3A A NEW START
• Check answers as a class.
Lesson 1
1 c), 2 a), 3 a), 4 b), 5 c), 6 b), 7 b), 8 a)
NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
A new start (1. sat)
PREDVIĐENI BROJ SATI
1
SPEAKING
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
Exercise 1, p. 94 • Draw students’ attention to the illustration.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
VOKABULAR
Vezan uz Australiju: kookaburra, wallaby, didgeridoo, boomerang, Ayers Rock (Uluru), dingo, Aborigine, the Sydney Opera House, the Great Barrier Reef
KOMUNIKACIJSKO-
Govorenje o kulturi Australije
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem Geografija Geografski položaj Australije, gradovi, znamenitosti i specifičnosti Australije
UDŽBENIK
Str. 94.
RADNA BILJEŽNICA
Str. 121. -122.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Students present their future career choices, report on interviews with their parents or share the visual presentations of their skills, depending on the task they have chosen to do. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • Make enough copies of the photocopiable Australia trivia quiz (Resource Bank, Resource 83, pp. 406-412) and distribute it to students. • Students do the quiz.
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ANSWER KEY
MAIN PART
• You may want to ask students to look at the illustration for 30 seconds. Instruct them to close their books. Challenge students to try to name as many details in the illustration as they can remember. • Have students name the objects, animals and places in the illustration and brainstorm their ideas about them. ANSWER KEY Students’ answers. Suggested answers: kookaburra, wallaby, didgeridoo, crocodile, boomerang, Ayers Rock (Uluru), dingo, Aborigine, surfing, clownfish, shark, rugby, koala, the Sydney Opera House, star fish, corals, blue tang, the Indian Ocean, Perth, Melbourne, Tasmania, Canberra, Sydney, Brisbane, Fraser Island, the Great Barrier Reef
LISTENING Exercise 2 a), p. 94 • Let students read the instructions for the exercise. Make sure they understand what is expected of them. 5.6.
• Play Track 5.6.
• Students circle the things Lota and Luka mention in the illustration in Exercise 1. • Check answers as a class. Track 5.6 Luka: Come in! Lota: Hey, Lu. What are you up to? Luka: Nothing much, just going through some photos on my phone. It’s weird, I never thought I’d miss Australia this much – and we haven’t even left yet! Lota: But I thought you were excited about moving to Croatia. Luka: Don’t get me wrong; I’m looking forward to it. It’s just that it’s such a big change... Lota: What are you going to miss most?
NEW BEGINNINGS
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3
4
3
2
1
on ss Le
94
3
SPEAKING Look at the illustration. Do you recognise any of the objects, animals, or places? What do you know about them?
3A A NEW START I can talk about Australian culture.
Luka
Mum
Dad
All of them
Nobody
a) 5.6 LISTENING Listen to Lota and Luka talking about the things they and their parents are going to miss when they leave Australia. Circle the things they mention in the illustration in Exercise 1.
Lota
b) 5.6 Listen again. Tick the correct person/people.
Who is going to miss... 1 surfing? 2 visiting Fraser Island? 3 dangerous Australian animals? 4 doing sport with friends? 5 a soap opera? 6 a busy lifestyle?
Bondi beach
wearing flip-flops all year round
playing the didgeridoo
Christmas on the beach
a) WRITING Here are a few more things Lota and Luka are going to miss. Work in pairs, and write a short dialogue between the two of them. Use the expressions below.
b) Now act the dialogue out. Use your writing as support, but try not reading too much.
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SPEAKING Imagine you are leaving Croatia for another country. Make a list of things you would miss, then talk about it with your classmates. What are the things that you have in common?
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5
6 7
8
and complete it with Luka or Lota.
6 ___________, please talk to your coach about Croatian rugby teams. 7 ___________, don’t forget to fold your clothes before putting them in the suitcase. 8 ___________, buy some postcards for your new classmates.
5.7 LISTENING The family is getting ready for their trip. They have got a lot to do. Listen to Mum’s message,
1 ___________, don’t forget to return your books to the library. 2 ___________, go to the doctor for a check-up. 3 ___________, put your old things in the garage. 4 ___________, call Borna and ask her about school application deadlines. 5 ___________, buy some souvenirs for the family in Croatia.
Reported commands and requests
Look at the examples, and complete the rule below using the words infinitive, verb and person.
For reported commands and requests, use ________________ + ________________ + ________________. You can use reporting verbs such as tell or order for commands, and ask for requests.
Mum told Luka to put his old things in the garage.
Reported speech “Put your old things in the garage.”
Mum told Lota not to forget to return her books to the library.
Direct speech “Don’t forget to return your books to the library!”
Mum asked Luka to talk to his coach about Croatian rugby teams.
Grammar summary → pp. 134-135
“Please talk to your coach about Croatian rugby teams.”
Let’s practise more! → WB, pp. 122-123
Report the commands and requests in Exercise 5, and write them down in your notebook.
Do your homework before you go out with your friends. Tell us what’s new at school. Watch your tone. Don’t drink milk from the carton. Please be careful what you post online.
a) Tick the orders and requests you might hear from your parents. Then compare in pairs. How much do you have in common? Don’t spend so much time on your phone. Be home on time. Go to the shop, please. Clean up the mess in your room. Do the dishes after lunch, please.
b) Report the commands and requests in Exercise 7 a), and say how often you hear them from your parents. Use adverbs of frequency: always, often, sometimes, rarely and never. Start like this: My parents (often) tell me...
Step 2
It’s time to get creative! Think of an interesting way to present your work to your teacher and classmates. They are sure to appreciate your effort!
Step 3
SPEAKING Work in pairs or groups. Follow the steps below, and do research. Step 1
Research the topic, and find two articles about it. Do they answer all your questions? If not, try finding one more article. Make a Venn diagram, and compare the similarities and differences you’ve found in the chosen articles.
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Choose an object, place or animal from Exercise 1 and write as many questions about it as you can think of. These questions will help you focus your research on what you wish to find out.
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UNIT 5
Luka: Other than my friends, you mean? Kookaburras, ha-ha! Seriously, though. This morning I was woken up by the sound of a kookaburra laughing, and I immediately thought about how weird it’s going to be not hearing it any more. And to think it used to annoy me! Lota: Wow, I wasn’t really expecting that for an answer. I suppose it’s those little things that we often take for granted. For me, it’s my friends and surfing. I like the Adriatic, but I think it’s definitely not for us surfers. But I’m looking forward to enjoying the beach every now and then. I’ve seen pictures of the Croatian coast; I’m in love with those pretty stone towns and clear sea! I hope we can explore the islands, too. Luka: And we’ll definitely stay fit; there’s a range of hills north of Zagreb, so we won’t miss out on our hiking trips. Lota: Yeah, but hiking is more your thing than mine. I’ve always found our ocean walkways more enjoyable than the hills... But I think we can agree we’ll miss our grandparents in Brisbane. We all loved our family trips to Fraser Island with them. Its sandy beaches, dunes and rainforests are as close to paradise as it gets! Luka: And you’ll never see as many dingoes and wallabies in one place as there. I never liked having to look out for snakes, though. Lota: That’s a plus for Croatia; we won’t have to worry that much about being bitten or stung by venomous animals while exploring nature. Oh, will you be able to play rugby there? Luka: I think there’s a local rugby club in Zagreb; I’ll have to look it up. But I’ll definitely miss playing the game with my mates. Lota: And what about Mum and Dad? Luka: Oh, I’m sure Mum will hate not being able to watch Home and Away on TV in the evenings. She’s been watching the show her whole life! Lota: I suppose she’ll have to find it somewhere online, then. Luckily, you can find anything you want online these days. And Dad will certainly miss his job and his busy way of life. Luka: He probably will at first, but I’m sure he’ll find something to keep him busy and active in Zagreb, too. Speaking of busy schedules, I still haven’t done what Mum told me to. Where’s the...
ANSWER KEY kookaburras, surfing, Fraser Island, Brisbane, dingoes, wallabies, rugby
ANSWER KEY Who is going to miss... 1 surfing?
Lota
Luka
Mum
Dad
All of them
Nobody
+ +
2 visiting Fraser Island?
+
3 dangerous Australian animals? 4 doing sport with friends? 5 a soap opera?
+ + +
6 a busy lifestyle?
WRITING Exercise 3 a), p. 94 • Explain to students that Lota and Luka are going to miss a few more things when they leave Australia. • In pairs, students write a dialogue between Lota and Luka using the expressions in the exercise. • Monitor students and help if needed. • When all the pairs have finished, move on to the next exercise. ANSWER KEY Students’ answers.
SPEAKING Exercise 3 b), p. 94 • Instruct students to act out a dialogue with their partners. • Remind students they can use writing as support but tell them not to read too much. • Have pairs act out their dialogues to the class.
Exercise 2 b), p. 94 • Have students listen to the track again and tick the correct person/people.
• Give your own feedback to each pair. Focus on the elements of their fluency, confidence and creativity.
• Play Track 5.6 again.
WORKBOOK PRACTICE
• Check answers as a class. • At this point, you can GO DIGITAL and practise listening further.
VOCABULARY Exercise 1 a), p. 121 • Students read the clues and do the crossword. • Check answers as a class.
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ANSWER KEY 2
ACROSS: 3 didgeridoo, 5 koala, 6 Canberra, 7 Uluru, 8 rugby. DOWN: 1 Sydney Opera House, 2 boomerang, 4 kookaburra.
1 Did you know that the sound of a laughing __________________________ was used to create the background jungle sounds in the old Tarzan movies? Those sounds are still used in lots of games and films. 2 The __________________________ was developed by Aboriginal peoples of northern Australia at least 1,500 years ago, and is now played round the world. Have you ever heard what it sounds like? 3 __________________________ eat half a kilo of eucalyptus leaves a day. But did you know that eucalyptus is poisonous? It gives these animals very little energy, which is why they sleep a lot – sometimes for 18 to 22 hours a day!
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4 Did you know that the monolith of __________________________ is taller than the Eiffel Tower? And that’s only the part that’s visible to us: there is even more of it underground. 5 The __________________________ is considered to be a masterpiece of modern architecture. Its design was chosen from the 233 designs that were submitted to an international competition held in 1956.
VOCABULARY
1
6 Did you know that the city of __________________________ was entirely planned? There was an international design contest for the city, and it was won by two American architects. Construction started in 1913.
a) Read the clues, and do this crossword.
1
ACROSS 3 an Aboriginal wind instrument in the form of a long wooden tube 5 an Australian marsupial that climbs trees and eats eucalyptus leaves
Complete these sentences with words from Exercise 1 a). Make changes where necessary. There are two words you do not need.
2 My...
3
3 4
GRAMMAR! Reported commands and requests a) Are the sentences below orders or requests? Write O for orders and R for requests. 1 Stop at the red light.
6 the capital city of Australia
2 Take the dog for a walk, please.
7 a massive sandstone monolith sacred to indigenous Australians, also called Ayers Rock
3 Wash your hands. 4 Could you please pass me the salt?
8 a type of sport popular in the UK and Australia where the players carry, pass or kick the ball to the end 6 of the pitch to earn as many points as possible
5 Please help me carry the bags. 6 Listen carefully to your coach.
5
b) Complete the reported orders and requests of Exercise 3 a). Make any necessary changes. stop at the red light. 1 Julia told her little daughter to _______________________________________________________________________ 2 Grandpa asked Tom _________________________________________________________________________________
7
3 The nursery teacher told the children _________________________________________________________________ DOWN
4 I asked Dad _________________________________________________________________________________________
1 the biggest art centre in Australia, and one of the 20th century’s most famous buildings; its roof is designed in the form of a number of big white sails
5 Mum asked Lota _____________________________________________________________________________________ 6 John told his sons ___________________________________________________________________________________
8
2 a curved, flat piece of wood that can be thrown, and that is designed to return to its thrower
c) In Exercise 3 b), which verb did you use to report commands, and which to report requests? Underline them using different colours, and copy them onto the lines.
4 a bird native to Australia and New Guinea, whose call sounds like laughter
1 Commands: ___________________________________________________ 2 Requests: _____________________________________________________
b) Sort the words of Exercise 1 a) into the mind map below.
Buildings
Objects Sports
Cities
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AUSTRALIA
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Wildlife
ENDING THE LESSON
Landscapes
c) What else do you know about Australia? Add at least one more example to each category.
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Exercise 2, p. 122 • Let students read the sentences and complete them with the words from Exercise 1 a). • Remind them to make all the necessary changes and that there are two words that they do not need. • Check answers as a class. ANSWER KEY 1 kookaburra, 2 didgeridoo, 3 Koalas, 4 Uluru, 5 Sydney Opera House, 6 Canberra
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SPEAKING Exercise 4, p. 94 • Have students imagine they are leaving Croatia for another country. • Distribute the photocopiable Croatia – things I would miss lists (Resource Bank, Resource 84, pp. 406-412) to students • Students complete the lists with the things they would miss. • In groups, students talk about their lists and find out what they have in common. • Discuss students’ lists as a class. HOMEWORK WB p. 121, Exercises 1 b) and c)
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UNIT 5
Lesson 2 NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
A new start (2. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, pisanje
GRAMATIKA
Neupravne naredbe i zahtjevi
KOMUNIKACIJSKO-
Govorenje o kulturi Australije
JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.3.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., B.3.1., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2., D.3.3.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje s razumijevanjem, neupravne naredbe i zahtjevi Geografija Geografski položaj Australije, gradovi, znamenitosti i specifičnosti Australije
UDŽBENIK
Str. 95.
RADNA BILJEŽNICA
Str. 122. -123.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Play a version of the Give me five game (see Games and Activities on pp. 394-398) with students to revise vocabulary from the previous lesson. Instead of asking students to come up with five words belonging to a certain category, ask them to come up with as many words as they can think of for each of the assigned categories. Suggested topic and categories: Australia – animals / cities / sports and activities / objects / buildings / sights. ANSWER KEY Students’ answers.
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MAIN PART LISTENING Exercise 5, p. 95 • Students read the instructions to the exercise. Make sure they understand what they need to do. 5.7.
• Play Track 5.7.
• Students listen to Mum’s message and complete the sentences with Luka or Lota. • Check answers as a class. • Elicit the types of sentences from the exercise and explain to students what commands and requests are. Track 5.7 Where are you guys? I’ve been calling you all morning! You’ve got a busy day ahead of you. Here are your tasks. Lota, don’t forget your appointment today at eleven. Go to the doctor for your check-up. Don’t forget to return your books to the library, either. Then please find some souvenirs for the family in Croatia. While you’re there, could you also buy some postcards for your new classmates, and Luka’s? When you see Luka, please tell him to put all the stuff he doesn’t need in the garage. He has to call Borna, too, and check the school application deadlines. Remind him to get some info on rugby clubs in Zagreb. And tell him to fold his clothes neatly before he puts them in the suitcase! I think that’s it. Text me when you get the message. I must go back to work now. Love you!
ANSWER KEY 1 Lota, 2 Lota, 3 Luka, 4 Luka, 5 Lota, 6 Luka, 7 Luka, 8 Lota
TRICKS OF THE TRADE Commands are a type of sentence in which someone is being told to do something. Requests are a type of sentence in which someone is being asked to do something.
My... GRAMMAR!
Relative clauses
• Write example sentences on the board: Mum told Luka to put his old things in the garage.
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• Underline the names in one colour and circle the infinitive and underline the verbs in a different colour. • Discuss the words you have marked. (Luka, Lota – person, to/not to – infinitive, put, forget – verbs). • Refer students to the My... GRAMMAR! section. • In pairs, students look at the examples and complete the rule using the words infinitive, verb and person. • Check answers as a class. • Discuss the reporting verbs that we can use for commands and for requests with students. • Draw students’ attention to reporting negative commands and requests when they should use not to + infinitive. ANSWER KEY person, infinitive, verb
• Tell your students that they have a detailed explanation of reported commands and requests in the Grammar Summary on pages 134–135. • At this point, you can GO DIGITAL and practise reported commands and requests further.
things in the garage. 4 Mum told Luka to call Borna and ask her about school application deadlines. 5 Mum told Lota to buy some souvenirs for the family in Croatia. 6 Mum asked Luka to talk to his coach about Croatian rugby teams. 7 Mum told Luka not to forget to fold his clothes before putting them in the suitcase. 8 Mum told Lota to buy some postcards for her new classmates.
Exercise 7 a), p. 95 • Students read the orders and requests and tick the ones they might hear from their parents. • Let students compare their lists in pairs to find out how much they have in common. • Discuss students’ answers as a class. ANSWER KEY Students’ answers.
Exercise 7 b), p. 95 • Tell students to report the commands and requests in Exercise 7 a) to their partners. • Instruct them to say how often they hear them from their parents by using adverbs of frequency: always, often, sometimes, rarely and never. Remind students to start with the suggested phrase My parents (often) tell me... • Monitor students and help if needed. • Invite volunteers to report the commands and requests to the class. ANSWER KEY Students’ answers.
WRITING Exercise 6, p. 95 • Instruct students to report the commands and requests in Exercise 5 and write them in their notebooks. • Monitor students and help if necessary. • Have students come to the board and write the sentences. • Check and discuss answers as a class. ANSWER KEY 1 Mum told Lota not to forget to return her books to the library. 2 Mum told Lota to go to the doctor for a check-up. 3 Mum told Luka to put his old
WORKBOOK PRACTICE Exercise 3 a), p. 122 • Students read the sentences and decide if they are orders or requests and write O for orders and R for requests in the boxes. • Check the answers as a class. ANSWER KEY 1 O, 2 R, 3 O, 4 R, 5 R, 6 O
Exercise 3 b), p. 122 • Let students complete the reported orders and requests in Exercise 3 a).
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Mum told Lota not to forget to return the books to the library.
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UNIT 5
• Check the answers as a class.
• In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.
ANSWER KEY 2 Grandpa asked Tom to take the dog for a walk. 3 The nursery teacher told the children to wash their hands. 4 I asked Dad to pass me the salt. 5 Mum asked Lota to help her carry the bags. 6 John told his sons to listen to their coach carefully.
Exercise 3 c), p. 122 • Refer students to the reported sentences in Exercise 3 b) and have them underline the verb which we use to report commands in one colour and the verb which we use to report requests in another colour. • Instruct them to copy the underlined verbs onto the appropriate lines. • Check answers as a class.
1 told, 2 asked
Complete these sentences with words from Exercise 1 a). Make changes where necessary. There are two words you do not need. 1 Did you know that the sound of a laughing __________________________ was used to create the background jungle sounds in the old Tarzan movies? Those sounds are still used in lots of games and films.
3 __________________________ eat half a kilo of eucalyptus leaves a day. But did you know that eucalyptus is poisonous? It gives these animals very little energy, which is why they sleep a lot – sometimes for 18 to 22 hours a day! 4 Did you know that the monolith of __________________________ is taller than the Eiffel Tower? And that’s only the part that’s visible to us: there is even more of it underground. 5 The __________________________ is considered to be a masterpiece of modern architecture. Its design was chosen from the 233 designs that were submitted to an international competition held in 1956. 6 Did you know that the city of __________________________ was entirely planned? There was an international design contest for the city, and it was won by two American architects. Construction started in 1913.
3
Exercise 6, p. 123 • Let students read the sentences first. • Have them underline and correct the mistakes in the sentences.
• Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class.
2 The __________________________ was developed by Aboriginal peoples of northern Australia at least 1,500 years ago, and is now played round the world. Have you ever heard what it sounds like?
My...
1 Lota asked me to help her with her English homework. 2 Luka told his sister not to tell Mum they’ve broken the vase. 3 The maths teacher told us to hand in our tests. 4 The English teacher told us to read the first chapter of the book by Tuesday. 5 She told her to stop by the bakery to get some bread on her way back. 6 The headmaster ordered us to sit down and be quiet.
• This task can be used for formative assessment to check how well students report commands and requests.
ANSWER KEY
2
ANSWER KEY
GRAMMAR! Reported commands and requests a) Are the sentences below orders or requests? Write O for orders and R for requests. 1 Stop at the red light. 2 Take the dog for a walk, please. 3 Wash your hands. 4 Could you please pass me the salt?
ANSWER KEY 1 He told me not to forget the book about the Sydney Opera House. 2 The teacher advised the boys to study more. 3 She asked her to put the T-shirts in the drawer. 4 Mum told me to do my homework before dinner. 5 Our cousins told us not to forget to take our walking shoes. 6 Lota asked Luka to do the dishes.
5 Please help me carry the bags. 6 Listen carefully to your coach. b) Complete the reported orders and requests of Exercise 3 a). Make any necessary changes. stop at the red light. 1 Julia told her little daughter to _______________________________________________________________________ 2 Grandpa asked Tom _________________________________________________________________________________ 3 The nursery teacher told the children _________________________________________________________________ 4 I asked Dad _________________________________________________________________________________________ 5 Mum asked Lota _____________________________________________________________________________________ 6 John told his sons ___________________________________________________________________________________ c) In Exercise 3 b), which verb did you use to report commands, and which to report requests? Underline them using different colours, and copy them onto the lines. 1 Commands: ___________________________________________________ 2 Requests: _____________________________________________________
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Exercise 5, p. 123 • Students complete the sentences by reporting the commands and requests.
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Put these parts of the reported sentences into the correct order. 1 they / to visit / his grandma / him / asked / this weekend _______________________________________________________________________________________________________ 2 to turn off / Grandpa / her / told / not / the lights _______________________________________________________________________________________________________ 3 at people / ordered / he / to stop / shouting / him
• Students are going to research the topic they have chosen and find two articles about it for homework.
_______________________________________________________________________________________________________ 4 the teacher / to be / told / her students / there on time _______________________________________________________________________________________________________ 5 our mum / tidy up / asked / to / us / our room _______________________________________________________________________________________________________ 6 the policeman / to move / them / the lorry / ordered / the driveway / off _______________________________________________________________________________________________________
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• Students are going to make a Venn diagram and compare the similarities and differences they’ve found in the chosen articles.
Complete these sentences by reporting the commands and requests. 1 “Can you help me with my English homework, please?” Lota asked me ______________________________________________________________________________________ 2 “Don’t tell Mum weʼve broken the vase!” Luka told his sister __________________________________________________________________________________
• Encourage students to think of an interesting way of presenting their work. It could be a PowerPoint presentation, a short video, a poster, an infographic or any other format.
3 “Please hand in your tests.” The maths teacher told us ___________________________________________________________________________ 4 “Read the first chapter of the book by Tuesday.” The English teacher told us __________________________________________________________________________ 5 “Stop by the bakery to get some bread on your way back.” She told her _________________________________________________________________________________________ 6 “Sit down and be quiet!” The headmaster ordered us __________________________________________________________________________
6
• Distribute an analytic rubric for peer assessment (Resource Bank, Resource 86, pp. 406-412). Discuss it with students and explain that they will need it for two purposes: firstly, for planning their presentation and secondly, for assessing their peers’ presentations later.
Underline and correct the mistakes in the following sentences. 1 He told me to not forget the book about the Sydney Opera House. ______________________________________________________________________________________________________ 2 The teacher advised that the boys to study more. ______________________________________________________________________________________________________ 3 She asked she to put the T-shirts in the drawer. ______________________________________________________________________________________________________ 4 Mum told me that do my homework before dinner. ______________________________________________________________________________________________________ 5 Our cousins told us to not forget to take our walking shoes. ______________________________________________________________________________________________________ 6 Lota asked Luka do the dishes. ______________________________________________________________________________________________________
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ENDING THE LESSON • You may want to distribute the photocopiable Reported commands and requests exit card worksheets to students (Resource Bank, Resource 85, pp. 406-412) to check how well students understand reported commands and requests or, alternatively, do so at the beginning of the following lesson. • Prepare three envelopes. Write GOT IT! on the first, I NEED MORE PRACTICE on the second and I NEED HELP on the third. Students put their exit card worksheets in the right envelope, depending on how well they understand reported commands and requests.
• If you decide to use this task for summative assessment, there is also a detailed analytic rubric (Resource Bank, Resource 87, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them before the assignment. HOMEWORK B p. 123, Exercise 4 W Student’s Book, p. 95, Exercise 8 (Step 2 and 3)
• If time allows it, check them quickly and give feedback to each student. SPEAKING Exercise 8, p. 95 • Although a part of this task will be assigned for homework, go through the steps with students. 3A A NEW START
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UNIT 5
3B A SUMMER LIST NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
A summer list (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
hectic, city buzz, grab a bite, ferry, calmness, nature park
GRAMATIKA
Određeni član the s nazivima mjesta
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Pisanje o mjestima u Hrvatskoj
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Čitanje s razumijevanjem Geografija Mjesta i znamenitosti u Hrvatskoj, reljefni oblici
UDŽBENIK
Str. 96.
RADNA BILJEŽNICA
Str. 124. -125.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
STARTING THE LESSON • Check homework as a class. • Students present the similarities and differences they’ve found in the articles about the Australian object, place or animal they’ve chosen. • While students are presenting their work, make sure the others are paying attention and evaluating the students’ presentations using the peer assessment rubric (Resource Bank, Resource 86, pp. 406-412). After each student, ask the others to provide feedback and to say what the strong and weak points of the presentation were. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and creativity.
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• Play the Taboo game (see Games and Activities on pp. 394-398) with students. Suggested vocabulary: Zagreb, hills, štrukli, Dubrovnik, island, beach, waterfall, breathtaking Osijek, mosquito. MAIN PART Exercise 1, p. 96 • Have students think of the reasons why people should move to Croatia and write their top-five reasons. • In pairs, students compare their lists and find out how much they have in common. • Let volunteers share their top-five reasons lists. ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 96 • Explain to students that Borna has prepared a list of places where she’d like to take Luka and Lota this summer. • Students read the text and complete it with the missing words. • Check answers as a class. ANSWER KEY 1 Zagreb, 2 Medvednica, 3 Dubrovnik, 4 Lokrum, 5 the Plitvice Lakes, 6 Osijek, 7 the Drava, 8 Kopački Rit
Exercise 2 b), p. 96 • Students read the text again and underline all the reasons why people should visit the places in the text. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: hectic, city buzz, grab a bite, ferry, calmness, nature park. ANSWER KEY Text 1: ... we have a perfect getaway from the city buzz. You have the most spectacular view of the city from the top! It’s a great place to go hiking and spend a day in nature. There are also some nice
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3B A SUMMER LIST I can write about places in Croatia. 1
2
Make a list of your top five reasons people should move to Croatia. Then get into pairs, and compare your lists. How much do you have in common? a) READING Borna has prepared a list of places where she’d like to take Luka and Lota this summer. Read her text, and complete it with the missing words. Osijek
Zagreb
Lokrum
Plitvice Lakes
Medvednica
Dubrovnik
the Drava
Kopački Rit
Your new home will be (1) __________________, the capital of Croatia. Although it’s not nearly as busy as Sydney, life here can be rather hectic. Luckily, we have a perfect getaway from the city buzz. It’s (2) __________________, a range of hills just above Zagreb. You have the most spectacular view of the city from the top! It’s a great place to go hiking and spend a day in nature. There are also some nice restaurants in which you can grab a bite and relax after the climb. When we go there, you must try our famous štrukli!
After doing a tour of Zagreb, we can go to South Dalmatia to visit one of my favourite places: (3) __________________. It’s probably the most recognisable Croatian city in the world. Walking round the city walls is a must! After that, we can go to (4) __________________, an island just a short boat ride away from Dubrovnik’s Old Town. I know you’re both Game of Thrones fans, so you’ll love the tour. Then we can relax at one of the beautiful beaches – there are lots of them. You can’t surf there, but I think you’ll still enjoy it! On our way back from the coast, we can visit (5) __________________ National Park, Croatia’s oldest and biggest national park. There you’ll see a large number of turquoise-coloured lakes and high waterfalls: they’re breathtaking! We can also take a ferry and enjoy the calmness of the water. Almost 80% of the Park’s area is covered in trees, so get your lungs ready for lots of fresh air! The best season to visit is definitely autumn, so we can revisit it then and enjoy its beautiful warm colours.
At the end of summer, we’re going to visit our uncle Dario in (6) __________________. It’s my second-favourite city, after Zagreb. We can ride our bicycles along (7) __________________ and explore the town – especially Tvrđa, its oldest part. We can also visit (8) __________________, a nature park just outside Osijek. It’s a beautiful place, although it’s full of mosquitoes in the summer. But you’re quite used to them, aren’t you? b) Read the text again. Underline all the reasons why people should visit the places in the text. c) Which of the places in the text have you visited? What did you like about those places? Which of the others would you like to visit? Explain why.
3
WRITING Choose a place in Croatia that you think is worth visiting. Write a short paragraph about it. Make sure you include some of the information below. > location
> geographical features (rivers, mountains, lakes)
> attractions
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UNIT 5
restaurants in which you can grab a bite and relax after a climb. Text 2: It’s the most recognisable Croatian city in the world. Walking round the city walls is a must. I know you’re both Game of Thrones fans, so you’ll love the tour. Then we can relax at one of the beautiful beaches... Text 3: ... you’ll see a large number of turquoise-coloured lakes and high waterfalls: they’re breathtaking! We can also take a ferry and enjoy the calmness of the water... get your lungs ready for lots of fresh air! ... enjoy its beautiful warm colours. Text 4: We can ride bicycles along the Drava and explore the town – especially Tvrđa. It’s a beautiful place...
Exercise 2 c), p. 96 • Instruct students to think about the questions in the exercise first. • In groups, students discuss which of the places in the text they have visited, what they liked about the places and which of the other places they would like to visit. Ask them to explain why. • Give students enough time to discuss the questions. • Let volunteers share their answers with the class. ANSWER KEY Students’ answers.
• Check answers as a class. ANSWER KEY 1 river, 2 mountain range, 3 mountain, 4 desert, 5 island, 6 mountain range, 7 sea, 8 lake, 9 river, 10 ocean
• Refer students to the STOP AND THINK! section. • Distribute the photocopiable Definite article “the” with geographical names templates (Resource Bank, Resource 88, pp. 406-412) to students. • In pairs, students look at the geographical names in Exercise 1 b) and think about which geographical names are used with the definite article the. • Let students complete the mind maps. • Tell students that they have a detailed explanation of the definite article the with geographical names in the Grammar Summary on page 135, which they can use for help. • Have students present their mind maps. • Discuss students’ answers as a class. • At this point, you can GO DIGITAL and practise the definite article the with geographical names further. ANSWER KEY
WORKBOOK PRACTICE Exercise 1 a), p. 124 • Students look at the photos and match them to the words. • In a higher-ability class, have students name what they can see in the photos before matching them to the words. • Check answers as a class. ANSWER KEY 5, 7, 2, 1, 4, 8
Students’ answers.
Exercise 2, p. 124 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Check answers as a class. ANSWER KEY 1 –, 2 the, 3 the, 4 –, 5 –, 6 –, 7 –, 8 the, 9 –, 10 the, 11 –, 12 the, 13 the, 14 –
Exercise 1 b), p. 124 • Students go through the place names and think about what kinds of geographical categories the places belong to. • They use the words and expressions from Exercise 1 a) and write them on the lines.
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3B A SUMMER LIST
3
VOCABULARY
1
a) Match these words to the photos. There are two words you do not need. 1 river 2 lake
3 peninsula
4 mountain or mountain range
5 desert
6 valley
7 sea or ocean 8 island
a) Give English equivalents of these Croatian place names. Be careful with the definite articles and capital letters! 1 Republika Hrvatska
________________________
6 Kornati
2 Dalmacija
________________________
7 Slavonija
________________________
3 Dunav
________________________
8 Istra
________________________
4 Plitvička jezera
________________________
9 Jadransko more
________________________
5 Sava
________________________
10 Prokljansko jezero ________________________
________________________
b) Label the map of Croatia with the English names from Exercise 3 a). Then add: three islands
one peninsula
three rivers
two mountains
two lakes
two cities or towns
b) What kind of geographical terms do the places below belong to? Use words and expressions from Exercise 1 a).
2
1 the Nile
__________________
6 the Alps
__________________
2 the Himalayas
__________________
7 the Baltic
__________________
3 Ben Nevis
__________________
8 Loch Ness
__________________
4 the Gobi
__________________
9 the Ganges
__________________
5 Tasmania
__________________
10 the Atlantic
__________________
STOP AND THINK! What geographical names of places are used with the definite article ‘the’ ? Present it visually in the form of a mind map.
Curious me!
Lota and Luka are preparing a presentation on Australia for their Croatian cousins. Complete the text below with the definite article the or –.
Did you know that Croatia has a desert? Find out its name and location, and label it on the map!
(1) ______ Australia, the smallest continent and one of the largest countries in the world, lies between (2) ______ Indian Ocean and (3) ______ Pacific, in the southern hemisphere. The capital of Australia is (4) ______ Canberra, but it’s not the country’s biggest city. Its two biggest cities, as well as economic and cultural centres, are (5) ______ Sydney and (6) ______ Melbourne! Australia’s biggest island, (7) ______ Tasmania, is located 240 kilometres to the south of the country. If you go farther south, sailing across (8) ______ Tasman Sea, you will reach (9) ______ New Zealand. Australia’s longest river is (10) ______ Murray River: it’s 2,508 kilometres long. And (11) ______ Lake Eyre, also known as Kati Thanda, is the country’s largest lake. It is a salt lake, and it can be dry for much of the year. In Australia you can also find (12) ______ Australian Alps, the country’s highest mountain range, in the south-east. There are also ten deserts inland: you’ve surely heard of the largest one, (13) ______ Great Victoria Desert! But, although Australia is the driest continent in the world, this doesn’t mean snowy mountains and hot deserts are all there is. This small continent also boasts green eucalyptus forests and the colourful Great Coral Reef, which many Australian animals call their homes. Just like (14) ______ Croatia, our country has a lot to offer!
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125
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Exercise 3 a), p. 125 • In pairs, students write the English equivalents of the Croatian place names.
ENDING THE LESSON
• Remind them to be careful when using the definite article the and capital letters.
Exercise 3, p. 96 • Let students choose a place in Croatia that they think is worth visiting.
• Check answers as a class. ANSWER KEY 1 the Republic of Croatia, 2 Dalmatia, 3 the Danube, 4 the Plitvice Lakes, 5 the Sava, 6 the Kornati, 7 Slavonia, 8 Istria, 9 the Adriatic Sea, 10 Lake Prokljan
CURIOUS ME! Refer students to the Curious me! Section and, if available, have students go online and find out the name and location of a desert in Croatia and label it on the map. If not, assign it as optional homework and have students report about it at the beginning of the next lesson. TRICKS OF THE TRADE There is a desert in Croatia, Đurđevački pijesci, also nicknamed Croatia’s “Sahara”. It is located near the town of Đurđevac, in Podravina.
WRITING
• Instruct them to write a short paragraph about it and include information about the location of the place and its geographical features and attractions. • Allow enough time for students to complete the task and help if necessary. • In a lower-ability class, you may want to let students work in pairs. • When they have finished, let volunteers read out the texts they have written. ANSWER KEY Students’ answers.
HOMEWORK WB p. 125, Exercise 3 b)
3B A SUMMER LIST
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3C A SHOCKER! NASTAVNA TEMA
Moja domovina i druge zemlje / Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
A shocker (1. sat)
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., B.8.3., C.8.1., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje, pisanje
VOKABULAR
draft, deficient, current, confined, scourge, dastardly, associated, ailments, aches, bladder, spleen, inflammation, preclude, maladies, expose
KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA
Izražavanje razumijevanja autentičnog teksta
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, razumijevanje autentičnog teksta
UDŽBENIK
Str. 97.
RADNA BILJEŽNICA
Str. 126.
DIGITALNI SADRŽAJ IZZI
Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI
ANSWER KEY shock
TRICKS OF THE TRADE A shocker is something such as a story, a piece of news or a film that shocks people or that is intended to shock them. (Source: Collins Dictionary) MAIN PART Exercise 1 a), p. 97 • Let students read the definition of “culture shock” and complete it with the words. • Check answers as a class. ANSWER KEY 1 confusion, 2 a country, 3 different, 4 customs, 5 unfamiliar
Exercise 1 b), p. 97 • In groups, students discuss what foreign visitors could find shocking when visiting Croatia. Have them think about people from various parts of the world.
STARTING THE LESSON
• Instruct students to think up a list of possible causes of culture shock and write it in their notebooks.
• Check homework as a class.
• Discuss students’ ideas as a class.
• If you have assigned the Curious me! section for homework, have students report what they have found out about a desert in Croatia. • Write the following expressions on the board and have students guess the missing word. electric ________ ________ resistant allergic ________ after – ________ be in for a ________ culture ________ • If necessary, explain the meaning of the expressions.
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• Draw students’ attention to the title of the lesson. Discuss its meaning with students.
ANSWER KEY Students’ answers.
READING Exercise 2 a), p. 97 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Before reading the paragraph, you may want to give students some information about the author and his books. • Discuss the answers as a class.
NEW BEGINNINGS
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3C A SHOCKER! I can understand an authentic text. 1
a) Complete the definition of culture shock with the words below. There are two words you do not need. country
customs
similar
confusion
excitement
unfamiliar
different
Culture shock is a feeling of (1) __________________ felt by people who visit a (2) __________________ or place which is (3) __________________ from their own, and who experience (4) __________________, beliefs and values that they are (5) __________________ with. b) What could foreign visitors find shocking when visiting Croatia? Think about people from various parts of the world, and think up a list of possible causes of culture shock.
2
a) READING Read this excerpt from Cody McClain Brown’s book Chasing a Croatian Girl. What is the purpose of the paragraph? Is it negative towards Croatian culture, or is it just light-hearted fun? Explain why you think so.
Welcome to the Wonderful World of Propuh Huh? Pro-what? Right. The closest thing Americans have for this word is draft, but this alone is deficient in explaining the cultural (and medical) importance of propuh in any way. In English a draft is defined as a current of cool air in a confined space. The end. Propuh on the other hand is the scourge of Croatian grandmas. This dastardly, and yes, at times deadly, draft, this awful form of air-flow is associated with all sorts of ailments: muscle aches, headaches, back aches, ear aches, colds, the flu, bacterial infection of the kidneys, bladder and spleen, and the most feared of them all, inflammation of the brain. Ladies and gentlemen, dear readers, in short, Propuh Kills! In order to preclude such maladies it is necessary to: 1 Immediately dry your hair after a shower. Never go outside or go to sleep with wet hair. 2 Never expose the… b) Read again. Find information about…
3
1 where the author is from.
3 how Croatians feel about propuh.
2 how Americans feel about propuh.
4 how dangerous propuh is.
a) WRITING The author concludes this paragraph with some advice on how to survive in the world of propuh. What other items of advice do you think the author might give his reader? Complete the list with some examples of your own. b) 5.8 LISTENING Listen to the rest of the excerpt. How many pieces of your advice are the same as the author’s?
I interview
Interview a person who has moved to another country. What culture shock have they experienced? Report to your classmates. Why not make a video or podcast?
I retell
Think of your experiences of other cultures. Have you travelled anywhere, or have you seen or heard something you found interesting in the media? Prepare a short talk, and present it to the class.
I advise
‘When in Rome, do as the Romans do’ is a common saying. What do you think it means? Think up a list of some ways people can lower the level of culture shock when travelling.
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ANSWER KEY Students’ answers. / The purpose of the paragraph is to explain what propuh is in Croatian culture. The paragraph isn’t negative; it is light-hearted fun.
• Tell students to write the advice in their notebooks and complete the author’s list with some examples of their own. • Invite volunteers to read out their advice. ANSWER KEY
TRICKS OF THE TRADE Cody McClain Brown is an American from Oklahoma who moved to Croatia in 2011. He lives with his wife and daughter in Zagreb and teaches at the University of Zagreb. For four years, he wrote a popular, weekly blog for the Croatian Radio Television’s The Voice of Croatia. He is the author of two bestselling books about Croatian culture: Chasing a Croatian Girl: A Survivor’s Tale and Croatia Strikes Back: The Unnecessary Sequel. Chasing a Croatian Girl is a light-hearted story of his adjustment to life in Croatia. Exercise 2 b), p. 97 • Have students read the paragraph again and find the information in the text. • Check answers as a class. Encourage students to explain what has helped them find the answers. • Explain any new vocabulary. Suggested vocabulary: draft, deficient, current, confined, scourge, dastardly, associated, ailments, aches, bladder, spleen, inflammation, preclude, maladies, expose. ANSWER KEY 1 The author is from the USA. 2 They consider it just a draft, nothing of special importance. 3 Croatians consider propuh very dangerous. 4 Propuh can cause serious health problems: muscle aches, headaches, colds, the flu, etc.
WRITING Exercise 3 a), p. 9 • Draw students’ attention to the advice the author gives on how to survive in the world of propuh. • In groups, students think about other items of advice the author might give his readers.
Students’ answers.
LISTENING Exercise 3 b), p. 97 • Instruct students to listen to the rest of the excerpt and check how many of their pieces of advice are the same as the author’s. 5.8.
• Play Track 5.8.
• Discuss answers as a class. • Explain any new vocabulary. Suggested vocabulary: cross-breeze, nefarious, midriff. • At this point, you can GO DIGITAL and practise reading and listening further. Track 5.8 1 Immediately dry your hair after a shower. Never go outside or go to sleep with wet hair. 2 Never expose the back of your or your child’s neck to the wind during the fall, winter or spring. The back of your neck should always be covered with a hood or a scarf. 3 Never go barefoot. Always wear socks and slippers (even during the summer on the coast). 4 Avoid having two or more windows open in the same room, especially if they are on different walls. The cross-breeze is one of the worst nefarious forms of propuh. 5 Always cover your midriff and the vital organs contained therein, so that the breeze can’t get to them.
ANSWER KEY Students’ answers.
WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 126 • Let students look at the pictures and try to name the superstitions presented in them. • Students then match the pictures to the sentences. • Check answers as a class.
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ANSWER KEY
3C A SHOCKER!
3, 2, 5, 4 1
Exercise 1 b), p. 126 • In pairs, students think about the superstitions in Exercise 1 a) and write what one shouldn’t do or why it is bad for each picture.
a) Match these pictures to some Croatian superstitions. There is one sentence you do not need.
1 2 3 4 5
Don’t walk around with your pockets turned inside out. Don’t put your purse on the ground. Don’t open your umbrella inside the house. Don’t walk under a ladder. Don’t put your shoes on a table.
b) For each of the items in Exercise 1 a), explain why you shouldn’t do it, or why it is bad.
• Give students enough time.
1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________
• Check and discuss students’ ideas as a class.
3 ______________________________________________________________________________________________________ 4 ______________________________________________________________________________________________________ c) Are there any other rules you follow or have heard of? Write down at least two of them.
ANSWER KEY
1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________
Students’ answers.
2
a) Are these fun facts more typical of the USA or Croatia? Write U for the USA and C for Croatia. 1 2 3 4 5 6 7 8
Exercise 1 c), p. 126 • Have students think about some other rules they follow or have heard of.
When you order coffee, it comes with a glass of water. There are a lot of narrow roads. Soccer is the national sport there. Tipping 20% of the total bill in restaurants is expected. Food delivery is often done by car, rather than bike. Small talk or waving at strangers is not common. Money exchanges are found everywhere. People can get their driving licence when they turn 16.
b) SPEAKING Are there any other differences you know of? Share them with your partner or class.
3
• Instruct them to write at least two of them.
‘Propuh’ is not the only untranslatable Croatian concept. Find some other untranslatable words or concepts in Croatian. How would you define them?
• Monitor students and help if necessary.
1 Word:
2 Word:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
• Let volunteers read out their examples.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
ANSWER KEY Students’ answers.
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Exercise 2 a), p. 126 • Students read the fun facts and decide whether they are more typical of the USA or Croatia. • Have them write U for USA and C for Croatia. • Check answers as a class. ANSWER KEY 1 C, 2 C, 3 C, 4 U, 5 U, 6 U, 7 C, 8 U
SPEAKING Exercise 2 b), p. 126 • In pairs, students think about and discuss any other differences they know of. • Have students share them with the class. ANSWER KEY Students’ answers.
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• Play the Pass that flashcard game (see Games and Activities on pp. 394-398) with students to practise the vocabulary from the lesson. • There is a photocopiable flashcard template (Resource Bank, Resource 89, pp. 406-412) you can use to play the game.
Creative me! • Although this task will be assigned for homework, go through the activities as a class. Make sure students understand what is expected of them. • Students choose an activity and either report on an interview with someone who has moved to another country, prepare a talk about their own experiences of other cultures or think up a list of some ways people can lower their level of culture shock when travelling and present it in the next lesson. HOMEWORK WB p. 126, Exercise 3 Student’s Book, p. 97 Creative
me!
3C A SHOCKER!
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UNIT 5
Lesson 4
4 GROW THROUGH EXPERIENCE NASTAVNA TEMA
Planovi za budućnost / Drugi i drugačiji / Svijet oko mene
NASTAVNA JEDINICA
Grow through experience
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.5., A.8.6., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
VOKABULAR
application, consider, vulnerable, letter of motivation, pen pal, senior citizen, special education needs
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Pisanje motivacijskog pisma.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., B.3.1., C.3.1., C.3.2., C.3.3., D.3.1., D.3.2.
Građanski odgoj i obrazovanje A.3.1., A.3.4. Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., D.3.1.
Poduzetništvo
A.3.3., C3.1., C.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Pisanje formalnog pisma
UDŽBENIK
Str. 98., 118. -119.
RADNA BILJEŽNICA
Str. 127. -128.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Check homework with students. • If you have assigned any of the Creative me! tasks on page 97 for homework, let students demonstrate what they have prepared.
• Group representatives report back to the class. ANSWER KEY Students’ answers.
MAIN PART WORKBOOK PRACTICE Exercise 1, p. 127 • Ask students what Lota needs to send to apply for the programme. Ask them to explain what a letter of motivation is. • Students find the definition by isolating the words in the word snake. Check as a class. • Ask students when one would be expected to write a letter of motivation. ANSWER KEY A motivational letter is a letter that you write to say why you are the perfect candidate for a certain job.
Exercise 2 a), p. 127 • Ask students what parts should be included in a letter of motivation. Let them tick the elements that they think should be included. Check as a class. • Ask students if they would include anything else that hasn’t already been mentioned. ANSWER KEY full name, gender, contact, reasons for applying, work experience, key skills
• To introduce the topic, start with a game of Hangman (see Games and Activities on pp. 394-398) with the suggested words: volunteer, apply, motivation, pen pal. • Ask students to explain the meaning of these words and try to find the connection between them. Exercise 1, p. 98 • Assign small groups of three or four students. Tell them to first read the advert individually, then discuss it and answer the three questions.
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4
GROW THROUGH EXPERIENCE I can write a letter of motivation.
1 Lota is reading an advert for a
1 Lota Bilich
[emailprotected] +2 9876 6189 2000 122 Phillip St, Sydney, NSW
volunteering programme. What is it for? Would you be interested in applying? Why (not)?
10 January 2022
Dear Sir or Madam,
Looking for student volun teers!
Join the Love’n’Care PEN PAL Programme for an elderly person in care If you like writing letters , this is the job for you ! Become a senior citizen’s pen pal, and bring happiness to their day. Send us a letter of motiva tion saying why we should choose you!
2 a) READING Lota has applied for the volunteering programme. Decide in what order you expect to find the following categories in her letter of motivation (1–6). Then read the letter of motivation, and check your guesses. thanking the reader skills and/or experience contact details why you want the job reason for writing formal ending
Programme, which the Love’n’Care Pen Pal 2 I am writing to apply for I would be Kids Giving Back website. I have read about on the in care. son per erly eld an pen pal for interested in becoming a I am very the programme, because 3 I would really like to join of our most vulnerable members committed to helping the zens feel citi ior sen ke ma to ant import community. I believe it is wri ng tten language also very interested in usi wanted and loved. I am ds. letters and designing car in my work. I enjoy writing . For the last two and hardworking person 4 I am a well-organised h special as a tutor for students wit years I have volunteered rested in school. I am sincerely inte educational needs at my with special ple peo improving the lives of promoting equality and people as well. er oth p hel ke a difference and needs. I am eager to ma unteer with you get the opportunity to vol 5 In conclusion, I hope to tion. Please feel lica app for considering my at Love’n’Care. Thank you have any ail or mobile phone if you free to contact me by e-m questions.
6 I look forward to hearing
from you soon.
Yours faithfully, Lota Bilich
b) Read the letter again, and underline more appropriate formal expressions for the following informal ones. 1 Write or call back. 2 ’Bye for now.
3 Can’t wait for your e-mail. 4 Hey, you!
5 I’d like to be a pen pal. 6 Thanks for reading my letter.
3 WRITING Write a short letter of motivation for a volunteering job of interest to you. Follow the structure laid out in ‘Pencil, paper, go!ʼ.
Pencil, paper, go!
A letter of motivation
98
ONE MORE LOOK! Check and tick.
This is how you can organise your letter of motivation:
I have written all the parts of the letter.
1 Write your contact details 2 Start with a formal greeting (Dear Sir or Madam, Dear Mr/Mrs/Ms, ...) 3 Explain reasons for writing (I am writing to apply for…) 4 Explain why you want the job 5 Write about your skills, qualities and/or experience 6 Thank the reader (Thank you for…) 7 Finish with a polite remark (I look forward to…) 8 Sign off with a formal ending (Yours faithfully/sincerely, …)
I have organised my letter into paragraphs. I have used appropriate phrases to start and finish the letter. I have used formal language. I have used punctuation and capital letters correctly. I have checked my spelling.
Writing bank → pp. 118-119
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1
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GROW THROUGH EXPERIENCE
phrase. Let them compare their answers with another student.
Can you work out this definition of a letter of motivation? Copy it onto the lines below. A m ot
i vat i o
n a l l ette r
i s a l ette r w h i c h y o u w r i teto s
aywhyy
ouaret
heperfe
ctca n d i d ate fo ra ce r ta i n j o b
ANSWER KEY
.
1 contact me by e-mail or mobile phone, 2 Yours faithfully, 3 I look forward to hearing from you soon, 4 Dear Sir or Madam, 5 I would be interested in becoming a pen pal, 6 Thank you for considering my application
_______________________________________________________________________________________________________ _______________________________________________________________________________________________________
2
a) What should you put in your letter of motivation? Tick the things you should include. full name
gender
reasons for applying
contact details work experience
relationship status key skills
religion
b) Match the phrases to their use. 1 I look forward to hearing from you soon.
to address the reader
2 Yours faithfully,
to say where you heard about the job
3 Please feel free to contact me by e-mail.
to say which job you are interested in
4 I would really like to join...
to tell the reader how to reach you
5 I am writing to apply for...
to talk about your skills
6 Dear Sir or Madam,
to explain the reasons you want the job
7 I found your advertisement...
to finish with a polite remark
8 I am well-organised and hard-working.
to sign off
3 a) Read the letter of motivation. Complete it with the phrases in Exercise 2 b). b) Read the letter again. In which paragraph does Lucas... 1 talk about his skills and experience? 2 give a reason for writing? 3 thank the reader? 4 say why he wants the job?
Study tip! WRITING Here are some additional writing tips: 1 Plan before you write. Make notes or outline what you are going to write about. 2 Simple is good. Use simple language and structures to make sure your writing is error-free. 3 Check before you finish. Always reread what you've written to check for mistakes.
WORKBOOK PRACTICE Exercise 2 b), p. 127 • In pairs, students try to connect the eight phrases with their use. Let them use the text in their Student’s Books as a reference point.
Lucas Wilson [emailprotected] +2 9877 8429 6 Hunter St, Sydney, NSW 2000
8 February 2022 (1) ______________________________,
1 (2)
________________________________ _______________ the Help the Community Volunteering Program me. (3) ________________________ __ _____________________ on Voluntee rs Organised website, and I would be interested in volunteering at the soup kitchen. 2 (4) ________________________________ _______________ the programme, because I am committe d to helping the poor and homeless members of our commun ity. I would be delighted to work at the soup kitchen and give out free meals to those in need. I am also interested in meeting people who share my passion for helping. 3 (5) ________________________________ __________________________. For the last year I have voluntee red at the local animal shelter. I have learnt how to organise my time. I am responsible for feeding the animals, cleaning them and walking the dogs. I have participated in organising food drives, and I have completed all my tasks with great dedication. Helping at the soup kitchen would mean so much more than just serving meals and cleaning ! I would be helping the most vulnerable members of our society. 4 In conclusion, I hope you will allow me to take part in your Programme. Thank you for consider ing my application. If you have any further questions, (6) ________ ________________________________ . (7) ________________________________ ________. (8) ______________________ Lucas Wilson
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• Check as a class. ANSWER KEY 6, 7, 5, 3, 8, 4, 1, 2
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Exercise 3 a), p. 127 • In pairs, students fill in the letter with the eight phrases from exercise 2 b). • Check as a class.
READING Exercise 2 a), p. 98 • Tell students they will read Lota’s motivational letter. Let them guess in which order the six pieces of information appear in the letter. • Let students read the text to check their expectations and then discuss the accuracy of their guesses. ANSWER KEY
ANSWER KEY 1 Phrase 6, 2 Phrase 5, 3 Phrase 7, 4 Phrase 4, 5 Phrase 8, 6 Phrase 3, 7 Phrase 4, 8 Phrase 2
Exercise 3 b), p. 127 • Let students read the letter one more time and decide about the topics for each paragraph. • Check as a class. ANSWER KEY
5, 4, 1, 3, 2, 6 3, 1, 4, 2
Exercise 2 b), p. 98 • Ask students what kind of language a person should use when writing a motivational letter – formal or informal. Let them explain their answers. • Have students read the six phrases in the exercise and ask them if they are formal or informal. • Students read the text again and find and underline the formal equivalents for each
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• If you want to further practise reading and vocabulary, GO DIGITAL at this point. WRITING BANK READY? (pre-writing) Exercise 1 a), p. 118 • To revise formal and informal styles of writing, let students sort out the phrases. • In a lower-ability class, check for understanding of the phrases.
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ANSWER KEY I, I, I, F, F I, F, I, I, F
1
Exercise 1 b), p. 118 • Students should spot the ten mistakes in the exercise. Remind them that not all of the mistakes are related to the style of writing; some are grammar and spelling mistakes. Instruct them to underline the mistakes and correct them. ANSWER KEY Martch (March), Mr. or Madam (Sir or Madam), volunterying (volunteering), ‘cause (because), childern (children), good-organized (wellorganized), says (say), childrens (children), aplication (application), contacting (to contact)
SET... Exercise 2 a), p. 118 • Explain to students that they will read another letter. Before reading, check whether students know the order that the information and phrases should appear in the letter. • In pairs, students read the elements and put them in the right order. • Students read the letter to check their answers. ANSWER KEY 6, 1, 7, 3, 8, 4, 5, 2
Exercise 2 b), p. 119 • Let students read the letter one more time and note down their answers to the four questions. • Check as a class. ANSWER KEY 1 Jim Evans, 2 MMM – Music Makes Miracles, 3 He has experience with elderly people – he often sings and plays the guitar for his grandmother and her friends. 4 He would like to give back to the community and improve people’s lives with music.
Exercise 2 c), p. 119 • In pairs, students discuss why Jim is a good candidate for the position he is applying for. ANSWER KEY Students’ answers.
5 LETTER OF MOTIVATION
Jim Evans
313 Edmington Square Chichester West Sussex PO19 1AF UK
a) Here are some phrases you can use in letters. Sort them according to the level of formality. Write F for formal and I for informal. Which style should you not use in a letter of motivation? Why? I just have to see you soon.
Hugs and kisses,
I can’t wait for your e-mail.
This is a letter of application for...
How’s the weather over there?
Hi, there!
I would like to become a volunteer.
Bye,
Yours sincerely,
I look forward to your reply,
b) Here is an example of a motivational letter written to apply for a programme that involves writing encouraging letters to children who are about to start school. There are 10 mistakes in it; find and correct them.
SET... 2
Paul Batter 505 Village Road Selly Oak Birmingham B12 3CD UK
14 Martch 2022 Dear Mr or Madam,
encouraging your programme to write I am writing to apply for school your advertisement on our letters to children. I found for this interested in volunterying bulletin board. I would be programme. have a younger also I ‘cause out, helping I am really interested in feels. I like school, so I know how it sister who is about to start something for well, so I could also draw writting letters and I draw the childern in each letter. I have creative. My teacher says I am good-organised and parents to read I think it will be easy for beautiful handwriting, so my letters to their childrens. you for this opportunity. Thank In conclusion, I hope I get me by contacting free feel Please considering my aplication. e-mail. I look forward to hearing
from you soon.
Yours faithful, Paul Batter
a) Before you read the letter on the opposite page, take a look at what it must include. Organise the letter properly by putting its parts in the correct order. Then read the letter to check your answers.
• Opening • Where you found the add • Why you are writing • Experience and reasons for applying • Why you would be good for the job (if possible, add references) • Thank your recipient for the opportunity • Proper sign-off and signature b) Read the letter again, and answer the questions. 1 Who is writing the letter? 2 What programme is he applying for? 3 What previous experience does he have? 4 Why would he like to take part in the programme?
Write your contact details (e-mail address, phone number, etc.)
c) In your opinion, what makes this person a good candidate for the advertised position?
Finish with a polite remark (I look forward to...)
…WRITE!
Explain your reason for writing (I am writing to apply for...) Sign off with a formal ending (Yours faithfully/sincerely, ...) Explain why you want the job (what you like about it and how you would like to contribute) Write about your skills, qualities and/or experience (previous experience in similar jobs/activities) Start with a formal greeting (Dear Sir or Madam, Dear Mr/Mrs ..., ...)
3
It’s your turn! Write a letter of motivation for the advertisement below. Use the Ready... and Set... sections to organise your letter. There is a checklist at the end of the page to help you make your letter shine!
Looking for student volunteers!
Join the ReadWithHeart Programme for children and adults with vision impairment! If you like reading stories aloud, this is the job for you! Become a reader to people with vision impairment, and read aloud to them during our club meetings or online. Send us a letter of motivation saying why we should choose you!
ONE MORE LOOK! Check and tick. I have written all the parts of the letter. I have organised my letter into paragraphs.
MY SELF-CHECK Remember those tiny mistakes that you, and only you, always make? List them, and check.
I have used appropriate phrases to start and finish the letter.
Looking for student volunteers! If you like singing and playing an instrument, this is the job for you! Join our choir or orchestra, prepare festive concerts to perform in homes and clubs for the elderly, and make miracles with music. Send us a letter of motivation saying why we should choose you!
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This is my letter of application for the MMM programme. advertisement on I have seen your our school website, and I would love to volunteer. I already have some experience with elderly people. My grandmot living in a home for her is currently the elderly, and I sometime s play my guitar and and her friends. It helps them relive sing to her some memories and themselves. Music feel good about helps connect different generations; I have from them, both about also learned a lot music and about life. I am hard-working and dedicated. I have been playing years, and I sing in the acoustic guitar the school choir. (I for six can provide reference necessary.) I love all s from my kinds of music, although teachers if I have learned that love the Beatles and senior citizens Elvis best. I am also a member of the school perform our own songs band; we at school festivities . My family has always in similar activities, been involved and I would like to give back to the communi people’s lives with ty and improve music. In conclusion, I hope you will allow me to take part in the grateful for the opportun MMM. I would be very ity. Please feel free to contact me by e-mail phone if you have any questions. or mobile I look forward to hearing from you soon. Yours faithfully, Jim Evans
Thank the reader (Thank you for...)
Join the MMM (Music Makes Miracles) Programme for senior citizens: Choir and Orchestra
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• Forename and surname • Address • Date • Picture
3 June 2023 Dear Sir or Madam,
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___________________________________________
I have used formal language.
___________________________________________
I have used punctuation and capital letters correctly.
___________________________________________
I have checked my spelling.
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ENDING THE LESSON WRITING
Pencil, paper, go! Exercise 3, p. 98 • Students study the organisation guide for structuring and formatting a letter of motivation. • Offer students the choice between writing a letter of motivation for the ReadWithHeart Programme from Exercise 3 on page 119 of the Student’s Book or the Sports For All Programme from Exercise 4 on page 128 of the Workbook. • Students can use the template on page 128 of the Workbook or use the given template (Resource Bank, Resource 90, pp. 406-412) to make the organisation of the letter easier.
ONE MORE LOOK! • Instruct students to go over their writing one more time using the checklist. • Divide students into small groups. Have them check each other’s work. Encourage them to provide sincere, kind and helpful feedback to their classmates. • Students make all the necessary changes to their work. • If you decide to use this task for summative assessment, a detailed writing rubric is provided (Resource Bank, Resource 91, pp. 406-412). 4 GROW THROUGH EXPERIENCE
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Lesson 5
5 THE RAINBOW SERPENT NASTAVNA TEMA
Drugi i drugačiji / Književnost za mlade / Svijet oko mene
NASTAVNA JEDINICA
The rainbow serpent
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
VOKABULAR
eventually, gather, punish, serpent, steep, tickle, track, valley, creation story, far and wide, obey the law
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Prepričavanje mita o stvaranju.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
Uporaba informacijske i komunikacijske tehnologije
A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Legende, mitovi i narodne predaje Vjeronauk Stvaranje svijeta
UDŽBENIK
Str. 99.
RADNA BILJEŽNICA
Str. 129.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • To activate pre-existing knowledge, ask students who the First Peoples of Australia are and what they know about the Aboriginal people. • Play a game of Wordsnake (see Games and Activities on pp. 394-398) and try to collect as many words connected to Australian Aborigines as possible. • In a competitive class, you might want to divide the class into groups and make the game into a competition. Set a time limit of two minutes and agree whether you will count individual words or letters to determine the winner.
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TRICKS OF THE TRADE Aboriginal people are the Indigenous people of Australia. They are not a single nation, but various distinct peoples (more than 400 groups and subgroups) with distinct languages, cultures and customs, who have inhabited the continent for the last 50, 000 years. SPEAKING Exercise 1, p. 99 • In pairs, students discuss how the planet Earth was created for a couple of minutes. • If many of your students attend the elective Religious Education, you might want to ask them to quickly re-tell the Christian creation story and compare it to the scientific explanation of the creation of the planet Earth. ANSWER KEY Students’ answers.
TRICKS OF THE TRADE Approximately 4.6 billion years ago, the solar system was a cloud of dust and gas known as a solar nebula. Gravity collapsed the material in on itself as it began to spin, forming the sun in the centre of the nebula. With the rise of the sun, the remaining material began to clump up. Small particles drew together, bound by the force of gravity, into larger particles. The solar wind swept away lighter elements, such as hydrogen and helium, from the closer regions, leaving only heavy, rocky materials to create smaller terrestrial worlds like the Earth. But farther away, the solar winds had less impact on lighter elements, allowing them to coalesce into gas giants. In this way, asteroids, comets, planets and moons were created. The Earth’s rocky core formed first, with heavy elements colliding and binding together. Dense material sank to the centre, while the lighter material created the crust. The planet’s magnetic field probably formed around this time. Gravity captured some of the gases that made up the planet’s early atmosphere. Early in its evolution, the Earth suffered an impact from a large body that catapulted pieces of the young planet’s
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I can understand a creation story. 1 2
SPEAKING What do you know about the formation of planet Earth? Work in pairs, and discuss. a) 5.9 READING Read the story The Rainbow Serpent, an Aboriginal creation story on how the Earth was formed. Put the paragraphs in the correct order (1–5). Then listen and check. The water gave life to grass and trees, and the animals that lived in the rocks or on the plains woke up. They followed the Rainbow Serpent and were happy with their life on Earth. The serpent made laws that the animals had to obey. Those who didn’t like them began to argue. Then the serpent said “I will give human form to those who obey my laws. Others will be punished and turned to stone.” Another law that the Rainbow Serpent made was that no tribe should eat the animals of their own totem. That way, there was food for everyone. The tribes lived happily together on the land that the Rainbow Serpent had given them. They knew that the land would always be theirs, and that nobody should ever take it away from them. Once upon a time, the Earth lay flat and still. Nothing moved or grew on its surface. Below, there slept a serpent known as the Rainbow Serpent. One day, she awoke and made her way up to the surface. She travelled far and wide; as she moved, she left huge tracks behind her, forming mountains and valleys. Eventually, she grew tired and went back to sleep. And so it was. Those who made trouble were turned into tall mountains and steep hills, while the obedient ones were given human form. They were also given their own totem, to remind them of the animal form they were created from. When they gathered, the tribes knew themselves by their totems: kangaroo, emu, snakes and many, many more. After she had had her rest, she called to the frogs: “Come out!” And so they did. But, because their bellies were full of water, they were very, very slow. The serpent tickled them, and the frogs started laughing. The water that was in their stomachs started flooding the serpent’s tracks. That’s how the first lakes and rivers were formed.
b) Read the story again, and answer the questions. 1 What formed the mountains and valleys?
3 What happened to disobedient animals?
2 How were rivers and lakes formed?
4 Why was there food for everyone?
c) Look at the text again. Explain the meaning of the highlighted expressions in your own words.
3
SPEAKING Choose one of the places below, and find out what creation myths say about how they came to be. Present what you have learnt to the class. The words in brackets can help you. 1 Giant’s Causeway, Northern Ireland (Finn McCool, rocks, rival, Scotland, Ireland) 2 Milford Sound, New Zealand (Tu-te-raki-whanoa, piopio, fjord, axe) 3 Grožnjan, Roč, Završje, Motovun, Sovinjak and Vrh, Croatia (giant, Dragonja, hills, Istria)
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mantle into space. Gravity caused many of these pieces to draw together and form the moon, which took up orbit around its creator. The flow of the mantle beneath the crust causes plate tectonics, the movement of the large plates of rock on the surface of the Earth. Collisions and friction gave rise to mountains and volcanoes, which began to spew gases into the atmosphere. (Source: www. space. com) MAIN PART READING Exercise 2 a), p. 99 • Explain to students that they will now find out how the Aboriginal people believed the world came to be. • In a lower-ability class, you might want to pre-teach new vocabulary. Suggested words: eventually, gather, punish, serpent, steep, tickle, track, valley, creation story, far and wide, obey the law. • Have students read the text and put the paragraphs into the right order. 5.9.
• Play Track 5.9 to check the answers. • Ask students to think of a heading for each paragraph.
• Check students’ understanding of the text by playing a game of Where does it say? (see Games and Activities on pp. 394-398). ANSWER KEY 3, 5, 1, 4, 2
Track 5.9 Once upon a time, the Earth lay flat and still. Nothing moved or grew on its surface. Below, there slept a serpent known as the Rainbow Serpent. One day, she awoke and made her way up to the surface. She travelled far and wide; as she moved, she left huge tracks behind her, forming mountains and valleys. Eventually, she grew tired and went back to sleep. After she had had her rest, she called to the frogs: “Come out! ” And so they did. But, because their bellies were full of water, they were very, very slow. The serpent tickled them, and the frogs started laughing. The water that was in their stomachs started flooding the serpent’s tracks. That’s how the first lakes and rivers were formed. The water gave life to grass and trees, and the animals that lived in the rocks or on the plains
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woke up. They followed the Rainbow Serpent and were happy with their life on Earth. The serpent made laws that the animals had to obey. Those who didn’t like them began to argue. Then the serpent said “I will give human form to those who obey my laws. Others will be punished and turned to stone. ” And so it was. Those who made trouble were turned into tall mountains and steep hills, while the obedient ones were given human form. They were also given their own totem, to remind them of the animal form they were created from. When they gathered, the tribes knew themselves by their totems: kangaroo, emu, snakes and many, many more. Another law that the Rainbow Serpent made was that no tribe should eat the animals of their own totem. That way, there was food for everyone. The tribes lived happily together on the land that the Rainbow Serpent had given them. They knew that the land would always be theirs, and that nobody should ever take it away from them.
Exercise 1 b), p. 99 • In pairs, students go through the text again to find the answers to the five questions. Check as a class. • Ask students to compare the Aboriginal Rainbow Serpent myth to the Christian Creation of the world. ANSWER KEY 1 The Rainbow Serpent’s track marks. 2 The Serpent tickled the frogs, and the water from their bellies flooded the Serpent’s tracks. 3 They were turned into stone and became mountains and hills. 4 Because no tribe was allowed to eat their totem animal.
Exercise 1 c), p. 99 • If you haven’t pre-taught the vocabulary, let students look up the meaning of the highlighted words. • Put students in groups of four and let them explain the highlighted words in English. ANSWER KEY plain: lowland, grassland, prairie; obey: listen to someone; surface: above ground; serpent: a big snake; tracks: prints; steep: sharply ascending or descending; obedient: obeying someone; tribes: groups of people, communities; tickle: touch someone lightly in a way that makes them laugh
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I can understand a creation story. 1 2
SPEAKING What do you know about the formation of planet Earth? Work in pairs, and discuss. a) 5.9 READING Read the story The Rainbow Serpent, an Aboriginal creation story on how the Earth was formed. Put the paragraphs in the correct order (1–5). Then listen and check. The water gave life to grass and trees, and the animals that lived in the rocks or on the plains woke up. They followed the Rainbow Serpent and were happy with their life on Earth. The serpent made laws that the animals had to obey. Those who didn’t like them began to argue. Then the serpent said “I will give human form to those who obey my laws. Others will be punished and turned to stone.” Another law that the Rainbow Serpent made was that no tribe should eat the animals of their own totem. That way, there was food for everyone. The tribes lived happily together on the land that the Rainbow Serpent had given them. They knew that the land would always be theirs, and that nobody should ever take it away from them. Once upon a time, the Earth lay flat and still. Nothing moved or grew on its surface. Below, there slept a serpent known as the Rainbow Serpent. One day, she awoke and made her way up to the surface. She travelled far and wide; as she moved, she left huge tracks behind her, forming mountains and valleys. Eventually, she grew tired and went back to sleep. And so it was. Those who made trouble were turned into tall mountains and steep hills, while the obedient ones were given human form. They were also given their own totem, to remind them of the animal form they were created from. When they gathered, the tribes knew themselves by their totems: kangaroo, emu, snakes and many, many more. After she had had her rest, she called to the frogs: “Come out!” And so they did. But, because their bellies were full of water, they were very, very slow. The serpent tickled them, and the frogs started laughing. The water that was in their stomachs started flooding the serpent’s tracks. That’s how the first lakes and rivers were formed.
b) Read the story again, and answer the questions. 1 What formed the mountains and valleys?
3 What happened to disobedient animals?
2 How were rivers and lakes formed?
4 Why was there food for everyone?
c) Look at the text again. Explain the meaning of the highlighted expressions in your own words.
3
SPEAKING Choose one of the places below, and find out what creation myths say about how they came to be. Present what you have learnt to the class. The words in brackets can help you. 1 Giant’s Causeway, Northern Ireland (Finn McCool, rocks, rival, Scotland, Ireland) 2 Milford Sound, New Zealand (Tu-te-raki-whanoa, piopio, fjord, axe) 3 Grožnjan, Roč, Završje, Motovun, Sovinjak and Vrh, Croatia (giant, Dragonja, hills, Istria)
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WORKBOOK PRACTICE
ENDING THE LESSON
Exercise 1 a), p. 129 • To reinforce the use of vocabulary, have students find the new words in the wordsearch and match the expressions to their Croatian translations. ANSWER KEY 1 plain, 2 steep, 3 obedient, 4 serpent, 5 flood, 6 tickle, 7 tribe, 8 surface, 9 law, 10 belly
SPEAKING Exercise 3, p. 99 • Divide students into three groups. Assign each group a different legend. If you have the necessary conditions and equipment, give them ten minutes to research it online and make a poster about it. • Group representatives present their group’s legend to the class.
Exercise 1 b), p. 129 • In pairs, students fill in the gaps in the sentences using six of the ten words from Exercise 1 a). Check as a class.
• If your classroom lacks the technical conditions to perform this research during the lesson, you can assign this task as homework. In that case, students do Exercises 2 a) and b) from the Workbook on page 129 in class instead.
ANSWER KEY 1 tickle, 2 tribes, 3 law, 4 steep, 5 obedient, 6 plains
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VOCABULARY
1
• End the lesson with a 3-2-1 exit ticket (Resource Bank, Resource 92, pp. 406-412). Students write down three new things they have learned, two things they find interesting and one topic they would like to know more about.
a) Find English translations of the Croatian words below, and copy them onto the lines. 1 ravnica
___________________________
2 strm
___________________________
3 poslušan
___________________________
4 zmija
___________________________
5 poplaviti
___________________________
6 škakljati
___________________________
7 pleme
___________________________
8 površina
___________________________
9 zakon
___________________________
10 želudac
___________________________
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TRICKS OF THE TRADE
b) Use some of the words in Exercise 1 a) to complete the sentences below. Make all the necessary changes. There are four words you do not need. 1 People think it’s fun to __________________________ somebody, but such laughter is a panic response. 2 Aborigines have lived in their __________________________ for centuries, preserving their traditional lifestyle. 3 Citizens need to obey the __________________________, or they can be fined or even sent to prison. 4 Mountain climbers see __________________________ hills as an additional challenge. 5 All parents want their children to be __________________________. 6 Uluru rises 348 metres above the surrounding __________________________.
2
a) READING Read Lota’s favourite Aboriginal folk tale. What is the moral of the story? Write it in the empty space below the text.
In the beginning, every single bird in the world used to be black. Then, one day, a little bird flew around looking for food. She landed on a sharp thorn, which cut her leg. For many days, the bird was sick and in pain. She just lay on the branch with a swollen claw. All of her bird friends tried to help her. All but one – a crow. A parrot decided to help the sick bird, and with its sharp beak it bit into the bird’s swollen claw. Suddenly, all sorts of colours burst out of the wound. The rainbow colours splashed all over the birds. They were red, yellow, purple, green. Some even got beautiful stripes. The sick bird soon got better and thanked the birds for their help. That is how the birds got their colours. Except for the crow – it remained black. The moral of the story: b) Read the story again, and underline the answers to the questions below. Use a different colour for each answer.
Curious me!
1 How did the bird get injured?
4 What did the parrot do?
2 What happened to her claw?
5 What flew out of the wound?
3 Who tried to help it?
6 Why did the crow remain black?
If you have enjoyed these stories, read some more Aboriginal stories online, and get some ideas about how kangaroos got their tails, or why koalas have stumpy tails.
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• At this point, you can GO DIGITAL and further practise reading and vocabulary.
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Students’ answers.
Giant’s Causeway is an area on the north coast of Northern Ireland. A volcanic eruption in the past formed a great number of basalt columns that resemble a staircase. According to folk legend, the Irish giant Finn McColl was challenged to a fight by the Scottish giant Benandonner. He then built the causeway so they could meet and fight, but when he saw the Scottish giant, he got scared and ran away. His wife then disguised him as a baby to hide him from his opponent. When Benandonner came looking for Finn and saw the size of “the baby”, he was terrified thinking that its father must be enormous and ran back home to Scotland, destroying the causeway so Finn couldn’t follow him. Milford Sound is a fiord on the South Island of New Zealand. A Maori legend says that the fiord was carved out by the god Tū Te Rakiwhānoa, who was given the task of carving out the coast. As he worked from
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south to north, his skill improved and Milford Sound was the last fiord he carved and his masterpiece. Grožnjan is an Istrian town. An old Istrian legend says that the towns of Grožnjan, Roč, Završje, Motovun, Sovinjak and Vrh were all built by giants who lived there a long time ago. The largest of them was the giant Dragonja, also known as the Plougher, because he ploughed a deep furrow from the Ćićarija Mountain to the sea, through which the River Mirna then flowed. The people of Istria asked him to plough one more furrow, in which another river started to flow – the River Dragonja – named after the giant. HOMEWORK WB p. 129, Exercises 2 a) and b)
5 THE RAINBOW SERPENT
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UNIT 5
Revision
UNIT 5 REVISION
TRICKS OF THE TRADE
NASTAVNA JEDINICA
Unit 5 Revision
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., C.8.1., C.8.2., C.8.3.
DJELATNOST (I) U FOKUSU
Slušanje, čitanje
MEĐUPREDMETNE TEME Učiti kako učiti
A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
UDŽBENIK
Str. 100. -101.
RADNA BILJEŽNICA
Str. 130. -132.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Check homework with students.
It is always a good idea to start a unit revision by having students flip through the unit one more time and reflect on it. You can ask them to tell you which topics were covered, which topics they found interesting, which were boring to them, what grammar they have learned, what was easy and what was difficult, what they would like to know more about, what they have learned best and what they still struggle with, etc. This helps students focus on the structures and vocabulary while, at the same time, critically appraising their learning, and directs them towards taking responsibility for their learning. MAIN PART WORKBOOK PRACTICE
LANGUAGE MATTERS, p. 101 Exercise 1, p. 101 • Tell students to read the pairs of words and decide if any of the pairs mean the same thing. ANSWER KEY Students’ answers.
Exercise 2, p. 101 • Students look up the translations of both words. Pair students off and have one student look up the English translations of the Croatian false friend, while the other one tries to find the Croatian translation of the English false friend. Check as a class. • If possible, bring printed English-Croatian and Croatian-English dictionaries to class or let students look the words up in online dictionaries. • In groups of four, students try to think of some more examples of false friends. • If time allows it, you can go through additional examples of false friends in Exercise 5 on page 137 of the Workbook. ANSWER KEY 1 pathetic – patetičan, 2 chef – šef kuhinje, glavni kuhar; 3 eventually – konačno, s vremenom; 4 actual – stvaran; 5 biscuit – keks, 6 sympathetic – suosjećajan
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REVISION: LISTENING TRICKS OF THE TRADE This is a good opportunity to revise the key listening strategies. You can do it as a wholeclass activity, or you can have students discuss listening strategies in groups and share their ideas later with the class. Exercise 1, p. 130 • Instruct students to read the task and the sentences carefully. Ask them to assess how many people will be having the conversation. 1
• Play Track 1. Students listen to the conversation about elementary school in different countries and mark the sentences as true or false. Play the track again. ANSWER KEY
1 T, 2 F, 3 T, 4 F, 5 F, 6 F
Track 1 Kate: Mum, Dad, we’ve got an essay to write as our last task for homework this year. It’s about your primaryschool education, and I hope you can help me with it. Mum: Of course we can. What should we start with? Kate: Well, how about the country where you started your education? I know that Dad grew up in the USA, and that you grew up here...
NEW BEGINNINGS
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100
coat hanger convict harbour representative settle shell-shaped maritime animal
1A LIVE AND LEARN adapt caning compulsory curriculum ink knit metalwork sew start off woodwork attend school corporal punishment fountain pen government school home economics public school (AmEng) writing slate
accountant accounting automate collaborate distinguish firefighter hairdresser healthcare worker ICT professional midwife motor mechanic nanny nursery teacher plumber repetitive school counsellor social media expert travel agent career adviser career guidance communication skills cope with gender stereotype give up on hands-on experience job fair life skills time management under pressure
3A A NEW START bustle check-up deadline dune flip-flops soap opera walkway wallaby
zaposliti dostavljač/dostavljačica novina čuvar kućnih ljubimaca točan točnost čist, bez mrlje učitelj, instruktor podnijeti molbu za posao ranoranilac prihvatilište za beskućnike starački dom posao s nepunim radnim vremenom radno iskustvo
vreva, užurbanost liječnički pregled rok (pješčana) dina japanke televizijska sapunica staza, šetalište vrsta malog klokana
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računovođa računovodstvo automatizirati surađivati razlikovati vatrogasac frizer zdravstveni radnik stručnjak u IKT-u babica, primalja automehaničar dadilja odgajatelj, odgajateljica vodoinstalater ponavljajući školski psiholog stručnjak za društvene mreže putnički agent savjetnik za profesionalno usmjeravanje profesionalno usmjeravanje komunikacijske vještine nositi se s čime rodni stereotip odreći se čega praktično iskustvo sajam poslova životne vještine upravljanje vremenom pod pritiskom
2B CHOICES AND OPPORTUNITIES
work experience
hire paperboy/papergirl pet sitter punctual punctuality spotless tutor apply for a job early bird homeless shelter nursing home part-time job
WORD LIST vješalica za odjeću osuđenik luka predstavnik zadovoljiti se u obliku školjke morska životinja
prilagoditi se šibanje, udaranje štapom obavezan kurikulum, nastavni program tinta plesti obrada metala šiti započeti obrada drveta pohađati školu tjelesna kazna nalivpero državna škola domaćinstvo javna škola u američkom obrazovnom sustavu pločica za pisanje
kandidat cijeniti predan klijent, mušterija životopis dostaviti usmjeren na detalje poslodavac iskusan cilj
navijanje izborni predmet ocjena apsolvent uključiv, inkluzivan rad, istraživanje svestran, raznovrstan obavezna nastava opće obrazovanje biti izbačen učiti napamet standardiziran ispit odlikaš sa svim peticama strukovna škola
1B WORLD CLASSROOMS cheerleading elective grade graduate inclusive paper versatile compulsory classes general education get expelled learn by heart standardized test straight A student vocational school
2A TAKE ACTION! applicant appreciate committed customer CV deliver detail-oriented employer experienced goal
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Lesson 3
fold clothes take for granted
3B A SUMMER LIST breathtaking calmness ferry waterfall city buzz geographical features grab a bite nature park
3C A SHOCKER! ailment barefoot breeze confusion current custom deficient draft inflammation slippers spleen value confined space
složiti odjeću uzeti zdravo za gotovo
koji oduzima dah mirnoća trajekt, brod vodopad gradska vreva geografska obilježja pojesti, prigristi park prirode
(lakša) bolest bos povjetarac zbunjenost struja, tok običaj manjkav propuh upala papuče slezena vrijednost zatvoreni prostor
konačno, na kraju okupiti (se) kazniti zmija strm škakljati staza, put dolina priča o stvaranju posvuda poštovati zakon
prijava razmatrati, uzeti u obzir ranjiv, osjetljiv motivacijsko pismo prijatelj za dopisivanje stariji građanin posebne odgojno-obrazovne potrebe
GROW THROUGH EXPERIENCE application consider vulnerable letter of motivation pen pal senior citizen special educational needs
THE RAINBOW SERPENT eventually gather punish serpent steep tickle track valley creation story far and wide obey the law
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LAN MATGUAGE T E R S
Is there anything worse than a false friend? Lota and Luka really dislike them.
4 aktualan - actual 5 biskvit - biscuit 6 simpatičan - sympathetic
1 Look at the examples of words that sound alike in Croatian and English but have entirely different meanings.
1 patetičan - pathetic 2 šef - chef 3 eventualno - eventually
1 What do the English words mean?
2 Stop and think.
2 What would the correct translation of those words be into Croatian?
*Bonus challenge: Try to think of some more false friends between Croatian and English.
Here are some questions you can ask yourself before, during and after learning about the topics in this Unit.
Before: What do I want to know at the end? / What is my role in learning? / Why is this important for me to know?
During: What does this remind me of? / How do I know what to learn? / What do I do while learning?
After: What can I repeat without help? / How did I organise my learning? / How does what I’ve learned affect my life? What do you find most important at the end of this Unit? What have you learned that has changed your previous level of knowledge?
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Lesson 4 Lesson 5
Ready, set, go! Lesson 1 Lesson 2
UNIT 5
Dad: Indeed. I was living in Nashville, in Tennessee, when I started elementary school. I was six years old; that’s the usual age when kids start school in the USA. Some start half a year earlier, but we’re all in our classrooms by the age of six. Mum: In Australia, children can start school before they turn six, too. However, there’s a big difference between our two countries: a lot of Australian parents keep their children home for as long as possible, because they think that children under the age of six are too young to start formal education. Kate: Oh, I see. So they’ve got the choice! Dad, what about the days you spent in school? What did you do, how long did you have to stay there? Dad: When I was a kid, and I think it’s still like that, we would start at 8 a. m. and stay there until 3 p. m. Children finish their school day a bit later in Australia, but you start at 9 a. m., which gives you a whole extra hour of beauty sleep! Kate: I’m not complaining! Mum, talking about school subjects, which were your favourite ones, and which did you like least? Mum: For me, the best subject was science. We did lots of experiments, our teacher talked to us about all kinds of topics... I really loved it! What I didn’t like was P. E. I’m not a sporty type, so any activity other than walking around the gym was far too much for me to do. Kate: What about you, Dad? Dad: I’d say English for both. When I started school, I hated it. Too much homework, and all the reading and writing made me sick to my stomach... Not to mention the strict teacher we had! In later years, we got a new teacher, and I started liking the subject better. Our lessons and the topics that we talked about became more interesting, so I felt very motivated to study. Thanks to Mr Tompkins, I even went on to study English at university! Kate: Wow, Dad, that’s amazing! I never knew teachers had such an impact on their students. Now, finally, is there anything else you’d like to say about your primary education? Dad: Well, we had a lot of holidays: Thanksgiving, Christmas, Easter, and almost 12 full weeks off over the summer. Mum: Lucky you! We had only six weeks off during summer. But I liked going to school, so it wasn’t a problem for me. The only thing I wish we had more of were language classes, and more languages to choose from. Kate: I think that’s everything I need; thank you, both! Mum: Any time, love!
Exercise 2, p. 130 • Tell students they are going to listen to a text about holidays. • Instruct students to read all the sentences very carefully, because they will not come in the same order as in the text. Remind them that there are two extra sentences. • Allow enough time for students to read the sentences.
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2
• Play Track 2. Students match the activities to the days for which they are planned. Play the track twice. ANSWER KEY
Day 1: 9, 2; Day 2: 1, 5; Day 3: 8, 10; Day 4: 3, 6
Track 2 Lucas: Hey, Chloe, have you heard we’re going to Fraser Island for our holidays? Chloe: Really? How do you know that? Lucas: Mum told me so last night. Chloe: Of course: I’m always the last to know everything in this house. How long are we staying? Lucas: For four days. Mum has left the whole itinerary somewhere around here; do you want to have a look at it? Chloe: Absolutely! Lucas: Okay, here it is. Let’s see. Fraser Island is the largest sand island in the world, all meals included, blah, blah, blah... Here we go, day one. We arrive at the resort. We can use the spa and relax a bit, and there are lots of sporting facilities there. So it’s mostly leisure time. Chloe: That’s okay. We’ll have a good rest, and I’ll beat you in a tennis match. Lucas: Oh yeah, dream on. Uhm... What’s next? Day two. We visit 75-Mile Beach. Wow, it’s a 120-kilometrelong beach covered in white sand! Chloe: What can you see there? Lucas: It says that there’s an old shipwreck that’s been there since 1935. Apparently, it’s very popular with photographers. Chloe: Nice! I’ll get my camera ready! Is it safe to swim there? Lucas: Well, there’s a warning about great white sharks, but generally it’s safe. You should be careful, though, and stick to shallow water. There’s also a warning about a local dingo population. We can take photos of them, but we shouldn’t get too close to them. Chloe: Of course: we’ll let them be. If they feel safe, they’ll leave us alone as well. Sounds like a great day. What about day three? Lucas: Hm... We visit Lake McKenzie, which is a great spot for swimming – although it says here that the water is not seawater but gathered rainfall. And a visit to Champagne Pools is planned for the afternoon. Chloe: Champagne Pools? Lucas: Yup: they’re small natural pools full of water that’s full of bubbles. Oh, another warning! Huh. There are strong tides outside these pools, so swimming in the ocean is not advised. Apparently, there are some sharp rocks around, so you have to beware of big waves. Chloe: Wow, the island has a lot to offer, but there are so many warnings! What about the last day? Lucas: We take a boat and go offshore. Hopefully, we’ll see some whales; they usually swim down the east coast of the island in summer. Chloe: That’s exciting! Finally, an animal you don’t have to fear. One more question. Are we not going to visit the local rainforest? I think Mum once talked about how gorgeous it is.
NEW BEGINNINGS
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Exercise 3, p. 130 • Explain that the next text will be about some summer plans. Instruct students to read the task carefully, then study the table and the ten given activities. Tell them that they will hear the information in the same order it is sorted in the table, but there are two extra activities. 3
• Play Track 3. Students listen and fill in the table. Play the track one more time.
Ted: I feel very indecisive about volunteering; I still haven’t signed up for anything. I’m spending my days in the kitchen and working quite a lot, so I’ll probably skip voluntary work this year. I won’t have much free time anyway, and I’d like to spend all of it with my friends. Angie: I’m looking forward to having more free time. This last term has been exhausting; there was never enough time to do everything I wanted to... That’s why I’ll try to take the opportunity to catch up on drawing and taking photos when we get to Porto! Kate: I’ll try to spend more time with my dog, because we can’t take him to Madrid with us. Ben’s been a great friend, and leaving him home alone feels wrong... Ted: Luckily for us, summer is here! Sorry, you two, Mum’s calling. We’ll catch up soon! Kate and Angie: Bye, Ted!
ANSWER KEY
REVISION: LISTENING
name
trip
summer jobs
volunteering
free time
Ted
7
a washer-up
3
spending time with friends
Kate
Madrid
5
1
10
Angie
2
9
pet shelter
6
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Listen to Luka and Lota’s friend Kate talking to her parents about their education. Are these sentences true (T) or false (F)?
2 In Australia, parents send their children to school when they turn five. 3 Children spend about seven hours a day in American schools. 4 Kate’s mum loved running in the gym. 5 Kate’s dad was greatly influenced by his science teacher. 6 In summer, Australian children spend twice as many weeks at home as children from the USA do. ______ /
2
6
Luka and Lota’s friends, Lucas and Chloe, are talking about their trip to Fraser Island. Match the information to each day. There are two pieces of information you do not need. Day 1
Track 3 Ted: Hi, everybody! I haven’t seen you in a while. What have you been up to? Kate: Hi, Ted! I’ve been planning summer holidays with my parents. We’re supposed to visit Madrid soon, though I’m not sure when, exactly. Angie: So you’re going to Spain, eh? I suppose we’ll be neighbours, then! My parents, my grandparents and I will be visiting Portugal. At first we thought about going to Lisbon, but finally decided to go to Porto. Ted: You’re going to Europe, too? That’s great! I’m going to northern Europe to visit my relatives. My mum’s cousins live in Helsinki, and I’ve always wanted to go there. I’ve got family in Espoo and Turku as well, but we’re heading straight to Finland’s capital, and we’re staying there for two weeks. Angie: Oh wow! You’re going to have a great time there. By the way, what about the time until the trip? My mum told me I should start earning my own money, so I’m taking care of my neighbours’ children while they’re at work. Ted: I’ve been helping out at a local restaurant for the past few years, doing dishes and everything else that the cooks tell me to do. It’s mostly dishes, though. I’m doing it again this year. Kate: Wow, nice! My friend and I will be working at a local cake stall. Both of us love sweets, so it’s the perfect summer combination. Angie: Speaking of which, I was very excited about our volunteering programme at school this year! I started helping out at a local pet shelter last week! I hope I’ll be able to do it even when I get back from my holiday. Kate: That’s nice, Angie! I’ve been volunteering at a retirement home for the last couple of months, and I’ll try to keep doing that in the future. I like it a lot!
1
1 Some children start primary school at the age of five and a half in the USA.
2
Day 2
Day 3
Day 4
1 A day to fill your photo album. 2 A day to do some sport. 3 A day to see the worldʼs largest animal. 4 A day to enjoy the local art. 5 A day when you must be careful about dangerous animals. 6 A day on a boat. 7 A day to slide down the sand dunes. 8 A day for swimming in fresh water. 9 A day to take a relaxing massage. 10 A day to enjoy tall green trees and other local plants and animals. ______ /
3
3
10
Listen to Ted, Kate and Angie talking about their summer plans. Complete the table with the missing information. There are two numbers you do not need. 1 retirement home 6 making art name
2 Porto
7 Helsinki trip
Kate
4 Turku
9 a babysitter
summer jobs
5 a stallholder 10 playing with their pet
volunteering
a washer-up
Ted
Angie
3 not sure
8 sports
free time spending time with friends
Madrid pet shelter ______ /
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TRICKS OF THE TRADE Finish both the listening and the reading parts by checking students’ answers. You can do it as a whole-class activity, or, if you want to engage students more and encourage learning independence, provide them with an answer key. They can compare their answers to the answer key in small groups or swap workbooks between themselves and correct their classmates’ work. You can make the answer key into a handout for every individual student, pairs of students or groups, or you can show it UNIT 5 REVISION
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Lucas: Let me see... Oh, we are! We’ll go through it on our way to Lake McKenzie. All in all, this looks like a great trip to me! Chloe: Me, too; I can’t wait!
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UNIT 5
using an OHP, if available. Discuss the answers as a follow-up activity, encourage students to identify questions and exercises that have been difficult, analyse why they were problematic and suggest what students could do to overcome this. REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise the key reading strategies. You may want to do it as a whole-class activity, or you may want to refer students to pages 8 and 9 of their Student’s Books. Exercise 1, p. 131 • Have students read the instructions first. Tell students to first scan the text, then read the given parts of the sentences and, finally, carefully read the text and supply the missing parts of the sentences. Remind them that they won’t have to use them all.
ANSWER KEY 1 Making Tough Decisions, 2 Helping Others by Helping Yourself, 3 New Week, New Me; 4 Inspiring Others
Exercise 2 b), p. 132 • Students read the text again and complete each of the eight sentences with one to three words from the text. • Recommend students find and underline the actual parts of the text they will need to use. • Students read the text and fill in the sentences. ANSWER KEY 1 decisions, 2 father, 3 anyone, 4 campaign, 5 constant travelling, 6 truly passionate about, 7 various conferences, 8 feel happy
2
a) Read this text about Sean Aiken and his project. Match the headings to the paragraphs. There are two headings you do not need. New Week, New Me Helping Others by Helping Yourself
Overcoming Challenges
Inspiring Others
Making Tough Decisions
The Meaning of Success
(1) ______________________________________________ ‘Who am I? What do I want to do with my life?’ These are some of the questions lots of people ask
• Suggest students cross out the used parts of the sentences they are completely sure about and mark those they are unsure about to identify them more easily later on when checking the answers.
themselves when they need to make an important decision. When Sean Aiken had just graduated from college, he knew he would need to find a job soon. But the problem was that he wasn’t sure what kind of work he wanted to do. He talked to his father, who encouraged him to listen to his heart and follow his passion. This gave Sean an idea. (2) ______________________________________________ Instead of taking the first job he could find, Sean Aiken came up with The One-Week Job Project. The idea of the project was that anyone, anywhere in the world, could offer Sean a job. Instead of paying Sean a salary, his employers would donate money to the Make Poverty History campaign. The project was a complete success: more than 20,000 US dollars had been donated to the campaign by the time it was completed, and Sean had learned a lot about himself in the process. (3) ______________________________________________ Each week of the year, Sean would do a different job. One week he would milk cows as a farmer, and he would bake bread the next. He also worked as a firefighter, a bungee instructor, a pre-school teacher, even
ANSWER KEY
as a cowboy! Of course, constant travelling and meeting new people wasn’t always easy, but this experience allowed Sean to learn a lot about himself and to find out what he was truly passionate about. (4) ______________________________________________
1 G, 2 D, 3 F, 4 B, 5 C
The whole experience has since been turned into a book and a film. Sean also speaks at various conferences and inspires people not to settle for just any job they find, but to get to know themselves first. That might help them realize what sort of life they would like to lead, and choose a job that would make them feel satisfied. You can’t exactly do a different job every week for the rest of your life, but if you find
Exercise 2 a), p. 132 • Explain to students that they will read about a very unique One-week job project. They will need to match the paragraphs to the headings. Tell them to read the task carefully and warn them that there are some headings they won’t use. • Remind students that they can always cross out the headings they have used and are sure about. • Students read the text and match the headings.
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one that makes you feel happy, says Sean, that means you’ve made the right choice. ______ /
4
b) Read the text again. Complete each sentence with no more than three words from the text. 1 When making ____________________________, people must think about the results and consequences. 2 Sean got the advice to be guided by his feelings from his ____________________________. 3 The idea behind Sean’s project was that ____________________________ could hire Sean for a week. 4 The money Sean Aiken earned for his work was donated to a ___________________________. 5 Sean liked most of his jobs, but ____________________________ between places was tiring. 6 This project helped Sean realize what he was ____________________________. 7 Sean gives lots of talks at ____________________________, trying to inspire others. 8 When choosing a job, Sean thinks that the key is to find something that makes you _______________________. ______ /
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• At this point, you can GO DIGITAL to further practise reading and listening.
NEW BEGINNINGS
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ENDING THE LESSON LANGUAGE MATTERS, p. 101 • Direct students to the third part of the LANGUAGE MATTERS section in the Student’s Book. Go through it and discuss the questions. • End the lesson with a revision of unit vocabulary. Tell students to go through the word list once more and circle the words they find difficult to remember. Next, they should underline the words connected to school in blue, those connected with jobs in red and those connected to holidays in green. TRICKS OF THE TRADE Learning vocabulary in semantic groups makes it easier to remember new words, and colourcoding helps visual learners when memorising.
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TILL WE MEET AGAIN!
Lesson 1
TILL WE MEET AGAIN! NASTAVNA TEMA
Drugi i drugačiji
NASTAVNA JEDINICA
Till we meet again!
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.3., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, čitanje, pisanje
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Davanje savjeta.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Pisanje pisma, čitanje s razumijevanjem Sat razrednika Profesionalno usmjeravanje
UDŽBENIK
Str. 102. -103
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Ask students what their favourite lesson and topic were this year. • Show students photos of the six characters. Divide the class into groups of four and let them try to remember and note everything they can about each character without looking in their Student’s Books. • You can let groups revise information about all the characters or make five or six groups and assign a single character to each group. Luka and Lota can be assigned as separate characters or as a unit. • Let students report about the characters and then read the introductory text on page 102. MAIN PART READING Exercise 1 a), p. 102 • Ask students if they remember the name of the programme all the characters signed up for
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and what the purpose of the programme was. Let them look it up in their Student’s Books if they can’t remember. • Do this and the next exercise using the jigsaw strategy. Use the coloured number cards (Resource Bank, Resource 32, pp. 406-412) to divide the class into five expert groups according to the colour of the card and assign each group one text they read and choose who the author is. ANSWER KEY 1 Amelia, 2 Diego, 3 Lota, 4 Freddie, 5 Charlie
Exercise 1 b), p. 102 • In the same groups, students read their assigned text. They find and discuss what decisions about life and career each character has made. They can make short notes. • Build new jigsaw groups of five, grouping students according to the number on their cards. The groups should be formed with one member from each of the five expert groups. • Each jigsaw group member is an expert on their text, and they explain what the text was about and what answer to the questions their expert group agreed upon. ANSWER KEY Amelia decided to focus on sustainable tourism and IT and improve the family business. Diego wants to become a social worker or a psychologist and help people. Lota hasn’t decided on her future career yet: she will choose a general education secondary school and decide later. Freddie wants to work in a museum, but he still isn’t sure what kind exactly. Charlie has decided not to study medicine; she wants to stay in her hometown and protect nature.
SPEAKING Exercise 2, p. 103 • In the same groups, students discuss the four questions. • While the students are discussing, go around the class and offer help if needed. ANSWER KEY Students’ answers.
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TILL WE MEET AGAIN! You have spent your final year travelling to four English-speaking countries: the USA with Diego and Charlie, England with Freddie, Jamaica with Amelia, and Australia with the twins, Lota and Luka. You have learned not only about their countries and cultures, but also about their personal interests, hopes and dreams for the future. Now it’s time to see how the Big Sibling Youth Programme has helped them in making decisions about their future careers.
1 a) READING Read the teenagers’ reviews of the Big Sibling Youth Programme. Match them to their pictures, and write their names above the texts.
1 I often communicate with people from all round the world, and offer them help when they come to my country. This year I had some questions of my own, and decided to join this programme to help me find the answers. And I certainly got them! Although I knew I would continue to run our family business, I wasn’t really sure what to focus on in my future education. Talking to my Big Sibling has made me aware of two areas I’d like to master: sustainable tourism and IT. I have done a lot of research on the impact of tourism on the environment. Although my family runs our business according to sustainable practices, there’s always room for improvement. I’d also like to improve our service technologically, and show people all over the world the beauty of my home country.
2 This year I got a chance to see two sides of the same coin. I asked for help here, at the Big Sibling Youth Programme, and I volunteered for a help center in my hometown. This experience was priceless! I have always known I wanted to work with people in one way or another, and what I’ve learned here has only made my decision stronger. A platform like this can really make a difference in people’s lives, and that’s what I want to be doing in the future, too. In these busy and stressful times, it’s really important to have someone willing to listen to you and give you a helping hand. I think I’m going to study to become a social worker or a psychologist, and help people cope with their problems and solve them. Thank you, Big Siblings, for making my decisions easier!
b) Read the reviews again. What decisions about their future education and career has each of the young people made?
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ENDING THE LESSON WRITING Exercise 3, p. 103 • Go through the instructions with students. Let them read each step carefully. • Let students write their letters. Monitor and help if necessary. • When finished, students swap their letters to read and get feedback. • After receiving feedback and correcting the mistakes, hand each student an envelope to put their letters in. • You know your students best, so judge if you feel comfortable letting them seal the letters without you reading them, or if you want to read them first to make sure that the contents are completely appropriate. ANSWER KEY Students’ answers.
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2 SPEAKING Work in groups. Discuss the questions below. 1 How easy or difficult has it been for you to choose your secondary education? 2 Who have you turned to for help? How useful was their advice? 3 Have you taken part in any programmes to help you make your decisions? If yes, which? 4 How useful has your English textbook been? Have any of the lessons played a role in making your decision?
3
4
This year has been a turning point for my brother and me. We’re moving to another country and continent, starting a whole new life – and school. It won’t be easy, so we decided to turn to the Big Sibling Youth Programme for help. We’ve met wonderful people who listened to us and offered advice, and we’re grateful for that. My brother has always known what he wanted to do in life. I can’t say the same for myself, but thanks to my Big Sibling, now I’ve realised it’s all right not to know for sure what the future brings. There’s still time to make up my mind. That’s why I’m going to choose a type of school that offers general education and various subjects. Hopefully, by the end of my high school I will find out what I like, and choose the right university!
5
Taking part in the Big Sibling Youth Programme has really helped me make up my mind when it comes to the future. My Big Sibling, who is a history buff herself, has listened to me and my dilemmas about my future profession. She has guided me in trying to focus my interests. It’s been a wonderful experience writing for our school magazine. Each column meant doing research and visiting various museums. That’s when I came to a conclusion: this is what I’m going to do! I’m going to work at a museum. This still doesn’t mean I know exactly what I’d like to become, because the possibilities are many: from being an archaeologist or archivist to being a conservator or curator... But what I know for sure is that I’m going to enjoy it wherever I end up, as long as history is what I do.
I have enjoyed being in this program. Talking to my Big Sibling, as well as to other teenagers like myself, has helped me shape my ideas for the future. I still haven’t reached a final conclusion about my future career, but it doesn’t bother me as much as it used to. I always thought I would move to a bigger city and study medicine. What I know now is that I’d like to stay in my hometown and continue enjoying the wonders of nature. I’m looking forward to learning more about them and about the ways we can protect them. I also want to educate others on how to take care of our precious planet. Every decision we make can have severe consequences: we have to be very careful not to disturb the delicate balance in nature.
IT’S YOUR TURN NOW! 3 WRITING Life is always easier when you have someone to turn to with your problems or dilemmas! Why not offer help to students at your school who will be in the same situation next year? Become a Big Sibling, and make a difference in someone’s life. Step 1
Step 2
Step 3
Step 4
Think about all the good times – and the bad times – you have faced in your final year of primary education. What questions have you had? Where did you get the answers?
Write a letter of advice for the new Year 8 students. Give them tips on how to do well at school and how to cope with the challenges of the final year.
Seal your letter in an envelope, and leave it at school. Your teacher will distribute your letters to the students at the beginning of the next school year.
Why not go beyond this? Is there a possibility of continuing to be involved in the lives of younger students by organising a similar Big Sibling Youth Programme at your school?
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APPENDIX
Lesson 1
SPOOKTACULAR HALLOWEEN! Students’ answers.
NASTAVNA TEMA
Posebni datumi
NASTAVNA JEDINICA
Spooktacular Halloween!
PREDVIĐENI BROJ SATI
1
MAIN PART
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5., C.8.6.
LISTENING
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
VOKABULAR
Celts, Samhain, bonfires, roam, All Hallows’ Day, banned, immigrants, grim, demise, joining the ranks, a pane of glass.
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Halloweenu.
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A. 3.2, B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
MEĐUPREDMETNO POVEZIVANJE
Vjeronauk Dan Svih Svetih Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 104. -105.
RADNA BILJEŽNICA
Str. 133.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI
STARTING THE LESSON • Start the lesson by playing a game of Taboo (see Games and Activities on pp. 394-398) with typical Halloween vocabulary. Suggested vocabulary: bat, skeleton, vampire, zombie, costume, witch, pumpkin, mask, candy, holiday, horror. SPEAKING Exercise 1, p. 104 • Divide the class into groups of four and let them discuss what they already know about Halloween using the four prompts: traditions, symbols, games, decorations. Group representatives report to the class. • Make sufficient copies of the Halloween mind map (Resource Bank, Resource 93, pp. 406-412) and distribute them to students. Students fill in what they already know.
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ANSWER KEY
Exercise 2 a), p. 104 • In a lower-ability class, you might want to pre-teach new vocabulary. Suggested words: Celts, Samhain, bonfires, roam, All Hallows’ Day, banned, immigrants. 7.1.
• Have students read the three questions. Play Track 7.1. Students note down the answers. Check as a class. ANSWER KEY
1 On September 31.2 European immigrants. 3 Trickor-treating, parades, costume parties, telling scary stories, watching horror films, etc.
Track 7.1 The spookiest day of the year, as some people think of Halloween, goes back some 2, 000 years. Around 1 November, the Celtic tribes of ancient Britain, Ireland and northern France celebrated a harvest festival called Samhain. It marked the end of summer and the beginning of dark, cold winter. Celts believed that this was the day when the barrier between our world and the world of spirits got really thin. That meant spirits and other spooky creatures could roam the Earth. To scare them off, people lit bonfires and wore costumes. When Christianity spread, 1 November was celebrated as All Saints’ Day, also known as All Hallows’ Day. So the day before it was called All Hallows’ Eve, which is where the name ‘Halloween’ comes from. The celebration of Halloween was, at first, banned in most of Europe and among early American colonists. However, in the 19th century, European immigrants brought many of their customs, including the Halloween celebration, to the USA. Since then it has become one of the most popular celebrations, especially among children. They love dressing up and going trick-or-treating from house to house, asking for candy and playing tricks on people who don’t give them any. Carving pumpkins, or making jacko’-lanterns, has also become a favourite Halloween pastime for both children and adults. These and many other traditions, such as parades in the streets, having costume parties at home and in the workplace, and spending time with your friends and family telling scary stories or watching horror films, make Halloween the second-most widely celebrated holiday in the USA.
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2
1
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104
I can talk about Halloween.
SPOOKTACULAR HALLOWEEN!
traditions
symbols
games
Samhain
bonfires and costumes
I imagine!
All Saints’ Day
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Halloween is considered an American holiday by much of the world, but it is celebrated in countries other than the USA, too. Find out where and how!
Curious me!
decorations
SPEAKING Work in groups. How much do you know about Halloween? Think about the following:
HALLOWEEN THEN AND NOW a) 7.1 LISTENING Listen. Answer the questions. 1 When is Halloween celebrated? 2 Who made it popular in the USA? 3 What traditions are associated with Halloween?
1 November
b) 7.1 Listen again, and take short notes. How do the terms below relate to Halloween? Celts /ˈsɑːwɪn/
Halloween edition I upcycle!
Bring old things to school, and use them to make Halloween decorations. Decorate your classroom, and vote for the best one.
Think of a story from the perspective of a pumpkin, a black cat or a bat. How might they live through Halloween festivities? Draw a storyboard.
c) What do people usually dress up as for Halloween? What would you choose for your costume? Why?
I create! Invent a brand-new type of monster. Make a drawing of it, and label its special characteristics. Present it to your classmates.
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3
4
5
BRAINSTORMING
SPEAKING Work in groups. Discuss the questions below.
1 How many types of monsters do you know of? Which of these monsters scare you most and least? Why?
2 Who or what is a zombie? What are its characteristics? Think up a definition.
the run
b) Immediate
defense
c) Starting
over
READING Read an excerpt from the book Zombie Survival Guide by Max Brooks. Choose the most appropriate heading. Explain your choice. a) On
The dead have risen. You smell the smoke, hear the sirens. Screams and shots fill the air. You have been unable or unwilling to properly prepare your home – what now? Although the situation looks grim, it by no means signals your demise. If you take the right actions at the right time, you can save yourself and your family from joining the ranks of the undead. A. Strategies for Two-Story Homes
1. Lock all your doors and windows. Although a pane of glass may not stop a zombie, the sound of its shattering will be the best warning you can get.
2. Run upstairs and turn on the bathtub. Although this sounds foolish, there is no way of knowing when the water will be cut. After a few days, thirst will become your greatest enemy. 3. Find the best weapons possible. (…)
Step 4
SPEAKING Work in groups. Follow the steps below, and do the task.
Step 3
Form new groups, with representatives from each group. Compare your ideas and lists. Can you adapt and improve your original plan and equipment?
Step 2 Step 1
It’s been some time since the zombie outbreak began. Your stocks are running low. You and your loved ones have to find new shelter. Where will you go? Why? What do you need for your evacuation?
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Now that you have Read the excerpt once secured the basics, think more, and continue the of what other useful items author’s list. What other things would you take care you can find to keep you safe without leaving your of at the beginning of a sudden zombie outbreak? home. Which of these items can serve more than Think of the following: food weapons tools one purpose? How can you make sure they last first-aid kit clothes until things calm down? communication other equipment
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APPENDIX
Exercise 1 b), p. 104 • Students listen to the text again to add notes about the Celts, 1 November, bonfires and costumes and All Saints’ Day to their mind maps. • Play Track 7.1 again. • Volunteers report to the class.
SPEAKING Exercise 3, p. 105 • Ask students if they are afraid of monsters. • In the same groups, students name the monsters they know and compare them to each other’s answers. • Students try to define and describe zombies.
ANSWER KEY Celts: the tribes of ancient Britain, Ireland and northern France. 1 November: All Saints’ Day or All Hallows’ Day. bonfires and costumes: the Celts used them to scare spirits and spooky creatures. All Saints’ Day: a Christian holiday.
CURIOUS ME! You can either let students guess where Halloween is celebrated or have them look it up online.
ANSWER KEY Students’ answers.
READING Exercise 4, p. 105 • Students read the text and choose the best heading for it. Check as a class. • In a lower-ability class, you might want to pre-teach the vocabulary: grim, demise, joining the ranks, a pane of glass.
TRICKS OF THE TRADE Halloween is a holiday that is traditionally celebrated in English-speaking countries: the UK, the Republic of Ireland, the USA and Canada. Mexico and other countries of Latin America have a somewhat similar custom called El día de los muertos, which also has roots in All Saints’ Day, but it’s more about honouring the dead than scaring and chasing evil spirits away. Through the influence of Hollywood and American films and series, celebrating Halloween has spread all over the world, so today it is celebrated even in countries that don’t have that tradition. Exercise 1 c), p. 104 • In groups of four, students discuss their ideas for Halloween costumes. Group representatives report to the class. ANSWER KEY Students’ answers.
• At this point, you can GO DIGITAL and further practise reading and vocabulary.
ANSWER KEY b) Immediate defence.
ENDING THE LESSON SPEAKING Exercise 5, p. 105 • Do this task applying the jigsaw method. Divide students in four groups. Make enough copies of the handout (Resource Bank, Resource 94, pp. 406-412). Have students imagine a zombie apocalypse happening and discuss the three situations from steps 1, 2 and 3. Each student should make notes on their handout. • Form new groups of four, containing one student from each original group. Students use the notes from their handouts to compare their group’s zombie apocalypse strategies and choose the best solutions and ideas and adapt their original plans. • Group representatives report to the class. ANSWER KEY Students’ answers.
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TRICKS OF THE TRADE The jigsaw strategy is a complex strategy in which students practise reading, listening, speaking and cooperation at the same time. It is an excellent method for texts that can be divided into several parts, where first each group of students, or jigsaw group, reads a different part of text, and afterwards new groups, or expert groups, are formed. Each expert group has one member from each jigsaw group who is now an expert on the part of the text they have been reading. At this point, each expert teaches the rest of the group about their text, so the group can complete the task together. HOMEWORK
Creative me!Halloween edition • Assign this exercise as homework. Students choose one of three tasks, do it for homework and present it in the next lesson. WB p. 133, Exercises 1 a), b) and 2
SPOOKTACULAR HALLOWEEN!
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APPENDIX
Lesson 2
THE MAGIC OF CHRISTMAS NASTAVNA JEDINICA
The magic of Christmas
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o Božiću, čitanje s razumijevanjem
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
MEĐUPREDMETNO POVEZIVANJE
Vjeronauk Božić Hrvatski jezik Slušanje i čitanje s razumijevanjem
UDŽBENIK
Str. 106. -107.
RADNA BILJEŽNICA
Str. 134.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.
person gets the prize – a trinket, a toy or a piece of paper with a joke or a message. MAIN PART WORKBOOK PRACTICE Exercise 1, p. 134 • Let students match the Christmas cracker jokes and their punchlines. Check as a class. ANSWER KEY 5, 4, 6, 2, 1, 3
Exercise 2 a), p. 134 • Ask students if anyone knows how the first Christmas cracker was made. Let them guess. • Students read the text and fill in the gaps with the given parts of the sentences. ANSWER KEY D, G, A, I, C, E, B, F
• Start the lesson by playing Tick-tock-boom (see Games and Activities on pp. 394-398) with the topic of Christmas.
Ap pe nd ix
STARTING THE LESSON
1
THE MAGIC OF CHRISTMAS 1 What’s worse than a giraffe with a sore neck?
Read some popular cracker jokes. Match the two parts of the joke. Elfies.
READING AND SPEAKING
Lost. By icicle. A teapot.
A centipede with sore feet.
Exercise 1, p. 106 • Students read the riddle and try to solve it. • eht rof hcraes stneduts tel ,elbissop fI eht evlos t’nac yeht fi enilno rewsna .sevlesmeht elddir
The Dead Sea!
6 How do snowmen 2
travel around?
3 Where do ghosts go swimming? 5 What do elv es post on social med ia?
Curious me!
a) READING Read the story behind the Christmas cracker. Complete it
Find some more examples of Christmas-cracker jokes. Why not try to make one up yourself?
do not need. The British have a lot of Christmas traditions, but there is one (1) ___, when a baker, Tom Smith, invented what we now know as the Christmas cracker. The idea was born (2) ___ in the 1840s and bought sweets sold in tissue paper with a twist at each end. You had to pull at the ends to get to the sweets. He returned to London and started selling sugared almond bonbons wrapped in a twisted package with a love poem inside. Needless to say, the packages became (3) ___. According to a story, hearing the crackle of a log on the fire inspired Smith to make the package log-shaped and to add another twist: (4) ___. That made them even more popular! Later, he replaced the almond with a small surprise present. It didn’t take long until the public started recognising the product as the ‘cracker’. His sons took over their father’s business and added paper hats to the cracker in the 1900s and (5) ___. Ever since, the cracker has become a well-loved seasonal tradition, and you can find it on almost every Christmas Day dining table. Tom Smith’s company makes crackers for families across Britain, (6) ___. The crackers contribute to the magic of Christmas in a fun and unique way. Family members sit round the table, take their crackers in one hand and cross their arms so that each person holds one end of the cracker. They pull at the same time and... BANG! The Christmas crackers snap open (7) ___. People put the coloured crowns on and read the jokes. (8) ___ even the Queen wears a paper crown!
A Christmas cracker.
TRICKS OF THE TRADE
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4 What do a penguin you call Sahara de in the sert?
with missing sentence parts A–I. There is one sentence part that you
ANSWER KEY
A Christmas cracker is a traditional Christmas table decoration in English-speaking countries. It is a three-piece cardboard tube container in colourful wrapping paper that looks like a candy wrapper. The cracker is pulled apart by two people by taking one outward part of the tube each and pulling until the middle part of the cardboard tube snaps in half with a loud crack (hence the name). It splits unevenly, so only one
2 I start with a T, end with a T, and have T in me... wh at am I?
A B C D E
popular presents for women and the toys, paper hats and jokes go flying up in the air replaced the love poems with jokes in the 1930s dating back to Victorian times including the Royal family
F G H I
Rumour has it that, on Christmas Day, when Smith visited Paris when he died the loud popping sound when you open it
b) SPEAKING Read the text again, underline the answers to the following the questions. 1 How did Tom Smith get the idea for the cracker? 2 How did the cracker change from the original to a modern-day one? 3 What do people do on Christmas Day? 4 Have you and your family got a special seasonal tradition? If so, what is it?
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2
1
THE MAGIC OF CHRISTMAS I can understand an authentic Christmas story.
READING AND SPEAKING Solve the riddle. What have you found out about this popular English holiday tradition? Have you heard of it before? If so, where?
2
I come in all colours but only one shape. They put me on the Christmas dinner plate. Pull me to find a paper hat, a present and a festive joke. I go with a bang; don’t scare the old folk! 3
a) 7.2 LISTENING Christmas Cracker is a short story written by Jeanette Winterson, an English author. Listen to a short summary of the first part of the story, and answer the questions below. 1 When and where does the story take place? 2 Who are the characters? 3 What is the climax? b) Can you guess what happens next? What does the dog say?
a) READING Read the rest of the story on the opposite page. Choose the sentence that best describes its main idea. a) We should protect animals.
b) Holidays are not about material things. c) Holidays are all about giving presents.
b) Read the story again, and answer the questions. 1 How does the story end?
4
2 How is Tommy different from the other two children?
3 What is the best thing you can wish for, according to Magic? Do you agree? Why (not)?
4 How does the story make you feel? Why?
Christmas is a time to be thankful for the things we have. What are you thankful for? Write six gratitude hashtags about it. Here are some suggestions to get you going: #thankfulforthememoriesmade
A Christmas to remember Christmas is the perfect time to get creative and make great memories! Why not create a class Christmas photo booth? Prepare prompts such as a Christmas photo-booth frame, Santa’s beard and hat, reindeer antlers, Rudolph’s nose and crackers. You will need sheets of card, some coloured paper, wooden sticks, colouring pens, glue and scissors. Say cheese!
#thankfulformygoodhealth
CHRISTMAS EDITION
12 days of giving Christmas presents Christmas is a time of giving, and what better gift than one that comes from the heart? Give your special someone (e.g. a parent, a sibling or a friend) a non-material gift: make a list of 12 things that would make that person happy, and do one each day leading up to Christmas. Have fun and spread the holiday joy!
#thankfulformyfurrybundleofjoy
Let`s play!
Team up, and play a game of Christmas-carol charades. Write down the names of Christmas carols you know on slips of paper. Team representatives pick a slip, indicate the number of words, and then act them out without speaking. Their teammates try to guess the carol within a minute. The winner is the team with the most correct guesses. Celebrate your victory with carol singing!
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APPENDIX
LISTENING
READING
Exercise 2 a), p. 106 • Tell students they are about to hear the beginning of a Christmas story about a Christmas cracker.
Exercise 3 a), p. 106 • Students read the text on the opposite page and choose which sentence describes the main idea of the text best. Check as a class.
• Let students read the three questions, then play Track 7.2. Play it again if needed. • Check the answers as a class. ANSWER KEY 1 On Christmas Eve, in a hotel. 2 A stray dog and three children. 3 The dog springing out of the cracker.
Track 7.2 It’s Christmas Eve. A little stray dog wakes up in a Christmas-cracker factory wrapped up in ribbons, toys and Christmas presents. He crawled in through a small window last night to hide from the cold. Suddenly, he hears people talking. ‘Close the cracker; we’re taking it to the children’s charity raffle! ’ The dog can’t escape; he is trapped inside the giant cracker. The workers take the cracker to a hotel, where the raffle takes place. The dog is terrified. What will they do when they find him inside? Nobody wants him! They draw the winning number. It’s 999! It appears that three children have the winning ticket: a slim girl in a fake-fur coat, a chubby boy in a red Elvis suit, and a pale, quiet boy. The master of ceremonies is confused. The winning ticket must have been multiplied by three, and the winners will just have to share the prize. The first two children start fighting over the cracker while the pale boy watches in silence. They pull and pull until the cracker goes ‘bang! ’ The dog goes up in the air and lands on his feet! What’s a dog doing inside the cracker? They all look at him in surprise. The dog thinks really fast, and finally he says...
Exercise 2 b), p. 106 • In pairs, students use their imagination to guess what could happen next. • Have them write down what the dog could have said to the children. • Volunteers share their ideas. ANSWER KEY Students’ answers.
ANSWER KEY b
Exercise 2 b), p. 106 • In pairs, students find the answers to the four questions and underline them in the text. Check as a class. ANSWER KEY 1 The dog got a home. 2 He didn’t ask for anything material from the “magical” dog. 3 Love. 4 Students’ answers.
• At this point, you can GO DIGITAL to further practise reading and listening. ENDING THE LESSON Exercise 4, p. 106 • Tell students that Christmas time is an excellent time to think about everything that you have and what you can be thankful for. • Let students create six hashtags for expressing their gratitude. • emos yalp ,gnikrow era stneduts elihW rehtie yalp nac uoY .cisum samtsirhC sgnos pop nredom ro slorac lanoitidart .erehpsomta samtsirhC a etaerc ot ANSWER KEY Students’ answers.
HOMEWORK
Creative me! Christmas edition • Assign this exercise as homework. Students choose one of three tasks, do it for homework and present it in the next lesson. WB p. 134, Exercise 2 b)
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‘Hi!
I’m a magic dog, like the genie in the bottle.’ (…) ‘If you’re a MAGIC DOG, yeah, right, where are my three wishes?’ says the slim girl. The pale, quiet boy
says nothing. He’s looking at the dog. ‘OK! One wish each,’ says the dog. (…) I want a Ferrari,’ shouts the fat boy. ‘Righto,’ says the dog. ‘Give me ten minutes.’ (…) ‘Me now,’ orders the thin girl. ‘Me, me, me! I want a real fur coat.’ ‘That’s unethical,’ replies the dog. (…) ‘I want one!’ shrieks the girl with such force that all the glass baubles on the Christmas tree shatter to powder. ‘OK!’ says the dog. ‘Your wish is my command.’ (…) It seems that the winning ticket 999 has not been multiplied by three after all. (…) The holders of ticket numbers 9 and 99 each added the required 9s to their stock. The big present will go to the real number 999 only. The pale little boy still has his ticket in his hand. The master of ceremonies examines it through a magnifying glass – yes, it’s the one. (…) Hesitatingly the boy pulls the ribbon, because he isn’t used to big presents. He and his mother don’t have much money. Inside the box is a mountain bike. ‘And it’s all yours,’ says the master of ceremonies. ‘You won it fair and square.’ (…) ‘Well, you won’t be needing a wish, then,’ says the dog invisibly, from behind the blowup reindeers. ‘Probably for the best, under the circumstances.’ (…) ‘I’m not a magic dog,’ says the dog. ‘I’m a stray. I got trapped in that cracker.’ (…) ‘What were you going to wish for?’ said the dog. ‘If I had been a magic dog?’ The boy thought for a bit because he was that kind of boy, then he said, ‘If I had a wish, my wish would be to take you home with me and keep you forever.’ ‘What?’ barked the dog, his ears going round and round like satellite dishes picking up an alien signal. ‘What? Woof! What? Woof! What? WOO-OO-OOF!’ ‘I’d wish for you,’ said the boy. ‘My name’s Tommy. What’s yours?’ ‘Haven’t got one.’ ‘Then I’ll call you Magic,’ said Tommy. And Tommy asked his mother if he could take Magic home, and she said yes, he could keep the dog, as long as he knew that a dog is forever and not just for Christmas. That was all right, because Tommy was a forever sort of boy. (…) The dog trotted beside the boy, and looked into the clear sky at the star-dogs, cold and fine, and he knew that, whatever you wish, you can’t wish for better than love.
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APPENDIX
Lesson 3
THOSE THREE LITTLE WORDS NASTAVNA JEDINICA
Those three little words
PREDVIĐENI BROJ SATI
1
ISHODI POUČAVANJA
A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5., C.8.6.
DJELATNOST (I) U FOKUSU
Govorenje, slušanje, čitanje
VOKABULAR
Mr. Right, love at first sight, blind date, tie the knot, head over heels, fall in love, heartbeat
KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA
Govorenje o ljubavi, čitanje s razumijevanjem.
ANSWER KEY 3, 5, 6, 2, 1, 4
Exercise 2 b), p. 108 • In pairs, students try to find Croatian equivalents of the expressions. Remind students that most idioms can’t be translated word-for-word. • evig nac uoy ,ssalc ytiliba-rewol a nI .stnih emos stneduts ANSWER KEY
MEĐUPREDMETNE TEME Osobni i socijalni razvoj
A.3.1., A.3.2., B.3.4.
Učiti kako učiti
A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.
MEĐUPREDMETNO POVEZIVANJE
Hrvatski jezik Slušanje i čitanje s razumijevanjem, idiomi
UDŽBENIK
Str. 108. -109.
RADNA BILJEŽNICA
Str. 135.
DIGITALNI SADRŽAJ IZZI
Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.
STARTING THE LESSON • Start the lesson by making a Wordsnake (see Games and Activities on pp. 394-398) on the topic of Valentine’s Day. Exercise 1, p. 108 • Students read the title and try to explain it. They try to think of some three-word expressions they could use to express their love for someone or something, not necessarily of the romantic kind. ANSWER KEY
1 Gospodin Savršeni, 2 ljubav na prvi pogled, 3 spoj naslijepo, 4 reći sudbonosno da, 5 zaljubiti se preko ušiju, 6 zaljubiti se
READING Exercise 2 c), p. 108 • Students read the text and fill it in with the missing idioms. • In pairs, students compare their answers. ANSWER KEY 1 blind date, 2 love at first sight, 3 fell in love, 4 Mr. Right, 5 tie the knot, 6 head over heels
LISTENING Exercise 3 a), p. 108 • Ask students if they know anything about the history of Valentine’s Day. • Have students read the four topics. Then play Track 7.3. Students put the topics in the order they appear in the text. • Check as a class.
I love you.
MAIN PART
4, 1, 3, 2
Exercise 2 a), p. 108 • Students look at the pictures and describe them.
Exercise 3 b), p. 108 • Let students do the quiz.
• They match the idioms to the pictures. Check as a class.
390
ANSWER KEY
7.3.
• Students swap notebooks. Play Track 7.3 again.
• Students listen to the text and check each other’s answers.
HELLO, WORLD!
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1
THOSE THREE LITTLE WORDS I can talk about love.
What do you think the idiom in the title stands for? Think of other three-word phrases that you can use to express your love for someone. Don’t limit yourself to your sweetheart; think of your family, or your friends, too!
VOCABULARY Love idioms
2
a) Match the idioms to the pictures. 1 Mr Right
2 love at first sight
3 blind date
4 tie the knot
5 head over heels
6 fall in love
b) What do you think these idioms mean? How would you say them in Croatian? c) READING Jess and Ross met on the most romantic day of the year. Complete the text below using the idioms from Exercise 2 a). Make changes where necessary. Jess and Ross met on a (1) ______________ one Valentine’s Day. They were both a bit nervous and afraid of what would happen. Would they meet the loves of their lives, or would they end up disappointed? Luckily for them, it was (2) ______________, just like in films! Ross (3) ______________ with Jess the moment he laid eyes on her. Jess, too, knew Ross was her (4) ______________ from the very beginning. A couple of years later, they decided to (5) ______________. It’s been fifty years now, and they are still (6) ______________ in love.
3
a) 7.3 LISTENING Listen about Valentine’s Day. Put the topics below in the correct order as they appear in the text (1–4). new customs
the origins of the day
what people traditionally do
who the holiday is named after
b) 7.3 Do the quiz. Then listen again and check. 1 Valentine’s Day is celebrated on a) 4 February.
b) 14 February.
c) 14 January.
2 The origins of Valentine’s Day go back to the
a) second century.
b) third century.
c) seventh century.
3 Emperor Claudius II banned men from
a) going on dates.
b) fighting wars.
c) getting married.
4 Valentine was a Roman
a) god.
b) saint.
c) priest.
5 Valentine was arrested because he
a) married couples.
b) fought the Romans.
c) was against war.
6 In recent years Valentine’s Day has become a lot more about
a) spending money.
b) romantic love.
c) writing poetry.
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THOSE THREE LITTLE WORDS
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APPENDIX
ANSWER KEY 1 c, 2 b, 3 c, 4 c, 5 a, 6 a
ANSWER KEY Students’ answers.
WORKBOOK PRACTICE
Track 7.3
Exercise 4, p. 109 • In pairs, students read and discuss the three questions.
Exercise 2, p. 135 • In the same groups, students study the nine tasks and write down their answers. • Group representatives read their answers. • nac spuorg ,elbaliava dna elbissop fI evitcaretni latigid a no srewsna rieht etirw .draob nitellub ANSWER KEY Students’ answers.
THOSE THREE LITTLE WORDS 1
a) Match the idioms to their definitions. 1 Mr Right
get married
2 love at first sight
madly in love
3 blind date
a meeting arranged between two strangers in hope of romance
4 tie the knot
develop a romantic interest in someone
5 head over heels
an instance of two people falling in love the first time they see each other
6 fall in love
a man who would make the perfect husband
b) Complete the text by translating the Croatian phrases in the brackets. Cole had never been on a (1) _____________________________ (spoj naslijepo) before. Then Tanya, his best friend, suggested that he go out with Beatriz, one of her friends. She thought Cole might be Bea’s (2) _____________________________ (onaj pravi). He was curious and said yes, but he got so nervous that he wanted to call everything off just minutes before Bea walked into the bar. But before he had the chance to pick up the phone, he saw Beatriz at the door and suddenly forgot about everything. He never thought it would be that easy to (3) ___________________________ (zaljubiti se). He was very happy when he discovered it was (4) ________________________________ (ljubav na prvi pogled) for Beatriz, too! Six years later, they’re still
Curious me! There are a lot of Croatian love idioms. Find some of them, and discuss them in class. Why don’t you ask your Croatian-language teacher for help as well?
(5) _____________________________ (zaljubljeni preko ušiju) with each other and are planning to (6) _____________________________ (vjenčati se) on their holidays in Spain next summer.
2
Work in groups, and answer the questions below. Compare your answers with the rest of your class.
1 When is Valentine’s Day celebrated?
4 Name three things people usually buy for their loved ones.
2 Name three places you can go to on a date.
5 Say ‘I love you’ in four different languages.
• Volunteers share their answers. ANSWER KEY
7 Name four love songs.
8 What is the name of the angel who shoots arrows at couples?
3 Name two romantic films.
6 What flower makes for a popular present on Valentine’s Day?
9 Name three famous loving couples from literature.
Students’ answers.
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ENDING THE LESSON Exercise 5, p. 109 • Divide students in groups. Let them read the quotes, choose the one they like best and discuss why they like it. • Students can choose one quote as a group.
ix nd pe Ap
Valentine’s Day is a festival of love which is celebrated every year on 14 February. It’s a day when people all over the world express their feelings for the ones they love. The origin of this special day is not quite clear, and there are many different legends of how it came to be. One legend says it goes way back to ancient Rome, to about 270 AD. During this time, Emperor Claudius II wanted to build a strong army. In order to do so, he said that young men couldn’t get married. He believed that married men were weak soldiers who didn’t want to leave their homes and go to war. He also thought that those who did go would only think of their wives and wouldn’t focus on fighting. Claudius’s new law upset many young lovers. Valentine, a Catholic priest in Rome, thought it was unfair, too. He decided to break the law and secretly marry young couples who were in love. For this, he was arrested and sentenced to death. Today we celebrate Saint Valentine’s Day in memory of his bravery and sacrifice. The legends of why Saint Valentine is remembered may have changed since Roman times, but the tradition of celebrating romantic love on Saint Valentine’s Day still exists. Throughout the years people have shown their love and affection with poetry, flowers, sweets and special cards called valentines. Unfortunately, in recent years, Valentine’s Day has become a day famous for spending money on often very expensive gifts. In the USA alone, people spend billions and billions of dollars on Valentine’s Day gifts! But that’s not what the day dedicated to celebrating love used to be about. It was a day to remember the ones we cared about – our family, friends or loved ones – and remind them of how much we loved and appreciated them... Something we all should be doing not only on 14 February, but on every other day of the year!
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HOMEWORK
Creative me! Valentine’s Day Edition • Assign this exercise as homework. Students choose one of three tasks, do it for homework and present it in the next lesson. WB p. 135, Exercises 1 a) and b)
• Group representatives read their group’s quotes and explain why they liked it.
392
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4
SPEAKING Work in pairs. Discuss the questions below. 1 Do you celebrate Valentine’s Day? Why (not)? 2 How do you celebrate it? 3 How would you like to see this day celebrated in your school?
5
a) READING Love is often the central theme in art and literature. Read the quotes below. Which one do you like best? Why?
“If you remember me, then I don’t care if everyone else forgets” Haruki Murakami
, home has s e im t e m o S “ a heartbeat” Beau Taplin
“And if ther love you the is eternity, I’d ere again” Bob Dylan
“Love is like the wind, you can’t see it, but you can feel it” Nicholas Sparks
“We are shaped and fashioned by what we love” Johann Wolfgang von Goethe
b) Read the quotes again. What is love, according to the authors? Explain it in your own words.
“I don’t tr don’t loveust people who and tell m themselves e, ‘I love y ou’” Maya Ange lou
According to Murakami, love is having one person who will always remember you.
Valentine’s Day edition I create
Become a poet for a day! Try out black-out poetry. Your teacher will give you a page of text. Black out all the words except those that you wish to use to form your own message of love. Have fun!
I rhyme
“Roses are red” is a poem that is known worldwide. Why not create three versions of it of your own? Make a funny one and a romantic one, and don’t forget that self love is just as important – write one for yourself.
I write
Write a valentine to someone to say why you love and appreciate them. Even if you are not in love, there are people in your life who will be glad to receive your card!
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BASKETBALL
CHARADES
CUT-UP SENTENCES
DRAW IT RELAY
FOUR CORNERS
/
/
/
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/
/
/
STAND UNDER THE RIGHT HEADING SWAT THAT WORD
RUNNING DICTATION
SNOWBALL FIGHT
RUNNING DICTATION
SNOWBALL FIGHT
WAVE YOUR HANDS IF IT’S TRUE STAND UP, SIT DOWN
/
/
MUSIC ACTION
LINE UP
JUMP TO THE SIDE
/
BALL GAME
revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice
revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice
revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice
TEACHING FOCUS revision, check, assessment, vocabulary practice, functional language practice, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice, retelling revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice revision, check, assessment, grammar practice, functional language practice soft ball or paper ball, wastepaper bin or basket word cards, flashcards
any
a piece of paper none none
any any any
individual work whole class whole class
pair work group work whole class
handouts
any
any
any
any
soft ball, word cards, CD player or computer with speakers printed out headings
any
individual work whole class word cards, flashcards, group work board, chalk or whiteboard whole class markers, fly swatter handouts pair work group work a piece of paper whole class
none
any
individual work whole class group work whole class group work whole class
group work whole class whole class
group work
any
tape or a paper strip
any
word order, paper cut-outs, word cards inversion, asking questions any board, chalk or whiteboard markers, word cards any four labels
any
soft ball
any
group work whole class group work whole class group work whole class
ADDITIONAL RESOURCES ACTIVITY TYPE none pair work
LEXICAL AREA any
HELLO, WORLD! 8
DIFFICULTY
394
ACTIVITY TITLE BACK-TO-BACK
GAMES AND ACTIVITIES GAMES AND ACTIVITIES
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TPR GAMES
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OTHER GAMES AND ACTIVITIES
GUESS THE WORD ON YOUR BACK
GIVE ME FIVE
FLASHING DICTATION
DRAWING DICTATION
CHINESE WHISPERS
WORD SNAKE
WORD SNAKE
CARRUSEL COUNTING CHAIN STORIES
CALL MY BLUFF
/
/
TEACHER, STOP!
BINGO!
revision, check, assessment, vocabulary practice, functional language practice, introduction
/
TEACHER, STOP!
revision, check, assessment, vocabulary practice, grammar practice, functional language practice
revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, functional language practice, introduction revision, check, assessment, vocabulary practice, functional language practice, introduction revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / writing skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice
revision, check, assessment, vocabulary practice, functional language practice, introduction revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice revision, check, vocabulary practice, grammar practice, functional language practice, introduction revision, vocabulary pracice
revision, check, assessment, vocabulary practice, grammar practice, functional language practice
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ASSOCIATION GAME
TEACHING FOCUS revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction
BEAT THE TEACHER
/
DIFFICULTY
ACTIVITY TITLE STAND UP, SIT DOWN
any
any
any
any
any
any
any
individual work whole class individual work whole class individual work whole class whole class
"individual work whole class"
individual work whole class "group work whole class" group work whole class group work whole class board, chalk or whiteboard individual work markers, notebooks whole class word cards, paper cut-outs, individual work notebooks whole class none individual work group work whole class word cards, flashcards group work whole class
none
numbers, months any
board, chalk or whiteboard markers board, chalk or whiteboard markers board, chalk or whiteboard markers none
bingo cards or handouts, notebooks none
any any
none
none
board, chalk or whiteboard individual work markers group work whole class none individual work whole class
ADDITIONAL RESOURCES ACTIVITY TYPE none whole class
any
any
any
any
LEXICAL AREA any
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a stopwatch, a smaller object handouts, board, chalk or whiteboard markers
any any any any
/
PASS THAT FLASHCARD REPEAT IT IF IT’S TRUE STEAL THE SENTENCE TICK-TOCK-BOOM
/
WHERE AM I?
WHO AM I?
ASK ME A QUESTION
/
VOCABULARY CHALLENGE
/
none
handouts
any
Student's Books or Workbooks, handouts
asking questions word cards, handouts
any
notebooks, pencil, paper
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice, retelling revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening/speaking skill practice, retelling revision, check, vocabulary practice, introduction
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PAPER DEBATE
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, reading/listening skill practice
none
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing skill practice
ODD ONE OUT
any
flashcards
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing skill practice
JUMBLED WORDS
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, writing / speaking skill practice
pencil, paper
any
/
handouts
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, reading skill practice
I SPY WITH MY LITTLE EYE JABBERWOCKY STORY handouts
ADDITIONAL RESOURCES word cards, box or envelope, board, chalk or whiteboard markers picture or poster
LEXICAL AREA any
DIFFICULTY
TEACHING FOCUS revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice
ACTIVITY TITLE HOT SEAT
individual work pair work group work whole class group work whole class pair work group work pair work group work whole class
whole class
individual work whole class whole class
whole class
ACTIVITY TYPE pair work group work whole class group work whole class individual work pair work group work whole class individual work pair work group work whole class individual work pair work group work whole class individual work
GAMES AND ACTIVITIES
TEAM GAMES
VOCABULARY ACTIVITIES
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CHAIN GAME
DEFINITION BATTLE
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SNAKE GAME question tags CONNECTIONS GAME
DEFINITION BINGO
DEFINITION GAME
GROUPING
SNAKE GAME
revision, assessment, check, vocabulary practice, grammar practice
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NEVER HAVE I EVER
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice, retelling
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing / speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice, retelling
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice, retelling
revision, check, assessment, vocabulary practice, grammar practice
YODA SPEAK
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, reading / listening skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice
TEACHING FOCUS revision, check, assessment, vocabulary practice, grammar practice, functional language practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, reading / listening skill practice
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice
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DIFFICULTY
WORD TENNIS
WORD CARD / FLASHCARD TIDY-UP
WHERE DOES IT SAY?
WHO AM I?
ACTIVITY TITLE ASK ME A QUESTION
LEXICAL AREA ADDITIONAL RESOURCES ACTIVITY TYPE asking questions word cards, handouts pair work group work any Student’s Books or pair work Workbooks, handouts group work whole class any Student’s Books or individual work Workbooks, handouts whole class any word cards, flashcards, individual work headings, board, magnets group work or Blu-Tac, chalk or whole class whiteboard markers any none pair work group work whole class word order board, chalk or whiteboard individual work markers group work whole class present none group work / perfect tense, whole class vocabulary any none individual work group work whole class any board, chalk or whiteboard group work markers whole class any board, chalk or whiteboard group work markers whole class question tags board, chalk or whiteboard group work markers any handouts, board, chalk or group work whiteboard markers whole class any handouts, board, chalk or group work whiteboard markers whole class any word cards, board, chalk or individual work whiteboard markers pair work group work whole class any word cards, handouts group work whole class
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TRANSCRIPTION RACE
TABOO
A TO Z GAME
TABOO
TRANSLATION GAME
Down to work!
any
any
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SIMON SAYS
NOUGHTS AND CROSSES
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, speaking skill practice
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any
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group work whole class notebooks, board, chalk or group work whiteboard markers whole class board, chalk or whiteboard group work markers whole class board, chalk or whiteboard group work markers whole class word cards, flashcards, group work board, chalk or whiteboard whole class markers, Blu-Tac or magnets word cards, handouts, group work board, chalk or whiteboard whole class markers none group work whole class board, chalk or whiteboard group work markers whole class
word cards, handouts
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening/speaking skill practice revision, check, assessment, vocabulary practice, writing/speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, writing / speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, speaking skill practice revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, speaking skill practice
any
revision, check, assessment, vocabulary practice, grammar practice, functional language practice, listening / speaking skill practice revision, check, assessment, vocabulary practice, reading / writing / speaking skill practice any
ADDITIONAL RESOURCES ACTIVITY TYPE word cards, handouts individual workgroup work whole class word cards, handouts group work whole class word cards, handouts, group work board, chalk or whiteboard whole class markers, Blu-Tac or magnets word cards, handouts group work whole class notebook, piece of paper group work
LEXICAL AREA prepositions of time
GAMES AND ACTIVITIES TEACHING FOCUS revision, check, assessment, vocabulary practice, grammar practice, functional language practice, speaking skill practice
PICTIONARY
MEMORY
PARACHUTE GAME
No picnic
/
SENTENCE BUILDING
HANGMAN
/
DIFFICULTY
ACTIVITY TITLE IN, AT, OR ON?
Easy-peasy
CLASSIC GAMES
GAMES AND ACTIVITIES IDEAS ON HOW TO FORM PAIRS AND GROUPS
number of their points if they manage to throw the ball into a basket or a wastepaper bin. The team that gets the biggest number of points wins.
ABILITIES: The teacher can group mixedability students together so that strongerability students can help the weaker-ability ones. Alternatively, you can group students according to their abilities and give them different tasks.
CHARADES: Choose one or more students to come to the front of the classroom. Whisper or show a word card/flashcard only to the student in the front. The student needs to mime the word. The rest of the class observes and tries to guess what they are miming.
CATEGORIES: The teacher can give each student a word card and then ask the students to go around the classroom and find others with words belonging to the same category, e.g. animals, food, furniture, months, etc.
CUT-UP SENTENCES: Cut printed-out sentences into separate words or chunks of words. Give each student a one-word card and ask them to arrange themselves so that they make a correct sentence. You can practise word order, inversion and asking questions with this activity.
FREE CHOICE: The teacher can let students choose their partner or group members. It is important to make sure that students do not always work with the same partner. GEOGRAPHY: If you want group members to work on a project outside of the classroom, it is a good idea to avoid putting students who live far away from each other into the same group. MATCHING: You can give students a word card or a flashcard and ask them to find their match. They can match, for example, a word card and a flashcard, two parts of the same picture, two or more puzzle pieces, pairs (such as Tom and Jerry, cats and dogs), etc. TPR GAMES BACK-TO-BACK: This game is used to revise body parts. If you say ‘a foot’, two students need to touch with their feet. BALL GAME: Students stand or sit in a circle around the teacher. Toss a ball to a student and ask a question or give a command, e.g. ‘say a colour’. The student then responds and throws the ball back to the teacher. The teacher then throws the ball to another student and asks another question. This is a fast game and quite useful for reviewing vocabulary. BASKETBALL: Decide the lexical area you wish to revise, e.g. grammar or vocabulary. Play this game in teams. If a team representative answers your question correctly, they win a point for their team. They can double the
DRAW-IT RELAY: Divide the class into two teams. Whisper or show a word only to the first representative of each team. They need to draw the word on the board. Give a different word to each team so that they do not draw the same word. After their team has guessed the word, the second representative is given the next word. The first team to draw and guess all the words wins. If you wish, you could set a time limit and then the winner is the team that draws the most words within the time limit. FOUR CORNERS Put signs in each corner of the classroom: I strongly agree. I agree. I disagree. I strongly disagree. Read sentences and students go to the corner that corresponds to their opinion on the subject. You can build up on this by allowing groups to discuss their opinion between themselves and having a group representative explain their stance. JUMP TO THE SIDE: Put a piece of tape down the middle of the classroom or draw an imaginary line dividing the classroom. Designate one side as ‘true’ and the other side as ‘false’. Students should stand on the line and when you say a sentence about a certain topic they should jump to either side depending on whether the sentence is true or false (for them). LINE UP: Ask students to stand in a line. Then ask them to line up alphabetically or according to their birthdays, their height, their shoe size, etc.
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MUSIC ACTION: Play some lively music and let students perform a certain activity, e.g. they can pass a ball or a word card around. When you stop the music, the student holding the ball or the card has to do what you ask them to do, e.g. translate the word card, use it in a sentence, etc. STAND UNDER THE RIGHT HEADING: Put different headings all over the classroom depending on the topic. Ask students to stand under the right heading after you say a sentence. SWAT THAT WORD: Place word cards, flashcards or write target vocabulary on the board. Say a clue or a definition of a word on the board and the student who swats the word first scores a point for their team. You can use a fly swatter for this game or students can simply swat the word on the board with their hand. SNOWBALL FIGHT: Give each student a piece of paper. Have them write a question on it, e.g., What did you do last night? and then crumple the paper into a snowball. Divide the students into two teams and have them stand facing each other on the opposite sides of the classroom. Explain that they are going to have a snowball fight. On your mark, they start throwing the ‘snowballs’ at each other until you give them a signal to stop. Everyone holding a ‘snowball’ must open it and answer the question written inside. You can continue the ‘fight’ until all students have answered a question. RUNNING DICTATION: Divide students into four or five groups and assign a colour to each group. Copy the sentences you wish to include in the dictation on coloured paper or simply mark the copies with the appropriate colours and place them in different parts of the classroom. While doing so, make sure each group is equally far away from their post. Each group should assign a runner and a scribe. The runner runs to the designated post, reads and remembers a part of the text, runs back to their group and dictates the text to the scribe. Make sure that each student has at least one turn as the runner and one turn as the scribe. Also, students are not allowed to use Croatian during the game but spelling out the words in Croatian is acceptable. Runners run as
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many times as necessary to complete their sentence. This can be a loud activity so remind your students to try to use their indoor voices. However, if you can accommodate a louder activity, place the posts in a way that ensures students have to intersect while running. The aim is to write all five sentences with no mistakes and in the least amount of time. WAVE YOUR HANDS IF IT’S TRUE: Students listen to the teacher and decide if the sentence they have heard is true or false. If they think the sentence is true, they wave their hands. STAND UP, SIT DOWN: This game is played as a whole-class activity at any level and at any moment during a lesson. Students stand up or sit down as a response to a question, a statement, a picture, etc. For example, the teacher can ask a closed question to which the students respond by standing up in lieu of YES, or sitting down in lieu of NO. Likewise, the teacher can say a sentence about a text. The students stand up if the sentence is true or sit down if it is false. The game can also be used to practise grammar, e.g., countable and uncountable nouns, regular and irregular verbs, etc. OTHER GAMES AND ACTIVITIES ASSOCIATION GAME: Give students some clues, one at a time. Students need to guess the final solution, i. e. what all the clues have in common. BEAT THE TEACHER: Students ask their teacher questions. These can be related to the unit or lesson you have just done. The teacher has to answer them. Of course, the teacher can give wrong answers to make the game more interesting. The goal of this game is to review the unit or lesson and to provide a relaxed atmosphere in which students can practise asking questions. TEACHER, STOP!: This game can be used for introducing new vocabulary, especially larger lexical sets like clothes or fruit and vegetables. The teacher reads all the words off a list of new words while students listen and nod their heads if they understand the words. If there is a word unfamiliar to any student, they say, “Teacher, stop!” and that word is then
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translated or defined. You can choose to do it yourself or have one of the students translate or explain the word. BINGO!: Students need to draw a grid with a certain number of fields depending on how long you want the game to last. Students fill in the fields using words from a category you assign. Tell students one word at a time and students listen for the words on their sheet. If their sheet contains the word you say, the student crosses it out. When a student has crossed out all the words, they call out ‘Bingo! ’ The first student to say ‘Bingo! ’ wins. CALL MY BLUFF: This is a classic introductory icebreaker. A teacher and/or student tells two truths and one lie. The object of the game is to determine which statement is the false one. CAROUSEL COUNTING: Students form a circle and start counting. The first student starts with number one, the next one says ‘two’, the one after them ‘three’, and so on. If a student makes a mistake while counting, they are out and have to sit down. The game continues until there is only one student left. This game can also be used for revision and practice of the months of the year. If you want to make the game more challenging, have students count backwards, from 100 to 1, for example. When they have counted back to number one, the next student starts with the number 100 again. Another way to make the game more complex is to have students say Boom! (or any other word) instead of certain numbers (for example, every multiple of the number three, or of the number five, etc.). CHAIN STORIES: This activity works really well when you give the class a particular structure to use. You can practise all kinds of structures and vocabulary; e. g., in order to practise the present simple for habitual actions try starting the story with ‘John always has a busy day. He wakes up at 6 o’clock every morning. At 6 : 10, he...’. Write this at the top of the board and ask one of the students to continue the story. Each student continues the story by adding an original sentence. If a student is not sure of what to write, help them out with a prompt (e. g., after breakfast, at 7 : 30, then, next, before he eats lunch, etc.).
CHINESE WHISPERS: First ask the students to form a line or lines if the game will be played competitively. The student at the rear of each line whispers a message to the student in front of them. The message is then passed through the line of students until the last player at the front of the line announces the message to the entire group. Compare how correct the word the last player says is to the original word for the group to score a point. WORD SNAKE: Write a word on the board and have one of the students add a word that begins with the last letter of the previous word and so forth, e.g., carrotomatonionectarine, etc. Students write the words together, thus creating a ‘word snake’. The game ends when the allotted time is up, e.g., three minutes, or when there aren’t any words starting with a certain letter left. The game can be made more competitive by dividing the students into two teams and having each team create their own ‘word snake’. The winner is the team that creates a longer ‘word snake’. DRAWING DICTATION: This activity can be done in two ways. Either you can say sentences and students draw what they hear, or you can let students say sentences and invite one student to the board to draw what the others have said. FLASHING DICTATION: Flash a word card or a cut-out of a short sentence to your students. Students take a quick look at it and copy the word or the sentence into their notebooks. GIVE ME FIVE: Assign a category and ask students to come up with five words belonging to the category. GUESS THE WORD ON YOUR BACK: Put a word card or a flashcard on a student’s back. The student asks questions in order to find out what the word is. The student can either ask you or the rest of the class. HOT SEAT: One student sits at the front of the classroom facing the others with their back to the board. Another student writes a word from a box you have provided on the board. The student in the hot seat is not allowed to look at the board but the other students have to elicit the word from them. Each student stays in the
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hot seat until they have guessed one or two words and then nominates another student to take their place. Although this activity encourages cooperation, first demonstrate how it is played by placing yourself in the hot seat before doing it with a group. The game can also be played in two or more groups. In that case, each group has its own hot seat, facing the group. The first group to elicit a word successfully gets a point and then a different student in each group takes the hot seat. I SPY WITH MY LITTLE EYE: Ask students to look at a picture, a poster or around the classroom, and say a sentence, for example: ‘I spy with my little eye something beginning with the letter B.’ Students need to identify the word by offering their guesses. Instead of letters, you can also use colours, sizes, etc. JABBERWOCKY STORY: Jabberwocky is a nonsense poem written by Lewis Carroll. Use this activity to revise vocabulary or practise a certain language structure. Give students a short text and instead of the actual words you wish to practice, use a nonsensical word, in this case the word ‘jabberwocky’. JUMBLED WORDS: Choose a lexical set you wish to revise. Give students a list of words with the letters jumbled. Students need to decipher the words and write them correctly. ODD ONE OUT: Offer four words in which three of the words belong to the same lexical set while one does not. Students decide which word does not belong to the group. Accept more than one answer if students can come up with a convincing reason for their choice. PAPER DEBATE This is a great method of practising debating. Each student needs a pencil and a piece of paper. Write the opening statement on the board and let students copy it. Alternatively, you can give students handouts on which the statement has already been printed. In the first step of the debate, all students are a part of the affirmation team. They have to write down at least one sound argument that supports the statement. When they have finished, they pass the paper to the student sitting behind them. In the second round, the whole class is a part of the negation
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team. They read the first argument and try to counter it. When they have finished, they pass the paper yet again to the student behind them. At this point, everybody is the judge. They read both arguments on the piece of paper they have in front of them and try to impartially decide which is better. You can have them vote by raising their hands to get the ruling, and volunteers can read the debates in front of them and explain their ruling. PASS THAT FLASHCARD: Students pass a flashcard around. When you make a sound, the student holding the flashcard needs to say the word on the flashcard, use it in a sentence or define the word. REPEAT IT IF IT’S TRUE: Say a sentence and students listen and decide if the sentence you have said is true or false. If it is true, they repeat it. STEAL THE SENTENCE: Each student writes four sentences using the prompts from the task and leaves their notebook open on the desk. Each student takes a pencil and a piece of paper and goes around the class. They read other students’ sentences and ‘steal’ four of them (each one from a different student). They write them down on their pieces of paper. They go back to their seats. Volunteers ask questions, e.g.: Who was riding in a car when they first heard their favourite song?, and the rest of the class tries to remember in whose notebook they have read that sentence. Encourage students to use full sentences when answering, e.g., Ana was riding in a car when she first heard her favourite song. TICK-TOCK-BOOM: For this activity, you will need a stopwatch and a smaller object that students can easily pass around the class (e.g., a paper ball, a pencil case, a book, etc.). This will be the ‘bomb’. It is best to have students standing or sitting in a circle. Assign a topic, usually a lexical family, e.g., clothes, animals, furniture, etc. Set the stopwatch to a short period of time, e.g., two or three minutes. A student says words related to the topic and passes the ‘bomb’ to the next student. The word must belong to the given lexical family, and it mustn’t be repeated. If a student says a wrong word or repeats an already used one, they can’t
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pass the ‘bomb’. They should try using another word until the word they have used complies with the rules. The game is over when the stopwatch buzzes, and the person holding the ‘bomb’ at that moment is out of the game. VOCABULARY CHALLENGE: At the beginning of a new lesson, prepare a few sentences containing new vocabulary. Have your students try to come up with the definition or translation of the new word from its context and not by using dictionaries. WHERE AM I? Ask a student to come to the front of the classroom and describe a place they would like to be. You can give them a few minutes to prepare, but they should not write out their descriptions. Each student describes the activities happening in their place to the group. The group guesses where the place is. You can model this activity after the following description: ‘There are many people here. Some people are swimming. One little girl is building a sandcastle. Where am I? ” (Answer: You are at the beach.) WHERE DOES IT SAY? This is a simple translation activity. Say a sentence in Croatian and let students find the corresponding sentence in English in the text. The first student to find the sentence reads it out loud. WORD CARD / FLASHCARD TIDY-UP: Choose a lexical set and place word cards or flashcards related to the topic all over the classroom. Set categories and ask students to find cards and put them into the right category or under the right heading on the board. WORD TENNIS: This game can be played between groups or individuals. One student says a word and the opposing player needs to respond with a word that either belongs to the same lexical set or the opposite lexical set. This is a good way to recycle language by using different categories, e.g. synonyms, antonyms, adjectives, etc. YODA SPEAK: This is a good exercise for practising word order. Say or write a sentence incorrectly and ask the students to put it into the right order. NEVER HAVE I EVER: Divide students into groups or play the game as a whole-class
activity. Give students some time to think of a few things that they haven’t done but they believe others in the class or their group have. The first student starts the game by saying Never have I ever _____. The other students listen and if they have done the activity mentioned, they get a point. Students keep track of their points by ticking the activities on their pieces of paper or in their notebooks. You can also suggest a few possible categories such as food, travel, hobbies, free time, etc. Suggested examples: Never have I ever blamed someone else for something bad I have done/ had braces/dyed my hair/lost my wallet/been lost, etc. TEAM GAMES CHAIN GAME: Assign a lexical category and ask the students to say words related to the category. The first student needs to say a word or a sentence, the second rep_haeats it and adds one of their own, e.g. a cat / a cat and a dog / a cat, a dog and a bear. The game is played until a student can’t repeat the whole chain of words or sentences. DEFINITION BATTLE: Divide your students into two teams and ask two representatives to come forward. Read a definition from the vocabulary set you have been studying. The rest of the class should remain quiet while the students in front of the classroom figure out the word given. The first student to write the word correctly wins a point for their team. SNAKE GAME: Draw a 4x5 grid containing 20 numbers. Prepare 20 riddles or words you wish to revise. Divide students into teams. Team A starts by answering question 1. Team B starts by answering question 5. Circle their numbers in different shapes or colours every time they offer a correct answer. Each team moves across the grid. They can move vertically, horizontally or diagonally. The team with the longest uninterrupted answer chain or ‘snake’ wins. SNAKE GAME QUESTION TAGS: Draw a 4x5 grid on the board. Number the squares and write a question tag in each one. Divide students into two teams. Teams take turns choosing a question tag from the grid. Teams use the question tag to make a question. If the
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question is correct, the team wins a square and asks the other team the question. The other team must answer the question correctly or they lose their turn choosing a square. The aim of the game is to get three squares in a row either horizontally, vertically or diagonally. The first team to do so wins the game. VOCABULARY ACTIVITIES The following activities are all played with words or sentences written on separate slips of paper and placed in a box or an envelope. CONNECTIONS GAME: Students take out about 20 word slips and copy them onto the board. Divide the class into two teams. In order to get a point, students have to find the connections between two words; i. e. they have to explain how the two words are connected. Insist on students using English, but help with the language they need for their explanation. They should not repeat the same pair that the other team has chosen. The game is over when there are no more connections between the words. DEFINITION BINGO: Take out and read about 20 word slips. Divide students into groups of five and give each group five word slips. They copy the words into their notebooks and return the word slips. Tell them the definitions of the words on the slips. If students recognise the word you have defined, they cross it out. The game is played until a group has crossed out all of its words and shouted ‘Bingo! ’ Check by getting them to read their bingo grid. The students try to ‘reconstruct’ the definitions from the bingo grid. DEFINITION GAME: Take out and read fifteen to twenty word cards. Place them on the board. Divide the class into three to five groups with representatives. Explain that you will communicate only with the representatives, but the group members can consult amongst themselves. Say the definition (e. g., it’s opposite of young; it’s a place in a town where you buy bread; it’s something that brings luck; it’s an animal that has got a very long neck; etc.). The representatives take turns ticking the word that suits the definition. After this part of the game is over, groups can score further
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points if they remember the definition of each word. GROUPING: Give each pair of students a small pile of words to group. They can categorise them according to different criteria: easydifficult, positive-negative, useful-useless, parts of speech, topic, the unit they are used in, etc. When they have finished, the students explain their grouping criteria. IN, AT, OR ON? Write random times on slips of paper, including years, months, specific dates and times, e.g. noon, June, Sunday, 14 February, etc. Each student takes a turn drawing one of the times. They should then tell the class what they usually do or do not do at that time and should choose the correct preposition of time. For example, ‘I usually go swimming in June. I don’t usually study on Sunday. I eat lunch at noon.’ SENTENCE BUILDING: Each student has a word slip and so does the teacher. The teacher starts. They read the word and make a sentence using it. Students produce sentences using their words as a chain activity. You can also do this as a game. In that case, divide students into groups. Students take turns taking out word slips and producing sentences using those words. A group can score two points if the assigned student has made the sentence on their own, or one point if they have consulted the team. TABOO: Prepare taboo cards using the vocabulary you want to revise. Each card should contain a word for a students to explain, in addition to three or four taboo words, i.e., words students are not allowed to use when explaining what is written on the card. The game can be played in teams or as a whole-class activity. Students come to the board, choose a card and try to explain the word while their teammates or the whole class try to guess it. If the game is played in teams, a time limit can also be set, e.g., 1 minute. During that time, a team tries to guess as many words as possible. The game can be played in several rounds or until all the cards have been used. If the students can’t explain a word, they put the card back at the bottom of the pile and take another one.
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TRANSCRIPTION RACE: Give each group of students a small pile of words. Write the phonetic transcription of some 10 to 12 of the words you want to revise. Each group looks through the pile to see if the transcribed word (s) correspond (s) to the words they have. If they find a word, they place it on the board next to its transcription. Make sure to read and correct all the pairs. After that, remove the word slips and ask the students to try to read the transcribed words. TRANSLATION GAME: You (or a student) read the words you wish to revise in order to check if all the students understand the meanings. If any of the students do not know the meaning of a word, they say ‘Stop! ’ and you (or another student) explain the word. After that, divide the class into small groups of three to four members. Say a word in Croatian and, in order to score a point, students (or groups), take turns translating the words into English. A TO Z GAME: Divide students into groups and have each group write out the alphabet on a piece of paper or in their notebooks. Assign the topic of the day, e.g.: animals, shopping, jobs, body parts, etc. Students have to fill in as many letters as possible with the words connected to the topic. Set a time limit. When the time is up, the winner is the team with the most vocabulary words related to the topic. CLASSIC GAMES PARACHUTE GAME: This game is a version of the well-known Hangman game in which students guess a word represented by a row of dashes, one for each letter of the word. Draw a stick figure wearing a parachute with six or eight strings that connect the stick figure and the parachute. Each time students suggest a letter not contained in the word, erase one of the strings. The game ends when all the strings have been erased. Hangman, Memory, Pictionary, Simon Says, Noughts and Crosses
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The Future Me table
The short message template The New York City mind map Cities and their nicknames The yearbook ideas template
Analytic rubric for peer assessment
The People in my life mind map
The infographic/poster template The phrasal verbs wordsearch The idioms quiz
Cut up sentences
The Expressing present time exit ticket
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The reliable sources list
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Unit Starting up
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Ready, set, go!
Learning can be easy Future me
Lesson Play, learn, grow!
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idioms present tenses
reading reading reading, writing
self-assessment, reading/writing skill practice
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pair work group work individul work
individual work pair work individual work
phrasal verbs
writing, speaking reading, writing
check, vocabulary practice, functional language practice, writing/speaking skill practice, retelling check, vocabulary practice, functional language practice, reading/writing/skill practice check, vocabulary practice, functional language practice, reading skill practice revision, check, grammar practice, introduction
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individual work pair work group work individual work
individual work
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speaking
individual work pair work group work whole class individual work
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revision, check, vocabulary practice, speaking skill practice
individual work
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any
individual work
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writing, speaking speaking, writing reading, speaking writing, speaking speaking
pair work
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individual work
reading, writing
Activity type group work whole class
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Lexical area adjectives, past simple, present perfect, zero conditional
Topic household chores, describing an object, media, environmental problems, film genres reading, writing
self-assessment, assessment
revision, check, functional language practice, reading/writing skill practice revision, check, vocabulary practice, grammar practice, functional language practice, introduction, writing skill practice revision, check, grammar practice, writing/ speaking skill, practice introduction, check, speaking/writing skill practice, vocabulary practice functional language practice, introduction, reading/speaking skill practice revision, check, vocabulary practice, grammar practice, functional language practice, writing/ speaking skill practice
Teaching focus revision, check, assessment, vocabulary practice, grammar practice, functional language practice, introduction, reading/writing/speaking skill practice
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Activity title The Play, learn, grow! answer sheet
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A dialogue template
Analytic rubric for peer assessment The superheroes template The I illustrate template
My superhero mind map
Analytic rubric: character description
The My whole life in a bag template
The London mind map
The map of the UK
The project assessment rubric
The game master question and answer sheet The presentation assessment form
The collocation memory game Definition battle
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Activity title Expressing present time
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Ready, set, go!
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reading, speaking speaking
revision, check, vocabulary practice revision, check, vocabulary practice, speaking skill practice
speaking
speaking
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collocations
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pair work group work group work
individual work
group work
individual work
individual work whole class
any speaking
individual work
individual work pair work group work whole class individual work group work any
any
writing
individual work
speaking, writing speaking
any
reading, writing
individual work pair work
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any
writing, speaking
writing, speaking
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individual work group work individual work
any
reading, writing
pair work
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writing, speaking speaking
Activity type individual work
Lexical area present tenses
Topic reading, writing
self-assessment, assessment
revision, check, vocabulary practice, speaking skill practice
self-assessment, assessment
revision, check, vocabulary practice, grammar practice, reading/writing skill practice introduction, check, speaking/writing skill practice, vocabulary practice introduction, revision, check, vocabulary practice, speaking/listening skill practice
introduction, vocabulary practice, reading/writing skill practice revision, check, vocabulary practice, grammar practice, functional language practice, writing skill practice revision, check, vocabulary practice, grammar practice, reading/writing skill practice self-assessment, assessment
Teaching focus revision, check, grammar practice, reading/writing, skill practice revision, check, functional language practice, writing/speaking skill practice self-assessment, assessment
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Number cards
The case file template
The case solutions escape room
The K-W-L chart
Time expressions
Rubrika za procjenu zadatka pisanja The 3-2-1 Exit ticket
Jamaica: the five senses mind map
The map of Jamaica
Travelling cheklists
The tourist destination ad template The day trip itinerary
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Activity title Role cards
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Ready, set, go!
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writing writing
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present perfect simple, past simple
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writing, speaking
speaking
introduction, revision, check, vocabulary practice, speaking/listening skill practice revision, check, vocabulary practice, grammar practice, functional language practice, writing/ speaking skill practice check, vocabulary practice, functional language practice, writing skill practice check, vocabulary practice, functional language practice, writing skill practice
speaking, writing
introduction, check, speaking/writing skill practice, vocabulary practice
writing
self-assessment, assessment, writing skill practice
reading, writing
reading
self-assessment, reading/writing skill practice
writing, reading
revision, check, vocabulary practice, writing/ reading skill practice revision, check, grammar practice
any
speaking, writing
revision, check, vocabulary practice, speaking/ reading skill practice
any
any listening, any reading, writing, speaking
Lexical area any
Topic reading, speaking
revision, check, vocabulary practice, grammar practice, functional language practice, reading skill pratcice, speaking skill practice, retelling
Teaching focus revision, check, vocabulary practice, grammar practice, functional language practice, speaking skill practice, role play revision, check, vocabulary practice, grammar practice
individual work
individual work
individual work group work
individual work whole class
individual work pair work group work whole class pair work
pair work group work whole class individual work
group work pair work group work individual work pair work group work whole class pair work group work whole class individual work
Activity type group work
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Travel survival kit exit card
The sustainable tourism K-W-L chart
The Travelling mindfully word cloud The tourist destination brochure template The tourist destination website template
The jumbled words list
The Move to the groove answer sheet Chain story prompts
Analytic rubric for peer assessment Analytic rubric for summative assessment Music quotes
The storyboard template
Analytic rubric: contacting the host The Jamaica mind map
A land of wonders
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Activity title The notice template
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Unit
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3B
3A
2B
2A
1B
Lesson
/
/
/
/
/
/
/
/
Difficulty
writing
any any
listening speaking
introduction, check, vocabulary practice, writing skill practice revision, check, vocabulary practice, reading/ writing skill practice
any
reading
revision, check, vocabulary practice, functional language practice, reading skill practice revision, check, vocabulary practice, functional language practice, reading skill practice assessment, writing skill practice
any any
writing reading, writing
any
any
listening, speaking speaking
self-assessment, assessment listening/writing skill practice assessment, speaking skill practice
relative pronouns
any
reading, writing speaking
any
writing
any
any
revision, check, grammar practice, speaking skill practice
revision, check, vocabulary practice, writing skill practice revision, check, reading/writing skill practice
any
reading
revision, check, vocabulary practice, reading skill practice, retelling revision, check, vocabulary practice, functional language practice, writing skill practice revision, check, vocabulary practice, functional language practice, writing skill practice writing
any
writing, reading
revision, check, vocabulary practice, writing/ reading skill practice
any
reading, writing
self-assessment, reading/writing skill practice
Lexical area any
Topic writing
Teaching focus revision, check, vocabulary practice, grammar practice, functional language practice, writing skill practice
individual work whole class
individual work
individual work
individual work
group work
individual work group work individual work
group work
individual work
individual work
individual work
individual work
individual work
individual work
individual work
Activity type individual work
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The Wyoming mind map
The USA fact file
The project assessment rubric
The human body
The K-W-L chart
The 3-2-1 exit ticket
The Instagram profile template
Sentence matching
The Yellowstone National Park K-W-L chart The formative assessment rubric Yellowstone National Park
The National Park fact file
Rubrika za procjenu zadatka pisanja
60
61
62
63
64
65
66
67
68
71
72
70
69
Activity title The map of the USA
# 59
Unit Unit 4
4
3A
2B
2A
1B
1A
Lesson Ready, set, go!
/
/
/
/
/
Difficulty
writing, reading
revision, check, vocabulary practice, writing/ reading skill practice self-assessment, reading/writing skill practice
writing reading, writing writing, reading listening, speaking speaking speaking, writing writing
revision, check, vocabulary practice, functional language practice, writing skill practice check, vocabulary practice, reading/writing skill practice revision, check, vocabulary practice, writing/ reading skill practice self-assessment, assessment listening/writing skill practice introduction, revision, check, vocabulary practice, speaking/listening skill practice introduction, check, speaking/writing skill practice, vocabulary practice self-assessment, assessment, writing skill practice
reading, writing
speaking
introduction, revision, check, vocabulary practice, speaking/listening skill practice
speaking, writing
introduction, check, speaking/writing skill practice, vocabulary practice speaking
speaking, writing
introduction, check, speaking/writing skill practice, vocabulary practice
self-assessment, assessment
Topic speaking
Teaching focus introduction, revision, check, vocabulary practice, speaking/listening skill practice
any
any
any
any
any
any
any
any
any
any
any
any
any
Lexical area any
individual work pair work whole class individual work
individual work group work individual work whole class
individual work
individual work
individual work pair work group work whole class individual work
individual work
individual work whole class
individual work pair work whole class individual work pair work whole class individual work
Activity type individual work whole class
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The Sydney and Australia mind map
The Australian quiz certificate The quotes and messages template The Career Day check list The transcription game worksheet The three school systems reading template The 3-2-1 exit ticket
The job advert template
The Find someone who... template The Australia trivia quiz
The Things I would miss template The reported commands and requests exit card Analytic rubric for peer assessment
Analytic rubric for summative assessment Definite article the with names of places
74
75
81
82
84
87
88
86
85
83
80
79
78
77
76
Activity title The Native Americans mind map
# 73
Unit 5
Unit
Lesson
3B
3A
2B
2A
1B
1A
Ready, set, go!
5
/
/
/
/
/
/
/
/
/
/
/
/
/
Difficulty
any any any any any
reading reading, writing writing reading, writing reading, writing
check, revision, vocabulary practice, reading skill practice revision, check, vocabulary practice, reading/writing skill practice revision, vocabulary practice, grammar practice, functional language practice, writing skill practice check, revision, vocabulary practice, introduction, reading/writing skill practice check, vocabulary practice, reading/writing skill practice
assessment, vocabulary practice, reading/writing/ speaking skill practice check, revision, grammar practice, writing skill practice
self-assessment, assessment, vocabulary practice, reading/writing/speaking skill practice
revision, check, vocabulary practice, writing/speaking skill practice self-assessment, assessment, grammar practice
any
reading, writing, any speaking writing definite article the with names of places
reported commands and requests reading, writing, any speaking
writing, speaking writing
any
writing, speaking reading
any
any
writing
check, revision, vocabulary practice, functional language practice, writing skill practice revision, check, vocabulary practice writing/speaking skill practice revision, check, reading skill practice
any
reading, writing
self-assessment, reading/writing skill practice
any
speaking, writing
introduction, check, speaking/writing skill practice, vocabulary practice
Lexical area any
Topic speaking, writing
Teaching focus introduction, check, speaking/writing skill practice, vocabulary practice
pair work
individual work
individual work whole class
individual work group work individual work
individual work whole class individual work
individual work
individual work
individual work group work pair work group work individual work
individual work
individual work
Activity type individual work pair work whole class individual work
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The Halloween mind map
My Zombie-apocalypse backpack
93
94
Easy-peasy
92
5
4
3C
Lesson
/
/
/
Difficulty
Down to work!
Appendix Spooktacular Halloween
Unit
No picnic
A letter of motivation template Rubrika za procjenu zadatka pisanja The 3-2-1 exit ticket
90
91
Activity title The flashcard template
# 89
speaking, writing reading, writing
revision, check, vocabulary practice, reading/writing skill practice
speaking, writing reading, writing
Topic reading, speaking writing
introduction, check, speaking/writing skill practice, vocabulary practice
self-assessment, reading/writing skill practice
Teaching focus revision, check, vocabulary practice, reading/speaking skill practice check, vocabulary practice, grammar practice, functional language practice, writing skill practice self-assessment, assessment
any
any
any
any
any
Lexical area any
individual work pair work group work whole class individual work pair work whole class individual work pair work group work
individual work
Activity type individual work whole class individual work
RESOURCE BANK
TEAM NAME:
p gu tin ar St
1 THE PLAY, LEARN, GROW! ANSWER SHEET MARKS TOTAL:
1 Complete the verbs with the missing letters. Find out the mystery word.
/62
_____ /12
1 ________________________
3 ________________________
5 ________________________
2 ________________________
4 ________________________
6 ________________________
Write six sentences about the ___________________________________ you did or didn’t do last week. 1 _____________________________________________________________________________________ 2 _____________________________________________________________________________________ 3 _____________________________________________________________________________________ 4 _____________________________________________________________________________________ 5 _____________________________________________________________________________________ 6 _____________________________________________________________________________________
2 Describe the object.
_____ /6
_______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________
3 P ut the verbs in the past simple and write six sentences about what happened last week.
_____ /12
_____________, _____________, _____________, _____________, _____________, ____________ 1 _____________________________________________________________________________________ 2 _____________________________________________________________________________________ 3 _____________________________________________________________________________________ 4 _____________________________________________________________________________________ 5 _____________________________________________________________________________________ 6 _____________________________________________________________________________________
4 Think up three arguments that support the claim and three that disagree with it.
_____ /6
For
Against
1 _____________________________________
1 _____________________________________
2 _____________________________________
2 _____________________________________
3 _____________________________________
3 _____________________________________
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5 Write present perfect questions.
_____ /9 BINGO card
win / a medal?
read / The Old Man and the Sea?
play / video games for five hours non-stop?
visit / an old castle?
experience / health problems relating to technology?
wear / a tartan skirt?
donate / money?
be / at an open-air festival?
try / tandem / cycling?
5 Write present perfect questions.
_____ /9 BINGO card
win / a medal?
read / The Old Man and the Sea?
play / video games for five hours non-stop?
visit / an old castle?
experience / health problems relating to technology?
wear / a tartan skirt?
donate / money?
be / at an open-air festival?
try / tandem / cycling?
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6 Write five sentences using the present perfect simple and the prompts.
_____ /5
1 _____________________________________________________________________________________ 2 _____________________________________________________________________________________ 3 _____________________________________________________________________________________ 4 _____________________________________________________________________________________ 5 _____________________________________________________________________________________
7 Write English translations of the Croatian terms for environmental problems. Add two more words in English that relate to the topic.
_____ /8
1 _____________________________________
5 _____________________________________
2 _____________________________________
6 _____________________________________
3 _____________________________________
7 _____________________________________
4 _____________________________________
8 _____________________________________
8 Look at the pictures and say what the result is.
_____ /4
1 If you mix ____________________________________________________________________________ 2 If you forget an umbrella on a rainy day, you _________________________________________________ 3 If ___________________________________________________________________________________ 4 If ___________________________________________________________________________________
9 List as many film genres as you can. Then write one adjective that is appropriate for each genre. Film genres
_____ /__
Adjective
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St ar tin gu p
2 THE RELIABLE SOURCES LIST
Write a list of some trustworthy sources you can use when preparing a project. Websites
Books
People
Other
Write a list of some trustworthy sources you can use when preparing a project. Websites
416
Books
People
Other
HELLO, WORLD! 8
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p gu tin ar St
3 THE FUTURE ME TABLE 1 First, complete the table with the missing information for the six young people. 2 Then, complete it with the information about yourself. 3 Finally, think about the jobs that might suit their and your interests. Diego
Freddie
Amelia
Lota
Luka
Charlotte
Me
Area of interest
How definite are they about their future career?
Possible jobs
1 First, complete the table with the missing information for the six young people. 2 Then, complete it with the information about yourself. 3 Finally, think about the jobs that might suit their and your interests. Diego
Freddie
Amelia
Lota
Luka
Charlotte
Me
Area of interest
How definite are they about their future career?
Possible jobs
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St ar tin gu p
4 THE SHORT MESSAGE TEMPLATE
Write a short message asking for advice on your future career. Think about: 1 your interests: _________________________________________________________________________ 2 your skills: ____________________________________________________________________________ 3 your personality (what are you like?): ______________________________________________________ 4 your strengths (what are you good at?): _____________________________________________________ 5 your weaknesses (what are you bad at?): ___________________________________________________
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!
t 1 go ni set,
U y, ad Re
5 THE NEW YORK CITY MIND MAP
geography
famous sights
history
NEW YORK CITY
neighborhoods
famous people
other
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Re U ad ni y, t se 1 t, go !
6 CITIES AND THEIR NICKNAMES
Match the cities to their nicknames. Can you guess how the cities got their nicknames? 1 Paris
Fashion Capital of the World
2 Las Vegas
Little Vienna
3 Chicago
The Eternal City
4 Los Angeles
The Forbidden City
5 Amsterdam
The Lion City
6 Rome
The Pearl of the Orient
7 Jerusalem
Sin City
8 Singapore
Diocletian’s City
9 Milan
The City of Peace and Justice
10 Dubrovnik
The City of Love
11 Hong Kong
The Pearl of the Adriatic
12 Beijing
Venice of the North
13 Zagreb
The City of Angels
14 Split
The Holy City
15 The Hague
The Windy City
Match the cities to their nicknames. Can you guess how the cities got their nicknames?
420
1 Paris
Fashion Capital of the World
2 Las Vegas
Little Vienna
3 Chicago
The Eternal City
4 Los Angeles
The Forbidden City
5 Amsterdam
The Lion City
6 Rome
The Pearl of the Orient
7 Jerusalem
Sin City
8 Singapore
Diocletian’s City
9 Milan
The City of Peace and Justice
10 Dubrovnik
The City of Love
11 Hong Kong
The Pearl of the Adriatic
12 Beijing
Venice of the North
13 Zagreb
The City of Angels
14 Split
The Holy City
15 The Hague
The Windy City
HELLO, WORLD! 8
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ANSWER KEY 9, 13, 6, 12, 8, 11, 2, 14, 15, 1, 10, 5, 4, 7, 3 1 Paris is the City of Love. Paris is considered as one of the most romantic cities in the world. Thousands of marriage proposal are made under the EiffelTowerevery year. 2 Las Vegas is Sin City. In 1906, an area of downtown Las Vegas, known as Block 16, became home to many of the vices available in the day. Whiskey, gambling and ladies of bad reputation could all be found there. 3 Chicago is the Windy City. People assume that Chicago is called the Windy City because of the wind gusts that come off Lake Michigan, but the nickname dates back to the late 1870s when Charles A. Dana, once the editor of the New York Sun, wrote an editorial that said Chicago was windy because of its full-of-hot-air politicians. 4 Los Angeles is the City of Angels. Los Angeles is called the City of Angels because Los Angeles means “the angels” in Spanish. 5 Amsterdam is the Venice of the North. Amsterdam is called Venice of the North because of its lovely canals that criss-cross the city, its impressive architecture and more than 1, 500 bridges. 6 Rome is the Eternal City. Rome is called the Eternal City because ancient Romans believed that no matter what happened to the world, or how many empires rose or fell, that Rome would go on forever. 7 Jerusalem is the Holy City. The city of Jerusalem is sacred to many religious traditions, including Judaism, Christianity and Islam, which consider it a holy city. 8 Singapore is the Lion City. Sometime in the 14th century, Singapore got the name Singapura. Singapura means “Lion City” in Sanskrit. 9 Milan is the Fashion Capital of the World. Milan began as a centre of fashion in the Middle Ages and Renaissance. Milan Fashion Week is one of the most important fashion events of the year. 10 Dubrovnik is the Pearl of the Adriatic. In the 19th century, Lord Byron, the famous English poet, was the first to describe Dubrovnik as the “pearl of the Adriatic. ” 11 Hong Kong is the Pearl of the Orient. Hong Kong has long been known as the “Pearl of the Orient”. It is an international financial centre and home to 7.4 million people from countries around the world. It is situated on the eastern Pearl River Delta. One of the reasons why it is called the Pearl of the Orient is its beautiful night view and skylines of the city. 12 Beijing is the Forbidden City. Beijing was built as the emperors’ residence, and it was considered a divine place. It was forbiddento ordinary people and that is why it was named theForbidden City. 13 Zagreb is Little Vienna. In the 19th century, during the golden age of the bourgeois class, Zagreb was nicknamed “Little Vienna” due to the days when Croatia was part of the huge, long-gone Habsburg Monarchy with Vienna as its capital. The Austrian influence is present in much of Zagreb’s past and present. 14 Split is Diocletian’s City. The Roman emperor Diocletian ordered a residence to be built in Split for his retirement. Today, Diocletian’s Palace is one of the best-preserved monuments of Roman architecture in the world. 15 The Hague is the City of Peace and Justice. The Hague is known as the “City of Peace and Justice” thanks to the many organisations that have since established themselves in the city, including the Peace Palace, the International Court of Justice and the International Criminal Court. RESOURCE BANK
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7 THE YEARBOOK IDEAS TEMPLATE
Here is a list of some standard content you should include in your yearbook:
School staff portraits (teachers, headmaster • and other school staff) • Student portraits (headshots or class group photos) • Special awards and achievements (students and teachers) • Special classes (music, art, P. E., theatre, etc.) • School events (various competitions, Spelling Bee, school plays, class trips, etc.) • Clubs, teams and other student groups (book club, basketball team, football team, etc.)
Other items you could include: • Fill-in-the-blank features (e.g.: My favourite memory... or I’ll never forget...) • Students’ messages and comments • Messages from parents and families • Some interesting stories from your school life • Letter from your class teacher • Some of your favourites (e. g., favourite shows to binge-watch, TikTok
adventures, favourite YouTube channels or streamers/influencers, favourite activities during the breaks, etc.)
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8 ANALYTIC RUBRIC FOR PEER ASSESSMENT Checklist: Notes
I have used five adjectives describing qualities I like in other people. I have named my best qualities.
I have mentioned some of my pet peeves. I have shared at least one guilty pleasure.
Checklist: Speech
I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary.
I have checked my grammar. I have practised my speech. I can deliver my speech without reading.
Checklist: Notes
I have used five adjectives describing qualities I like in other people. I have named my best qualities.
I have mentioned some of my pet peeves. I have shared at least one guilty pleasure.
Checklist: Speech
I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary.
I have checked my grammar. I have practised my speech. I can deliver my speech without reading.
Checklist: Notes
I have used five adjectives describing qualities I like in other people. I have named my best qualities.
I have mentioned some of my pet peeves. I have shared at least one guilty pleasure.
Checklist: Speech
I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary.
I have checked my grammar. I have practised my speech. I can deliver my speech without reading.
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CRITERIA
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Your speech is about the topic. All the elements are present.
Your speech is mainly about the topic. Most of the elements are present.
Your speech needs to be more connected to the topic. Some of the elements are missing.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce very few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You speak mostly clearly and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic (at least five adjectives – qualities in other people, your best qualities / pet peeves / guilty pleasures)
CRITERIA
You often mumble and mispronounce some words. You read during most of the performance. You rarely keep eye contact with the audience.
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Your speech is about the topic. All the elements are present.
Your speech is mainly about the topic. Most of the elements are present.
Your speech needs to be more connected to the topic. Some of the elements are missing.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce very few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You speak mostly clearly and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic (at least five adjectives – qualities in other people, your best qualities / pet peeves / guilty pleasures)
424
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions.
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words. You read during most of the performance. You rarely keep eye contact with the audience.
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9 THE PEOPLE IN MY LIFE MIND MAP Complete the mind map with the names of the people in your life.
don’t have contact any more with
miss hanging out with
have known them from nursery
share my problems with
I
help them when they have problems
spend time hanging out with
rely on them when they need help
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10 THE INFOGRAPHIC/ POSTER TEMPLATE Write about the most important people in your life and your favourite hang-outs.
THE MOST IMPORTANT PEOPLE IN MY LIFE
MY FAVOURITE HANGOUTS
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11 THE PHRASAL VERBS WORD SEARCH Find fourteen phrasal verbs in the word search and copy them below. A
S
F
B
L
S
E
R
H
H W
D
X
R
E
L
Y
O
N
T
F
O
S
S
V
F
O
N
F
A
I
P
R
U
H
E
H
A
G
F
S
W U
K
U
N
T
M
T
L
W
Z
P
E
O
T
I
H
I
A
I
L
O
U
K
U
Z
E
A
P
W
K
W O
T
A
T
M
D
N
F
U
K
E
E
U W
R
F
I
G
N
R
H
C
U
P
T
V
F
F
O
L
L
A
C
I
P
O
O
I
N
U
O
H
M
E
T
T
F
C
L
O
T
U
O
K
S
A
A
S
T
O
C
K
C
I
T
X
N
I
C
E
U
1 a_________________________ 5 c_________________________ 9 p_________________________ 13 w_________________________ 2 c_________________________ 6 f_________________________
10 r_________________________
14 w_________________________
3 c_________________________ 7 h_________________________ 11 s_________________________ 4 c_________________________ 8 m_________________________ 12 s_________________________
Find fourteen phrasal verbs in the word search and copy them below. A
S
F
B
L
S
E
R
H
H W
D
X
R
E
L
Y
O
N
T
F
O
S
S
V
F
O
N
F
A
I
P
R
U
H
E
H
A
G
F
S
W U
K
U
N
T
M
T
L
W
Z
P
E
O
T
I
H
I
A
I
L
O
U
K
U
Z
E
A
P
W
K
W O
T
A
T
M
D
N
F
U
K
E
E
U W
R
F
I
G
N
R
H
C
U
P
T
V
F
F
O
L
L
A
C
I
P
O
O
I
N
U
O
H
M
E
T
T
F
C
L
O
T
U
O
K
S
A
A
S
T
O
C
K
C
I
T
X
N
I
C
E
U
1 a_________________________ 5 c_________________________ 9 p_________________________ 13 w_________________________ 2 c_________________________ 6 f_________________________
10 r_________________________
14 w_________________________
3 c_________________________ 7 h_________________________ 11 s_________________________ 4 c_________________________ 8 m_________________________ 12 s_________________________ RESOURCE BANK
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12 THE IDIOMS QUIZ What do these idioms mean? Circle the correct answer: a, b or c. 1 rock the boat
6 barking up the wrong tree
a) lose your balance
a) having an argument with someone
b) make trouble
b) trying to achieve something but doing it in the wrong way
c) do something unexpected
2 go with the flow a) accept something and not fight it b) use other’s actions to your advantage c) take a swim
3 put your foot in your mouth a) put yourself in a tough position in order to support someone b) say something by accident that embarrasses or upsets someone
c) paying too much attention to something
7 do something once in a blue moon a) do it once a month b) do it very often c) do it very rarely
8 beat around the bush a) do whatever it takes to help someone b) begin to talk about important things
c) eat too much food in one meal
c) avoid talking about a difficult or embarrassing subject
4 be on pins and needles
9 do something by the skin of your teeth
a) be very angry at someone
a) do something because you are very stubborn
b) pretend to be someone you are not
b) barely manage to do something
c) nervously wait to find out what is going to happen
c) do something because it’s important for your health
5 let the cat out of the bag
10 face the music
a) accidentally reveal a secret
a) accept the consequences of your mistakes and actions
b) tell someone bad news c) do something in the easiest way
b) do something what somebody else wants you to do c) ignore the unnecessary details and get to the point
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13 CUT UP SENTENCES Put the words in the correct order to make sentences. Copy them in the table below. My
mum
and
dad
always
watch
the documentaries
in
the evening.
Mike’s
sister
doesn’t
drink
coffee
late
in
the day.
Helen
is
coming
to
Daniel’s
party
next
Friday.
Are
We
Have
they
have
having
lived
you
in
ever
a meeting
this
tried
on
house
Thursday?
since
Mexican
2017.
food?
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14 THE EXPRESSING PRESENT TIME EXIT TICKET Name: ___________________________________________________________________________________ Date: _____________________________ Today I have learned: __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________
How well do you understand what we have learned in today’s lesson? I understand, and I can explain it to others. I understand and can do the exercises. I am beginning to understand, but I’m still a bit unsure. I do not understand and need help from others.
Name: ___________________________________________________________________________________ Date: _____________________________ Today I have learned: __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________
How well do you understand what we have learned in today’s lesson? I understand, and I can explain it to others. I understand and can do the exercises. I am beginning to understand, but I’m still a bit unsure. I do not understand and need help from others.
430
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15 EXPRESSING PRESENT TIME Read the sentences and correct the ones that use an incorrect tense. There are two sentences that are correct. 1 What do you drink? It looks tasty! ______________________________________________________________________________ 2 He hasn’t seen Susan since Friday. ______________________________________________________________________________ 3 Her back hurts because she works in the garden every day for the last two weeks. ______________________________________________________________________________ 4 How long does he know about it? ______________________________________________________________________________ 5 I can’t go out now. I am busy because I have studied for my English test tomorrow. ______________________________________________________________________________ 6 Do you know Patricia? No, we’ve never met. ______________________________________________________________________________ 7 We aren’t planning our holiday yet. ______________________________________________________________________________ 8 He is usually helping his father in the kitchen. ______________________________________________________________________________ 9 He isn’t calling Susan today, so he doesn’t know where she is. ______________________________________________________________________________ 10 How often have you gone to the cinema? ______________________________________________________________________________
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16 A DIALOGUE TEMPLATE
Choose one of the three situations from Exercise 4 on page 23 of your Students’ Book. Decide who is Student A and who is Student B. Follow the steps and use the phrases from the My... Everyday English! section on p. 23.
A: 1 make a suggestion
B: 2 reject it and explain why
A: 3 give an alternative suggestion
B: 4 accept the suggestion
432
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17 ANALYTIC RUBRIC FOR PEER ASSESSMENT Check list: Research I have used relevant and trustworthy online resources.
I have found and included fun facts about the sights.
I have researched at least four sights on my tour.
I have found relevant pictures to accompany the speech.
Check list: Speech I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary.
I have prepared speaking cards/prompts. I have practised my speech. I can deliver my speech without reading.
I have checked my grammar.
Check list: Presentation I have prepared a presentation. My presentation includes a title.
My presentation includes pictures and captions. My presentation includes a list of resources.
Check list: Research I have used relevant and trustworthy online resources.
I have found and included fun facts about the sights.
I have researched at least four sights on my tour.
I have found relevant pictures to accompany the speech.
Check list: Speech I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary.
I have prepared speaking cards/prompts. I have practised my speech. I can deliver my speech without reading.
I have checked my grammar.
Check list: Presentation I have prepared a presentation. My presentation includes a title.
My presentation includes pictures and captions. My presentation includes a list of resources.
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CRITERIA
Well done
Good
Needs improvement
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly, and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You speak mostly clearly, and mispronounce some words.
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic (at least four sights, fun facts) Presentation (title, pictures and captions, list of resources)
Performance
CRITERIA
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words. Your read during most of the performance. You rarely keep eye contact with the audience.
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly, and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You speak mostly clearly, and mispronounce some words.
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic (at least four sights, fun facts) Presentation (title, pictures and captions, list of resources)
Performance
434
LEVELS OF CRITERIA ACHIEVEMENT
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words. Your read during most of the performance. You rarely keep eye contact with the audience.
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18 THE SUPERHEROES TEMPLATE How much do you know about superheroes? Choose a superhero and complete the table with the missing information.
Name Alter ego Superpowers Personality Costume and gear Nemesis
How much do you know about superheroes? Choose a superhero and complete the table with the missing information.
Name Alter ego Superpowers Personality Costume and gear Nemesis
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19 THE I ILLUSTRATE TEMPLATE Choose a verse and illustrate it. How does the author feel about the superhero?
Verse
436
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20 MY SUPERHERO MIND MAP
basic information
alter ego
costume and gear
MY SUPERHERO superpowers
cause
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The description needs to be better connected to the topic, there are no paragraphs, and the text is not fully developed. The student has covered some of the five topics from the mind map.
The description mainly corresponds to the agreed upon topic, but one paragraph is missing and / or is not fully developed. The student has covered most of the five topics from the mind map.
A wide vocabulary relevant to the topic is used with 3–4 errors and/or repetitions.
At least four linking words are mainly used correctly. There are 1–2 errors.
There are 3–4 errors in spelling and/or punctuation.
The description fully corresponds to the agreed upon topic and all three paragraphs are included and fully developed. The student has covered all the five topics from the mind map.
A wide vocabulary relevant to the topic is used correctly or with 1–2 minor errors.
At least four linking words are used correctly with no errors.
Spelling and punctuation are correct or with 1–2 minor errors.
Topic and organisation of the text
Vocabulary
Grammar
Spelling and punctuation
There are 5–6 errors in spelling and/or punctuation.
A few linking words (3 or less) are mostly used in the correct manner. There are a few errors.
A limited vocabulary relevant to the topic is used with 5–6 errors and/or repetitions.
1
2
Levels of criteria achievement 3
Scoring criteria
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21 ANALYTIC RUBRIC: CHARACTER DESCRIPTION
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22 THE MY WHOLE LIFE IN A BAG TEMPLATE Imagine packing your whole life into a bag. Make a list and write down the things you would take with you. Give a short talk and explain why you would take those things.
1 2 3 4 5 6 7 8 9 10
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Re U ad ni y, t se 2 t, go !
23 THE LONDON MIND MAP
geography
other
history
LONDON famous sights
neighbourhoods
famous people
440
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!
t 2 go ni set,
U dy, a Re
24 THE MAP OF THE UK
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25 THE PROJECT ASSESSMENT RUBRIC Checklist: Research I have used relevant and trustworthy online resources.
I understand all the words and phrases I am using in my speech.
I have researched a historical period.
I have checked the pronunciation of new vocabulary.
I have found and included information about lifestyle, music, fashion and interests. I have found relevant pictures to accompany the speech.
Checklist: Research
I have checked my grammar. I have prepared speaking cards/prompts. I have practised my speech.
Checklist: Speech I understand all the words and phrases I am using in my speech.
I have researched a historical period.
I have checked the pronunciation of new vocabulary.
I have found relevant pictures to accompany the speech.
Checklist: Presentation I have prepared a presentation. y presentation M includes a title. y presentation M includes pictures and captions. y presentation M includes a list of resources.
I can deliver my speech without reading.
I have used relevant and trustworthy online resources.
I have found and included information about lifestyle, music, fashion and interests.
442
Checklist: Speech
I have checked my grammar. I have prepared speaking cards/prompts. I have practised my speech.
Checklist: Presentation I have prepared a presentation. y presentation M includes a title. y presentation M includes pictures and captions. y presentation M includes a list of resources.
I can deliver my speech without reading.
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CRITERIA
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is mainly used correctly with only some errors and repetitions. You mostly speak clearly and mispronounce some words.
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Your read during most of the performance. You rarely keep eye contact with the audience.
Topic (a historical period, important events, lifestyle, fashion, music, interests) Presentation (title, pictures and captions, list of resources)
CRITERIA
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is mainly used correctly with only some errors and repetitions. You mostly speak clearly and mispronounce some words.
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Your read during most of the performance. You rarely keep eye contact with the audience.
Topic (a historical period, important events, lifestyle, fashion, music, interests) Presentation (title, pictures and captions, list of resources)
RESOURCE BANK
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26 THE GAME MASTER QUESTION AND ANSWER SHEET
QUESTIONS 1 Who were the first people to live in the area of London? 2 How many resident ravens are there in the Tower of London? 3 Name three famous people from London. 4 Name three famous London sights. 5 When were the Houses of Parliament built? 6 Name two big catastrophes that have hit London in the past. 7 Who lives in Buckingham Palace? 8 What is Big Ben? 9 Name two London neighbourhoods. ANSWERS 1 The Romans. 2 Seven plus one spare. 3 Queen Elizabeth I, William Shakespeare, Queen Victoria, Queen Elizabeth II, etc. 4 The Tower, the Tower Bridge, Big Ben, Buckingham Palace, the Houses of Parliament, Piccadilly Circus, Hyde Park, and Trafalgar Square – with Nelson’s Column. 5 In the 19th century. 6 The Great Fire and the Great Plague. 7 The Queen. 8 The nickname for the Great Bell of the striking clock in Elizabeth Tower. 9 Soho, Notting Hill, Little Venice, Camden.
444
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27 THE PRESENTATION ASSESSMENT FORM OBRAZAC ZA PROCJENU IZLAGANJA
3 boda
2 boda
Jezik (gramatika i vokabular)
Izražava se razgovijetno i točno. Ne primjećujem značajne pogreške u gramatici i vokabularu.
Izražava se razgovijetno i uglavnom točno. Griješi, ali svejedno sve razumijem.
Ne govori razgovijetno. Dosta griješi, zbog čega ne razumijem uvijek što je želio/la reći.
Prezentacija i zadatak
Opisao/la je desetljeće po svom izboru. Iskoristio/la je podatke o odjeći, glazbi, filmovima i aktivnostima. Izlaganje je odgovarajuće duljine.
Opisao/la je desetljeće po svom izboru. Iskoristio/la je podatke o odjeći, glazbi, filmovima i aktivnostima. ali neki podaci nedostaju. Izlaganje je uglavnom odgovarajuće duljine.
U opisu desetljeća po izboru nedostaju važni podaci. Izlaganje je prekratko.
IME UČENIKA
TEMA
BODOVI
MOJA NAPOMENA
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PRESENTATION ASSESSMENT FORM
3 marks
2 marks
1 mark
Speaks clearly and correctly. I do not notice any major grammar or vocabulary mistakes.
Speaks clearly and mostly correctly. There are some mistakes, but I can still understand everything.
I do not understand everything. There are many mistakes due to which I sometimes do not understand what they are trying to say.
Presentation and assignment
All instructions have been followed. They have described a decade of their choice. There is information about clothes, music, films and activities. The presentation is not too short or too long.
Instructions have more or less been followed. They have described a decade of their choice. There is information about clothes, music, films and activities, but some information is missing. The presentation is mostly of appropriate length.
Instructions have not been followed. Important information is missing in the description of a decade. The presentation is too short.
STUDENT’S NAME
TOPIC
MARKS
COMMENTS
Language (grammar and vocabulary)
446
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of violence
solve
on the property
make
married
sign
the case
get
a fortune
live
notes
leave
of violence
solve
on the property
make
married
sign
the case
get
a fortune
live
notes
leave
of violence
solve
on the property
make
married
sign
the case
get
a fortune
live
notes
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28 THE COLLOCATION MEMORY GAME
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29 DEFINITION BATTLE
Read the definitions and write down the words they are describing. ___________________________: Your mother’s husband, who is not your birth father 1
2 ___________________________: A person who manages someone’s household and takes care of their home 3 ___________________________: A big amount of money 4 ___________________________: A person who has no permanent home, but wanders from town to town 5 ___________________________: The trait of an animal that can poison you with its bite or sting 6 ___________________________: A person who investigates a crime 7 ___________________________: A person who has committed a crime: a criminal 8 ___________________________: A high-pitched sound that you make when calling a dog, for example 9 ___________________________: Very scary 10 ___________________________: Proof
Read the definitions and write down the words they are describing. ___________________________: Your mother’s husband, who is not your birth father 1
2 ___________________________: A person who manages someone’s household and takes care of their home 3 ___________________________: A big amount of money 4 ___________________________: A person who has no permanent home, but wanders from town to town 5 ___________________________: The trait of an animal that can poison you with its bite or sting 6 ___________________________: A person who investigates a crime 7 ___________________________: A person who has committed a crime: a criminal 8 ___________________________: A high-pitched sound that you make when calling a dog, for example 9 ___________________________: Very scary 10 ___________________________: Proof
448
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30 ROLE CARDS Group 1
Sherlock Holmes You are the best detective in town and your job is to get to the bottom of this case and find the thief. Question the suspects and find out about their alibis. One of them is the guilty one. Ask them who they are, where they were at the time of the robbery, what they were doing and whom they were with. Then use your brilliant thinking skills and say who the thief is. The rest of the class will be the jury and will vote and decide if you are right or not.
Danny Doughnut You’re a twenty-year-old who was alone at home last night. You were playing games all night. Unfortunately, you have nobody to confirm your alibi. Think of the ways you could convince the detective you are not the thief. You love chocolate but is that a good enough reason to break into a shop?!
Sarah Sweettooth What a clever thief you are! You don’t even like chocolate, but you know you can get good money for those Golden Chocolate Bars! You live alone with your partner, and you know he loves you so much that he will lie for you and confirm your alibi. Just try to hide the cut on your elbow! It hurt breaking that glass, didn’t it?
Olly Oreo You were seen just a few blocks away from the shop that was robbed. You were wearing a mask at the time. But you were wearing it because it was cold, and you were out there running. Was it just a coincidence that you were there with a mask on? You’ll have to find a way to prove your innocence and convince the detective!
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Group 2
Sherlock Holmes You are the best detective in town and your job is to get to the bottom of this case and find the thief. Question the suspects and find out about their alibis. One of them is the guilty one. Ask them who they are, where they were at the time of the robbery, what they were doing and whom they were with. Then use your brilliant thinking skills and say who the thief is. The rest of the class will be the jury and will vote and decide if you are right or not.
Sammy Sugarcoat What are you going to do with all that chocolate? Eat it? Sell it? Keep it? Whatever you decide, well done on the masterful robbery. But be careful! There is a witness who saw somebody break the glass and enter the shop. Find an alibi quickly! And hide the chocolate! Everybody who knows you knows what a good liar you are.
Tommy Toffee All your life you’ve loved sweets more than anything else, but you are an honest man and a man of principle. You would never commit a crime. But you know you’re in trouble. A shopkeeper has seen you looking at those Golden Chocolate Bars many times before. It’s a real shame you have no one to confirm your alibi. How do you make others believe you were at home alone baking a delicious pie?
Bonnie Biscuit Hey, how could anyone even think you could steal something as disgusting as sweets! ? Everybody knows you are careful about what you eat – it’s either healthy or it goes straight to the trash. Still, there are other motives for stealing things. Your business has been bad lately. Maybe you needed some money? What’s your alibi? Running alone around the block in the dark? Good luck with that!
450
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Group 3
Sherlock Holmes You are the best detective in town and your job is to get to the bottom of this case and find the thief. Question the suspects and find out about their alibis. One of them is the guilty one. Ask them who they are, where they were at the time of the robbery, what they were doing and whom they were with. Then use your brilliant thinking skills and say who the thief is. The rest of the class will be the jury and will vote and decide if you are right or not.
Johnny Jelly You were at home watching TV with your girlfriend. Unfortunately, your girlfriend cannot be trusted. She’s known for shoplifting in the past. What will you do? What exactly were you watching? Try to convince the mighty Sherlock Holmes of your innocence by mentioning some details from the show? Oh yeah, good luck with explaining that bruise on your elbow! You fell from your bike, right. Yes, you did.
Tammy Taffy How could anyone think a person with such a sweet name could be a thief? But sorry, that’s not a good alibi. You’ve always enjoyed the thrill of stealing something from the shops. This time, you’ve gone a bit too far. The best detective in town is after you. Your partner was waiting for you in the car. Maybe you two could invent a nice little story about how you spent a romantic weekend in the countryside?
Pete Peanut You taxi-drivers often get into trouble, don’t you? You find yourself in the wrong place at the wrong time. Your car was seen parked outside the shop. Lucky for you, nobody could see the driver. You were at the cinema with your wife. How will you prove your innocence? Maybe next time save the cinema tickets? Will the jury really believe you lost your car keys that afternoon?
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31 NUMBER CARDS
452
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
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32 THE CASE FILE TEMPLATE Case number Crime Victim Suspects Alibis Evidence Theory
Case number Crime Victim Suspects Alibis Evidence Theory
Case number Crime Victim Suspects Alibis Evidence Theory
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33 THE CASE SOLUTIONS ESCAPE ROOM 1 The footsteps led from the door to the window and there was no broken glass inside, which meant that the window hadn’t been broken from the outside. (Code number: 8)
2 You can’t play golf in the snow. (Code number: 4)
3 “The first of June” means ‘the first letter of the month of June’. You get the letters J U D E. The neighbour is the killer. (Code number: 1)
4 Oliver was first holding the cane in his left hand, but, while he was leaving, he was holding it in his right hand. (Code number: 5)
454
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What I know
Topic: ______________________________________________________________________
What I want to know
What I have learned
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34 THE K-W-L CHART
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35 TIME EXPRESSIONS
present perfect simple
today never ever yet just for three years since 2005 this year these days this month 456
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past simple
last year yesterday last month in 2005 a few days ago when I was young from 2010 to 2020 RESOURCE BANK
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457
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36 RUBRIKA ZA PROCJENU ZADATKA PISANJA PISANJE
RAZINE OSTVARENOSTI KRITERIJA
SASTAVNICE
3
2
1
Izvršenje zadatka
Svi su dijelovi zadane teme jednako dobro razrađeni.
Svi su dijelovi zadane teme uglavnom jednako dobro razrađeni.
Dijelovi zadane teme nisu dovoljno dobro razrađeni.
Vokabular
Upotrebljava širok vokabular. U pisanju postoji samo poneka pravopisna pogreška.
Upotrebljava većinom osnovni vokabular. Često pravopisno krivo piše riječi, ali pogreške ne ometaju razumijevanje teksta.
Teško se izražava i koristi ograničen vokabular. Učestalo griješi u pisanju što otežava razumijevanje napisanog teksta.
Jezične strukture
Upotrebljava širok raspon jezičnih struktura. Poneke pogreške u odabiru jezičnih struktura ne utječu na razumijevanje.
Upotrebljava većinom osnovne jezične strukture. Pogreške u odabiru jezičnih struktura povremeno otežavaju razumijevanje teksta.
Teško se izražava i koristi ograničene jezične strukture. Pogreške u odabiru jezičnih struktura otežavaju razumijevanje teksta.
Napomena: Ako sastavnica nije ostvarena ni na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0 bodova.
PISANJE
RAZINE OSTVARENOSTI KRITERIJA
SASTAVNICE
3
2
1
Izvršenje zadatka
Svi su dijelovi zadane teme jednako dobro razrađeni.
Svi su dijelovi zadane teme uglavnom jednako dobro razrađeni.
Dijelovi zadane teme nisu dovoljno dobro razrađeni.
Vokabular
Upotrebljava širok vokabular. U pisanju postoji samo poneka pravopisna pogreška.
Upotrebljava većinom osnovni vokabular. Često pravopisno krivo piše riječi, ali pogreške ne ometaju razumijevanje teksta.
Teško se izražava i koristi ograničen vokabular. Učestalo griješi u pisanju što otežava razumijevanje napisanog teksta.
Jezične strukture
Upotrebljava širok raspon jezičnih struktura. Poneke pogreške u odabiru jezičnih struktura ne utječu na razumijevanje.
Upotrebljava većinom osnovne jezične strukture. Pogreške u odabiru jezičnih struktura povremeno otežavaju razumijevanje teksta.
Teško se izražava i koristi ograničene jezične strukture. Pogreške u odabiru jezičnih struktura otežavaju razumijevanje teksta.
Napomena: Ako sastavnica nije ostvarena ni na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0 bodova.
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37 THE 3-2-1 EXIT TICKET Name or write... three types of humour
two comedy shows
one topic you find funniest
Name or write... three types of humour
two comedy shows
one topic you find funniest
Name or write... three types of humour
two comedy shows
one topic you find funniest
Name or write... three types of humour
two comedy shows
one topic you find funniest
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38 JAMAICA: THE FIVE SENSES MIND MAP
Look at the photo of Jamaica. What can you see, smell, touch, taste or hear when you think about the photo? Complete the mind map with your ideas.
see
touch
hear
JAMAICA
smell
460
taste
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39 THE MAP OF JAMAICA
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40 TRAVELLING CHECKLISTS PROJECT 3: LET’S GET THIS SHOW ON THE ROAD Travelling checklists Before planning your itinerary make sure to: choose your destination check transport options to the destination look up museums and galleries look up festivals, concerts, exhibitions look up local food and drink choose places to visit choose activities to do look up local transport
Departure: ___________________________ Return: ___________________________ Accommodation: __________________________________________________________ Day 1 TIME
ACTIVITY
EXPENSES
TIME
ACTIVITY
EXPENSES
TIME
ACTIVITY
EXPENSES
Day 2
Day 3
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BUDGET LIST transport accommodation food tours tickets local transport other TOTAL:
THINGS TO DO BEFORE LEAVING pack clothes look up accommodation change money into local currency pack a travelling kit check the weather plan an itinerary download a mobile app with a map of the place buy:
other:
Some useful websites and travel tools: www.tripadvisor.com www.rome2rio.com www.responsibletravel.com www.seat61.com www.booking.com www.airbnb.com www.google.com/maps fi.google.com www.citymapper.com www.swarmapp.com
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41 THE TOURIST DESTINATION AD TEMPLATE Complete the ad with the missing information.
Destination:
Destination highlights:
Discount:
Price:
Number of nights:
What does the package include?
E-mail / phone / website:
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42 THE DAY TRIP ITINERARY
THE DAY TRIP ITINERARY TIME
ACTIVITY
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43 THE NOTICE TEMPLATE Write down some notices you may find while travelling.
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44 THE TRAVEL SURVIVAL KIT EXIT CARD Name and surname: __________________________________________________
Write three things you have learned today. 1
_____________________________________________________
2
_____________________________________________________
3
_____________________________________________________
Write two things you can do. 1
_____________________________________________________
2
_____________________________________________________
Write one question that you have. 1
_____________________________________________________
Name and surname: __________________________________________________
Write three things you have learned today. 1
_____________________________________________________
2
_____________________________________________________
3
_____________________________________________________
Write two things you can do. 1
_____________________________________________________
2
_____________________________________________________
Write one question that you have. 1
_____________________________________________________
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45 THE SUSTAINABLE TOURISM K-W-L CHART Fill in the first two columns of the K-W-L chart. Think about what you already know about sustainable tourism and what you want to learn about it.
K-W-L CHART Topic: ________________________________ What I know
468
What I want to know
What I have learned
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46 THE TRAVELLING MINDFULLY WORD CLOUD Circle the words and expressions connected with the negative impact of tourism red and all the words and expressions related to its positive impact green.
flood turn off preserve culture fines high heels sustainable protect wildlife plastic bottles
overtourism overcrowding threat to nature reduce pollution public transport carbon footprint responsible tourists careless touristspeak time bring money local food eco-lodge
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47 THE TOURIST DESTINATION BROCHURE TEMPLATE HOLIDAY BROCHURE
470
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48 THE TOURIST DESTINATION WEBSITE TEMPLATE
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49 THE JUMBLED WORDS LIST Unscramble the letters to get the words connected with travelling. Then translate the words into Croatian. 1 g m l o e o r
_______________________________ = _______________________________
2 k o e v o o d r e b
_______________________________ = _______________________________
3 u l c e r t y
_______________________________ = _______________________________
4 e l n o u g
_______________________________ = _______________________________
5 c t i s e d m o
_______________________________ = _______________________________
6 m i a y e t n
_______________________________ = _______________________________
7 d e r g u a p
_______________________________ = _______________________________
8 e k o s t c
_______________________________ = _______________________________
9 g h e g p l o y
_______________________________ = _______________________________
10 k p r e
_______________________________ = _______________________________
Unscramble the letters to get the words connected with travelling. Then translate the words into Croatian.
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1 g m l o e o r
_______________________________ = _______________________________
2 k o e v o o d r e b
_______________________________ = _______________________________
3 u l c e r t y
_______________________________ = _______________________________
4 e l n o u g
_______________________________ = _______________________________
5 c t i s e d m o
_______________________________ = _______________________________
6 m i a y e t n
_______________________________ = _______________________________
7 d e r g u a p
_______________________________ = _______________________________
8 e k o s t c
_______________________________ = _______________________________
9 g h e g p l o y
_______________________________ = _______________________________
10 k p r e
_______________________________ = _______________________________
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50 THE MOVE TO THE GROOVE ANSWER SHEET Read the questions and write the answers. Don’t forget to check your spelling and grammar. 1 What are the first things that come to mind when people think of Jamaica? 2 What is the name of the place where one of the best coffee beans in the world is grown? 3 How many medals have Jamaican Olympic heroes won? 4 When did ska originate? 5 When did ska hit London clubs? 6 Whose song helped popularise the ska sound? 7 What was the name of Bob Marley’s band? 8 What did Bob Marley use his music for? 9 What do Bob Marley’s lyrics speak about?
Read the questions and write the answers. Don’t forget to check your spelling and grammar. 1 What are the first things that come to mind when people think of Jamaica? 2 What is the name of the place where one of the best coffee beans in the world is grown? 3 How many medals have Jamaican Olympic heroes won? 4 When did ska originate? 5 When did ska hit London clubs? 6 Whose song helped popularise the ska sound? 7 What was the name of Bob Marley’s band? 8 What did Bob Marley use his music for? 9 What do Bob Marley’s lyrics speak about?
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51 CHAIN STORY PROMPTS
Don’t forget to use the relative pronouns: who, which, where, when, whose. PEOPLE
PROFESSION
CITY
PLACE
COUNTRIES
mother
pilot
Tokyo
hotel
Spain
father
tour guide
Sydney
shop
Greece
brother
journalist
London
fountain
France
sister
receptionist
New York
museum
Jamaica
boyfriend / girlfriend
travel agent
Kingston
beach
Italy
aunt / uncle
flight attendant
Rome
apartment
Japan
cousin
waiter / waitress
Paris
pool
Thailand
Don’t forget to use the relative pronouns: who, which, where, when, whose. PEOPLE
PROFESSION
CITY
PLACE
COUNTRIES
mother
pilot
Tokyo
hotel
Spain
father
tour guide
Sydney
shop
Greece
brother
journalist
London
fountain
France
sister
receptionist
New York
museum
Jamaica
boyfriend / girlfriend
travel agent
Kingston
beach
Italy
aunt / uncle
flight attendant
Rome
apartment
Japan
cousin
waiter / waitress
Paris
pool
Thailand
Don’t forget to use the relative pronouns: who, which, where, when, whose.
474
PEOPLE
PROFESSION
CITY
PLACE
COUNTRIES
mother
pilot
Tokyo
hotel
Spain
father
tour guide
Sydney
shop
Greece
brother
journalist
London
fountain
France
sister
receptionist
New York
museum
Jamaica
boyfriend / girlfriend
travel agent
Kingston
beach
Italy
aunt / uncle
flight attendant
Rome
apartment
Japan
cousin
waiter / waitress
Paris
pool
Thailand
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52 ANALYTIC RUBRIC FOR PEER ASSESSMENT CHECKLIST Research I have used relevant and trustworthy online resources. I have found and included all the information about the festival (name, location, duration, ticket prices, music genres). Speech I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary. I have checked my grammar. I have practised my speech. I can deliver my speech without reading. Presentation I have prepared a presentation. My presentation includes a title. My presentation includes photos and captions. My presentation includes a list of resources.
CHECKLIST Research I have used relevant and trustworthy online resources. I have found and included all the information about the festival (name, location, duration, ticket prices, music genres). Speech I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary. I have checked my grammar. I have practised my speech. I can deliver my speech without reading. Presentation I have prepared a presentation. My presentation includes a title. My presentation includes photos and captions. My presentation includes a list of resources.
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53 ANALYTIC RUBRIC FOR SUMMATIVE ASSESSMENT CRITERIA
LEVELS OF CRITERIA ACHIEVEMENT 3
2
1
(name of the festival, location, duration and ticket prices, the music genre it promotes)
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Presentation
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
There are lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You speak mostly clearly and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic
(title, pictures and captions, list of resources)
476
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Your read during most of the performance. You rarely keep eye contact with the audience.
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54 MUSIC QUOTES Match the two parts of the sentences to get the music quotes. 1 The music is not in the notes,
when I am filled with music.
2 If music be the food of love,
heard by the universe.
3 Life seems to go on without effort
language of mankind.
4 Music can name the unnameable
play on.
5 Music in the soul can be
there is never enough singing.
6 Without music,
but in the silence in between.
7 As long as we live,
life would be a mistake.
8 Music is the universal
and communicate the unknowable.
Match the two parts of the sentences to get the music quotes. 1 The music is not in the notes,
when I am filled with music.
2 If music be the food of love,
heard by the universe.
3 Life seems to go on without effort
language of mankind.
4 Music can name the unnameable
play on.
5 Music in the soul can be
there is never enough singing.
6 Without music,
but in the silence in between.
7 As long as we live,
life would be a mistake.
8 Music is the universal
and communicate the unknowable.
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55 THE STORYBOARD TEMPLATE
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Scoring criteria
3 it 4 Unesson
56 ANALYTIC RUBRIC: CONTACTING THE HOST Levels of criteria achievement 4
3
2
Topic and organisation of the text
The message fully corresponds to the agreed upon topic and all three parts (introduction, central part and ending) are included and fully developed. The student has included all the necessary information in the message.
The message mainly corresponds to the agreed upon topic, but one paragraph is missing and/ or is not fully developed. The student has included most of the information in the message.
The message needs to be better connected to the topic, there are no paragraphs and the text is not fully developed. The student has included some of the information in the message.
Vocabulary
A wide vocabulary relevant to the topic is used correctly or with 1–2 minor errors.
A wide vocabulary relevant to the topic is used with 3–4 errors and/or repetitions.
A limited vocabulary relevant to the topic is used with 5–6 errors and/ or repetitions.
Grammar
Various grammatical structures are used correctly with 1–2 minor errors.
Various grammatical structures are used correctly for the most part. There are 3–4 errors.
Basic grammatical structures are used mostly in the correct manner. There are a few errors.
Spelling and punctuation
Spelling and punctuation are correct or with 1–2 minor errors.
There are 3–4 errors in spelling and/or punctuation.
There are 5–6 errors in spelling and/or punctuation.
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57 THE JAMAICA MIND MAP
location
tourist sites
JAMAICA music
language
flag
480
history
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58 A LAND OF WONDERS 1 What year did the Jamaican bobsleigh team compete at the Winter Olympic Games?
_____________________________________________________________________________________________________________________
2 Write at least one place in Jamaica with a funny name. _____________________________________________________________________________________________________________________
3 How many James Bond books did Ian Fleming write? _____________________________________________________________________________________________________________________
4 What is not highly valued in Jamaica, considering that Jamaicans are always late? _____________________________________________________________________________________________________________________
5 Where was the 1998 World Cup held? _____________________________________________________________________________________________________________________
6 What was the score in the first World Cup match in which the Jamaicans played against Croatia? _____________________________________________________________________________________________________________________
7 Where was Usain Bolt born? _____________________________________________________________________________________________________________________
8 Which sports did Usain Bolt enjoy as a child? _____________________________________________________________________________________________________________________
9 When did Usain Bolt retire from the world of track and field? _____________________________________________________________________________________________________________________
1 What year did the Jamaican bobsleigh team compete at the Winter Olympic Games? _____________________________________________________________________________________________________________________
2 Write at least one place in Jamaica with a funny name. _____________________________________________________________________________________________________________________
3 How many James Bond books did Ian Fleming write? _____________________________________________________________________________________________________________________
4 What is not highly valued in Jamaica, considering that Jamaicans are always late? _____________________________________________________________________________________________________________________
5 Where was the 1998 World Cup held? _____________________________________________________________________________________________________________________
6 What was the score in the first World Cup match in which the Jamaicans played against Croatia? _____________________________________________________________________________________________________________________
7 Where was Usain Bolt born? _____________________________________________________________________________________________________________________
8 Which sports did Usain Bolt enjoy as a child? _____________________________________________________________________________________________________________________
9 When did Usain Bolt retire from the world of track and field? _____________________________________________________________________________________________________________________
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59 THE MAP OF THE USA
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60 THE WYOMING MIND MAP
history
nature
the USA
WYOMING cities
culture
other
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61 THE USA FACT FILE
State Size Inhabitants Population Cities State flag State motto Nicknames
State Size Inhabitants Population Cities State flag State motto Nicknames
State Size Inhabitants Population Cities State flag State motto Nicknames
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I have chosen a relevant real-life problem.
I understand all the words and phrases I am using in my speech.
I have researched the problem.
I have checked the pronunciation of new vocabulary.
I have come up with possible solutions. I have designed a product or innovation that can solve that problem. I have created a visual presentation or advertisement for my innovation.
Checklist: Research
I have checked my grammar.
I have prepared speaking cards/prompts. I have practised my speech.
Checklist: Speech I understand all the words and phrases I am using in my speech.
I have researched the problem.
I have checked the pronunciation of new vocabulary.
I have designed a product or innovation that can solve that problem. I have created a visual presentation or advertisement for my innovation.
Checklist: Presentation I have prepared a presentation. My presentation includes a title. My presentation includes pictures and captions. My presentation includes a list of resources.
I can deliver my speech without reading.
I have chosen a relevant real-life problem.
I have come up with possible solutions.
!
Checklist: Speech
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Checklist: Research
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62 THE PROJECT ASSESSMENT RUBRIC
I have checked my grammar.
I have prepared speaking cards/prompts. I have practised my speech.
Checklist: Presentation I have prepared a presentation. My presentation includes a title. My presentation includes pictures and captions. My presentation includes a list of resources.
I can deliver my speech without reading.
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485
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CRITERIA
Well done
Good
Needs improvement
Topic (problem, solutions, product/ innovation, advertisement)
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Presentation (title, pictures and captions, list of resources)
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is mainly used correctly with only some errors and repetitions. You speak mostly clearly and mispronounce some words.
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Your read during most of the performance. You rarely keep eye contact with the audience.
CRITERIA
486
LEVELS OF CRITERIA ACHIEVEMENT
LEVELS OF CRITERIA ACHIEVEMENT Well done
Good
Needs improvement
Topic (problem, solutions, product/ innovation, advertisement)
Your presentation is about the topic. All the elements are present.
Your presentation is mainly about the topic. Most of the elements are present.
Your presentation needs to be more connected to the topic. Some of the elements are missing.
Presentation (title, pictures and captions, list of resources)
Your presentation includes all the necessary elements. It is presented in a logical and creative way.
Your presentation includes most of the necessary elements. It is logical and creative.
Some of the elements are missing from your presentation. It is sometimes difficult to follow.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is mainly used correctly with only some errors and repetitions. You speak mostly clearly and mispronounce some words.
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Your read during most of the performance. You rarely keep eye contact with the audience.
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4 it 1A Unesson
63 THE HUMAN BODY
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64 THE K-W-L CHART
K-W-L CHART Topic: ________________________________ What I know
488
What I want to know
What I have learned
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4 it 2A Unesson
65 THE 3-2-1 EXIT TICKET
Name or write... three new things you have learned today
two sites you’d like to visit
one fun fact that has surprised you in this lesson
Name or write... three new things you have learned today
two sites you’d like to visit
one fun fact that has surprised you in this lesson
Name or write... three new things you have learned today
two sites you’d like to visit
one fun fact that has surprised you in this lesson
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490
66 THE INSTAGRAM PROFILE TEMPLATE
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67 SENTENCE MATCHING
Soon, more and more advanced nanobots
will be made to improve our abilities.
All the work around the house
will be done by robots.
Lab-grown food
will be produced to stop world hunger.
Solar panels
will be used as the largest source of energy.
Subterranean cities
will be built because of a growing population.
Tiny microchips
will be implanted into our skin instead of ID cards.
Traffic jams
will be reduced by flying and self-driving cars.
Gas-powered cars
will be replaced by electric ones.
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68 THE YELLOWSTONE NATIONAL PARK K-W-L CHART Fill in the first two columns of the K-W-L chart. Think about what you already know about Yellowstone National Park and what you want to learn about it. Topic: History
K-W-L CHART What I know
What I want to know
Topic: Landscape
K-W-L CHART What I know
What I want to know
What I want to know
What I want to know
492
What I have learned
Topic: Additional information
K-W-L CHART What I know
What I have learned
Topic: Volcanic activity
K-W-L CHART What I know
What I have learned
Topic: Wildlife
K-W-L CHART What I know
What I have learned
What I want to know
What I have learned
HELLO, WORLD! 8
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69 THE FORMATIVE ASSESSMENT RUBRIC OBRAZAC ZA PROCJENU IZLAGANJA
3 boda
2 boda
1 bod
Jezik (gramatika i vokabular)
Izražava se razgovijetno i točno. Ne primjećujem značajne pogreške u gramatici i vokabularu.
Izražava se razgovijetno i uglavnom točno. Griješi, ali svejedno sve razumijem.
Ne govori razgovijetno. Dosta griješi zbog čega ne razumijem uvijek što je želio/la reći.
Prezentacija i zadatak
Opisao/la je Nacionalni park Yellowstone Uključio/la je najvažnije podatke o povijesti, krajobrazu, vulkanskoj aktivnosti i prirodi. Podaci su smisleno povezani. Izlaganje je odgovarajuće duljine.
Opisao/la je Nacionalni park Yellowstone. Uključio/la je podatke o povijesti, krajobrazu, vulkanskoj aktivnosti i prirodi ali neke informacije nedostaju. Podaci su smisleno povezani. Izlaganje je uglavnom odgovarajuće duljine.
U opisu Nacionalnog parka Yellowstone nedostaju bitne informacije. Izlaganje je prekratko.
PRESENTATION ASSESSMENT FORM
3 marks
2 marks
1 mark
Language (grammar and vocabulary)
Speaks clearly and correctly. I do not notice any major grammar or vocabulary mistakes.
Speaks clearly and mostly correctly. There are some mistakes, but I can still understand everything.
I do not understand everything. There are many mistakes due to which I sometimes do not understand what they are trying to say.
Presentation and assignment
All instructions are followed. They have described Yellowstone National Park. There is information about its history, landscape, volcanic activity and wildlife. All the information is logically connected. The presentation is not too short nor too long.
Instructions are mostly followed. They have described Yellowstone National Park. There is information about its history, landscape, volcanic activity and wildlife, but some information is missing. The presentation is mostly of an appropriate length.
Instructions are not followed. Important information is missing in the description of the national park. The presentation is too short.
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70 YELLOWSTONE NATIONAL PARK
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71 THE NATIONAL PARK FACT FILE
Name Location Size Date established Natural features Home to Fun facts
Name Location Size Date established Natural features Home to Fun facts
Name Location Size Date established Natural features Home to Fun facts
Name Location Size Date established Natural features Home to Fun facts
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72 RUBRIKA ZA PROCJENU ZADATKA PISANJA PISANJE
RAZINE OSTVARENOSTI KRITERIJA
SASTAVNICE
3
Izvršenje zadatka
Zadatak je izvršen prema uputama. Esej opisuje izum. Esej se sastoji od tri ulomka.
Vokabular
Jezične strukture
Upotrebljava širok raspon vokabulara. Pravilno upotrebljava fraze za izražavanje mišljenja, sekvenciranje teksta i iznošenje zaključka. U pisanju postoji samo poneka pravopisna. pogreška.
Upotrebljava širok raspon jezičnih struktura. Poneke pogreške u odabiru jezičnih struktura ne utječu na razumijevanje.
2
1
Zadatak je izvršen većinom prema uputama. Esej opisuje izum. Esej ima manje od tri ulomka ili ulomci nisu jasno naznačeni.
Zadatak nije izvršen prema uputama. Esej se bavi drugom temom. Ulomci ne postoje.
Upotrebljava većinom osnovni vokabular. Upotrebljava fraze za izražavanje mišljenja, sekvenciranje teksta i iznošenje zaključka uz pokoju pogrešku. Često pravopisno krivo piše riječi, ali pogreške ne ometaju razumijevanje teksta.
Teško se izražava i upotrebljava ograničeni vokabular. Minimalno upotrebljava fraze za izražavanje mišljenja, sekvenciranje teksta i iznošenje zaključka. Učestalo griješi u pisanju što otežava razumijevanje napisanog teksta.
Upotrebljava većinom osnovne jezične strukture. Pogreške u odabiru jezičnih struktura povremeno otežavaju razumijevanje teksta.
Teško se izražava i upotrebljava ograničene jezične strukture. Pogreške u odabiru jezičnih struktura otežavaju razumijevanje teksta.
Napomena: Ako sastavnica nije ostvarena niti na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0 bodova.
498
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73 THE NATIVE AMERICANS MIND MAP way of life
other
culture
NATIVE AMERICANS customs
stereotypes
beliefs
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74 THE SYDNEY AND AUSTRALIA MIND MAP nature
sights
history
SYDNEY AND AUSTRALIA animals
people
cities
500
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75 THE AUSTRALIAN QUIZ CERTIFICATE
CERTIFICATE Congratulations! This certificate is presented to _______________________________________________
for successfully completing a quiz on Australia.
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76 THE QUOTES AND MESSAGES TEMPLATE
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77 THE CAREER-DAY CHECKLIST Things to do before Career Day We have formed a Career Day Committee. We have set a date and a place. We have made a list of speakers. We have chosen a format for our Career Day. We have made a list of questions and talking points for the interview with the speakers. We have invited the speakers and sent them the details they need for coming to our school. We have organised student helpers to welcome the speakers and help them with the equipment. We have prepared name tags for the speakers. We have prepared thank-you notes for the speakers.
Things to do after Career Day We have organised a follow-up meeting. We have evaluated the process of organising and conducting a Career Day.
Optional We have decided on the presentation options for our Career Day. We have presented our Career Day to our families and friends.
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78 THE TRANSCRIPTION GAME WORKSHEET The Transcription Game Team name: Team members: 1 2 3 4 5 6 7 8 9 10
The Transcription Game Team name: Team members: 1 2 3 4 5 6 7 8 9 10
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79 THE THREE SCHOOL SYSTEMS READING TEMPLATE Skim the text in Exercise 2 a), p. 88, Student’s Book. Complete the table. Which pieces of information... are the same for schools in Croatia?
are different from schools in Croatia?
surprised you most?
Skim the text in Exercise 2 a), p. 88, Student’s Book. Complete the table. Which pieces of information... are the same for schools in Croatia?
are different from schools in Croatia?
surprised you most?
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80 THE 3-2-1 EXIT TICKET The 3-2-1 exit ticket Name and surname: _____________________ Date: ______________________ 3 things you have learned today
2 things that have surprised you
1 thing you would like to know more about
The 3-2-1 exit ticket Name and surname: _____________________ Date: ______________________ 3 things you have learned today
2 things that have surprised you
1 thing you would like to know more about
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81 THE JOB ADVERT TEMPLATE Choose a part-time job and create an advert for it, describing it in not more than five sentences. Don’t forget to write a catchy headline. Think about the following questions: Whom are you looking for? What will the person do? What do you need? What are the qualities and responsibilities required for the job?
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82 THE FIND SOMEONE WHO... TEMPLATE
Interview your classmates to complete the sentences. You can add a few jobs of your own choice. Find someone who wants to... become a doctor. work with computers. work in the film industry. become a teacher. work in the beauty industry. become a lawyer. become a police officer. become a veterinarian.
Interview your classmates to complete the sentences. You can add a few jobs of your own choice. Find someone who wants to... become a doctor. work with computers. work in the film industry. become a teacher. work in the beauty industry. become a lawyer. become a police officer. become a veterinarian.
508
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83 THE AUSTRALIA TRIVIA QUIZ Test your knowledge of some fun facts about Australia. Circle the answers you think are correct and then check with your teacher. 1 What two animals are on the Australian coat of arms? a) A kangaroo and a koala. b) A koala and an emu. c) A kangaroo and an emu. 2 How many of the world’s top-25 deadliest snakes live in Australia? a) 21. b) 18. c) 15. 3 When is Australia Day? a) 26th January. b) 7th October. c) 18th March. 4 What Australian animal did the UK think was a prank? a) The Tasmanian devil. b) The platypus. c) The emu. 5 What flower produced in Tasmania is used for making ice-cream? a) Sunflower. b) Rose. c) Lavender. 6 How many time zones are there in Australia? a) 2. b) 3. c) 4. 7 What is the largest desert in Australia? a) The Great Sandy Desert. b) The Great Victoria Desert. c) The Tanami Desert. 8 When did Canberra become the capital city? a) 1913. b) 1923. c) 1933.
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84 THE THINGS I WOULD MISS TEMPLATE
What are the things you would miss if you were leaving Croatia for another country? Think about the following categories. People
Cities
Places
Buildings
Wildlife
Objects
Sports and activities
Other things to do
What are the things you would miss if you were leaving Croatia for another country? Think about the following categories. People
Cities
Places
Buildings
Wildlife
Objects
Sports and activities
Other things to do
What are the things you would miss if you were leaving Croatia for another country? Think about the following categories. People
510
Cities
Places
Buildings
Wildlife
Objects
Sports and activities
Other things to do
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85 THE REPORTED COMMANDS AND REQUESTS EXIT CARD
1 Read the sentences in direct speech. Write asked or told in the reported speech sentences. DIRECT SPEECH
REPORTED SPEECH
Peter: “Open the window, please.”
Peter _____________ her to open the window.
Tina: “Check your e-mail.”
Tina _____________ him to check his e-mail.
Kylie: “Please help me carry the bag.”
Kylie _____________ them to carry the bag.
2 Complete these sentences by reporting the commands and requests. 1 Mum: “Remember to put the soup in the fridge.”
Mum told him _____________________________________________________________________________________________________________
2 Barbara: “Don’t wait for me after school.”
Barbara told John ________________________________________________________________________________________________________
3 George: “Can you help me water the plants, please?”
George asked her _________________________________________________________________________________________________________
3 Circle the correct reported speech sentence. 1 John: “Don’t buy this terrible coat.”
a) John told her to not buy the terrible coat.
b) John told her not to buy the terrible coat.
c) John asked her not to buy the terrible coat.
2 Brianna: “Give me the pen, please.”
a) Brianna told him to give her the pen.
b) Brianna asked to give her the pen.
c) Brianna asked him to give her the pen.
3 Frank: “Stop laughing at me!”
a) Frank told them to stop laughing at him.
b) Frank told them not to laugh at him.
c) Frank told them to stop laughing at them.
How well did you do? Put your answers in an envelope.
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86 ANALYTIC RUBRIC FOR PEER ASSESSMENT
CHECKLIST Research I have used relevant and trustworthy online resources. I have found two articles that answer all my questions. I have made a Venn diagram and compared the similarities and differences that I’ve found in the articles.
Speech I understand all the words and phrases I am using in my speech. I have checked the pronunciation of new vocabulary. I have checked my grammar. I have practised my speech. I can deliver my speech without reading.
Presentation I have prepared a creative and interesting way of presenting my work. My presentation includes a title. My presentation includes photos and captions. My presentation includes a list of resources. My presentation includes all the answers to my questions. My presentation includes all the similarities and differences between two articles.
512
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CRITERIA
LEVELS OF CRITERIA ACHIEVEMENT 3
2
1
Your presentation is about the topic. You have included all the answers to your questions from the two articles and the similarities and differences between them.
Your presentation is mainly about the topic. You have included all the answers to your questions from the two articles and most of the similarities and differences between them.
Your presentation needs to be more connected to the topic. You have included most of the answers to your questions from the two articles and some similarities and differences between them.
Your presentation includes all the necessary elements. You have presented your work in a creative and interesting way.
Your presentation includes most of the necessary elements. You have presented your work in a creative and interesting way.
Some of the elements are missing from your presentation. You have presented your work mostly in a creative and interesting way.
Language
You use various grammatical structures correctly with only a few minor errors.
You use various grammatical structures mainly correctly with some errors.
You have lots of grammatical errors.
Vocabulary and pronunciation
You use a wide range of vocabulary relevant to the topic. The vocabulary is used correctly with only a few minor errors. You speak clearly and mispronounce few words.
You use a wide range of vocabulary relevant to the topic. The vocabulary is used mainly correctly with only some errors and repetitions. You mostly speak clearly and mispronounce some words.
Performance
Your performance is delivered with confidence and without reading written notes. You keep the audience engaged.
You mostly keep eye contact with the audience. You sometimes use written notes.
Topic (object, place or animal from Australia, two articles)
Presentation (title, pictures and captions, list of resources, creativity)
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87 ANALYTIC RUBRIC FOR SUMMATIVE ASSESSMENT
You use a limited range of vocabulary relevant to the topic with lots of errors and repetitions. You often mumble and mispronounce some words.
Your read during most of the performance. You rarely keep eye contact with the audience.
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88 DEFINITE ARTICLE THE WITH NAMES OF PLACES
Complete the mind map with the geographical names of places that are used with the definite article the.
DEFINITE ARTICLE THE
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Complete the mind map with the geographical names of places that are used without the definite article the.
NO ARTICLE
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89 THE FLASHCARD TEMPLATE
516
draft
confined
current
aches
ailment
associated
expose
scourge
bladder
preclude
midriff
spleen
inflammation
dastardly
deficient
malady
cross-breeze
nefarious
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90 A LETTER OF MOTIVATION TEMPLATE
Write a letter of motivation for the advertisement above. Include all the parts given in Exercise 3 a), and put them in the correct order.
(contact details)
your photo here (greeting and reasons for writing)
(reasons for wanting the job)
(skills and experience)
(thanking the reader, a polite remark and a formal ending)
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91 RUBRIKA ZA PROCJENU ZADATKA PISANJA PISANJE
RAZINE OSTVARENOSTI KRITERIJA
SASTAVNICE
3
2
1
Izvršenje zadatka
Zadatak je izvršen prema uputama. Motivacijsko pismo sadrži sve potrebne dijelove i prati zadanu strukturu.
Zadatak je izvršen većinom prema uputama. Motivacijsko pismo sadrži gotovo sve potrebne dijelove i većinom prati zadanu strukturu.
Zadatak nije izvršen prema uputama. Ne prati strukturu, neki dijelovi nedostaju.
Vokabular
Koristi širok raspon vokabulara. Koristi formalni stil pisanja. Tipične fraze za motivacijsko pismo koristi pravilno i u svakom ulomku. U pisanju postoji samo poneka pravopisna. pogreška.
Koristi većinom osnovni vokabular. Većinom koristi formalni stil pisanja. Tipične fraze za motivacijsko pismo koristi većinom pravilno i u većini ulomaka. Često pravopisno krivo piše riječi, ali pogreške ne ometaju razumijevanje teksta.
Teško se izražava i koristi ograničeni vokabular. Miješa neformalni i formalni stil pisanja. Pojavljuje se minimalan broj fraza tipičnih za motivacijsko pismo. Učestalo griješi u pisanju što otežava razumijevanje napisanog teksta.
Koristi većinom osnovne jezične strukture. Pogreške u odabiru jezičnih struktura povremeno otežavaju razumijevanje teksta.
Teško se izražava i koristi ograničene jezične strukture. Pogreške u odabiru jezičnih struktura otežavaju razumijevanje teksta.
Jezične strukture
Koristi širok raspon jezičnih struktura. Poneke pogreške u odabiru jezičnih struktura ne utječu na razumijevanje.
Napomena: Ako sastavnica nije ostvarena niti na najnižoj očekivanoj razini ili ne postoji, tada se za nju dodjeljuje 0 bodova.
518
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92 THE 3-2-1 EXIT TICKET The 3-2-1 exit ticket Name and surname: _____________________ Date: ______________________ 3 new things you have learned today
2 things that you find interesting
1 topic you would like to know more about
The 3-2-1 exit ticket Name and surname: _____________________ Date: ______________________ 3 new things you have learned today
2 things that you find interesting
1 topic you would like to know more about
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93 THE HALLOWEEN MIND MAP
traditions
other
symbols
HALLOWEEN games
history
decorations
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ix nd n pe wee Ap Hallo
94 MY ZOMBIE-APOCALYPSE BACKPACK food weapons tools first-aid kit clothes communication other equipment evacuation plan
food weapons tools first-aid kit clothes communication other equipment evacuation plan
food weapons tools first-aid kit clothes communication other equipment evacuation plan
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