Liz Hocking Mary Bowen MACMILLAN Macmillan Education Between Towns Road, Oxford 0X 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-02476-2 Text © Liz Hocking 2010 Design and illustration © Macmillan Publishers Limited 2010 First published 2010 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system transmitted in anv pennis"™ " » * * « • " * * "* P"» Designed by Anthony Godber Page layout by Wild Apple Design Cover design by Oliver Design The publishers would like to thank the following for their participation in the development of this courseM^ « Wahab’ Christine Abu Sitta>!nas Agiz, Salma Ahmed, Hekmat Aly Suzi Balaban Mohamed Eid Bronwen El Kholy, Mostafa El Makhzangy, Hala Fouad, Jonathan French, Hisham Howeedy Saber Lamey, Nashaat Nageeb Gendy, Heidi Omara, Maha Radwan, Amany Shawkey * In Russia - Tatiana Antonova, Elena Belonozhkina, Galina Dragunova, Irina Filonenko Marina Gaisina T Skayl’ * * » % i = r = Anwwth*questions ■=zr^=P 4y ~ -r— w S e ? s * Classroom lessons in each unit Teaching the course Class lessons L e sso n P o ste r, R ead in g L e sso n S p ellin g , U se o f E nglish Poster: new vocabulary th a t w ill appear in the Reading text is shown on the poster in context to help the children learn and remember the words when they read them in their PBs Spelling: Spelling patterns in English words are system atically presented Example words are recorded on the audio to ensure correct pronunciation The children practise the words in class by reading, w ritin g and saying them accurately The key features o f the Reading text are demonstrated using words and illustrations from the Reading text itself Use o f English: A w orkbook page fo r classroom teaching presents rules fo r w ritin g English correctly Reading text: the children practise and develop their reading skills through different kinds o f fiction and non-fiction texts These texts have been chosen as models o f the kinds of w ritin g th a t the children need to learn to w rite themselves; the variety in the Reading lessons helps the children to recognise the ways in which texts differ W orkbook exercises give practice in spelling words containing the ta rg e t pattern New words th a t the children need to know to understand the text are included in Dictionary and this may be used in any lesson fo r the children to check or find meanings L e sso n W riting L e sso n R ead in g c o m p re h e n s io n a n d v o c a b u la ry The text is read again, then the children a variety o f tasks which help them to understand the text thoroughly Vocabulary activities help and test understanding; they develop word skills and practise dictionary skills W orkbook exercises practise additional reading comprehension skills L e sso n G m m a r Formal structures th a t the children need fo r reading and w ritin g English are presented w ith a clear model and practised by the class The teacher's notes suggest opportunities fo r pair w ork and give guidance on activities fo r pairs or small groups in every Grammar lesson The new grammatical structure is practised independently in w ritte n exercises in the Workbook L e sso n G m m a r in c o n v e rsa tio n Grammatical structures th a t are common in everyday speech and many useful inform al phrases are presented in the form of a dialogue th a t the children listen to as a model The dialogue introduces a topic or discussion appropriate to the age group The children are invited to think o f their own responses to the topic and note ideas fo r a similar conversation In pairs or small groups, the children exchange inform ation, opinions, suggestions and comments In the early units, this activity is supported by prom pt questions and example responses As the children progress through the units, they are encouraged to speak more freely as they develop confidence and fluency The speaking w ork in class is supported by gram m ar practice in the W orkbook Teaching the course - Class lessons The Grammar Practice Book contains fu rth e r practice in correct use o f English Technical and composition skills are ta u g h t in tw o teaching sessions: (1) Class composition: the teacher leads the session and helps the children to suggest ideas fo r the required piece o f w riting This is always the same type o f text as the one studied in Lesson and this helps the children to learn to w rite fo r different purposes The teacher prompts ideas from the class, notes them and guides the children in composing sentences, and writes them on the board to create a complete piece o f writing The children read the composition and, w ith guidance from the teacher, look fo r ways o f improving it before reaching a final version (2) W riting preparation, Composition practice: the children practise aspects o f w ritte n English th a t they need fo r their composition, such as punctuation, w ord choice and making notes, then, w ith some teacher support, they compose a piece o f independent w ritin g follow ing the model they produced together in class in the first session L e sso n L isten in g Each unit ends w ith an episode o f a story specially written to interest the age group There are tw o stories in English World Children are supported in this listening activity by a page of illustrations w ith some text These help the children to fo llo w and understand w h a t they are hearing These longer stories are designed to extend the children's a b ility to listen and concentrate on a longer audio piece Understanding o f the story is checked and helped by comprehension questions and practising thinking and predictive skills The audioscript fo r the teacher is in the Lesson notes An audioscript fo r use by the children is available from the website or may be printed from the DVD A fte r the children have listened to the story and worked on it in class, they may be given the play script to help them when listening again a t home The class may also wish to act out the stories and may use the play scripts in class fo r this purpose R evision a c tiv itie s G ram m ar A fter every W orkbook unit there are tw o Check-up pages of gram m ar revision The first page practises the structures; the second page gives learners the op p o rtu n ity to a longer piece o f w ritin g focusing on the ta rg e t gramm ar structure Reading and speaking A fte r every tw o Pupil's Book units there is a Revision page fo r reading, comprehension and oral practice in the classroom The reading text revises one o f the te xt types from the previous tw o units Listening Also after every tw o Pupil's Book units, a page of listening comprehension activities gives the children practice in the kind o f tasks used in tests Children listen fo r detail, fo r specific information and fo r gist using material th a t further practises the structures and vocabulary from the tw o previous units W riting The Project page fo r each pair o f units is found a t the back of the Pupil's Book The projects give opportunities fo r further consolidation o f w ritin g skills and allow children to make their own choices fo r content and illustration in the course of researching and w ritin g independently about a given topic Assessment The W orkbook Check-up pages, along w ith the Pupil's Book revision activities and projects, should give teachers some measure o f individual and class progress In addition, the course includes resources to help learners and teachers record progress and they are intended to encourage children in their learning Portfolio and Diplom a pages The Portfolio and Diploma pages at the back of the W orkbook are each child's own record o f progress and achievement They are not designed as a form al test The Portfolio page is intended fo r assessment by the learner W ork covered every tw o units is presented on the page The learner decides how much o f the w ork he or she feels confident o f and marks parts o f the page accordingly The teacher checks the page w ith the learner When the teacher is satisfied th a t the assessment is accurate, the learner completes the token tasks on the Diploma page and receives stickers This indicates the satisfactory completion of tw o units These pages can be removed from the W orkbook and included in a p o rtfolio o f work Creating a portfolio During the year, teachers may help the children to select their best w ork to put in their personal portfolio This w ork can accompany the p ortfolio pages from the W orkbook as part o f a record o f individual achievement Much o f the work will be in w ritte n form, as compositions, projects, gram mar exercises, spellings or tests Where appropriate, the children can make neat copies of their best w ork fo r inclusion in the portfolio W ork in other forms may be included, fo r example, recordings o f individual or group reading, speaking, acting or singing Photographs o f performance w ork or of large posters/friezes may also be included as a record o f activities All children should keep portfolios, whether or not their work is regularly of a high standard The p o rtfolio encourages the children to take pride in their best work, and increases confidence in reaching fo r a higher standard Over a period o f a year, it shows how the learner has progressed in a variety o f tasks and activities Games Classroom and group games are a useful and m otivating method o f reinforcing learning A list o f simple games using resources supplied w ith the course are found on pages 214-217 o f this Teacher's Guide Formal tests Teachers may wish to carry out some form al testing, and tests fo r use after every tw o units are supplied on the website and DVD These tests include tasks th a t children are likely to meet in form al examinations DVD users are able to create their own tests to suit d ifferent purposes by using the bank of questions supplied in the Test builder section M acm illan readers Macmillan readers in the Explorers series are suitable for Primary children as class readers or fo r independent reading Four readers which are linked to characters, themes and topics in English W orld may be read alongside the course The titles and suggested points fo r reading are: • Unit 1-3 The bronze bust m ystery Two children use their grandfather's invention to travel in tim e and natural energy helps them to travel back again The class read about these tw o children in English W orld • Un its 4-6 A fishy business Unit begins w ith Chapter o f this story Over the next three units children can read the beginning o f the story then read on to find out w h a t happens • Unit 7-9 The secret garden A girl travels from India to England where she discovers how nature can help sad and sick people to feel happy and healthy • Unit 10-12 Five children and It Four children and their baby brother get some unexpected wishes and find out w h a t happens when their wishes come true ( Teaching the course - Class lessons m9 p S co p e and seq u e n c e Unit number and themes Poster and Unit title Heat in the Earth Energy Reading Grammar Grammar in conversation The land o f fire and ice present continuous w ith futu re W hat a / an I W h a t I te xt type: diary meaning W hat an am azing ph oto! A n d y is g o in g on h o lid a y A n d w h a t b e a u tifu l snow! tom orro w Energy from Energy is all around us reported speech Energy nature te xt type: inform ation; He said th a t he was a scientist W hat d id Alex say? explanation o f a process They said th a t th e y were He said he p la ye d the g u ita r rea lly engineers well reported speech Revision W h at is going to Danger a t the old house past perfect w ith a fte r / when question tags: present tense W ild life in danger happen next? te xt type: a mystery story A fte r the children h a d fished fo r He's so sweet, isn't he? a while, th e y w e nt fo r a walk You're bored, a re n 't you? upstream W ild life in danger Forest animals in The bear and the two reported commands present perfect and past simple danger travellers; Where is the He to ld his companion n o t to I've been to Australia forest? worry When d id yo u go there? te xt types: fable; poem The tim id man asked the brave w e nt there last year m an to travel w ith him Revision Patterns Design The meanings o f patterns past perfect in relative clauses expressing opinions te xt type: factual The b o y d re w a condor th a t he th in k it's b rillia n t! in fo rm atio n had seen in the mountains agree w ith Lucy 1disagree completely W h a t is in a The most amazing fashion fu tu re passive present simple and present Design play? show The show w ill be p u t on in the continuous te xt type: play school hall But yo u never read plays! W hy are yo u reading a play? Revision Let's visit Tahiti Native people Two heroes Native people An island in the South indirect pronouns m aking requests Pacific He showed us his island Can 1/ Could 1/ M a y b o rro w y o u r te xt type: leaflet She made me a crown ruler, please? H ow peace came to the present perfect continuous agreeing and disagreeing people o f the Great Lakes He has been travelling fo r days 1like A n im a l World So They have been w a lkin g since 1d o n 't like it a t all yesterday Neither te xt type: legend Revision Medicine Doctors then and The first doctors reflexive pronouns past continuous and past simple now te xt type: in fo rm a tio n and I've cut myself w ith when instructions I've h u rt m yself badly was coming to school when 1saw Forest plants and Plants in medicine present perfect passive wish + past tense trees te xt type: in fo rm atio n; a Plants have been used fo r wish had lo ng hair description o f a process medicine fo r a lo ng time wish could have a pet an elephant 10 Medicine Revision 11 Find out about Extreme sports! relative clauses w ith who, which, question tags: Extreme sports sports te xt type: inform ation; that, when, where He likes reading, doesn't he? in fo rm atio n in a chart That is the man th a t won They sell everything there, d o n 't they? 12 I saw the race! Formula 1! tense round-up conversation round-up te xt type: a story from a Extreme sports point o f view Revision 10 Scope and sequence V Lesson L is t e n in g Key structure and language from the unit Lesson aim Listening Lesson targets Children: • understand the pictures and basic dialogue fo r a story • listen to the narrative and the complete dialogue • answer comprehension questions; discuss the story Materials PB p 127; CD C track 29 Preparation Listen to track 29 before the lesson Time division W -u p Pre-listen L isten in g Post-listen A c tiv itie s Ask Who fetched the golden box? the prince's m onkey W arm -u p W hat brought a message to the friends? a big bird/falcon W hat happened to the diam ond th a t Prince Torgan took? it broke Ask the class to tell you as much as they can remember about Part Ask prom pt questions For example: Who pushed the ft to the shore? dolphins Ask diffe re n t children to read the speech bubbles fo r each picture W hat did the friends next? w e n t in to the forest to climb to the to p o f the w a te rfa ll Ask W hat did the prince think when he h ad the diamond? th a t he was King o f Zarula Who was w a itin g fo r them a t the top? Prince Torgan Whose falcon was it? A k a ro ’s (Check the class remembers th a t Akaro is the name o f the wise man.) W hat did Banto do? th re w the golden b ox over the w a te rfa ll Where did the friends go? to the Red Rock Who had the real diam ond? Banto Where did it land? w n the c liff Activity Hi Tell the class to look at each picture, listen and follow the story Play track 29 The children listen and look Listening Look and read (J ) Look, listen and read Talk a bou t it Activity Adventure in Zarula - Part Ask these questions or any o f your own: Goodbye, Karina! I am King of Zarula at last! What’s that bird? Akaro! Something terrible has happened It’s Akaro’s falcon! Come to the Red Rock L ater in t h e D ark C astle Where d id Prince Torgan take the diam ond? to his/the Dark Castle W hat was the falcon carrying? a message Who sent the message? Akaro W hat good news did A karo have fo r Karina? The illness h ad passed and she could come home Who broke Prince Torgan's diamond? How? the monkey; it took the diamond and danced around with it, then i t dropped the diamond on the hard flo o r and it broke into hundreds o f pieces Was i t a real diam ond? No, i t was glass Be careful, monkey! W hat d id the friends think about the diam ond? th a t i t was lost and the prince was the king o f Zarula W hat did Banto show everyone? the real diam ond | I am the King I of Zarula This is the Great Diamond M eanw hile We have lost the diamond, Akaro You are Queen of Zarula! Where did the glass come from? Banto took i t from the lam p in the summer palace Ask questions about the story th a t require the children to th in k about their answers (see next page) Optional W ho was your favourite character in the story? Why? Unit 12 Listening The children use the play script to act out the story in groups or as a w hole class L isten in g (PBpi27) Activity Read the title o f the story to the class Give the class a m inute or tw o to look a t the w hole page 208 Unit 12 Lesson - Listening Suggested homework task: Children complete Check-up 11 Listening audioscript: Adventure in Zarula - Part Do you remember? Karina, Lilia, Banto, Silas and Wogan le ft Rainbow Island on a raft Dolphins pushed the r a ft to land A t the beach there was a high w a te rfa ll w ith thick forest on both sides There was no path so the fo u r friends had to climb through the forest to the top A t the top Prince Torgan was w a itin g fo r them He w anted the Great Diamond b u t Banto th re w the diam ond in its box in to the w aterfall Was the diam ond lost forever? No one could climb down to get the diamond The w a te rfa ll was too dangerous No person could reach the diam ond b u t a m onkey could Quickly, Prince Torgan's m onkey climbed down, down, dow n over the w et rocks towards the golden box Soon, the m onkey was back It was carrying the golden box and it gave the box to Prince Torgan Prince Torgan opened the box and looked a t the m agnificent diamond Torgan: Finally, the diamond is mine! I am King of Zarula at last! Torgan: Goodbye, Karina! You are nothing now Nothing! But I am king! I have the diam ond! Karina: Akaro, I must tell you Something terrible has happened Akaro: Come along, my dear Let's go home And you can tell me all about i t Later in the Dark Castle Prince Torgan was standing in fro n t o f a ta ll m irror Torgan: I am the King o f Zarula I am the King of Zarula I am the King o f Zarula I am the King o f Zarula Suddenly, Prince Torgan's monkey grabbed the diam ond from his hand The m onkey ju m p e d o nto Prince Torgan's big chair and danced to the le ft and to the right Torgan: Be careful, monkey! That's the Great Diamond o f Zarula But the m onkey was n o t careful It dropped the diam ond onto the hard, stone floor The diam ond smashed in to hundreds o f pieces Torgan: No! No! No! It is not the diam ond! It is only glass! (sound o f galloping horses) Prince Torgan and his men rode a w a y on their horses, back to the Dark Castle 10 Meanwhile, in the White Castle Karina and her friends were talking to Akaro Karina: We have lost the diamond, Akaro Karina: (upset) My dear friends, w h a t can we do? That evil man is now the king o f Zarula Lilia: Don't cry, Karina! Please, d o n't cry! Silas: Look! W hat's th a t bird? The bird fle w dow n to Silas Lilia: Banto: Silas: It's a falcon There's a message on its leg It's Akaro's falcon! Listen to this! It's a message from Akaro (reading) "M y dear friends, Come to the Red Rock I am w aiting fo r you Akaro." Silas: Prince Torgan has the diamond Lilia: That evil man is King o f Zarula 11 Banto: Ha! Ha! Ha! Ha! Ha! Silas: W hy are you laughing, Banto? Lilia: It's not funny Banto: (laughing) Yes, it is! Yes, it is! 12 Banto p u t his hand in to his bag and pulled o u t a big g litte rin g stone Karina: Banto is i t ? Can it be ? Karina: Is th a t the Red Rock over there? Banto: Yes, Karina This is the Great Diamond Silas: Silas: But Prince Torgan has the diamond Banto: No, Prince Togan does not have the diamond Prince Torgan has a piece o f glass from a lamp in the Summer Palace on Rainbow Island You, Karina, have the Great Diamond Yes, I th in k it is A karo the wise man was w a itin g fo r them b y the Red Rock Akaro: Karina, my dear I am happy to see you All is well in Zarula The illness has passed You can come home Inferential, deductive and personal view questions Karina: So I am Queen o f Zarula? Banto: Yes, Karina, you are Queen o f Zarula All: Hooray! Hooray! W hy couldn't a n y o f the people climb dow n to get the golden box? because the w a te rfa ll was too dangerous liked the sound o f it He was practising to fin d a good w a y o f saying it He was proud o f himself He w anted other people to think he was im portant W hy was Queen Karina crying? because the evil prince was n o w the king Did Banto succeed in protecting the Great Diam ond o f Zarula? Should he have done a n yth in g differently? What? W hy did the prince repeat "I am the King o f Zarula"? He Unit 12 Lesson - Listening 209 Revision Revision 6; Listening skills round-up 6; Project Aim • prepare fo r a w ritin g project Revision M aterials Targets Children: • listen to texts w ith key language and vocabulary from Units 11 and 12 • practise listening skills W ork on the revision, project, p o rtfo lio and diploma sections may take one or more lessons Projects can be completed a t home Ask d iffe re n t children to read the texts Other children listen and fo llo w in th e ir books ; W arm -up Choose a game, song or poem th a t the children have , enjoyed PB pp 128-129, 135; CD B tracks 30, 31 , All o f the language should be fa m ilia r to the children Check understanding o f any less w ell-know n words or phrases Ask questions ab out the texts Use these or any o f your own: Text 1: Which d a y is the w ritin g about? Monday Where are th e y going tom orrow ? to a volcano that has a lake inside it Text 2: W hy was w alking difficult? because the ground was rocky When did the w rite r get the camera? for his (her) birthday Text 3: W hat did he enjoy doing when he was young? looking at rocks W hat did he become la te r on? a geologist Volcano! Text 4: W hy did he step carefully? because the black rocks hurt his feet W hat w ould the path be like when it was dark? dangerous Text 5: W hat was the view from the to p like? brilliant W hat is the w rite r sending? some photos Text 6: W hat shoots up in to the air? dust and rock W hat happens to the h o t rock? It cools and forms a mountain Text 7: W hat could the w rite r see from the top o f the volcano? the mountains on the other side o f the valley W hat did the w rite r think o f them? They looked really beautiful Give the class a tim e lim it to iden tify each ty p e o f w riting They should this w ork in groups or pairs Activity R e v is io n Play track 30 The children listen Give the groups a m inute or tw o to decide if they w a n t to change any o f th e ir answers R ev isio n Read the title and give the children tim e to look at the pictures Go through the answers together If you wish, ask the children how th ey know w h a t each ty p e o f w ritin g is Ask W hat the tw o pictures show? old volcanoes that are quiet; a volcano that is erupting Can you remember the w ord fo r the inside o f a volcano? crater W hat comes o u t o f an erupting volcano? hot liquid rock called lava Note: If there is disagreement, explain the features of each kind o f w riting as much as necessary to help the children understand the correct answer It is not essential fo r the children to mention every feature of the w riting in their answers Activity Answers Explain the task to the class diary; features: w ritten in the first person; the entry is w ritten under one day; the w riter gives a personal view Ask one or more children to read out the list of kinds of writing Check they remember w h a t a biography is: the story of a person's life 210 Revision 6; Listening skills round-up 6; Project letter to a grandparent; features: fu ll forms are used; the w rite r uses complete sentences Audioscript (PB p 129, Activity 2) V olcano es are form ed w h en h ot rock which is liquid pushes throush th e surface of the Earth Sometimes there is a massive explosion Dust an d rock shoot up into the air The hot rock flows o u t from the ground G radually th e rock c ools a n d forms a mountain On Monday the bus took us to the place where the path began The walk was difficult but when we got to the top of the volcano I forgot about my aching legs and my sore feet From the top we could see across the valley to the mountains on the other side The afternoon sun was shining on the peaks, where snow lay deep, and turning them golden yellow I thought it looked really beautiful ) Listen then discuss your answers L iste n in g Talk about it What you know about volcanoes? Have you heard of these volcanoes? a Mount Fuji b Vesuvius c Krakatoa Do you know where they are on the map? d Mount St Helens (J ) Listen and w rite the letters in the boxes ( j ) Listen again and answer the questions Where can you find volcanoes? Why is there snow on Mount Fuji? When did Mount Fuji last erupt? When did Krakatoa erupt? Was it a loud eruption? How you know? What happened when Vesuvius erupted 2,000 years ago? Do you think people are frightened of the volcano today? When did Mount St Helens last erupt? How long did the eruption last? Talk about it Are there any volcanoes in your country? Would you like to visit a volcano? Why or why not? There are hundreds of volcanoes all over the world, from Iceland in the north to Australia and New Zealand in the south Some volcanoes are quiet but many are active and some of these active volcanoes are very famous Mount Fuji is in Japan It is very high and there is snow on its peak for many months of the year It is a very important mountain for the people of Japan and many Japanese artists have painted it It is an active volcano but it hasn't erupted for over 3,000 years Krakatoa is another famous volcano It is on an island in Indonesia, which is to the south of Japan In 1883 Krakatoa erupted It was a huge eruption, which was heard more than 5,000 kilometres away Many towns and villages were destroyed and thousands of people died Most of the island disappeared in the eruption Many people also died when Vesuvius erupted nearly 2,000 years ago It was a terrible eruption which destroyed tw o towns near the mountain Vesuvius is in Italy It is still an active volcano but it has not erupted since 1944 Today many people live very close to the mountain Mount St Helens is in the north-west of America It is famous for a huge eruption which happened in 1980 The eruption lasted for nine hours and a large part of the mountain was destroyed Now you can the project on page 135 Activity Listening: U nderstanding fa ctu a l in fo rm a tio n ; listening fo r gist and d etail Ask d iffe re n t children to read out the questions biography; features: it is w ritte n in the th ird person; it is about events in someone's life; the y are to ld in order Play track 31 again If you wish, pause the track a fter each paragraph to allow the children to answer Answers a narrative story; features: it is w ritte n in the third person; it has descriptive sentences; it tells the reader the character's thoughts and feelings because it is very high; over 3,000 years ago an email to a friend; features: the w rite r uses short forms; some sentences are questions and exclamations many people died; Children's own answers, for factual inform ation; features: the text explains how something happens; the verbs are often in the passive form a personal recount; features: the te xt is w ritte n in the first person; it gives the writer's thoughts and feelings; the w rite r gives detailed descriptions L isten in g sk ills ro u n d -u p (pb p 129) all over the w orld 1833; it was loud because it was heard 5,000 km aw ay example Perhaps people are afra id o f it because they live close and i t last erupted a b o u t years ago 1980; nine hours Activity Hold a class discussion about any volcanoes th a t the children know If volcanoes are a long w ay away, invite children to say if they w ould like to visit one or not and th e ir reasons Activity P ro je c t 6: W riting p ro je c t Hold a short class discussion about volcanoes and let the class tell you as much as they can Explain Project to the children in the lesson (See next page fo r guidance notes.) They may then complete Portfolio and Diploma in th e ir Workbooks (see next page) Very able children may complete these tasks quite quickly and so can then begin Project in class Other children may need more tim e to complete the Portfolio and Diploma pages All children may complete Project fo r homework Read the second question and the names of the volcanoes Ask if anyone has heard o f them and/or can say where they are on the map Listen to some ideas from the class Activity (pb p 135) Play track 31 The children listen and w rite the letters Check answers together Revision 6; Listening skills round-up 6; Project 21T Portfolio and Diploma 6: Units 11 and 12 P ro je c t (continued) D ip lo m a (wb p 140) Read the different kinds o f w ritin g th a t are illustrated on the page When the children are confident w ith all the elements o f the w ork on page 139, they may complete the Diploma page Explain to the class th a t they can read the texts on pages 128-129 to remind themselves w h a t they are like They must look in other places to find th e ir own examples o f these kinds o f w riting or they can w rite th e ir own This contains a representative task from each field of work This page is not a form al test The children should complete r in their own time, w orking carefully and steadily For the second task the children w rite th e ir own choices Let them compare answers in groups The children receive a sticker fo r each task completed and one more when the y have finished the page Hold a short class discussion and find out w h a t kind o f text is most or least popular P o rtfo lio (wb P 139) When the children have completed all the w ork in Units 11 and 12, they turn to page 139 in their WB These pages may be taken out o f the W orkbook and kept in children's individual portfolios o f w ork along w ith a fe w examples o f their best w ork from Units 11 and 12 Completed Diploma page: where Grammar when The children tick the boxes when they are confident o f the tenses and structures that/w ho Explain th a t this means all the w ork th ey have done, not just the sentences on this page that/w hich d o n 't you doesn't she Extreme sports!: kite surfing Reading and understanding The children should listen again and fo llo w in th e ir books Formula 1!: Todd Turner Adventure in Zarula: in Banto's bag Encourage them to read the texts aloud several times hesitate Remind them to check words they are unsure of sailor, author, station, operation Listening The children should listen again and check anyth ing they are unsure o f w ith the audioscript Vocabulary Tell the children to tick each box only when the y are confident th a t they know the key words in each unit Spelling The children tick the boxes when th ey can read and spell the words accurately Check through the completed Portfolio page w ith each child Tell children w ho are not entirely confident to revise the parts they are less certain of They should use pages 18-22 of the Dictionary to help them learn and revise vocabulary Continue the adventure with English Advantage! English Advantage is a four-level secondary course from the same authors as English W orld and Macmillan English It picks up where English World finishes, building upon students' knowledge w ith rigorous skills, grammar and vocabulary work Students will improve their English through extensive reading and listening, using authentic texts and real dialogues, and wide-ranging speaking and writing practice English Advantage components include Student's Book, Workbook, Teacher's Guide, Exam Practice Book and Dictionary 212 Portfolio and Diploma pages Answers to Check-ups 11, 12; Example writing Units 11, 12 C h eck-u p E x am p le w ritin g 11 (wb pp 110- 111 ) Encourage your class to produce ideas and sentences to the best o f their a bility The examples below should not be regarded as the 'correct' answer Exercise 1 when th a t w ho where th a t which Exercise Unit 11 Class composition (example writing) The village where I was born has grow n into a busy tow n August is a hot m onth when people try to escape from the city Grandma loved the present which we gave her The th ie f w ho had stolen the jewels was caught by the police The photo th a t Henry had taken won first prize in the com petition On the fifth day, it was -7°C It snowed and 7,500 people watched the freestyle skiing finals It was one degree w arm er on the sixth day It did not snow but it was cloudy w ith some sunshine It was the dow nhill skiing finals Nine thousand people watched the competition On the seventh day, it was -5°C and it was sunny It was the ski jum ping com petition and 9,500 watched it The last day was the coldest It was -9°C It was cloudy all day and ten thousand people watched the ski jum ping finals Exercise d o n 't you? doesn't he? d o n 't we? d o n 't they? isn't it? d o n 't I? d o n 't you? doesn't she? d o n 't they 10 doesn't it? Exercise (example answer) Summer is the tim e when most people take a holiday Some people go to the mountains where the y enjoy the cool, fresh air Other people, especially those w ho have children, go to a beach where they can lie in the sun and swim Lily's fa m ily always stays in a little tow n which is on the coast The people w ho live there are kind and friendly Lily is friends w ith some o f the children w ho play on the beach every day Lily loves the three weeks th a t she spends at the beach every year C h eck-up (wb pp 120- 121) Exercise I love fast cars! I was so excited when Uncle Pete too k us to the race track I leaned over the rail and looked at the cars at the start line I th o u g h t they were fascinating They were all sorts o f d iffe re n t colours The engines were roaring quietly I th o u g h t they sounded like grow ling lions I fe lt really excited I couldn't w a it fo r the race to begin My brother Russ w asn't interested and he left the viewing box w ith o u t saying anything "Where's Russ?" I asked Uncle Pete "He's gone to sit in the shade," said Uncle Pete Uncle Pete and I looked fo r Frank Turner's car A t last we saw it and then the chequered fla g w ent down The cars w ent forw ard w ith a roar Just then, I heard Russ talking into a mobile phone "W ho are you talking to?" I asked I was surprised th a t Russ d id n 't w a n t to watch the race "Russ isn't interested," I told Uncle Pete "He's chatting to a friend." I watched the w hole race It was fantastic The cars w ent so fast and the noise o f engines never stopped It was amazing and Frank Turner crossed the line first ate, had made had have been w a itin g is coming played are broken was had stopped, w ent w ill be taken 10 could "B rillia n t" I screamed "Yes, he is, isn't he?" said a strange boy Exercise W hat the m atter Unit 12 Class composition (example writing) "W ho are you?" I asked Lucky you That's rubbish Really Exercise The children's w ork w ill vary enormously, depending on how they use the pictures "I'm Todd Turner," he said I started a t him in surprise I d id n 't know him but Russ was talking to him like a friend Then an astonishing thing happened Frank Turner walked into our viewing box He hugged the strange boy and starting talking to Russ He shook his hand and said, "Thanks, Russ.” I couldn't believe it Russ doesn't even like racing and Frank Turner shook his hand I th o u g h t it was very unfair Answers to Check-ups 11, 12; Example writing Units 11,12 213 Class gam es M em o ry g a m e W ord c h a in Begin the game by saying this sentence beginning: I'm going to the m arket and I'm going to b u y a then say an object, e.g a car Divide the class into tw o teams A child from team A writes a word on the board, e.g dog A child from team B must w rite a w ord beginning w ith the last letter o f the word, e.g green Team A must add a w ord beginning w ith n The next player says the same beginning, the object and adds their own object: I'm going to the m arket and I'm going to b u y a car and a pen The next player repeats and adds another object: I'm going to the m arket and I'm going to b u y a car, a pen and an egg Continue in the same w ay w ith each player repeating the sentence beginning, saying all the objects and adding another The game continues until someone cannot remember all the objects correctly Start the game again Variations: Continue in the same w ay until the chain is the w id th o f the board, e.g dog green nine engine elephant train etc If you wish, give them a tim e lim it in which to th in k o f the next word Variation • The first person says an object beginning w ith a, the next players add objects beginning w ith b, c, d, etc Divide the board in tw o Two teams each make th e ir own chain at the same time When they get to the end o f their section o f the board th ey start a new line • All the objects must begin w ith the same letter as the first object in the list A t the end of the tim e limit, teams check each other's chains to look fo r spelling mistakes • Only one typ e o f object is named, e.g animals, food, things fo r the house, etc The longest chain w ith the fewest mistakes wins • Players say the colour o f the object as well, e.g a red car, a y e llo w banana, etc A dverb g a m e W rite some adverbs on cards, e.g quickly, slowly, quietly, noisily, happily, sadly, angrily, carefully, sleepily W rite the words on the board Choose a volunteer to take a card, read it and give it back to you Give a simple instruction e.g clean the board The child must the action in the manner of the adverb th a t was on the card, e.g cleaning the board slowly The other children watch and try to guess w hat the adverb was Give tw o or three more instructions, if necessary, until the class guesses the word Choose suitable actions fo r your class and classroom, e.g w alk to the window, open the door, close the door, pick up the book/pencil/paper, stand on one leg, turn around, clap y o u r hands, etc As the class's a b ility w ith language increases you may wish to add in some more challenging adverbs, e.g nervously, gently, proudly, w orriedly, gracefully, strongly, etc 214 Class gam es Variation Teams w rite words w ith no spaces in between them A t the end o f the tim e lim it teams find and circle words in each other's chains Teams w in points fo r finding correct words and fo r finding spelling mistakes in the other team's chain Note: teams may id entify a correct word, even it is not the w ord originally w ritten, e.g The team th a t identifies the most words w ith in a tim e lim it wins W ord s to rm The children work in pairs or small groups Give them a time limit to think of as many words as they can, th a t are connected to a particular place or object, e.g mountain: high, snow, steep, rocky, ravine, glacier, waterfall, boulder, stream, etc Other groups could be: animals, city, ocean R hym ing w o rd s S im o n sa y s Version Write a list of instructions for actions the class can in your classroom, e.g stand up, turn around, sit down, dap your hands, count to three, say "Hello", stand on one leg, close your eyes, etc When you say Simon says before the instruction the class must the action When you say just the instruction, th e must not it Children who it are out of the game Think o f pairs o f rhym ing words th a t have the same spelling pattern, e.g goat, coat; clown, dow n; snail, tail; house, mouse, etc W rite the words in scattered order on the board The children tell you the matching pairs S p ellin g g a m e s Version Spelling challenge Play in teams The children w ork in small groups or pairs Say a word The first team to say a rhym ing w ord wins a point Give them simple words th a t are easy to rhyme, e.g sea, blue, hat, play, etc Say a w ord th a t the children have studied in the Spelling pages o f the PB Teams w rite the word Correct answers win a point Q u e stio n g a m e What's the word? Play in tw o teams W rite up a w ord th a t the children have studied in the Spelling pages o f the PB, leaving blank lines in place o f the vowels Teams take turns to ask questions using any questions word They can make up any question they like, easy or difficult, e.g W hat d a y is it today? Who is o ur Maths teacher? W hat is our next lesson? W hat is the capital city o f France? The other team answers the question fo r one point and asks the next question Teams try to w ork o ut w h a t the word is and w rite it They get a point if they say the correct w ord and another point if they spelled it correctly Guess the word Teams must know answers to their own questions If the other team cannot answer, the team th a t asked the ques tion must say the correct answer or lose a point If you wish, choose words th a t the children have studied in th e ir spelling work You may wish to give teams a tim e lim it o f or 10 seconds fo r asking the next question Alternatively, make this a vocabulary game and choose new words from the unit T ea m s e n te n c e s Version Play in small groups W rite on the board blank lines fo r the number of letters in a word Give the class a word The first child to use it in a correct sentence wins a point fo r his or her team If the sentence is incorrect, the rest of the team can try to correct it If they cannot, another team can correct it fo r one point W h at's th e o b je c t? Play w ith the w hole class or in teams scoring points Describe an object in clear simple statements, e.g It's wooden It has a sail It goes on the sea Children guess: a b o a t (or ship) H a n d s up! Choose a w ord class and w rite it on the board, e.g possessive adjective, possessive pronoun, verb, noun, etc Read a text or several sentences The children raise th e ir hands when the y hear a w ord belonging to the w ord class w ritte n on the board W rite the first letter on the first line The children guess the word W rite the next letter and let them guess again Continue w ritin g in the letters until a team guesses correctly They score the number o f blanks left to be filled The sooner the word is guessed, the more points the team gains Version W rite on the board blank lines fo r the number of letters in a word Let a child say a letter If the letter is in the word, w rite it in the correct place (or places if it appears in the word more than once) If it is not in the w ord say "N o " and let another child choose a diffe re n t letter Class gam es 215 Look, cover, write, check Game W rite a word on the board th a t the children have studied in their spelling work W rite up a spelling pattern from this level or from previous levels The children scan the page and find the word/s w ith th a t spelling pattern The children look Cover the w ord w ith a large piece of paper The children w rite the word Uncover the word The children check th e ir own spelling Word races Play in pairs or small groups Set a tim e limit Game The children th in k o f and w rite down as many words as they can th a t begin w ith a particular letter Game Give a w ord class, e.g verb The children scan the page and find all the verbs U se o f E nglish g a m e s These games can be done as whole-class activities or in teams scoring points Adjectives to adverbs Game The children th in k o f and w rite down as many words as they can made out o f the letters of another word, e.g creature The children should fin d simple words: eat, cat, cut, tree, rat, ear, tear, are, care, car, tea, race, act, etc Game The children th in k o f and w rite down as many words as they can w ith particular spelling patterns, e.g ou, ea, ee, igh; ending ful, beginning dis Game The children th in k o f and w rite down as many o f a class of w ord as they can, e.g adjectives, verbs, adverbs W rite up adjectives The children change them to adverbs Adverb types W rite up adverbs o f manner, place and time, e.g happily, inside, yesterday, etc The children volunteer to tell you which the y are Adverb game See Class games above As the children progress w ith language, make the game more d ifficu lt by telling a child an adverb but not w ritin g any words on the board The other children w ill have to th in k fo r themselves as to w h a t the w ord could be w ith o u t any clues Proper nouns D ic tio n a ry sk ills Alphabetical order W rite words on the board beginning w ith • d iffere nt letters W rite a mixture o f nouns and proper nouns w ith o u t capital letters on the board The children find the proper nouns and change the small letters to capitals • the same letter Word classes • the first tw o letters the same • the first three letters the same The children w rite the words in alphabetical order Find the word Choose a Dictionary page or spread o f tw o pages Game Say a w ord entry The children scan the page and find it Ask fo r the definition W rite a mixture o f verbs, adverbs and nouns on the board The children volunteer to underline verbs, circle adverbs and draw a box round nouns You may change the w ord classes to include possessive pronouns and/or possessive adjectives G m m a r g a m e s These games can be done as whole-class activities or in teams scoring points Verb tenses Game Say a verb The children give the past tense Give a definition The children scan the page to find the correct word and tell you w h a t it is Say a verb The children give the past participle 216 Class gam es Mime , S to ry m a k in g Make and keep a set o f cards w ith actions on Choose actions th a t are suitable fo r miming by one child a t a tim e in your classroom, e.g W rite on the board: There was a man on the bus clean y o u r teeth, brush y o u r hair, kick a ball, th ro w a ball, watch TV, p la y a com puter game, swim, p la y tennis, ride a horse, etc • W hat was his name? Game • Why? W rite up fo u r or five questions about the man Use the fo llo w in g or any questions of your own: • W hat was his job? • Where was he going? • H ow was he feeling? Choose a child to a mime Show the child the instruction on a card The child does the mime and the other children guess the action The children w ork in pairs or groups to answer the questions Give them a tim e limit Make sure they all complete the task in the time Ask one or tw o pairs/groups to tell you th e ir answers Game As above but ask the class about the action at suitable points in order to practise or revise a particular tense, e.g W hat is he/she d oing now? (while the child continues the action) W hat was he/she doing? (when the action has ceased) W hat did he/she do? (after the action has ceased) W hat has he/she ju st done? (when the action has just ceased) This short activity encourages the children to use their im aginations and to th in k o f ideas quickly Variations Change the person, fo r example: There was a little girl on the bus Change the place, fo r example: There was a woman on the plane Change the questions as appropriate W hat did I tell him /her to do? (to practise reported commands) Actions Make and keep a set o f action cards th a t are suitable fo r one or tw o children to in the classroom, e.g open the door, close the door, walk to the window /cupboard/ door/desk; clean the board, pick up the book, ju m p up and down, hop on one leg, stand on one leg sing a song, count to ten, etc Game Choose a child to the action Ask questions as fo r Mime, game (above) to prom pt tenses Game Ask one child to an action then ask another to a d ifferen t action Ask the class W hat happened after/w hen Ben had closed the door? Elicit After/When Ben had closed the door, Anna opened it When did Nina walk to the door? Elicit Nina walked to the door after/when Ben had cleaned the board.\ Class gam es 217 Word list alphabetical (The number is the unit where you can find the word.) about (4) bury (8) designer sunglasses (6) file (fact file) (4) imagine (3) active (1) business trip (6) desperate (12) flo w (3) in fact (3) destroy (4) flu ffy (6) inform ation (5) activity (7) advice (4) calculator (2) diary (1) fool (11) in-line skates (11) airp ort (6) calm (7) dim (12) forever (10) in-line skating (11) altogether (5) calm v (10) discuss (2) fo rtu n a te ly (4) instructions (9) ambulance (9) canoe (7) disgrace (9) fo u n ta in (1) instruments (9) am ount (2) canoeing (11) disposable (9) freedom (5) Ireland (5) ancient (5) cattle (4) divide (9) freestyle (11) iron (metal) (3) anxious (10) cause (8) d o n 't mind (8) fresh (9) a part (5) century (5) dow nhill (11) fuss n (3) jet-ski (7) apron (5) champion (12) dragon (1) Aran (5) chart n (11) drain (9) gap kangaroo (4) arrange (7) chat (12) dull (3) gasp n (3) k ilt (6) arrival (8) cheer (12) dye, hand-dyed (3) gaspv (12) kim ono (6) arrow (8) cheerio (12) generator (2) kindly (8) astonished (12) chequered (12) effect (7) gentle (8) kingfisher (1) attractive (7) chief (8) elbow (11) geologist (1) kite (11) (3) chorus (4) elbow pad (11) geyser (1) kite surfer (11) bamboo (4) cleanliness (9) encourage (7) glacier (1) kite surfing (11) bank n (3) clear (7) endangered (4) glare (12) knee (11) barbed w ire (3) clearing (10) energy (2) go w rong (9) kneepad (11) bark (10) coast (2) equipm ent (11) goggles (11) koala bear (4) barrier (2) comic (6) erupt (1) gorgeous (6) ba ttery (2) com m entator (12) eruption (1) grandstand (12) lagoon (7) beam (12) compete (11) European (9) grid (3) lava (1) bear (4) com petition (11) event (3) groan (12) law (8) bee (12) com petitor (11) exactly (5) guide (1) leather (6) belong (3) complete adj (5) expect (3, 12) bench (12) complicated (5) expert (1) h ab ita t b e tv (1) condor (5) explanation (2) harm (8) lend (7) binoculars (3) confidently (6) explore (7) hate (8) life (10) blackberry (5) control v (11) extreme (11) hate v (10) blade (2) cotton (6) heading (5) life ja c k e t (11) blood (10) countryside (5) fable (4) headscarf (5) light v (10) blouse (5) crack v (10) face v (2) health (9) lock v (3) BMX biker (11) crater (1) fact (3) healthy (9) BMX biking (11) croak (5) factual (9) heart (8) look (appearance) n (2) board up (3) crop (5) fancy dress (6) height (11) love (5) bone (10) cruel (5) fascination (12) hesitate (12) lynx (1) borrow (3) cry (call out) (4) fashion (6) hidden (7) bow (8) cure (10) brain (5) cute (7) breathlessly (6) fashion show (6) fear (8) leave alone (5) (4) legend n (8) lifecycle (10) hideous (8) Madagascar (10) hollow adj (5) magic (7) horror (8) Malaysia (6) briefcase (3) dangerous (1) fearless (4) horseback (7) m arathon (11) bubble v (1) d a y lig h t (10) fed up (10) hot spring (1) match v (6) bud (10) dead (3) feed (1) hug (12) m aterial (2) bump into (3) decision (2) fe llo w Iceland (1) meaning (5) burst (12) designer (6) fever (10) illness (9) meanwhile (8) 218 fe arful Word list alphabetical (4) (4) medicine (field) (9) pole (11) shudder v (3) th ro a t (10) w indsurf (7) meet (7) power v., n (2) shuffle (12) tide (2) wise (7) meeting (8) pretend (4) shy adj (6) tie (11) wisely (8) microscope (9) process (10) sigh (12) tile (roof) (3) w rong (9) Middle East (9) project (6) sigh n (3) tim id (4) mind (8) promise (3) silky (6) title (5) miss (not see) v (12) properly (9) single (3) toad (5) moral (4) protective (11) skateboard (11) to m a to (1) m otherhood (5) pullover (5) skateboarder (11) torch (10) m ountain biker (11) puzzle (11) skateboarding (11) touch n (9) m ountain biking (11) puzzled (2) skiis (11) tra d itio n a l (5) skill (5) trapped adj (3) Quechua (5) slalom (11) tra y (5) mud (1) mud pot (1) mysterious (3) mystery (3) sniff (4) tre a t (medical) v (9) ft (10) snout (4) trea tm e nt (9) tribe (8) ramp (11) snowboarding (11) nail v (3) rare (1) snowboarder (11) tru n k (10) nation 6.8 (8) react (5) solar cells (2) trust v (2) native adj (8) recently (10) sore (10) tru th (8) natural (2) reef (7) sort o ut (6) turbine (2) neighbour (8) reflect (2) South Pacific (7) turn aw ay (12) nephews (6) relief (3) spare (2) turn back (12) nieces (6) renewable (2) spare tim e (2) turquoise (7) norm ally (10) repeat (4) sparkling (7) TV station (5) represent (5) spectacular (1) tw ist (11) obvious (9) rhyme (4) spectator (11) Olympic (11) rhythm (4) speed n., v (11) ugliness (8) operations (9) risk (4) spread v (8) underneath (3) opposite (8) at risk (4) stage directions (6) unfold (10) rod (fishing) (3) steam n (2) upstairs (12) root (10) steam v (1) upstream (3) paddle (canoe) v (8) rough (1) student (1) padlock (3) rough (water) (11) steep (11) verse (4) pain (9) rubbish (5) steeply (11) viewing box (12) painkiller (10) run (engine) (12) stem (10) village (5) panda (4) run o ut (end) (2) stranger (8) volcanic (7) paragraph (5) rusty (3) strength (5) volcano (1) over (finished) adj (12) part (role) (8) sub-heading (5) passage (10) sadness (8) suppose (12) wake (11) pathw ay (7) safety (4) surf (7) w a ke b o a rd in g (11) patterned (6) sari (6) surge (12) wakeboarder (11) peace (8) sarong (6) surgeon (9) w ard (9) peculiar (1) Scottish (6) sweet adj (4) w a rrio r (8) peer (3) season (3) Persian (9) secret (2) personal (1) secret passage (10) waste (5) ta b le t (10) waste o f tim e (5) Tahiti w aterw heel (2) (7) persuade (7) serious (10) Tahitian (7) weapons (8) petals (10) set up v (3) take place (11) weed n (3) pharaoh (9) shade (12) ta p (plumbing) (1) weird (1) pitch (football) (4) sheets (bed) (9) tell the tru th (8) whizz v (11) plain (5) shoot (10) tem per (3) whoosh (1) plot (6) shoot up (go up fast) te rrify in g (1) w ild life (1) th rillin g (1) w indm ill (2) point (of view) (1) zoo (5) (1) W ord list alphabetical 219 Word list: unit by unit The words are listed alphabetically fo r each unit The words shown in bold are the 20 key words in Vocabulary lists and These lists are on the website and a t the back o f the W orkbook It is recommended th a t all children learn these words Unit active The words in plain typ e are additional words which are also listed on the website and a t the back o f the W orkbook as lists and The children should learn as many o f these words as possible The words in grey ty p e are fo r understanding only and the children only need to understand these words and use them in the unit in which they appear They should not be expected to reproduce or re-use them in subsequent units battery flow fuss n habitat kangaroo bet v blade calculator gap koala bear bubble v coast gasp n moral crater dangerous diary dragon decision grid discuss panda pitch (football) pretend repeat rhyme erupt explanation face v eruption generator imagine iron (metal) lock v mystery mysterious expert look (appearance) n nail v feed material padlock fountain natural peer safety geologist power v., n promise sniff geyser puzzled relief snout glacier reflect rod (fishing) sweet adj guide renewable run out (end) rusty season tim id energy hot spring rhythm risk a t risk verse Iceland secret set up v kingfisher solar cells shudder v lava spare sigh n lynx spare tim e single Unit altogether ancient mud steam n tem per apart mud pot tide tile (roof) apron peculiar trust v trapped adj Aran personal turbine underneath blackberry point (of view) waterw heel upstream rare rough windmill weed n blouse brain shoot up (go up fast) spectacular Unit bank (river) n complicated steam v barbed w ire Unit about advice student tap (plumbing) terrifying thrilling tomato volcano weird belong bamboo croak binoculars bear crop board up cattle borrow chorus briefcase dead cry (call out) destroy endangered countryside cruel exactly whoosh dull fable headscarf wildlife dye, hand-dyed fearful fearless hollow adj fe llo w Ireland file (fact file) fortunately leave alone century bump into event Unit expect fact in fact am ount barrier 220 Word list unit by unit complete adj condor freedom heading information love native adj bark Unit activity arrange attractive calm canoe clear cute effect encourage explore hidden nation blood bone horseback ugliness warrior weapons wisely meaning m otherhood paragraph plain pullover Quechua react represent rubbish skill strength sub-heading title traditional toad jet-ski tra y lagoon TV station lend village waste waste of time zoo magic neighbour opposite bud paddle (canoe) v calm v part (role) peace sadness clearing spread v da ylig h t stranger fed up fever forever hate v life life cycle light v tribe truth tell the tru th crack v cure Madagascar normally meet pathway persuade Unit ambulance cleanliness passage secret passage reef disgrace petals painkiller Unit airport breathlessly South Pacific disposable process sparkling surf ft business trip Tahiti comic confidently designer Tahitian divide drain European factual fresh health healthy instructions designer sunglasses cotton turquoise volcanic w indsurf wise instruments fancy dress Unit arrival illness medicine (field) fluffy gorgeous arrow microscope bow kilt bury kimono cause leather chief fear gentle Middle East obvious operations pain fashion fashion show Malaysia match v nephews nieces patterned plot project sari sarong Scottish shy adj silky stage directions sort out recently root serious shoot sore stem tablet throat torch tru nk unfold Unit 11 BMX biker BMX biking Persian canoeing pharaoh chart n properly sheets(bed) compete surgeon competition hideous touch n control v horror treat (medical) v treatment dow nhill ward elbow pad wrong go wrong equipment harm hate heart kindly law legend n meanwhile elbow extreme fool meeting mind don't mind com petitor Unit 10 anxious freestyle goggles Word list unit by unit 221 height gasp v in-line skates glare in-line skating grandstand kite kite surfing groan hesitate hug knee miss (not see) v kneepad over (finished) adj life jacket run (engine) m arathon shade m ountain biker shuffle m ountain biking sigh kite surfer Olympic tu rn aw ay pole viewing box protective puzzle suppose upstairs ramp surge rough (water) turn back skateboard skateboarder skateboarding skiis slalom snowboarder snowboarding spectator speed n., v steep steeply take place tie twist wake w akeboarder w akeboarding whizz v Unit 12 astonished beam bee bench burst champion chat cheer cheerio chequered commentator desperate dim expect fascination 222 Word list unit by unit ... the adventure with English Advantage! English Advantage is a four-level secondary course from the same authors as English W orld and Macmillan English It picks up where English World finishes, building... lkin g to his teacher Teacher: Joe! You're late again! Joe: Yes, sir Sorry, sir! Teacher: Do you enjoy arriving late? Joe: No, sir Teacher: W hy are you late? Joe: I got up late, sir Teacher: Well,... and 1 16 Classroom lessons in each u n it Teaching th e course Answers to Check-ups 5, ; Example w ritin g Units 5, 117 Scope and sequence 10 Posters 12 Unit us Using th e Teacher' s Guide 14 Teacher' s