magic tour 5 teacher s book

УДК 372.881.111.1.046.14 ББК 74.268.1Англ А 64 А в т о р ы: Н.В Юхнель, Э.В Бушуева, А.Л Гуськов, Т.Е Лабода, А.В Манешина, Н.В Матюш, Е.Г Орешкина Р е ц е н з е н т ы: заведующий кафедрой иностранных языков с методикой преподавания Брест ского государственного университета им А.С Пушкина кандидат педагогических наук, доцент Л.Я Дмитрачкова; учитель английского языка Жодинской белорусской гимназии В.Н Токарева К о н с у л ь т а н т ы: директор Центра международного образования колледжа имени Св Марка и Св Джона ( (Плимут, Великобритания) Род Болито; проректор по учебной ра боте МГЛУ кандидат педагогических наук, профессор П.К Бабинская О р г а н и з а т о р п р о е к т а: директор Центра лингвистического образования МГЛУ кандидат педагогиче ских наук, доцент Н.В Демченко А64 Английский язык в классе: учеб метод пособие для учите лей учреждений, обеспечивающих получение общ сред образования, с повыш изучением иностр яз / Н.В Юхнель [и др.] Мн.: Выш шк., 2008 – 176 с ISBN 978 985 06 1663 Книга для учителя является составной частью УМК «Английский язык класс» для учреждений, обеспечивающих получение общего среднего образова ния, с повышенным изучением иностранного языка УДК 372.881.111.1.046.14 ББК 74.268.1Англ ISBN 978 985 06 1663 © Издательство «Вышэйшая школа», 2008 Contents Introduction Unit Maps Unit Summer Magic (My Summer Holidays) 18 Unit A Zoo in My Suitcase (Animals and Places) 38 Unit My Fair Land (Belarus) 57 Unit Magic Kingdom (Myths and Legends) 71 Unit As Busy as a Bee (Household Chores) 86 Unit Are You a Foodie? (Food) 97 Unit Bells and Breaks (School) 111 Unit World of Wonders (Books and Films) 125 Unit Have a Nice Holiday (Hobbies and Holidays) 136 Test Yourself 152 Photocopiable Materials 171 INTRODUCTION • This is the first book in the series of English coursebooks for Belarus Magic Tour It is for the schoolchildren in the fifth year and contains enough material for 104 45 minute periods, grouped in units The Magic Tour series of coursebooks for the lower secondary school is a logical continuation of the Magic Box series of coursebooks for the primary school General approach and principles • The lower secondary course, as well as the primary course, follow the communica • • • • • • • • • • tive approach and teach communication by communication We believe that learn ing happens in the process of interaction and teaching should create a need to com municate in different situations Thus, in the 5th Year textbook we have attempt ed to create real life situations, which will enable students to develop their com munication skills in the foreign language We develop all round communicative competence, focusing on linguistic compe tence (lexical, grammatical, phonological) and sociolinguistic competence (mark ers of social relations, simple politeness conventions, discourse, learning strategies and intercultural awareness) We see learning as a cognitive process Emphasis is given to tasks that allow learn ers to experience a variety of cognitive activities Learning should have a communicative purpose The task should require students to communicate and put the language to active use The communication emphasis means that students are always given the opportunity to exchange information – an information gap is created When students focus on a meaningful, communicative task, the language learning process becomes more motivating and effective The communicative approach implies that meaning takes precedence over form This means that throughout Magic Tour we equip learners with the language they need to create meaning We have taken an integrated approach to teaching and learning, developing listen ing, speaking, reading and writing in conjunction We teach English through English Therefore most of your communication in the lesson including instructions and explanations should be in English We follow the principle of personalisation as children get great motivation and satisfaction from talking and writing about themselves The course offers many opportunities for students to this in English Learning English is a developmental process; that is why we view the textbook materials not only as a means of teaching English, but as a means of developing Ss’ attention, memory and thinking Magic Tour attempts to bring together the best elements of local and international textbooks, modern and traditional approaches The authors have tried to achieve a balance between a teacher friendly and learner centred textbook The syllabus integrates topics with communicative areas (functions), language areas (vocabulary, grammar and pronunciation), skills development, learning to learn strategies and cross cultural and cross curricular links Structure and components • There are units in the 5th year textbook, each representing a topic The topics are: Summer Magic (My summer holidays) A Zoo in My Suitcase (Animals and places) My Fair Land (Belarus) Magic Kingdom (Myths and mysteries) As Busy as a Bee (Housework) Are You a Foodie? (Food) Bells and Breaks (School) World of Wonders (Books and films) Have a Nice Holiday (Hobbies and holidays) • The units are supplemented with ‘Reading for Pleasure’ texts, which have an emo tional and moral message for Ss • The coursebook also contains tests – one for each unit • There are four projects in the coursebook, one in each term • The coursebook has been designed to cover the three hours per week programme In • • • • • • • • • case the school has only two hours of English per week, the flexible structure of the book enables the teacher to omit some of the coursebook materials without under mining the integrity of the coursebook The sections to be omitted in this case are: reading for pleasure, tests, projects and one lesson in each unit (The recommended lessons are: Unit 1, lesson 8; Unit 2, lesson 8; Unit 3, lesson ; Unit 4, lesson 8: Unit 5, lesson 9; Unit 6, lesson 9; Unit 7, lesson 9; Unit 8, lesson 9; Unit 9, lesson 9) The coursebook will then cover the two hours per week programme The Teacher’s Book (TB) opens with the Student’s Book (SB) unit maps which present the content of the SB and helps to orient the teacher Each unit is preceded with unit objectives – what Ss should have achieved by the end of the unit The TB presents the syllabus, followed by lesson maps and lesson briefs Each lesson map contains a box with the four main aims of the lesson – practical, educational, developmental and instructional The map also includes two other boxes: 1) Focus box and 2) Materials and Preparation box The Focus box gives the teacher information on the main focus of the lesson – the communicative area, grammar or vocabulary The Materials and Preparation box highlights the main materials and preparation tips for each lesson The large and detailed Procedure box contains notes on the lesson stages and the suggested timing for each stage, states the aims and classroom management mode of each activity Lesson briefs are not detailed lesson plans They only comment on those stages of the lesson, which could present difficulties either for the teacher or for the stu dent In the lesson briefs we give advice on how to deal with the most difficult moments of the lesson, suggest variations of lesson activities, give keys, tape scripts and suggested answers The lesson briefs for Unit are more detailed than those for the rest of the book It is done to give the teacher all the support and help possible with the new book and to enable the teacher to get accustomed to the way the SB materials are treated in the TB We recommend all teachers – both beginners and experienced ones – to make use of the TB materials while preparing for a lesson as they are very important for getting the best use of the book Failure to refer to the lesson maps or lesson briefs might mean that some highly significant message of the coursebook could be overlooked and its value undermined The Student’s Book (SB) also contains an overview of the syllabus – the content map It contains materials for lessons, conveniently presented on double pages; reading for pleasure texts, project pages, a glossary of active vocabulary and a grammar appendix The Activity Book is black and white It contains exercises for homework There are three exercises for each lesson in the AB The first two of them are for all students Ex.3 is meant for the most capable and motivated students and the teacher can choose whether to assign it for homework or not The Cassette contains all the listening material for the SB, including pronunciation activities, texts for listening and ‘Reading for Pleasure’ texts Skills (Listening, Reading, Speaking and Writing) • Each lesson includes either listening or reading (activities on receptive skills) and ends up with speaking or writing (activities on productive skills) Listening and reading materials are not only intended for listening and reading in their own right They can also be a vehicle for introducing the new grammar or vocabulary of a lesson The wide variety of tasks for listening and reading activities helps to raise Ss’ motivation for learning English • Each reading or listening activity can be subdivided into three logical steps: Pre , While and Post stages Each of the stages has its own purpose and prepares Ss for better understanding of the text and better internalization of the input It is there fore very important to follow the order of the stages suggested in the textbook and not to omit any of them Even when reading and listening texts are used for intro ducing the new vocabulary or grammar, they are preceded by a pre listening or prereading task which familiarizes Ss with the text and enables them to the following activity better • We recommend that you stick to the time limits suggested in the lesson briefs and not spend too much time on any activities If the aim of an activity is stated as skimming, it means the Ss should the activity quickly So the teacher has to set the time limit for this activity and observe it Otherwise the skimming activity will turn into an intensive reading activity, disrupt the lesson flow and fail to develop what it was supposed to develop • Speaking activities vary as far as Ss’ participation and classroom management are concerned They can be meant for pairs, groups and whole class and can take the form of a monologue, a dialogue or a conversation Games, role play, creative tasks make lessons interesting • Writing is both creative and non creative, but is almost always personalised: Ss write about themselves Sometimes writing is combined with grammar in the so called ‘grammar diary’ activity (see below) This activity is designed to help Ss internalise grammar structures better and more easily • Reading aloud is very rare Teachers should not substitute reading aloud for other reading activities as reading aloud is not communicative and hinders comprehen sion Pronunciation can be checked during speaking activities Language and Communicative Areas • The functions (communicative areas) and vocabulary, grammar and pronunciation • • • • • (language areas) were selected according to the communicative needs of Ss, the Council of Europe framework for language teaching and the Belarusian school syl labus for the lower secondary school Communicative areas are highlighted in the Focus box, Procedure box and Unit objectives They are the functions giving life to the vocabulary and structures of the textbook Pronunciation materials (including work on stress, rhythm and intonation) are recorded by native speakers They are motivating and fun The Active vocabulary of the textbook is presented in meaningful contexts with the help of visuals, definitions and listening and reading texts, which enable the stu dents to guess the meaning of the new words from the context Practice, games and communicative situations help to activate and practice the new vocabulary Grammar is approached in a new way We not start with rules First Ss are exposed to a new structure Then they analyse it formally, work out the rules for themselves and activate the structure Finally they proceed to the practice stage It is therefore highly important to follow the recommendations in the TB on how to treat grammar In the textbook there are the so called ‘Grammar Focus’ activities They are supposed to teach Ss to analyse the structure they have been exposed to and to avoid rote learning Thus grammar is treated communicatively The scheme for the communicative treatment of grammar is: communicative situation > analysis > communicative situation The Grammar Diary helps to personalise structures by passing them through the filter of Ss’ experience and feelings We recommend that Ss start a special notebook for the Grammar Chart, Grammar Diary and any grammar notes they are likely to make It is therefore advisable to ask Ss in advance to bring their grammar notebooks to school each time they are supposed to make notes or to write grammar diary entries Classroom Management • Classroom management models (whole class, group work, pair work and individual work) differ from activity to activity You should follow the recommendations in the TB as far as classroom management is concerned Teachers should not under any circumstances replace individual work, pair work or group work by whole class work • Ss must get accustomed to reading and understanding instructions themselves, without the teacher’s help It might present difficulties at the first stage, where the teacher’s support will be indispensable, but then will become easier and will definitely contribute to students’ development • Pair work and group work seem difficult to control, but they are very purposeful They relax Ss, giving them courage to speak, promote classroom cooperation, stretch STT (student talking time) and develop communicative skills It is best to vary the students in groups in order to obtain different combinations of personali ty and ability levels During a pair or group activity the teacher should move around the classroom helping or monitoring Ss’ work Error Correction and Evaluation • Tests can be done in class or at home as a progress check • Creative tasks and project work should be differently evaluated compared with other tasks • Teachers should watch for the accuracy or fluency focus in the TB briefs Some tasks, especially at the introduction and activating stages, need closer teacher control and more intervention on the part of the teacher Error correction is obligatory at these stages On the other hand, the activities, which are aimed at developing fluency and encouraging Ss to speak, should not be constantly interrupted by the teacher On the whole errors may be tolerated provided Ss show progress in eliminating them You can make a note of frequent errors and work on them in the next class • There is plenty of evidence in language acquisition research that most errors go away when the learner is ‘ready’ (i.e when he/she has properly internalised a ‘rule’ or language system) and not when the teacher wants them to go away! If you keep on drawing attention to the ‘rules’, recycling them whenever possible, your students will gradually become more accurate and fluent in English If you build up too negative and critical attitude to errors, Ss will become over anxious and reluctant to experiment with their English New Concepts • ‘Reading for Pleasure’ lessons are very specific due to the type of tasks involved • • • • • • The emphasis is not on the language – vocabulary, pronunciation or structures The texts themselves and the tasks accompanying the text are aimed at developing Ss’ taste for reading, their reading comprehension, their ability to read between the lines, Ss’ cultural and language awareness and at enlarging their passive vocabulary The texts can be read either in class or at home They are not meant for reading aloud or retelling unless it is somehow pointed out in the SB or TB Therefore fol lowing the teacher’s notes is of great importance The texts were chosen to recycle the language material learned during the unit However in the texts Ss can sometimes encounter words and structures they are not familiar with yet Do not make Ss memorise them as these words and structures are supposed to develop Ss’ passive, not active vocabulary The pronunciation of these words can be checked and corrected while Ss are working on the text and doing the tasks Encourage Ss to look the new words up in their dictionaries or to work out their meaning from the context The ‘Reading for Pleasure’ lessons provide Ss with an opportunity to the cross language comparison and analysis and to see the difference between word for word translation and real understanding of a text The ‘Reading for Pleasure’ classes are highly communicative as the language is treated not as an aim but as a vehicle for delivering the author’s message Evaluation of the Ss’ performance should be done according to their contribution to discovering the author’s message and mistakes should be tolerated The concept of ‘Project Work’ is not absolutely new to the teachers of English However, teacher’s notes on how to prepare for and how to present a project shouldn’t be neglected Ss’ effort put into their projects should be properly evaluated too Projects not have the language side only; they are made of many different components – logical organisation of the content, visual aids, presentation skills, Ss’ experience, imagination, diligence and creativity If the teacher sets to assess all these factors, they should first teach their Ss how to organise the content, how to include the visuals, how to present the project, etc Both the teacher and the students should have criteria for the evaluation of the project We can only check what has been taught Tests also check what has been taught The tests in the ‘Magic Tour’ test reading, listening and writing skills and language areas: vocabulary and grammar Speaking can be evaluated separately or as part of the project presentation Assigning and Checking Homework • Written homework exercises can be found in the AB There are three of them: ex.1 and – for all Ss and exercise – for motivated Ss However it is not the only way to provide students with homework Chants and rhymes, poems and songs learned in class can become Ss’ homework as well They can be learned by heart or used as a basis for students produced conversations, chants, poems and songs On the one hand these textbook materials are rich in active vocabulary and structures; on the other, they are motivating and fun This combination makes such homework useful and interesting Texts for reading included in the SB can serve as models for Ss’ stories, descriptions, narratives, etc Moreover an inventive teacher can think of assigning any other homework provided it is manageable for Ss and effectively sup plements the textbook materials • Written homework is checked by the teacher in accordance with the instructions of the Ministry of Education Any oral homework assigned by the teacher can be checked at the beginning of the class instead of, before or after the warm up activ ities suggested in the TB Teachers should never substitute checking homework for other activities for if they do, they won’t be able to cope with the textbook pace Thus, preparing for each lesson, teachers should think of the most effective and least time consuming ways of checking homework Enjoy our Magic Tour! ACKNOWLEDGEMENTS The authors would like to thank all those who made this project possible Our deepest gratitude goes to Rod Bolitho, Assistant Dean of INTED (the College of St Mark and St John, Plymouth, UK) for advice, encouragement and inspiration Our special thanks to N P Baranova, Rector of Minsk State Linguistic University, whose help and support were extremely valuable to us We highly appreciate the initiative and guidance through all the stages of the proj ect provided by N.V Demtchenko, Director of the Centre for Linguistic Education, MSLU We would also like to give our thanks to P.K Babinskaya, Vice Rector of Minsk State Linguistic University whose helpful comments and constructive criticism have enhanced the book Our gratitude also goes to Robert Fletcher, Klim Matiukhov, Sasha Martynov, Lena Boris, Clare Bataglia, Elena Novichenok for help in preparing and trying the pilot materials We owe particular thanks to our families for their patience, understanding and support P o em – sen ten ce stress a n d rh y th m A g r e e in g – d is a g r e e in g b e a fr a id o f board gam e bossy c a lm fig h t fr ie n d ly h e lp fu l h ik in g c a m p fir e la n g u a g e n o is y o p tim is tic p u t u p a ten t save shou t shy sp o rty ta lk a tiv e A sto ry READING SPEAKING WRITING D e s c r ib in g p h o to s F illin g in T h e v e r b t o b e in th e P r e s e n t S im p le th e in d iv id u a l A conversation Interview r e g is tr a tio n fo r m in a c a m p T he P resent C o n tin u o u s L e a fle t: tip s D ia lo g u e : a n d r u le s fo r D ia lo g u e : in v itin g W r itin g c h o o s in g T h e P r e s e n t S im p le h ik in g fr ie n d to about a cam p a cam p c h a n g e s in T h e P a s t S im p le R e a d in g fo r life G a m e : c h a n g e s in p le a s u r e : R a d io life announcement Alexander C r e a tiv e w r itin g : S h o u l d / m u s t W h o U sed to about a poem abou t B e R ic h L a s t R e te llin g a s to r y c h a n g e s d a ily Sunday u s in g k e y w o r d s s c h e d u le W r itin g M a k in g a s u r v e y a n a d d r e s s N a r r a tiv e a b o u t th e past D is c u s s io n : m a k in g a c h o ic e , C o n v e r s a tio n r e a s o n in g o f tw o fr ie n d s D is c u s s in g a r e c o r d e d le tte r In te r v ie w U s e d t o fo r h a b itu a l p a s t w ith a new com er a c tio n s LISTENING Cross-cultural links: learning about summer camps in different countries Cross-curricular links: sports, geography, music, social sciences, ecology Learning to learn area: analysing, grouping, guessing meaning, cooperative decision making S o n g – G o o d -b y e , M y Cam p P r o n u n c ia tio n o f -e d in th e P a s t S im p le E x p r e s s in g o p in io n R e a s o n in g C h a n t – sen ten ce stress A s k in g fo r c la r ific a tio n GRAMMAR RECYCLING VOCABULARY COMMUNICATIVE AREA PRONUNCIATION UNIT MAP UNIT 1: SUMMER MAGIC 10 READING SPEAKING WRITING P a s t p a r tic ip le s (V ) R e la tiv e c la u s e s w ith th a t C o n v e r s a tio n a t th e tra v el a g e n t’s C o m p o s itio n r e a d a lo u d in class: Faraway p la c e s T he P resent P e r fe c t w ith ever, never, a lr e a d y , y e t, fo r , s in c e , ju s t (A ffir m a tiv e a n d n e g a tiv e sen ten ces a n d q u e s tio n s ) A short paragraph: reasons for joining th e W W F G r a m m a r D ia r y : p a s t e x p e r ie n c e s A short paragraph: D ream s M o n o lo g u e : r e te llin g th e tex t S s h a v e rea d G am e: A n im a l H a b its G am e: B e ttin g G am e: A n im a l f o r a Day Notes: information o n a n im a ls fr o m th e r e a d in g te x ts Role play dialogue: G r a m m a r D ia r y : conversation between past experiences a reporter and a tr a v e lle r G r a m m a r D ia r y : a paragraph on Game: Getting Ready results achieved for Travelling u p to n o w G am e: G r a m m a r B in g o S u rvey : past e x p e r ie n c e s S u rvey : p a s t R e a d in g fo r e x p e r ie n c e s p le a s u r e : A T housand P a l e s o f W a t e r M o n o lo g u e : d e s c r ib in g a n a n im a l u s in g a m in d -m a p T ex ts a b o u t animals from an e n c y c lo p a e d ia (r e a d in g fo r d e ta il a n d s c a n n in g ) An e n c y c lo p a e d ia tex t: W h a le s (s k im m in g a n d r e a d in g fo r d e ta il) Jigsaw reading: Sentence-level: past e x p e r ie n c e s In te r v ie w s (in te n s iv e G am e: S n o w b a ll r e a d in g ) A n im a l a n d p la c e nam es Cross-cultural links: global attitude to endangered specie Cross-curricular links: Geography, Biology, History Learning to learn area: making notes, extracting information from texts, analysing contrastively, comparing, guessing intelligently, grouping, classifying, making lis ts , d r a w in g c o n c lu s io n s D e s c r ib in g a n im a ls In te r v ie w in g a lr e a d y ch eeta h danger dangerou s desert endangered ever Chant: Have you ever faraway fo r (a g e s ) s e e n T a h iti? g r a s s la n d C h a n t: I ’v e b e e n t o is la n d K en ya ju st m am m al C h a n t: H a v e y o u once P o la r R e g io n s e v e r tr a v e lle d f a r ? s in c e (c h ild h o o d ) th r e e tim e s tw ic e w h a le w ild life y et Speaking about past Place names e x p e r ie n c e s w ith in th e tim e u p to n o w R h y m e : I ’v e n e v e r b e e n to A f r ic a A s k in g fo r a n d (pronunciation of gn, g iv in g in fo r m a tio n k n ) RECYCLING LISTENING GRAMMAR COMMUNICATIVE PRONUNCIATION AREA VOCABULARY UNIT MAP UNIT 2: A ZOO IN MY SUITCASE 11 Song: W h ere h a v e you been ? a n th em area b e fa m o u s fo r be prou d of b u ild in g c a p ita l ca th ed l chu rch comfortable e m b le m h a r d -w o r k in g h o s p ita b le h o tel lie n a tio n n a tio n a l p o p u la tio n s ig h t s tr ip e su bu rb sy m bol tem p era tu re tra n sp o rt tourist u ndergrou nd v is ito r T he P resent P erfect a n d th e P a st S im p le co n tra sted N ic k ’s le tte r to V a s ily o k F ragm ents of to u r g u id e s ’ speech Short telephone c o n v e r s a tio n s M in i-te x ts o n p la c e s o f S hort in tr o d u c tio n s in te r e s t o f B e la r u s (fo r g e ttin g in fo r m a tio n ) R e a d in g Mini-interviews for pleasire: w ith v is ito r s T h e W h e e l o n o f M in s k th e S ch ool Q u iz (to c o n fir m answ ers) READING WRITING M o n o lo g u e s : d e s c r ib in g a c o u n tr y , d e s c r ib in g a c ity , d e s c r ib in g a p la c e o f in te r e s t in B e la r u s D is c u s s in g tr ip s Writing a postcard Names of c o u n tr ie s a n d c a p ita ls Asking and answering Taking notes w h ile lis te n in g D egrees of q u e s tio n s a b o u t c o m p a r is o n o f d iffe r e n t c o u n tr ie s M a k in g a lis t o f a d je c tiv e s (in fo r m a tio n g a p r e a s o n s fo r d o in g a c tiv ity ) T he P resent s o m e th in g P erfect A s k in g fo r d ir e c tio n s D ia lo g u e s a n d c o n v e r s a tio n SPEAKING Cross-cultural links: comparing Belarus with other countries Cross-curricular links: History, Geography, Science, Mathematics Learning to learn area: cooperating (working in pairs and groups); guessing words, analysing, finding key sentences Sharing personal experiences Expressing politeness Chants for warmu p s in th e T B Expressing emotional attitude and opinion Asking for and giving directions LISTENING RECYCLING GRAMMAR COMMUNICATIVE PRONUNCIATION AREA VOCABULARY UNIT MAP UNIT 3: MY FAIR LAND USE OF ENGLISH Fill in the words from the box You don’t have to use all of them Some can be used more than once Pupils … come to school on time, but they … come two hours earlier Mary … to read the story because she has already read it I … buy a present, I … clean my room Oh, I’m so busy … you … a lot of things when you are on duty at school? What … Bab … take to school? – Her books, copybooks and her daybook and sport clothes Fill in the suitable word from the box There is one word which you not need to use One day at the end of the spring (1) a new boy came into the classroom He didn’t have his school (2) on, he was wearing just trousers and a shirt Our teacher Miss Fair said: “Boys and girls, this is Robert Porter Show him our (3) Tell him about the school rules you have to (4) I hope you (5) how (6) it is for Robert to begin Help him, please.” have to has to don’t have to doesn’t have to … have to does … have to difficult follow marks term timetable understand uniform WRITING Write a short paragraph ( sentences) about one of your school subjects • How often and when you have it • What you in the lesson • How good you are at it • What you think of the subject UNIT WORLD OF WONDERS LISTENING Listen to the conversation between Nick and Ben Tick the right box Nick and Ben are going to see: a) Home Alone b) 101 Dalmatians c) Pocahontas Nick and Ben are going to: a) the Star cinema b) the Odeon c) the Classic Nick and Ben are going to the film, which starts: a) at two o’clock b) at six o’clock c) at four o’clock READING Read the text below Use the information of the text to mark the statements true or false The film Home Alone is a comedy This film is popular all over the world It is about the boy Alex and a criminal Alex is ill and has to stay at home His mum has to go to work He’s home alone! Alex goes and plays with his telescope He’s looking through the telescope when he sees a strange man in the house next door He calls the police But the man is very clever and he runs away before the police come Poor Alex! No one believes him His mum and the police are really angry with him Alex understands that the man is one 162 of the group of international criminals Because no one believes him, he wants to stop the criminals by himself Alex catches them and he is a hero Home Alone is a great film for the family! Home Alone is a famous film Home Alone is a funny film Alex has to stay at home because his mother goes to work Alex sees a strange man at the door of his house The police don’t catch anybody The police and Mum don’t believe Alex Alex wants to catch the criminals USE OF ENGLISH Write down all types of questions for the sentence The boy is watching TV WRITING Write a paragraph about the film, using information in the picture PASSPORT TO PARIS Type: comedy Place: Paris Characters: Meggy and Ashley, two American girls; their grandfather; two French boys Write an article for your school newspaper about your favourite book Mention: • Type of the book • The author • Main characters • Your comments UNIT HAVE A NICE HOLIDAY LISTENING Listen to this conversation between Rosie and her friend Rosie is going to her Granny’s for the holiday a) Write the names of hobbies mentioned in the conversation b) Underline the hobby(ies) she isn’t going to take up READING Liz and her classmates always read horoscopes and believe them Here’s the “Holiday Horoscope” they read in May They liked it very much and made resolutions for the summer holidays Read the horoscope, the resolutions and complete the sentences below a) Rosie: I’m going to buy a camera for my birthday money b) Brian: I’m afraid I’ll have to listen to the radio a lot not to miss the song c) Sue: I must show this great video to my classmates And I mustn’t eat too much jelly d) Malcolm: I mustn’t be too bossy with Ron He is my best friend e) Fiona: I haven’t been to the library for ages I must go and choose some good books And I must go and see Granny 163 f) John: I’m sure now that Cousin Beth needs these toys and dolls much more than me I must find my favourite glasses, too Complete the sentences: Rosie’s birthday is on the 9th of … Brian’s birthday is on the 24th of … Sue’s birthday is on the 7th of … Malcolm’s birthday is on the 31st of … Fiona’s birthday is on the 29th of … Jon’s birthday is on the 28th of … ARIES March 21 – April 20 TAURUS April 21 – May 20 GEMINI May 21 – June 20 CANCER June 21 – July 22 LEO July 23 – August 22 VIRGO August 23 – September 22 LIBRA September 23 – October 22 SCORPIO October 23 – November 22 SAGITTARIUS November 23 – December 22 CAPRICORN December 23 – January 20 AQUARIUS January 21 – February 19 PISCES February 20 – March 20 Be optimistic You will have non stop dancing feet, just like Madonna Take up a new sport TIP: Write that letter! Read all the books you have always wanted to You will hear some news It could be a trip or a party or some body coming to visit Go shopping now! TIP: Don’t spend all your money! Keep your summer diary If summer is boring, invite your classmates for a video party Enjoy your holi days TIP: Wobbly jelly is danger ous! Be helpful to your par ents Clean your bedroom You will be popular Start collecting photos of famous people Something you’re reading will change your life TIP: No horror films! Look through your photo album Be a tourist in your home town Don’t talk too much Secrets are secrets You can lose a friend Go for a picnic TIP: Don’t be bossy Be more confident You can dream in the sunshine for hours and hours Oops – your mum or dad have other ideas Prepare to tidy the room, wash the car Be active! If life is boring, make New Year resolutions TIP: Don’t be lazy! You’ve planned a lot of things for the summer, but something exciting is going to happen – you’ll fall in love: with a new pet, a pop star or the girl or boy next door Wow! TIP: Don’t forget about your plans! Tell only true stories and friends will be friends Help mum with the summer cleaning Try a new ice cream every day Painting is a good hobby for you TIP: Go to a party! It’s going to be fun, fun, fun! Sort out your old clothes Big changes are coming – new clothes, new friends, new neighbours You’ll fly high You’ll learn to cook French food TIP: Don’t forget how to wash the dishes… Practise for the holi days See how many things you can pack into your suit case Visit your Granny – something interesting can happen Take up a new hobby: photography is ideal for you TIP: Borrow an amusing book from the library You’ll never stop talk ing this summer You’ll always be where the fun is Forget the person you used to be It has disappeared You’ll hear a song on the radio It’ll help you to plan your holidays TIP: Have a party or a pic nic Pack your old toys and games Present them to your little cousin You’ll have a surprise closer to the end of the holidays What is it? It could be anything – from a touching film to a new friend TIP: Pack your sunglasses You’re going to Africa 164 WRITING Write about your holiday plans Use the questions below to help you • What you like doing? • What are you interested in? • Will you have quiet or active holidays? • What new hobby would you like to take up? • What you think you will on your holidays? • What are you going to take with you? • When are you leaving? SPEAKING a) When is your birthday? Read your horoscope and comment on it: what resolutions would you make, what you should or must in summer Do you believe horoscopes? b) Ask your classmates about his/her birthday Ask them about their resolutions for the coming holidays 165 KEYS TO THE TESTS UNIT TAPESCRIPT I am a team leader and these are some of the campers in my team Liz is tall and thin Her hair is long and blonde She has a backpack on her back Her favourite activity in the camp is hiking Her favourite animal is the horse Her favourite sport is horse riding Tom is short and thin His hair is short and red He has a backpack on his back and a packet in his hands His favourite activity is fishing His favourite pet is the cat He likes mountain climbing very much Sam is tall and not very thin His hair is black He has a ball under his right foot His favourite activity in the camp is playing the guitar at the camp fire He likes dogs very much He likes to play ball games Sally is short and she is not very thin Her hair is long and blonde Her favourite activity is singing at the camp fire Her favourite animal is the cow She likes milk very much Her favourite sport is swim ming KEY TO THE TEST LISTENING 1 – Tom; – Lis; – Sam; – Sally Name Likes / dislikes Favourite pet Favourite sport Sam playing the guitar dog b a ll g a m e s Tom fis h in g cat m o u n ta in c lim b in g L iz h ik in g horse h o r s e r id in g S a lly s in g in g cow s w im m in g READING Name: Rosie McGregor Home: (city) Edinburgh Country: Scotland Names of parents: father – Alexander, mother Gillian Name of brother: Nick Pets/names: dog – Bill, cat Pussy Favourite singer: Britney Spears Favourite colour: blue Favourite sport: football and hockey Favourite subject: music USE OF ENGLISH – am; – went; – was; – had; – love; – like; – am sitting; – writing; – are going Alex used to play with a toy bear, but now he plays with a toy car Dani used to play with a 166 ball, but now she rides a bicycle Brenda used to ride a tricycle, but now she goes hiking WRITING Ss’ own answers UNIT TAPESCRIPT – Hi, Ron! I haven’t seen you for ages How are you? – I’m fine How are you? – I’m all right – working hard, you know, but I’m afraid I’ll never be as famous as you are – Come on I just travel around the world, watch ani mals and write about them – I know you’ve been to Africa many times – Yes, I have I’ve already been to Tanzania, to the Congo, South Africa, to some other countries, too I’ve never been to Kenya yet I’d love to visit the Serengeti national park – to see the cheetahs It’s always been my dream You won’t believe me, but I’ve dreamt of it since my childhood – Have you ever travelled in the East? – No, never – But I have just read your book about the Himalayas – Oh, I thought you asked me about East Africa I have been to the East – Japan and China, the Far East of Russia and some other places I wrote a book about tigers then – Have you seen any pandas? – Yes I have There are lots of them in a wildlife park in China – But did you see them in the wild when you were in the Himalayas? – Sorry, I didn’t I would like to, because they are endangered animals My job is to write about ani mals in danger I used to write about whales – I saw a lot of them in the Pacific, when I was on an expe dition – I see Where are you planning to go this year? – I’ve got big plans: Australia, South America and the Antarctic – Haven’t you been there before, in the Antarctic, I mean? – Yes, I have It was very long ago I was a student then I was writing about penguins I’ve been to Australia too but this country is so wonderful that you want to see it again and again Koalas are my favourites! And this year will be my first visit to South America I can’t wait! I’d like to travel in the Andes – Excuse me, Mr Rambler, your sister is calling The telephone is in the hall This way, please – Sorry, I’ll tell you about my plans in a minute – All right KEY TO THE TEST rats, piper, people of Hamelin, rats, piper, people of Hamelin, children of Hamelin LISTENING USE OF ENGLISH PLACES: South America Australia The Congo Tanzania China Japan The Antarctic Russia The Himalayas South Africa The Andes The Pacific Kenya the largest, the largest, the heaviest, the most beautiful penguins whales cheetahs READING the smallest, the largest, smaller, bigger, have been; took; went; was; loved WRITING ANIMALS: pandas tigers koala bears 1a, 2b, 3b, 4a, 5a, 6b, 7b Animals with trunks live in Africa and in Asia When elephants are hot they flap their ears The elephant’s tusks can be 3.5 metres long When the leader sees some danger, she runs away USE OF ENGLISH a) Mr Rambler has never been to South America He is going there soon b) She has just come back from school She is taking off her coat in the hall c)Have you ever been to Hawaii? d) My mother hasn’t seen her schoolmates for fifteen years e) I haven’t started my project on animals yet f) We have always lived in this flat g) I’ve already finished reading the book on whales You can have it now WRITING Ss’ own answers Ss’ own answers UNIT TAPESCRIPT Ben (on the phone): OK, Nick So we’ll see you about six o’clock Nick: OK, Ben That’s fine Oh, by the way, where’s your house? Ben: Oh, yes, sorry Come out of the undergrond Turn right and go straight on On the left there is a museum and on the right there is a hotel Turn left at theatre Go straight on, then cross the street My house is on the left Nick: Great Ok, see you about six Bye Ben: Bye, Nick Students’ own answers UNIT TAPESCRIPT Long long ago there lived in Greece a girl Arachne by name She could make beautiful carpets People said that even gods couldn’t it better Arachne lis tened to these words and became prouder and prouder And she began to believe that she was the best, better than gods One day Arachne was making a carpet Suddenly an old woman appeared in the room She looked at Arachne’s work and said:”Good work But I could better when I was young” Arachne became angry: “No woman can make carpets as good as I” The old woman smiled: ”Don’t be so sure There is always someone who is better than you in your art.” Arachne stopped her work, ”Who is that?” “The goddess Athena” “Oh, no I’m better” The next moment Arachne’s face became white, because the old woman disappeared and there was Athena herself “You are too proud I’ve had enough It’s time to teach you a lesson Let’s make a carpet and see whose carpet is better” And they started their work Athena made a nice pic ture which told the story how the gods punished foolish peo ple because they were too proud Arachne made a picture that told stories about foolish gods When they finished their work Athena looked at Arachne’s work and became very angry She put Arachne under a spell The girl’s head and body were growing smaller and smaller Soon there was no girl there only a spider It was sitting in its web KEY TO THE TEST LISTENING 1 True, False, True, True; False, False READING Western, Eastern, Eastern, Western, Western, Eastern, Eastern, Western USE OF ENGLISH KEY TO THE TEST lost, was playing lost, couldn’t was reading, heard heard, went LISTENING C READING 1C, 2A, 3B, 4C, 5B, 6A What was Tom doing at o’clock yesterday? Were you watching TV when the bell rang? 167 KEY TO THE TEST I wasn’t sleeping when my sister came home last Sunday The girls were shopping when I saw them To make chocolate balls you need: WRITING LISTENING 25g chocolate a spoon of frogs (milk) a grasshopper (an egg) 40g butter chocolate powder First, mix the elephant (chocolate) and milk Add the rabbit (egg) and butter Mix for a minute, then leave the mixture to cool Make eggs (balls) and cover them in wolves (chocolate powder) Put the hippos (mixture) in the fridge for two hours and… you have wonderful chocolate giraffes (balls)! Students’ own answers UNIT TAPESCRIPT Our flat is not very big but I have my own room It’s rather small, but it’s got a big window There are many things that I like in my room I have a lot of posters of famous actors on the walls There are also some pictures of my family and me I haven’t got a fridge in my room, but I have a sofa That’s my favorite I love it I’m very happy I watch TV, listen to music, study and talk on the phone in my room Sometimes my friends come to visit me and we have parties I have some secret places in my room, where I hide different things that are important for me Nobody can find them My room never looks messy I tidy up in it every evening On Sunday I usually the hoovering and the dusting although I don’t like it very much READING a) e, c, a, d, b b) false, true, true, true, false, false USE OF ENGLISH a) packet, cartons; b) would, please; c) boil; d) do; e) mix; f) would, thanks, thirsty; g) hungry KEY TO THE TEST LISTENING WRITING 1 false, false, false, true, true, false B, A, C, F, E, D USE OF ENGLISH There isn't anything interesting on TV or: There’s nothing interesting on TB I'm looking for something that I can buy for my granny as a New Year present Is there anybody who can help me? hope you'll have something nice that my granny will like Frank can write nothing interesting about Belarussian traditions a) done; b) doing, made; c) making, doing; d) ma king, made, done WRITING Students’ own answers Students’ own answers UNIT TAPESCRIPT true READING Rosie: So, let’s start with English Hey, where is my textbook?Nick, have you taken it? Nick: No, I haven’t But I saw it on the floor under the table Rosie: Oh, that’s it Thanks Oh, dear My exercise book is full And I have no new exercise book What shall I do? Nick! Have you got one? Nick: No, but you can have the old exercise book over there It isn’t full Rosie: Ah, good ….Exercise three Answer the ques tions… This question is difficult I can’t find the answer.Nick, could you help me, please? Nick: That’s an easy question Rosie: Easy for you, but not for me You know English well Nick: Look at the example Rosie: Example? What example? I can’t see any example Nick: OK Show it to me Which exercise , Rosie? Rosie: Exercise on page eleven Nick: Rosie On page eleven, not on page twelve You’re doing the wrong exercise! UNIT TAPESCRIPT To make chocolate balls you need: 25g chocolate a spoon of milk an egg 40g butter chocolate powder First, mix the chocolate and milk Add the egg and but ter Mix for a minute, then leave the mixture to cool Make balls and cover them in chocolate powder Put the mixture in the fridge for two hours and… you have won derful chocolate balls! 168 KEY TO THE TEST LISTENING 1 a, a, b, d, f READING false, true, true, false, true USE OF ENGLISH have to, don’t have to; doesn’t have to; have to, have to; …have to; does … have to term, uniform, timetable, follow, understand, difficult WRITING Students’ own answers UNIT TAPESCRIPT Ben: Hi, Nick! How are you? Nick: Fine, thanks And you? Ben: Let’s go to the cinema! Nick: That’s a great idea! What’s on? Ben: There’s a comedy at the Odeon “Home Alone 3” Nick: Oh, I saw it last week with my mum Ben: There’s a cartoon “Pocahontas” at the Star Nick: I don’t like cartoons much Ben: O.K What about “101 Dalmatians”? Nick: Great! Who’s in it? Ben: Glenn Close, Jeff Daniels and Joely Richardson Nick: I think Glenn Close is wonderful Where is it on? Ben: At the Classic Nick: What time does it start? Ben: At two, four, six or eight o’clock Is two o’clock OK for you? Nick: Let’s see No, I’m afraid not I have French les sons What about four o’clock? Ben: I think four o’clock is all right Where shall we meet? Nick: At ten to four at the bus stop Ben: OK See you there Bye Nick: Bye KEY TO THE TEST – Yes, they are I was thinking of tracing my family tree together with Nick But he says I’m so messy and I’m not at all patient – What about playing chess? Can you play chess? – No, I can’t I think it’s too difficult for me I can’t dance either I love Scottish dancing, but it’s so diffi cult and I’m so lazy! – So, no dancing, no chess, no family trees How about painting? – Painting? Good idea! I used to like drawing when I was a little girl I think painting is even more interesting – It’s very enjoyable! Imagine: the sun is shining; you’re not far from a river or a mountain You open a box of paints and start painting a picture – I can paint the Loch Ness monster! – Rosie! You are a monster It was such a romantic pic ture and you… – Why?! I love mysteries and horror stories I know what to I’ll take up photography Taking photos is so exciting! I’ll take photos every day, many times a day and one day I’ll take a photo of the monster You’ll see – OK, OK You’ll be a famous photographer – No, I’d like to be a famous hockey player – Hockey player?! But what about photography? – I’ve decided: I’m not taking up photography Painting is more interesting It’s real fun – Oh, Rosie! KEY TO THE TEST LISTENING painting, photography, dancing (Scottish dancing), drawing, tracing a family tree, playing chess, play ing hockey LISTENING 1 b, c, c READING 1) Her birthday is on 9th of February 2) His birthday’s on the 24th of December 3) Her birthday’s on the 7th of June 4) His birthday’s on the 31st of July 5) Her birthday’s on the 29th of January 6) His birthday’s on the 28th of February READING true, true, true, false, true, true, true USE OF ENGLISH WRITING Who is watching TV? What is the boy doing? Is he watching TV? Is he watching TV or playing a computer game? The boy is watching TV, isn’t he? WRITING Students’ own answers SPEAKING Ss’ own answers Students’ own answers Students’ own answers UNIT TAPESCRIPT – When are you leaving, Rosie? – On Tuesday – Are you going by train? – No, by bus – Well, what are you going to at your granny’s? – I don’t know I haven’t thought about it yet Maybe I’ll take up a new hobby – Good idea Holidays are so boring when there’s noth ing to 169 170 FU TU RE PR ESEN T PA ST t en se aspect SI M PL E – am he s he it – is H e i s r eadi n g T h ey ar e r eadi n g I am r eadi n g (n ow, at t h e momen t ) H e i sn ’ t r eadi n g A r e you r eadi n g? you we – ar e + V i ng t h ey I CON T I N U OU S Grammar Chart PER F ECT PER F ECT CON T I N U OU S PHOTOCOPIABLE MATERIALS UNIT LESSON INDIVIDUAL REGISTRATION FORM FIRST NAME SURNAME DATE OF BIRTH _ AGE NATIONALITY COUNTRY _ CONTACT ADDRESS POST CODE _ PHONE No. _ 10 OTHER INFORMATION _ UNIT LESSON DO YOU KNOW YOURSELF? Ve r y N o t v e ry N o t a t a ll C la s s m a te s a g re e /d is a g re e opti mi sti c tal kati ve hel pful fri endl y b o ssy ca l m sporty sh y n o i sy UNIT LESSON Kangaroos come from Australia They have a pouch for their baby, that’s why they are called marsupials They feed on grass and can live without water for a long time Have you ever seen a kangaroo baby? It’s called a joey It’s cute! The baby is so small! It’s only twelve centimetres long It stays in the pouch for six months It drinks milk and is warm there Then the baby leaves the pouch but often goes back to drink some milk The baby sits in the pouch and is very safe there Isn’t it amusing? There are thousands of kangaroos in Australia The kangaroo is a symbol of the land down under 171 UNIT LESSON 172 UNIT LESSON Story 1: Why the Hare Has a Short Tail No animal had a tail All the animals came in time The Hare was very busy He was late He couldn’t get a good tail The Hare was very unhappy His friend the Dog took a piece of the Fox’s tail and gave it to the Hare Story 2: Why the Cock Crows in the Early Hours of the Morning The Cock had a wonderful tail The Peacock didn’t have a tail He asked the Cock for his tail to wear it at a party He asked for the tail for one evening The Peacock didn’t bring the tail back The Cock was waiting and waiting The Cock crowed three times for his tail The Peacock never appeared again The cock always crows early in the morning Story 3: Why the Rabbit Has Long Ears The Rabbit used to have short ears He was clever He was very proud of his ears He was hav ing a walk He looked very proud His aunt didn’t like it She asked him not to be so proud and bossy The Rabbit didn’t listen to his aunt His aunt wanted to teach him a lesson She took him by the ears and shook him The Rabbit has long ears Story 4: Why Kangaroos Have Long Hind Legs The Kangaroo used to have four legs They were all the same The Dingo wanted to eat the Kangaroo The Dingo ran after the Kangaroo The Kangaroo ran and ran The Kangaroo ran for months When he was running on four legs he couldn’t see the Dingo He began to run on two legs All kangaroos have long hind legs Story 5: Why the Elephant Has a Long Nose The Elephant used to have a short nose He asked lots of questions He wanted to know what the Crocodile had for breakfast The animals didn’t answer the Elephant The Crocodile was ready to tell the Elephant his secret The Crocodile asked the Elephant to come closer The Elephant came very close to the Crocodile The Elephant was listening The Crocodile caught the Elephant by the nose The Crocodile pulled The Elephant has a long nose UNIT LESSON C o u n try G r e a t B r ita in Ita ly C h in a In d ia B e la r u s H o lid a y W hen H ow 173 UNIT LESSON Y o u a g ree to m a k e th e b ed s Y o u a g r e e to d o th e h o o v e r in g Y o u a g r e e to d o th e w a s h in g Y o u a g r e e to d o th e w a s h in g u p Y o u a g r e e to d o th e ir o n in g Y o u a g r e e to tid y u p Y o u a g r e e to s w e e p th e flo o r Y o u a g r e e to d o th e d u s tin g Y o u a g r e e to la y th e ta b le UNIT LESSON Name _ Surname Date of birth _ Father Mother Home phone no. _ Address _ City Region _ Postal Father’s work _ Phone no. _ Mother’s work _ Phone no. _ Boy/girl _ Hair colour _ Eye colour Height Weight Blood type Allergic reactions _ School _ Phone no. _ UNIT LESSON A1 1… – Italy 3… – Germany 5… – France 7… – Poland 9… – England 11… – Scotland B1 1… – France 3… – Germany 5… – Scotland 7… – Poland 9… – England 11… – Italy A2 2… – Scotland 4… – Italy 6… – Poland 8… – France 10… – Germany 12… – England UNIT LESSON Mary: Silver, you have changed Silver: I used to dream of gold I used to Winnie the Pooh: Yummy!!! Karlson: This jam is really tasty What is it made from? Hobbit: Malvina: Have you ever seen Tahiti? Mowgly: Harry: Up, up and away! Doctor Aibolit: Hurry, Harry! Belarusian bisons are in danger 174 B2 2… – Scotland 4… – Germany 6… – Poland 8… – France 10… – Italy 12… – England This character lives in a forest with his friends He is very funny and he likes to sing a lot He is also very kind, because he takes care of his friends This character lives with her mother near the forest She has also got a granny She is very kind, because she helps her mother and her grandmother She is brave because she is not afraid of the Wolf This character lives in the Jungle He is very friendly and always takes care of his friends He is kind, because he helps his friends He is also very brave, because he is not afraid of wild animals UNIT LESSON dislike OK enjoy ☺ y o u r c la s s m a te h a tes d is lik e s th in k s it’s O K lik e s lo v e s / e n jo y s UNIT LESSON The USA Canada Great Britan Basketball American football Baseball Tennis Cricket Ice hockey Ice skating Ski jumping Free diving Football Golf Cricket Football American football Baseball Russia Ice hockey Football Ice skating Swimming Golf Cricket American football France Football Cycling Ice skating Ice hockey Basketball 175 UNIT LESSON When I was I used to The animal I like best is My favourite food is My favourite subject(s) is (are) My favorite book (film) is I like/love/ dislike/hate housework I (don’t) believe in aliens and other mysteries I like people that People like me because 10 I dislike 11 I enjoy Учебное издание Юхнель Наталья Валентиновна Бушуева Эдите Владиславовна Гуськов Анатолий Леонидович и др АНГЛИЙСКИЙ ЯЗЫК В КЛАССЕ Учебно методическое пособие для учителей учреждений, обеспечивающих получение общего среднего образования, с повышенным изучением иностранного языка Редакторы Л.Д Касьянова, С.В Трофимук Художественный редактор Е.Э Агунович Технический редактор Л.И Счисленок Компьютерная верстка Н.В Шабуня Подписано в печать 12.07.2004 Формат 60×84/8 Бумага офсетная Гарнитура “Школьная” Офсетная печать Усл печ л 20,46 Уч изд л 15,7 Тираж 2400 экз Заказ Республиканское унитарное предприятие «Издательство “Вышэйшая школа”» ЛИ № 02330/0056829 от 02.03.2004 220048, Минск, проспект Машерова, 11 Республиканское унитарное предприятие «Издательство “Белорусский Дом печати”» 220013, Минск, проспект Ф Скорины, 79 176 ... your Ss to read the first two para Information for the teacher Rosie She is Nick? ?s younger sister Rosie is She is active and fun, likes games and sports She is tall for her ages She loves adventure... most difficult moments of the lesson, suggest variations of lesson activities, give keys, tape scripts and suggested answers The lesson briefs for Unit are more detailed than those for the rest... classmates using the active adjectives in the lesson rest of the class The other Ss guess who it is Round-up • Evaluate Ss’ performance • Give the home assignment Short of time? Omit ex ! LESSON