17 minute read
Teacher’s Edition overview
3.2 IS IT REALLY A CHAIR?
LESSON OBJECTIVE ■ talk about furniture
Introduce the lesson Display a picture of a living room from your house or from the internet. Point to the furniture and ask Ss: What is this? See how many words they know. Repeat with a kitchen, bedroom, and bathroom.
1 VOCABULARY: Furniture
A 1.31 Present the vocabulary Play the audio, pausing after each word so Ss can repeat. • Do the task. Ss complete the chart. Review the answers as a whole class.
Answers
Bedroom: bed, desk, bookcase, television/TV, rug, lamp Living room: chair, table, desk, bookcase, couch, television/
TV, rug, lamp Dining area: chair, table, rug Kitchen: chair, table, refrigerator, rug, sink Bathroom: shower, rug, sink
B PAIR WORK As Ss share information, circulate and monitor for pronunciation. Listen for the use of the in sentences.
Answers
Answers may vary.
C Direct Ss to page 167 to complete the vocabulary exercises. Teacher’s tips for vocabulary exercises are on page T-156.
2 LANGUAGE IN CONTEXT
A As a class, ask Ss to identify the furniture in the picture. Explain that the illustration is one part of an advertisement for “smart” furniture; the desk / bed couch / table are not shown. • Ask volunteers to read the adjectives. Check Ss’ understanding. • Point to the pictures in 1A above. Ask Ss to say what adjectives they think describe the furniture.
Suggested answers
cool, funny, great, interesting, new
B Ss complete the task individually before sharing their answers with the class.
Answers
1 bedroom 2 living room / dining area 3 living room / dining area C PAIR WORK Review Ss use the words from exercises 1A and 2A to describe furniture in a room of their home. Allow Ss a few minutes to prepare before they start speaking. Monitor and provide feedback at the end of the activity. • OPTIONAL ACTIVITY Ss watch the video. Ask: Do you and Sara talk about the same room and furniture?
REAL STUDENT
Hello. This is my living room. This is a winged chair. This is a floor lamp. This is a curtain. And here we have television and table.
SMARTPHONE ACTIVITY
Go back to the pictures you showed or drew at the beginning of this lesson. Point to some of the furniture and say the names. • Ask Ss to draw or show a picture on their smartphone of a room in their house and share similar information. Circulate and monitor as they talk. Listen for pronunciation.
EXTRA ACTIVITY
Play furniture bingo. For details of how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus. Make furniture anagrams. Ss scramble words and test other Ss. Give simple spelling tests on paper; for variation, Ss read the words aloud. Search online for a word search maker to create a furniture vocabulary search game.
00 Evolve MENA TB1_BOOK_2p.indb 85
T-28
22/01/2021 09:54
3 GRAMMAR: It is
Introduce the lesson Write these sentences on the board. It’s new. / It isn’t new. / Is it new? • Explain the terms positive, negative, and question, and ask Ss to identify which sentence is which. Use symbols (+) (–) (?) to identify them. • Ask Ss to write two negative and positive sentences and two questions in pairs. • Elicit some answers and write them on the board.
A Present the grammar Read the grammar box as a class. Explain that in questions, the verb and pronoun change places. Answer questions. • Display one of the rooms from the previous lesson. Check understanding of short answers by pointing to an item and asking Is it [a chair]? Elicit the answers, Yes, it is. or No, it isn’t. Repeat. Then point to an item and prompt Ss to make a question, e.g., Is it a couch? • Before Ss circle the answers, explain that they can refer to the examples in the box on the right.
Answers
1 thing 2 Is it …?
B Do the task Ss complete the sentences individually before checking their answers with a partner and then the class.
Answers
1 It’s, d 2 Is it, b 3 It’s, a 4 Is it, c a It’s b it’s not, It’s c it’s not, It’s d Is it
FAST FINISHERS
Ask Ss who finish quickly to check their work for mistakes or write two more sentences.
C Direct Ss to page 155 to complete the grammar exercise. Teacher’s tips for grammar exercises are on page T-153. D PAIR WORK Before Ss begin, display a picture you have used of a room. Model sample sentences for Ss.
The chair is boring. The chair isn’t old. • Try to pair weaker Ss with stronger Ss. • Allow Ss time to write their sentences. • Ask Ss to check their sentences with their partner. • Elicit some examples sentences from Ss and write them on the board, correcting as you go.
Answers
Answers may vary.
4 SPEAKING
FIND IT
A Review Before Ss start, show your own design for a piece of furniture on the board. Draw a table. Say:
This is a table. Elicit the question: Is it a table? Respond with Yes, it is. Review the prompts to be sure Ss understand them. • Ss work alone. They think of design ideas based on the prompts or their own ideas. They can either draw them or search for pictures on their smartphone. Monitor as Ss work to off er ideas or help.
B PAIR WORK Monitor as Ss discuss their pictures.
Listen for errors in grammar and pronunciation. • When Ss have fi nished, ask volunteers to show their ideas to the class. Encourage other Ss to ask questions. Give feedback.
EXTRA ACTIVITY
Play grammar tic-tac-toe. Fill the squares with grammar words is, isn’t, are, aren’t and pronouns he, she, it, we, they. For full details on how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus. Introduce the lesson instructions provide activities or questions to help teachers lead into a new lesson or section.
Real student scripts can be used in class.
Extra activities and smart phone activities provide more ways to practice the unit’s language.
Review the task instructions give teachers advice on how to conduct feedback.
Fast finishers and mixed ability activities offer ways to adapt Student’s Book tasks to support learners of different levels.
Clearly marked answer keys can be spotted quickly.
Time to write teacher’s notes
The notes provide tips on: - giving students preparation time for research and planning before they write - how to adjust activities for students of different abilities - monitoring - how and when to give feedback - giving positive feedback - error correction
Time to speak teacher's notes
The notes provide tips on: - giving students preparation time before they speak - monitoring - how and when to give feedback - giving positive feedback - error correction
2.5
TIME TO WRITE
What do you think?
Introduce the lesson Show Ss your phone or smartphone and ask: How many people in the world have a phone? What about a smartphone? How many times a day do people (on average) look at their smartphones? Encourage Ss to guess, but don’t comment on the correctness of their guesses for now.
GET IT RIGHT! Count and non-count nouns
A Introduce the context: Ss are going to read some information about use of phones and smartphones in the world and in the Middle East. Write the two questions on the board. • Ss read quickly and find the answers to the two questions. Set a time limit, e.g., one minute. • Ss compare their answers in pairs or small groups. Then elicit answers as a class.
Answers
The world: the first three facts and the box about how people use their smartphones. The Middle East: facts 4, 5, 6, 7.
B Direct Ss to the Notice box and read through it together. • Ss look at the list of nouns and decide which are count (C) and which are non-count (NC). • Check as a class. Encourage Ss to give the plural forms of the count nouns, e.g., cell phone > cell phones.
Answers
Count nouns: cell phone, country, email, game, man, person, phone call, photo, text, video, woman Non-count nouns: the internet, social media, the news Note: • man, woman, person have irregular plural forms: men, women, people. • the news looks like a plural noun, but in fact it’s non-count!
We say the news is (not are …).
LESSON OBJECTIVE
■ write posts giving and responding to opinions
C Practice. Ss find and correct the mistakes in the questions 1–8. Sometimes they need to change the nouns themselves, sometimes they need to correct the grammar of the sentence. Then elicit answers as a class.
Answers
1 How many smartphones do you have? 2 Do you ever do your shopping on the internet? 3 How often do you check social media on your phone? 4 How often do you make videos with your phone? 5 Do you ever use your phone to play games? 6 How many texts do you get on a normal day? How many do you send? 7 Do people spend too much time on the internet these days? 8 “I never read the news on my phone. It’s too sad!”
Do you agree?
D PAIR WORK Ss discuss the questions in exercise C. • For feedback, ask Ss to tell the class one or two interesting things they found out about their partners.
T-22
11.6 TIME TO SPEAK
Online videos
• Introduce the task Aim: Introduce the concept of vlogs • Ask How often do you watch videos or vlogs? Have you ever made one? • Direct Ss to the Useful phrases section at the bottom of the page. Remind them that they can use them at the relevant stages of the lesson.
A Do the task Aim: Introduce the types of online videos. • Read the questions aloud. • INDIVIDUALLY Ss do the task individually. • PAIR WORK Pairs discuss their answers. Encourage them to recommend any videos or vlogs that they think are very good.
B RESEARCH Aim: Ss talk about their favorite YouTuber. • Read the instructions aloud. • INDIVIDUALLY If possible, let Ss use their phones to research the questions. Alternatively, let Ss share whatever they know about a famous YouTuber with the rest of the class. • WHOLE CLASS Ss share what they found with the class. • Preparation for speaking* Give Ss time to think silently about what they are going to say.
C DISCUSS Aim: Ss discuss a topic for their group’s video. • Read the instructions aloud. Ask a volunteer to read the bullet points aloud. • GROUP WORK Give groups time to answer the questions to plan their vlog.
D PREPARE Aim: Groups make their video. • Read the instructions aloud. • GROUP WORK Ss work in groups to prepare their video and presentation. Make sure they understand that each person in the group must be involved in making the video (star, director, cameraperson, scriptwriter, etc.). • Ss plan, write, and film their video. If possible, Ss can get together in their groups to film the video in a quiet place outside of the classroom. • Encourage Ss to practice how they will present their video to the class.
LESSON OBJECTIVE
■ create a video or vlog
E A
B
D C
Time on each stage
E PRESENT Aim: Ss show their videos to their classmates and discuss them. • Tell Ss that they should take notes during each presentation and video to help them discuss it with the class. • WHOLE CLASS Ss take turns presenting their video. • Encourage Ss to say what they liked about each video. • Feedback for speaking activities* Monitor and make a note of the strong points of each group, for example, good use of unit vocabulary, interesting questions, natural-sounding interactions, etc. You can use your notes to give feedback at the end of the lesson. *These tips can help you create a safe speaking environment. They can also be used with other speaking activities. For more information, see page T-xxii.
PROGRESS CHECK
• Direct students to page 180 to check their progress. • Go to page T-160 for Progress check activity suggestions.
TEACHER DEVELOPMENT REFLECTION
Either answer these questions in a reflection journal or discuss them with your peers. 1 Development Activity 1 asks learners to remember long lists of language items. What was the longest chain your Ss managed to remember? Did they seem to get better with each game? 2 In what ways do you think your Ss benefited from this activity? Think about: their grammar, vocabulary, pronunciation, memory skills, and their feelings. 3 Development Activity 2 can be used to focus on many different language areas, especially at lower levels. What kinds of vocabulary could it be used to present and practice? Would you use pictures or real-life objects? 4 In this activity Ss were challenged to remember ten items. Were your Ss able to do this? What do you think is the maximum number of items you could teach using this activity?
Academic skills teacher's notes
The notes provide tips on: - supporting students with learning new vocabulary - teaching topic-related vocabulary - teaching study skills for use across subjects - helping students to think critically about what they read or what they write - guiding students through structuring their writing
5.5
ACADEMIC SKILLS
Sociology: Modern life and stress
LESSON OBJECTIVE
■ Introduce a presentation about stress
1 SPEAKING
A Introduce the task Teach the words busy (when you have a lot of things to do) and tired (when you need to rest or sleep). • Do the task PAIR WORK Ss write the number of hours they spend doing the activities each day. Then in pairs, Ss compare their answers and discuss the questions. Elicit answers as a class.
2 VOCABULARY: Stress collocations
A Introduce the vocabulary Give Ss time to check unfamiliar words with you or in a dictionary. Ss work alone to complete the sentences.
Answers
1 have stress 2 heart disease 3 modern life
3 LISTENING
Introduce the task Before listening, you may wish to pre-teach the words in the box or get Ss to check them in a dictionary.
VOCABULARY SUPPORT worried (adj) – unhappy because you are thinking about problems illness (n) – a disease that makes you sick physical (adj) – relating to the body
A 1.56 Do the task Ss read questions 1 and 2. Play the recording and ask Ss to compare their answers.
Elicit answers as a class.
Answers
1 a 2 the beginning
Faisal Today my presentation is about modern life. We all have very busy lives – people in some countries study and work. For example, my friend Mohammed in the U.S. studies full time at college. He also works 15 hours a week at his father’s company. He doesn’t have a lot of free time. He usually goes to bed very late. He hardly ever goes out with friends because he’s too busy, but he sometimes chats with us online. I think he’s happy, but he’s often tired. Many people with busy lives feel worried and tired. Sometimes they don’t feel good about their work or studies. They’re not happy. This is called “stress.” Stress can change how we feel. But it’s also a type of physical health problem. People who have a lot of stress in their lives sometimes have problems like heart disease – this is a kind of illness.
1.56 Audio script
00 Evolve MENA TB1_BOOK_2p.indb 149 In my presentation today, I want to tell you why people have stress. I want to describe health problems we sometimes get because of stress. I also want to talk about ways to have less stress in our lives.
B 1.56 Ss listen again and complete the notes with one word in each gap. Ask Ss to compare their answers.
Answers
1 work 2 studies 3 company 4 tired 5 work 6 problem
STUDY SKILLS: Using symbols and abbreviations in notes
The aim of this exercise is to introduce Ss to core symbols and abbreviations that are useful when taking notes. • Ss complete question 1 and compare answers. • Ss discuss question 2 in pairs. Give feedback. • Allow open answers for the last two questions, but elicit answers about the symbols and abbreviations Ss already use in their own notes and any new ones they want to use in the future.
Answers
1 b 2 d 3 a 4 c 2 Symbols and abbreviations help when you need to write fast, e.g., in presentations and lectures.
C PAIR WORK Ss may need a minute or two to gather their thoughts or even make notes. Then in pairs, they describe the people and answer the final question. • Elicit answers and find out which one or two people described has/have the busiest life/lives.
D THINK CRITICALLY The aim of this exercise is to get
Ss thinking about coherent ways of organizing longer stretches of language. In small groups, Ss read and discuss the answers to the questions.
Answers
1 = a (This is known as a general ➜ particular pattern.) 2 Knowing how information is often organized can help Ss recognize main (general) points and detailed (particular) points. It can also be a useful way for Ss to organize their notes.
T-60
22/01/2021 09:55
Teacher, Saudi Arabia
4 LANGUAGE FOCUS 1: Explaining new words and ideas
A Working alone, Ss read the examples and choose the best reason for their use, and then compare answers in pairs. Elicit answers as a class.
Answer
2 To say what things are and what they mean.
B Ss answer the questions in pairs, and then elicit answers as a class.
Answers
explain something = a kind of, a type of gives a name = is called
C You may wish to pre-teach the words speech and exercise or get Ss to check them in a dictionary. • Working alone, Ss complete the examples with an expression from exercise 4A. Point out that sometimes two answers are possible. Ss compare their answers and then elicit answers as a class.
Answers
1 a kind/type of 2 is called 3 a kind/type of 4 is called
VOCABULARY SUPPORT speech (n) a formal talk given to a large number of people (often on a special occasion) exercise (n) physical activity you do to make your body strong and healthy
D Complete an example as a class using an English word your Ss don’t know. Tell Ss they can look for a word in the dictionary, but they need to explain it using one of the expressions from exercise 4A. • PAIR WORK In pairs, Ss explain words to each other. Elicit answers from the class and find out some interesting example words Ss explained in pairs. 5 LANGUAGE FOCUS 2: Presentation introductions
A 1.57 Before listening, you may wish to pre-teach the words in the box or get Ss to check them in a dictionary.
VOCABULARY SUPPORT introduction (n) the first part of something introduce (v) to talk about something for the first time
• Ask Ss to read the expressions, then play the recording.
In pairs, Ss write one word in each gap and check their answers. Elicit answers as a class.
Answers
1 about 2 tell 3 talk
1.57 Audio script
1 Today my presentation is about modern life. 2 In my presentation today, I want to tell you why people have stress. 3 I also want to talk about ways to have less stress.
B Working alone, Ss answer the questions and then check their answers together. Elicit answers as a class.
Answers
1 Today my presentation is about modern life. 2 want (to)
C Elicit the first two phrases of 1 (This afternoon my / presentation is) and then Ss continue alone. They compare answers in pairs. Elicit answers as a class.
Answers
1 This afternoon my presentation is about good health. 2 In my presentation, I want to describe some useful exercises. 3 I also want to talk about food and your physical health.
6 SPEAKING
A Ss work alone – half as Student As and half as Student
Bs. They study their role card, check new vocabulary, and add one new idea.
B PAIR WORK Ss work in pairs – one Student A and one Student B. They introduce their presentations to each other. Give feedback and ask about interesting examples for each topic.
C EXTRA WRITING This is an opportunity for extra writing practice. After the speaking, Ss can then write their presentation introduction out in full as one paragraph. Encourage them to write in full sentences.
