English as a Second Language Stage 9 Teacher Guide

Cambridge Lower Secondary

English as a Second Language Anna Cowper Series Editor: Nick Coates

STAGE 9: TEACHER’S GUIDE ESL 9 Lower Second 15477_P001.indd 1 Teachers guide Title page.indd 1

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William Collins’ dream of knowledge for all began with the publication of his first book in 1819.

A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing publishing house. Today, staying true to this spirit, Collins books are packed with inspiration, innovation and practical expertise. They place you at the centre of a world of possibility and give you exactly what you need to explore it.

Collins. Freedom to teach.

Published by Collins An imprint of HarperCollinsPublishers The News Building 1 London Bridge Street London SE1 9GF Browse the complete Collins catalogue at www.collins.co.uk © HarperCollinsPublishers Limited 2017 10 9 8 7 6 5 4 3 2 1 ISBN 978-0-00-821547-7 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence permitting restricted copying in the United Kingdom issues by the Copyright Licensing Agency Ltd., Barnard’s Inn, 86 Fetter Lane, London, EC4A 1EN. British Library Cataloguing in Publication Data A catalogue record for this publication is available from the British Library.

Author: Anna Cowper Development editor: Cait Hawkins Series editor: Nick Coates Commissioning editor: Lucy Cooper In-house editor: Lara McMurray Project manager: Anna Stevenson Copyeditor: Kelly Davis Answer checker: Sonya Newland Proofreader: Karen Williams Illustrator: QBS Learning Cover designer: Kevin Robbins Cover illustrator: Maria Herbert-Liew Typesetter: Jouve India Private Ltd Production controller: Rachel Weaver Printed and bound by: CPI

The publishers gratefully acknowledge the permission granted to reproduce the copyright material in this book. Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publishers will gladly receive any information enabling them to rectify any error or omission at the first opportunity. p181 A_KUDR/Shutterstock, p182 TanaCh/ Shutterstock, p204 studiostoks/Shutterstock

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Contents Student’s Book contents map Introduction

4 007

Teaching Notes Unit 1 Connections

009

Unit 2 People and places

019

Review 1

28

Unit 3 Room

029

Unit 4 Getting Round

038

Review 2

47

Unit 5 Tourism

048

Unit 6 The brain

059

Review 3

68

Unit 7 Food

069

Unit 8 Style and Fashion

079

Mid-year review

088

Unit 9 The great outdoors

092

Unit 10 Treasure!

100

Review 4

110

Unit 11 Money makers

111

Unit 12 Sleep

120

Review 5

130

Unit 13 Soap operas

132

Unit 14 Emotions

142

Review 6

151

Unit 15 A healthy future

152

Unit 16 Music for change

161

End-of-year review

170

Worksheets

175

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Contents map Unit / Topic

Reading

Listening

Speaking

• Personal • Interviews with • Relationships blog post on teen vloggers and tastes a girl’s online friendships Focus on Science (Physics): fibre optics Project: a blog or vlog • Newspaper • A girl talks • Discussion: the 2 People and report on about her best places to places someone grandmothers live who has • Relating a life changed story cultures • Blog post about a family wedding Focus on Literature: My cousin comes to Jo’burg by Mbulelo Mzamane Project: nomads Review 1 • Blog post on • Interview with • Discussion: the 3 Room living in a tiny two brothers 49 Things space in a doing the 49 Challenge slum Things Challenge • Description of a bedroom Focus on Mathematics: an introduction to geometry Project: shared space • Text on • Three • A talk: about 4 Getting camels from teenagers how students around travel explain how get around website they get • A debate: around • Email about public transport a trip should be free • Discussion: holidays Focus on the World: underground train systems Project: a perfect holiday Review 2 • Magazine • Two friends • Weighing up 5 Tourism introduction discuss their the advantages to different and communityopinions on disadvantages based tourism of tourism tourism • Role play: a • Blog post on formal meeting a favourite place Focus on Geography: ecotourism Project: planning a tour • Information • Interview with a • Discussion: 6 The brain text on brain man who making the rules suffered a brain more brain injury active • Letters with problem and advice Focus on Literature: Matilda by Roald Dahl Project: a poster for a brain rule Review 3 • Web page: • Internet radio • Role play: 7 Food introduction show: dinner party to sushi restaurant scenarios reviews • Description of delicious food 1 Connections

4

Writing

Use of English

• A personal profile

• Verb tense revision • Questions

• Description: a family event or celebration

• Gerunds as subject and objects • Past tenses revision

• Description: a room

• Quantifiers • Determiners and predeterminers

• An argument: public transport should or shouldn’t be free • An email about a planned trip

• Sentence adverbs • Future continuous tense

• Description: a favourite place

• Comparative degree adverbs • Continuous tense forms • Past perfect continuous tense

• A letter giving advice

• Relative pronouns and clauses (including which for whole clause reference) • Comparing

• Description: delicious food • Dinner party dialogues (formal and informal)

• Conjunctions • Intensifier: rather • Present perfect tense with time expressions

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Unit / Topic

Reading

Listening

Speaking

Focus on Art: the wonderful world of food art Project: favourite places to eat • Article on • A podcast on 8 Style and teenagers the school fashion and fashion uniform debate trends

• Discussion: personal style • Debate: should school students wear a uniform Focus on the World: traditional clothes from around the world Project: design a new school uniform Mid-year review • Magazine • Four students • Discussion: 9 The great article on the talk about their survival camp outdoors health experiences at benefits of a survival going outside camp • Advert for survival camp • Blog post story Focus on Physical Education: health and fitness Project: our survival plan • Article on • Radio interview • Seek 10 Treasure! recent introducing clarification discoveries geocaching and modify of treasure language mistakes

Focus on Literature: Treasure Island by Robert Louis Stevenson Project: let's go geocaching!

Review 4 • E-zine article • Radio • Discussion: 11 Money on an programme advantages makers entrepreneur about teenage and entrepreneurs disadvantages of being an entrepreneur • Present a business plan Focus on History: the Silk Roads Project: a famous entrepreneur • Four short • A sleep • Questionnaire 12 Sleep texts on questionnaire on sleep sleep • Discussion: sleep issues • A dream story Focus on the World: time zones Project: a dreamcatcher wall poster Review 5 • Blog post on • Three boys • Discussion: 13 Soap operas soap operas discuss a soap soap operas opera • Article on edutainment Focus on Drama: TV scripts Project: a soap opera scene • A slide • A presentation • Express 14 Emotions presentation on emotions feelings on emotions • A letter to a • Letters giving magazine advice Focus on Literature (poetry): The Orange by Wendy Cope Project: a feel-good box Review 6

Writing

Use of English

• Opinion essay: school uniforms

• Present perfect passive • Compound adjectives • Modal verbs of possibility and obligation

• Story with description using the five senses

• • • •

• Email about geocaching

• Multi-word verbs with come • Spelling rules • Reported speech

• A business plan and presentation

• Complex noun phrases • Compound nouns • Past modal verbs (should have, might have, could have)

• A dream story

• Adverbs: position and intensifying • Prepositional phrases • Extreme and intensifying adjectives

• Opinion text on what makes a good soap opera

• Sentence adverbs • Question-tag questions • Conjunctions

• A letter of regret • A response to a poem

• Abstract nouns • Multi-word verbs • The impossible (3rd) conditional

Abstract nouns Idioms Causative verbs Past modal verbs (must have, can’t have)

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Unit / Topic

Reading

Listening

Speaking

Writing

Use of English

15 A healthy future?

• A dialogue about healthcare • E-zine article on chatbots

• Voxpop – short interviews about chatbots

• Discussion: digital doctors • Voxpop interviews

• Opinion text on technology in healthcare

• Future forms • Multi-word verbs with take • Future passive • Infinitive and gerund forms after verbs, adjectives and prepositions

• A review of a concert

• Dependent prepositions • Reflexive pronouns • Using dashes as punctuation

Focus on Biology: keeping your body healthy Project: a report on the future of healthcare • Biographical • A presentation 16 Music for fact file on a famous change conductor • Magazine article on a musician • Review of a concert

• Discussion: personal experience and attitudes to music • Relate personal experiences Focus on the World: traditional musical instruments from around the world Project: a music group End-of-year review

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Introduction for teachers The Collins Lower Secondary English as a Second Language course consists of a Student’s Book, Workbook and a Teacher’s Guide for each of Stages 7, 8 and 9. The Student’s Books and Workbooks are closely integrated and should be used in conjunction for comprehensive language development. The accompanying audio tracks and supplementary worksheets are available online, on the free resource tab, at www.collins.co.uk/

Differentiation, flexibility and variety All countries and cultures are different, and within them all schools have a range of situations and circumstances. Most importantly, each individual student is unique. So one size doesn’t fit all for any set of learning materials. In light of this, a key element in the design of this course has been variety and flexibility so that you, the teacher, will be able to select activities that are appropriate to the interests and abilities of your students.

•

In this Teacher’s Guide, before the teaching notes for each of the main activities, you will find a Differentiated learning outcomes box. This suggests appropriate learning outcomes for students at three different levels, to assist you to set realistic and achievable objectives for your students.

•

Also in this Teacher’s Guide, many of the teaching notes for the activities in the Student’s Book and Workbook are followed by Support or Extension sections. These provide guidelines on how to adapt the activity for students who need more support, or on how to extend and challenge those students who find the activities easy or finish quickly.

•

The Workbook contains some activities designed either for support or for extension work. For example, to accompany the Student’s Book reading activities, the Workbook includes a Reading: comprehension activity and a Reading: thinking about the text activity. The Workbook comprehension activity is at a lower level, so can be used for extra support or even to replace the Student’s Book comprehension activity if you find it too demanding for your students. The Workbook thinking about the text activity focuses on higher-level thinking skills such as implied meaning, critical analysis and application, so can be used to challenge more able students.

Also available on the free resource tab, at www.collins.co.uk/ are 32 supplementary worksheets – two worksheets to accompany each unit. The notes at the end of each unit outline the purpose of each worksheet: remedial grammar, general support, additional practice or extension (usually reading or writing).

•

Each unit ends with a Project, which builds on the work in the unit. Projects are very valuable in increasing motivation and collaboration between students. They also integrate various skills and allow for more independent learning. Projects are suitable for students of every level, as those with different abilities and interests can do different tasks as part of the whole project. However, projects can take up a lot of class time, so you may have to be selective in which ones you use.

•

Each unit also includes a Focus section. These widen the range of topics and associated vocabulary covered within the units. There are three types of Focus section: o Focus on … [a curriculum subject] These sections typically have texts suitable for teaching other (non-language) curriculum subjects, with activities that focus on the vocabulary and features of those texts, to enable both content and language integrated learning. o Focus on Literature. These sections introduce students to some elements of literature in the same way as might be experienced by students of English as a First Language. They also give some extensive reading practice of fiction. o Focus on the World. These sections use longer texts to explore interesting aspects of world culture.

The aim is to broaden the horizons of students and to encourage a love of reading and learning about the world.

Course aims The course has been written for students following the Cambridge Lower Secondary English as a Second Language curriculum.

•

All the learning objectives specified in the curriculum are covered. The teaching notes for each activity specify the learning objective reference number.

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•

The full three-year course is designed to take students to or beyond the required level for the Cambridge Lower Secondary English as a Second Language Examination. At the end of each level of the course, they will also be ready to take the Cambridge Lower Secondary Progression test for that stage. Some practice in the activity types used in the Cambridge test and examination is provided as part of the course material.

•

The course aims to prepare students, by the end of the three years, to be ready to move on to the Cambridge IGCSE® English as a Second Language course.

•

As a second language course, the focus is on language for communication – for study and for life outside of the classroom. Many of the topics covered have relevance to other school curriculum topics and introduce vocabulary relevant to those subjects (this is supported by the work on the Focus on … [a curriculum subject] – see above).

Methodology •

Each unit explores one topic through a range of communicative, skills-based activities.

•

The skills of critical-thinking and reflection are encouraged through the varied activities and questions.

Students are challenged to think not only about what they have learned but also about how they have learned it. Questions are asked to encourage them to think about how to improve their writing and to help them learn lessons about project work for application in the next project. At the end of each unit, there is a checklist of Can do … statements and questions in the Workbook for students to reflect on their progress. Reflection also plays a key part in the work of the Review sections (see below). The overall intention is to help students not only learn more language but also to become better language learners.

•

English grammar is taught using an inductive approach, often called Discovery Grammar. Rather than presenting grammar rules for students to learn and then practise, this approach presents examples of the grammar in use, and asks students questions to guide them to work out the rules for themselves.

Having made this ‘discovery’, students are more likely to remember the grammar and be able to apply it.

More traditional grammar practice is also provided in the Workbook (and also in some of the supplementary Worksheets) for follow-up work. There is also a Focus on Grammar reference section at the back of the Workbook, which summarises the main grammar points covered at each level.

•

The teaching notes encourage you to use formative assessment. You are reminded to observe and assess groups and individuals as they work, so that you can give them regular feedback. Feedback should indicate what is good about a piece of work, as well as how it can be improved. This assessment should help to inform what you teach next, and what individual students need to focus on.

•

Regular reviewing and recycling of material is essential to help students retain knowledge and to apply it effectively and confidently. In all levels of this course there are short Review sections after every two units, and two longer Mid-year and End-of-year reviews (with support in the Workbook).

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7

Food

Overview

Resources

This unit looks at the topic of food. Students read a text about eating sushi and listen to an extract from an internet show about food and restaurants. They speak and write about food and restaurants, which is preparation for the final project in which they have to present their favourite places to eat. In the Focus section, they read about food in art.

• • • • •

Student’s Book: pp.73–82 Workbook: pp.35–39 Audio track: 7 Worksheets: 7A & 7B Reference material (print or digital): dictionaries

Unit outcomes By the end of this unit, students will be able to: • • • • • •

•

identify the main points in an information text and the attitude of the writer use a variety of conjunctions and intensifying adjectives understand the main points in an internet show and identify specific information use a wide range of time adjectives with the present perfect tense use a range of adjectives to describe food talk about food and restaurants using appropriate register read and understand an extended non-fiction text about food and art.

Looking forward

Student’s Book p.73

Introduce the topic of the unit. Look through the Looking forward page with the students to prepare them for what they are going to study.

Sushi Differentiated learning outcomes: reading activity Lower: All students must be able to show understanding of the main points by answering the True / False questions in the Workbook.

Mid: Most students should be able to identify the source of the text, identify the attitude of the author and be able to answer the questions in the Student’s Book.

High: Some students could also give a personal response to the information in the text.

Reading: eating sushi

[9S2, 9Rd1, 9Rg2/4, 9Rm1]

Student’s Book pp.74–75

1. Direct students to the text and pictures so they can see what sushi looks like and give them a minute or so to discuss the questions with a partner. Take feedback from the class and find out who has and has not eaten sushi and who likes it.

2. Give students some time to read through the text the first time and answer the question. Take feedback from the class and ask students to explain their answers.

3. Ask students what makes the tone of the article friendly and informal (addressing the reader as ‘you’, straightforward, spoken language, asking direct questions, ‘What do you think? Is sushi for you?’)

4. Give the students time to read the text in greater deal and find the answers to the questions. Encourage them to compare their ideas with a partner.

5. Give the class a minute or two to think of ideas for possible headings for each of the paragraphs. Elicit ideas from the group and write them on the board. As a class, decide which is the best.

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Support: G Give slower readers addiitional readin ng time to fam miliarise them mselves withh the overall structure s and format of the text. They T could be e asked to d o Reading: comprehensi c ion in the Woorkbook (which will support them in understtanding the details d of the text) instead d of or before e Activity 4.

Extension n: These stud dents should d do the Rea ding: thinking g about the text t activity inn the Workbo ook, which involves gettting an overrview of all th hat they have e learned abo out sushi and d giving theirr opinions.

Answers

2c 3b 4 1 in Assia, Africa, the Middle Easst, Europe annd the Americas 2 beca ause it has a fishy smell and a a slimy fe eeling 3 light and rather sweet 4 wasa abi 5 snaccks and rice dishes d 6 beca ause a piece of sushi is not very big / because it might m fall apa art if you eat iit in bites

5 Possibble answers: Fish an nd rice Sushi rrestaurants Eating sushi

Vocabulary: sus shi

Work kbook p.35

Answers 2 rice 3 fiish 4 raw 5 slimy 6 so oy sauce 7 ginger 8 wa asabi 9 spic cy 10 chopsticks 11 seaweed f

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Reading g: comprrehensio on

[SUPPO ORT] [9Rm m1]

Work kbook p.35

Answers 1 False 2 Doesn’t sayy 3 False 4 True 5 Fa alse 6 True

Reading g: thinkin ng aboutt the textt

[EXTENS SION] [9Rd d3]

This activityy involves refflecting on th he text and d educing mea aning.

70

Work kbook p.36

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Possible answers 1 Because the fish is raw and some people think it feels slimy. People who don’t like spicy food won’t like the wasabi paste and ginger.

2 The ingredients for sushi are very fresh, which is good for you.

Vocabulary: words in context

[9Rd3, 9Rd4]

Student’s Book p.75

1. Apart from focusing on new vocabulary, this activity helps student develop their reasoning and deductive skills. Remind them to focus on the words they do know to help them deduce the meaning of new words.

2. Encourage students to try to write the definition by themselves, without using a dictionary. Take feedback from the class and write their ideas on the board. Then ask the class to find the dictionary definition (you could have a race to see who can find it first). Elicit what the differences are.

3. Ask students to complete the sentences with the words from Activity 1 and check answers with the class.

Answers

1 a selection b variety c portion d experience e slimy f raw g dip 2 traditional: describing the behaviour of a group of people or society that has continued for a long time without changing

3 1 dip

2 experience 3 portions 4 raw 5 variety / selection 6 slimy 7 traditional 8 selection / variety

Vocabulary: words in context

Workbook p.36

Answers 1 experience 2 traditional 3 portions 4 variety 5 selection 6 dip Remember to give feedback to the class as well as individual students about their progress with the reading and vocabulary work.

Use of English: conjunctions

[9Ut8]

Student’s Book p.76

1. Direct students to the sentences and questions and elicit what the two structures are and what they mean. If appropriate, ask students if they can think of similar expressions in their own language.

2. Focus the students on how these two different structures are formed. Elicit and confirm the language patterns for each. Explain that not only … but also … and neither … nor … are emphatic structures that can be used in speech and writing to make a statement stronger and increase its impact. For more work on neither and either, see Worksheet 7A. 3. Ask students to look in the text for other examples of these structures. Elicit them from the class and write them on the board.

4. Have students transform the example sentences from Activity 2 into less emphatic versions using and and not … or.

5. Finally, ask students to work in pairs to generate their own examples. You could put the following prompts on the board: •

two good / bad things about a restaurant in your city

•

two good / bad things about yourself

•

two nice things you did for someone recently

•

two things you didn’t do when you were having a bad day

•

two things you have done this week that were healthy for you

•

two unhealthy things that you are proud that you haven’t done this week

Give students a few minutes to discuss in pairs, then elicit examples from the class.

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Answers

1 1 b and c 2 a and d 2 1 a and c 2 b and d 3 These days, we not only find it in Asia but also in Africa, the Middle East, Europe and the Americas.

Some people love sushi, but for others, neither the fishy smell nor the slimy feeling is enjoyable.

It will not only have a selection of sushi but will also offer snacks and rice dishes.

In some very traditional Japanese sushi restaurants, you’ll neither find other dishes nor be given a menu. a 4 The food here isn’t / is not cheap or tasty. b I like both raw and cooked fish. / I like raw fish and love cooked fish. c The food is both delicious and fresh. / The food is delicious and fresh. d I don’t / do not know how to cook or want to learn.

Use of English: neither … nor and not only ... but also …

[9Ut8]

Workbook p.36

Answers 2 Unfortunately, the soup was neither very tasty nor very warm.

3 She not only plays the piano really well, but she’s also a great cook.

4 He neither said hello when we came in nor asked if we wanted a table.

Use of English: rather

[9Ug2]

Student’s Book p.76

1. Read the sentences with rather with the class and explain that it can be used in two different ways.

Focus students on the task and give them some time to work out what the two different structures are.

Elicit answers from the class.

2. Look at the question with the class and elicit or explain that rather has the meaning of ‘quite’ or ‘fairly’.

Using rather in front of an adjective limits its impact and makes it weaker; using very would have the opposite effect and make the adjective stronger. (NB: in fact we can only say rather a small portion or quite a small portion; ‘fairly’ cannot be used in the same way. We would have to say, a fairly small portion.) For more work on adverbs of degree, see Worksheet 7A. 3. Put students into pairs or groups to talk about their favourite restaurant: what is good about it and why do they like it? Explain that they have to use rather to modify everything they say. Give an example to start them off: e.g. My favourite restaurant is a rather old-fashioned Italian restaurant near my house. It’s in a basement and inside it’s rather dark … etc.

Answers

1 1 adjective

2 noun 3 after

Use of English: rather

2 a and c [9Ug2]

Workbook p.37

Answers 2 rather expensive 3 rather a long 4 rather annoyed 5 rather a rude man 6 rather cold 7 rather disappointed

Eating out Differentiated learning outcomes: listening activity Lower: All students must be able to extract enough key information to answer the multiple choice questions with some support (see support below) after listening to the track several times.

Mid: Most students should be able to extract most of the key information and answer the multiple choice questions after listening to the audio track twice.

High: Some students could extract all the information after listening to the audio track only once.

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Listening: setting the scene

[9S2]

Student’s Book p.77

Give students a minute or two to talk about their favourite restaurants and places to eat out, in pairs or small groups. Take feedback from the class and have a short discussion about what kind of food and in what kind of places the group likes eating.

Listening: favourite restaurants

[9Ld1, 9Lm1]

Student’s Book p.77

1. Tell students they are going to hear an extract from an internet show about food and eating. Direct them to the multiple choice questions and give them some time to read them through quickly. Ask if there are any questions about vocabulary and elicit or explain dish (food put together or prepared in a certain way, e.g. fish and chips is a typical English dish). Play audio track 7 for students to listen and choose the correct option.

2. Read through the time expressions with the class and check their meaning. Then play audio track 7 again for students to listen and tick the expressions they hear. Check answers with the class and ask what verb tense students think most of these expressions would be used with.

Support: Pause at suitable moments after key information has been given to allow students time to think about what they have heard. Play the audio track more than once.

Extension: Ask fast finishers to provide a written summary of what each speaker’s favourite restaurant is and why.

Answers

11a 2a 3b 4c 2 in the past last week

yet loads of times never for ages for a long time in a while recently

Audio track 7 Mei-ling:

Hello, everyone! It’s time for Foodie Friday.

Alex:

That’s right.

Mei-ling:

I’m Mei-ling.

Alex:

And I’m Alex. Hello!

Mei-ling:

Now, we’ve talked about some of our favourite foods in the past and how to cook them.

Alex:

That’s right. And we made rather a delicious chicken curry last week.

Mei-ling:

Yes, it was great. Now, today we’re going to talk about restaurants in our wonderful city.

First, some of our favourite ones.

Alex:

Oh … tasty. Let’s start.

Mei-ling:

OK. My favourite is Nam Nam Noodle Heaven!

Alex:

I know the place but I haven’t tried it yet. Should I?

Mei-ling:

Absolutely! I’ve been there loads of times and I’ve never been disappointed.

Alex:

Oh, tell us more.

Mei-ling:

Well, they’ve got rather a large selection of rice and noodle dishes, with the spicy noodles being their best. But watch out! Maybe you’ve tried spicy noodles in the past, but you haven’t tried anything as spicy as these. Whoa! Luckily, I love spicy food and I recommend my favourite, the spicy chicken and cabbage noodles, with a nice glass of watermelon juice to wash it down.

Alex:

Mmm … Yummy, yummy. Thanks, Mei!

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Mei-ling:

My pleasure. Now over to you Alex.

Alex:

Great! My favourite restaurant is the Pizza Palace. Do you know that place?

Mei-ling:

Yes, I do, but I haven’t been there for ages. That place has been around for a long time!

Alex:

It certainly has. But if you haven’t been there in a while, you need to go back as they’ve recently repainted and done it up.

Mei-ling:

Oh, nice …

Alex:

Yes, it’s rather a cool place to sit with friends and have a great big pizza pie, as they say in Italy. My favourite is the thin crust vegetarian pizza with mushrooms, onions and olives. Very tasty and not at all expensive.

Mei-ling:

Oh, I can’t wait to get back there. Next, we’re going to [fade]

Remember to give feedback to the class as well as individual students about their progress with the listening work.

Use of English: present perfect with time expressions [9Uf3]

Student’s Book p.77

1. Focus students on the sentences and elicit answers to the questions and go through when we use the present perfect tense, as opposed to the past tense.

2. Give students a few minutes to discuss the questions in pairs and groups, then take feedback from the class and elicit examples from individual students of interesting things they have learned about what their partner has just done / seen / read, etc.

Answers

1 a positive – have / has + past participle negative – have / has + not + past participle b yet, for ages, in a while

Use of English: present perfect with time expressions [9Uf3]

Workbook pp.37–38

Answers

12f 3b 4e 5c 6a 2 2 I haven’t eaten chicken recently.

3 They haven’t done any cooking for ages.

4 I’m sure I’ve drunk watermelon juice in the past.

5 I haven’t seen olives like these in the market for a while.

6 It’s the most delicious curry I’ve eaten in my life.

Writing: the most delicious food

[9Wa1, 9Wa2, 9Wa3]

Student’s Book pp.78–79

Differentiated learning outcomes: writing activity Lower: All students must be able to write short sentences about the main points, with support.

Mid: Most students should be able to complete all sections of the task, covering the main points with moderate grammatical accuracy.

High: Some students could complete the task with good grammatical accuracy, and be able to assist other students who need support.

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1.

Encourage students to try to work out the meaning of the words for describing tastes on their own and to check their answers in a dictionary.

2. Elicit from the students what the different food items are. Then put students into pairs and set them a time limit to think of a sentence to describe the food in each picture, using adjectives from Activity 1 above, so that it sounds as appetising as possible. When time is up, elicit examples from the class and write them on the board.

3. Focus students on the photo and text and give them a few minutes to read the text and answer the questions, working individually or in pairs. Establish what dumplings are (they are shown in the picture).

4. Give students some time to think about the topic and make some notes to prepare. Tell them that they should try to think of one or two sentences to say in response to each of the questions.

5. Ask students to work in groups and take turns to tell each other about their favourite foods in as much detail as possible. Monitor and help with ideas and vocabulary.

6. The writing stage could be set as homework or done in class. If you decide on the latter, ask students to bring their text with them to the next lesson, when they should exchange their texts with a partner. Direct them to the My learning box and ask them to try to make TWO suggestions as to how their partner could improve their writing.

Support: Encourage students who need support to produce a detailed outline of their text before they draft it. Help with ideas and vocabulary while they are doing this. You could only ask them for one sentence instead of two for each of the points in the outline in Activity 4.

Extension: Ask more able students to produce at least two sentences for each of the points in the outline in Activity 4. Ask them to add more background detail about the dish, how it is made, where it comes from, etc.

Answers

1 1 a bitter: when food is bitter, it usually has a strong, often unpleasant taste

b sour: when food is sour, it usually has a sharp, sometimes unpleasant taste, not sweet c creamy: when a sauce is creamy, it is thick and smooth d crispy: when food is crispy, it is hard but easy to bite through e spicy: when food is spicy, it has a strong flavour of spice f sweet: when food is sweet, it has the taste of sugar g salty: when food is salty, it has the taste of salt h juicy: when food is juicy, it has lots of juice in it i fresh: when food is fresh, it has just come out of the earth or the sea or has just been cooked

2 Possible answers: a bitter – black tea, broccoli b sour – lime, lemons, pickles c creamy – pudding, porridge d crispy – chips, biscuits, crisps e spicy – chicken wings, curry (accept answers from the region) f sweet – sweets, ice cream, candy bar, cakes and biscuits, mango g salty – crisps, chips, salted meat and fish h juicy – mango, orange, tomato, grapefruit, fruit from region i fresh – vegetables, fruit

2 Possible answers:

A onion rings: crispy, oily, chewy B strawberries: fresh, sweet, juicy C dark chocolate: bitter, sweet D mango: juicy, sweet, fresh E broccoli: bitter, fresh F pizza: spicy, oily, crispy, fresh, chewy

3 1 vegetable dumplings

2 at a Chinese New Year dinner in Beijing when he was six 3 amazing, soft, warm, fresh, salty 4 He means that the dumplings were so good that it was possible it was not real, as if he was tasting them in a dream.

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Vocabulary: adjectives for describing food

Workbook p.38

This activity revises adjectives for describing food and could be set as consolidation work before students attempt their own piece of writing or as revision.

Answers 2 juicy 3 sweet 4 salty 5 spicy 6 sour 7 crispy 8 creamy Remember to give feedback to the class as well as individual students on their progress with written work.

Vocabulary: food and cooking

Workbook p.39

This activity revises vocabulary from the whole unit. It could be set for fast finishers in class or, more generally, for homework to revise the unit topic.

Answers Across: 2 orange 5 delicious 8 rice 10 restaurant 11 vegetarian Down: 1 noodle 3 curry 4 olives 6 cabbage 7 dumpling 9 sauce

Speaking: out for dinner

[9S1, 9S2]

Student’s Book p.79

Differentiated learning outcomes: speaking activity Lower: All students must be able to identify different levels of formality in the texts, help prepare a dialogue and participate in the role play.

Mid: Most students should take a full part in the writing of a dialogue and participate actively in the conversations using appropriate levels of formality.

High: Some students could create and hold more complex conversations with clearly differentiated levels of formality.

1. Ask students to work in pairs and read the two dialogues aloud. Elicit which dialogue they think is formal and which informal and why. Check their understanding of vocabulary.

2. Explain that students are now going to compose their own formal and informal dinner party dialogues.

With the class, brainstorm a list of possible things that you might talk about if you were a guest having dinner at someone’s house. Write the ideas on the board. Put students into pairs and ask them to prepare a list of topics for another pair to write dialogues about.

3. The pairs exchange their lists and prepare dialogues of four to six lines for a formal and an informal situation. Monitor and help with ideas and vocabulary.

4. When students are ready, put them into small groups. Pairs of students take turns to act out their dialogues in front of their group. The other students in the group should be able to say which dialogue is formal and which is informal and give examples of language to support this.

Support: Work with students who need more support preparing the dialogues.

Extension: Encourage more confident students to develop longer, more sophisticated conversations and to make the difference in register as clear as possible.

Answers

1 Dialogue 2 is formal because the language is very polite, there are no contractions, it has longer sentences, formal conjunctions and a serious tone.

Dialogue 1 is friendly and dialogue 2 is polite and serious.

Dialogue 1 has more contractions.

Dialogue 1 has short sentences and 2 has longer sentences.

Dialogue 1 does not use formal conjunctions like however.

Remember to give feedback to the class as well as individual students about their progress with speaking.

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Focus on Art Differentiated learning outcomes: focus on Art Lower: All students must be able to understand the main points of the text and learn to use some subject-related vocabulary.

Mid: Most students should also be able to develop their subject-related vocabulary, and use it in discussions.

High: Some students could also write some opinions with supporting reasons related to the topic.

The wonderful world of food art

[9Rd1, 9Rm1, 9Rg3]

Student’s Book pp.80–81

1. Tell the students they are going to read about food in art. Focus them on the pictures and ask them to describe what they can see. Elicit what types of food they think each artist has used to make their food art. They then read the text quickly to check their predictions.

2. Read the first set of Over to you questions with the class or give students some time to read them individually; then ask the class to read the text silently and find the answers. Repeat for the second half of the text and check the meaning of dough (mixture of flour and water that you make bread from).

3. Focus students on the discussion questions and give them a few minutes to discuss the questions in pairs before taking feedback and opening the discussion up to the class.

Support: These students can focus on each part of the text and the relevant Over to you questions in turn.

Check their understanding of the text and their answers to each set of questions before they move on.

Extension: Allow higher-level students more autonomy to read the text and work on the questions at their own pace.

Answers

1 artist 1, Jason Mecier: sweets and meat; artist 2, Julia Wimmerlin: vegetables, pasta, chocolate;

artist 3, Prudence Emma Staite – chocolate, pizza dough; artist 4, Takaya Kiyota – rice and seaweed (rolled sushi)

2 1 creating large portraits of celebrities using food, rubbish and other found objects

2 his grandmother 3 international marketing (work to encourage people around the world to buy things) 4 she doesn’t like cooking and doesn’t use recipes 5 a portrait of herself 6 so that people could enjoy, touch, smell and bite her art 7 Tama-chan 8 More than 200

Project Differentiated learning outcomes: project Lower: All students must be able to participate actively in the pair work, offer some ideas and suggestions and take some responsibility for presenting to the class.

Mid: Most students should be able to work successfully in a pair, to contribute ideas and take an active role in presenting to the class.

High: Some of these students could take a leading role in developing and organising the ideas and presenting to the class.

Project: favourite places to eat

[9S1, 9S2, 9Ut1]

Student’s Book p.82

1. Go through the task with the class and put the students into pairs to describe their favourite restaurants to each other, following the criteria given.

2. Tell students they are going to listen again to the internet show they heard earlier about places to eat.

Play audio track 7 for them to listen and answer the questions.

3. Students use the grid to help them choose and prepare the information about the two restaurants they are going to present. Encourage them to use adjectives for describing food that they have learned from the unit.

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4. Ask students to practise presenting their programme in a fun, informal way.

5. Pairs take turns to present their programme to the class. The other students should listen and ask questions. At the end, put students in groups to discuss the questions. You could take a class vote on which was the best and most interesting programme.

Support: Pair these students with a higher-level partner so that they can get support from one of their peers.

Extension: These students should take responsibility for supporting their partners. Stress that evaluation will be based on the work of the pair, rather than the work of individual students.

Answers

2 a an informal conversation

b They introduce themselves informally c The whole programme is like a conversation. They pass the conversation between them. Listeners to the programme will feel as if they are listening to a conversation between friends. The presenters want their show to be friendly and fun and they want the audience to know they are enjoying what they are doing.

Ask the question in the My learning box, and have a brief discussion about what students have learned from doing the project. Remember to give feedback to the class as well as individual students about their progress with the project work.

Check your progress

Workbook p.39

Follow the usual procedure for these sections (see page 17).

Worksheet 7

Food

7A: Neither, either and adverbs of degree

[9Ug2, 9Ut8]

Possible answers 1 2 You can either finish the work now or get up early in the morning. 3 Either go to bed earlier or get up later if you want to feel less tired.

4 You can either sing a song or tell a story. 5 We neither know where the house is nor how to get there. 6 Neither my brother nor my sister remembered my birthday.

2 Make stronger: extremely, very, really, terribly, incredibly Limit: rather, quite, a bit, fairly 32f 3d 4a 5c 6e

7B: Fast food

[EXTENSION] [9Rm1]

This worksheet offers students some reading practice on a topical subject related to the theme of the unit and recycles some of the vocabulary.

Answers 1B 21c 2d 3a 4b 3 1 False – People of all ages like them. 2 False – It makes you feel happy for a short time. 3 True 4 False – Eating in fast food restaurants is more expensive than eating at home. 5 True 6 True

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