4 Extraordinary behaviour vocabulary/ developing vocabulary
Personality Noun suffixes
p38, 41
reading p39 Grammar in context p40–41, 42–43
Listening p42
Reading for global and specific information What makes a genius?
A description
p46–47
Study skills p73
Exam success p76
Grammar: making comparisons, articles, so, such, too, enough Vocabulary: personality, noun suffixes Vocabulary – Vocabulary records Writing – Checking for mistakes Use of English – Word-formation cloze activities Speaking – Giving presentations
D 4 Individually, students choose the adjective that describes
them best from each pair of adjectives in 3. Remind them that they can qualify their answers with very, quite or a little bit.
Personality
D 5
Warmer In pairs, students discuss the meaning of the unit title Extraordinary behaviour and what they think the unit is going to be about. Elicit ideas from around the class and ask students to defi ne good and bad behaviour and make a list of associated words, e.g. polite, thoughtful, kind, caring, welcoming/aggressive, antisocial, threatening, unacceptable, undesirable, violent. Point out to students that behaviour is usually an uncountable noun, so it is rarely used in the plural: ✗ The media often encourage violence and aggressive behaviours. ✓ The media often encourage violence and aggressive behaviour. 1 In pairs, students note down the opposites of the words. polite – impolite/rude quiet – noisy serious – fun-loving tidy – untidy/messy
2 Students read the description of hasan’s personality and decide if they would like him or not. Elicit answers and reasons why or why not from diff erent students around the class. 3 Students match the words in bold in the text with their opposites. Key big-headed – modest easy-going – nervous fl exible – stubborn immature – mature narrow-minded – broad-minded
developing writing Language reference and revision
Listening for general and specific information Animal intelligence
Key clever – dumb/stupid friendly – unfriendly hard-working – lazy patient – impatient
Presentations 1
p44–45
Comparative and superlative adjectives and adverbs Other ways of making comparisons Articles So, such, too, enough
Vocabulary p38
developing speaking p44
outgoing – reserved self-confi dent – insecure slow – gifted tactless – tactful
In pairs, students take turns to tell each other the adjectives they chose to see if their partner agrees with them. SPEAKING
6 Students decide which adjective in each pair has a positive (+) meaning and which has a negative (-) meaning. Provide dictionaries if necessary. Key 1 ambitious +/pushy - 2 self-confi dent +/arrogant - 3 bossy -/assertive +
4 frank +/brusque 5 tight-fi sted -/frugal +
Study skills Students read about ways to record vocabulary. Elicit other ideas students may have and ask them to turn to page 73 (Vocabulary – Vocabulary records) for more ideas.
TEAchEr dEvELoPmENT: STudENT TrAINING
vocabulary records Encourage your students to keep good personal vocabulary records. A good range of vocabulary allows students to communicate clearly and enriches both their spoken and written language. Vocabulary is also important in exam situations. When you write a new word on the board, always consider what extra useful information you could include, e.g. a short example to show meaning and usage, other related words (derivatives, words with similar meaning, opposites, collocations or an idiom based on the word), phonemic script, etc. This approach helps students record and learn new words and expand their awareness of language systems. Recycle vocabulary on a continuous basis and ask students to use new words in their own writing.
36 0463127 Flying High TB6.indb 36
24/04/2013 18:34