Middle School ENGLISH NET. Teacher s Book. Güler ŞİLİT

Middle School ENGLISH NET 6 Teacher s Book Güler ŞİLİT Talim ve Terbiye Kurulu Başkanlığının 25.06.2014 tarih ve 2622588 sayılı yazıları (30.05.2014 tarih ve 39 sayılı kurul kararı) ile 2014-2015 öğretim yılından itibaren 5 (beş) yıl süreyle ders kitabı olarak kabul edilmiştir. 1

Bu ki ta bın her hak kı sak lı dır ve EVRENSEL İLETİŞİM YAYINLARI LTD. ŞTİ. ne ait tir. Ki ta bın metin, şekil, soru ve resimleri hiçbir şekilde izin alınmaksızın yayımlanamaz; fotokopi, teksir, film vb. şekilde basılamaz ve çoğaltılamaz. ISBN 978-605-5247-34-8 Editör Ela KARAPINAR Görsel Tasarımcı Şahin CEYLAN Ölçme Değerlendirme Uzmanı Şeker ÇELİKER Dil Uzmanı Gülay KURT Program Geliştirme Uzmanı Ali GÜNEŞ Rehberlik Gelişim Uzmanı Gülten KUTLUTÜRK Baskı Cem Veb Ofset ANKARA 2015 EVRENSEL İLETİŞİM YAYINLARI Yeni Ziraat Mah. 655. Sok. Nu.: 15/A Altındağ - ANKARA tel.: 0312. 384 65 00 belgeç : 0312. 384 61 00 2

İstiklâl Marşı Korkma, sönmez bu şafaklarda yüzen al sancak; Sönmeden yurdumun üstünde tüten en son ocak. O benim milletimin yıldızıdır, parlayacak; O benimdir, o benim milletimindir ancak. Çatma, kurban olayım, çehreni ey nazlı hilâl! Kahraman ırkıma bir gül! Ne bu şiddet, bu celâl? Sana olmaz dökülen kanlarımız sonra helâl... Hakkıdır, Hakk a tapan, milletimin istiklâl! Ben ezelden beridir hür yaşadım, hür yaşarım. Hangi çılgın bana zincir vuracakmış? Şaşarım! Kükremiş sel gibiyim, bendimi çiğner, aşarım. Yırtarım dağları, enginlere sığmam, taşarım. Garbın âfâkını sarmışsa çelik zırhlı duvar, Benim iman dolu göğsüm gibi serhaddim var. Ulusun, korkma! Nasıl böyle bir imanı boğar, Medeniyet! dediğin tek dişi kalmış canavar? Arkadaş! Yurduma alçakları uğratma, sakın. Siper et gövdeni, dursun bu hayâsızca akın. Doğacaktır sana va dettiği günler Hakk ın... Kim bilir, belki yarın, belki yarından da yakın. Bastığın yerleri toprak! diyerek geçme, tanı: Düşün altındaki binlerce kefensiz yatanı. Sen şehit oğlusun, incitme, yazıktır, atanı: Verme, dünyaları alsan da, bu cennet vatanı. Kim bu cennet vatanın uğruna olmaz ki fedâ? Şühedâ fışkıracak toprağı sıksan, şühedâ! Cânı, cânânı, bütün varımı alsın da Huda, Etmesin tek vatanımdan beni dünyada cüdâ. Ruhumun senden, İlâhi, şudur ancak emeli: Değmesin mabedimin göğsüne nâmahrem eli. Bu ezanlar-ki şahadetleri dinin temeli- Ebedî yurdumun üstünde benim inlemeli. O zaman vecd ile bin secde eder-varsa-taşım, Her cerîhamdan, İlâhi boşanıp kanlı yaşım, Fışkırır ruh-ı mücerred gibi yerden na şım; O zaman yükselerek arşa değer belki başım. Dalgalan sen de şafaklar gibi ey şanlı hilâl! Olsun artık dökülen kanlarımın hepsi helâl. Ebediyen sana yok, ırkıma yok izmihlâl: Hakkıdır, hür yaşamış, bayrağımın hürriyet; Hakkıdır, Hakk a tapan, milletimin istiklâl! Mehmet Âkif ERSOY 3

GENÇLİĞE HİTABE Ey Türk gençliği! Birinci vazifen, Türk istiklâlini, Türk Cumhuriyetini, ilelebet muhafaza ve müdafaa etmektir. Mevcudiyetinin ve istikbalinin yegâne temeli budur. Bu temel, senin en kıymetli hazinendir. İstikbalde dahi, seni bu hazineden mahrum etmek isteyecek dâhilî ve hâricî bedhahların olacaktır. Bir gün, istiklâl ve cumhuriyeti müdafaa mecburiyetine düşersen, vazifeye atılmak için, içinde bulunacağın vaziyetin imkân ve şeraitini düşünmeyeceksin! Bu imkân ve şerait, çok namüsait bir mahiyette tezahür edebilir. İstiklâl ve cumhuriyetine kastedecek düşmanlar, bütün dünyada emsali görülmemiş bir galibiyetin mümessili olabilirler. Cebren ve hile ile aziz vatanın bütün kaleleri zapt edilmiş, bütün tersanelerine girilmiş, bütün orduları dağıtılmış ve memleketin her köşesi bilfiil işgal edilmiş olabilir. Bütün bu şeraitten daha elîm ve daha vahim olmak üzere, memleketin dâhilinde iktidara sahip olanlar gaflet ve dalâlet ve hattâ hıyanet içinde bulunabilirler. Hattâ bu iktidar sahipleri şahsî menfaatlerini, müstevlîlerin siyasî emelleriyle tevhit edebilirler. Millet, fakr u zaruret içinde harap ve bîtap düşmüş olabilir. Ey Türk istikbalinin evlâdı! İşte, bu ahval ve şerait içinde dahi vazifen, Türk istiklâl ve cumhuriyetini kurtarmaktır. Muhtaç olduğun kudret, damarlarındaki asil kanda mevcuttur. Mustafa Kemal ATATÜRK 4

MUSTAFA KEMAL ATATÜRK 5

TABLE OF CONTENTS Course Introduction... 10 Unit Functions Listening Unit 1 After School Describing what people do regularly Making simple inquiries Telling the time, days and dates Students will be able to recognize phrases, words and expressions related to actions people do regularly. Workbook Activities Unit 2 Yummy Breakfast Accepting and refusing Describing what people do regularly Expressing likes and dislikes Making simple inquiries Students will be able to identify the names of different food items when listening to a conversation. Workbook Activities Unit 3 A Day in my City Describing places Describing what people are doing now Making comparisons Making simple inquiries Students will be able to identify expressions and phrases related to present events. Students will be able to pick up the expressions used while comparing things in a dialogue. Workbook Activities Unit 4 Weather and Emotions Describing places Describing the weather Expressing feelings Making simple inquiries Students will be able to pick up the essential information in short recorded passages about weather conditions. Workbook Activities Unit 5 At the Fair Describing places Expressing feelings Expressing likes and dislikes Making comparisons Stating personal opinions Students will be able to recognize the words related to the expression of emotions/feelings. 6 Workbook Activities

Speaking Reading Assessment Page Spoken Interaction Students will be able to ask what other people do regularly and respond to questions about the actions they do regularly. Spoken Production Students will be able to use a series of phrases and simple expressions to express their regular actions. Students will be able to tell the time and days. Students will be able to read short, simple texts such as personal narratives about what people do regularly. Project Students prepare a poster showing what their favourite singer/actor/sports figure does after work. Can - do - statements list 13 24 Spoken Interaction Students will be able to ask people about their food preferences at breakfast. Spoken Production Students will be able to express their opinions about the food they like and don t like. Students will be able to understand short, simple written texts about predictable, everyday matters such as food and personal opinions. Students will be able to read the label of a food product. Project Students work in groups and create an imaginary creature. They decide the food that the creature likes and doesn t like. They will draw a picture of it and the food it eats and label them. Can - do - statements list 29 38 Spoken Interaction Students will be able to ask people questions about what they are doing at the moment. Students will be able to ask people to compare things. Spoken Production Students will be able to describe people doing different actions. Students will be able to make comparisons between two things. Students will be able to read visually supported, short, simple statements. Project Students take/draw a picture of their street/neighbourhood in the morning and describe what everyone is doing (they can use professions as well). Can - do - statements list 43 52 Spoken Interaction Students will be able to ask people about the weather. Spoken Production Students will be able to talk about and answer simple questions, initiate and respond to simple statements about everyday matters (i.e. weather and emotions). Students will be able to understand short, simple written texts about predictable everyday matters such as emotions and weather. Project Students prepare a weather forecast poster and compare the weather conditions in different cities. Can - do - statements list 57 66 Spoken Interaction Students will be able to ask people and express their feelings and opinions about places and things. Spoken Production Students will be able to use a series of phrases and simple expressions to express their feelings, personal opinions about places and things. Students will be able to read short information on a poster about a certain place. Students will be able to recognize phrases on signs encountered in everyday life. Project Students draw a picture of your friends at a fair and write how they feel. Can - do - statements list 71 80 7

Unit Functions Listening Unit 6 Vacation Making simple inquiries Stating personal opinions Talking about past events Students will be able to listen to and identify the holiday activities they hear. Workbook Activities Unit 7 Occupations Workbook Activities Describing what people do regularly Expressing ability and inability Making simple inquiries Naming the days Telling the time, days and dates Students will be able to recognize familiar words and simple phrases concerning people s occupations if spoken slowly and clearly. Students will be able to recognize the days of the week and dates. Unit 8 Detectives At Work Describing what people are doing now Expressing quantity Making simple inquiries Talking about locations of things Talking about past events Students will be able to listen and locate objects. Students will be able to get the main idea when people describe what people are doing at the moment. Students will be able to recognize numbers up to one million. Workbook Activities Unit 9 Saving the Planet Describing what people are doing now Giving and responding to simple instructions Making simple inquiries Making simple suggestions Telling someone what to do Students will be able identify appropriate behaviour to save energy and to protect the environment. Students will be able to understand suggestions related to the protection of the environment when articulated in clear, slow and repeated speech. Workbook Activities Unit 10 Democracy Giving and responding to simple instructions Making simple inquiries Talking about past events Talking about what people do regularly Students will be able to recognize some key features related to the concept of democracy. Workbook Activities 8

Speaking Reading Project Page Spoken Interaction Students will be able to ask and answer about what they did on their holidays. Spoken Production Students will be able to tell what they and/or somebody else did on holiday. Students will be able to describe past activities and personal experiences. Students will be able to understand short, simple sentences and expressions related to past activities. Project Students imagine that they visited another planet and prepare a poster showing what activities they did there. They present it in the class. Can - do - statements list 85 94 Spoken Interaction Students will be able to give dates and ask questions about people s occupations. Spoken Production Students will be able to use simple phrases and sentences to describe occupations. Students will be able to give the date. Students will be able to understand familiar words and very simple sentences about occupations. Project Students prepare a poster and present (some of) their relatives occupations and the dates when they started them. Can - do - statements list 99 108 Spoken Interaction Students will be able to ask people about their location. Students will be able to ask people what they are doing. Spoken Production Students will be able to describe the locations of people and things. Students will be able to use a series of phrases and simple sentences to describe present events. Students will be able to recite numbers up to one million. Students will be able to understand short, simple sentences and expressions about past activities. Project Students work in groups. They become language detectives. They take photos of English words they see around them and prepare a poster. Can - do - statements list 113 122 Spoken Interaction Students will be able to ask people questions about what they are doing and tell them what to do. Spoken Production Students will be able to tell people what to do to protect the environment. Students will be able to use simple phrases and sentences to tell people what to do. Students will be able to recognize familiar words and and very simple phrases on simple notices in the most common, everyday situations. Project Students work in groups and prepare slogans/notes/posters about saving energy at school and hang them on the walls. Can - do - statements list 127 136 Spoken Interaction Students will be able to talk about what to do when selecting their classroom president. Spoken Production Students will be able to give short descriptions of past and present events. Students will be able to talk about and answer simple questions, initiate and respond to simple statements to the concept of democracy (i.e., class elections). Students will be able to recognize words and and very simple phrases related to the concept of democracy. Project Students work together and prepare a poster illustrating what to do in the classroom to respect others rights. Can - do - statements list 141 150 Suggested Materials...154 Word List...171 References...173 9

COURSE INTRODUCTION Course Components The Student s Book It consists of 10 main units. Student s Book presents new words, structures and functions in clear, real to life and fun contexts. The three skills of language (reading, listening, and speaking) are practised in each unit. All listening parts, songs and chants are recorded on CD by native speakers of the target language. The Workbook It attempts to reinforce the skills and functions introduced in the respective units of the Student s Book through various activities. The Teacher s Book It contains practical guidance and suggestions on how to use the Student s Book and the Workbook. You can find the micropages of the Student s Book and the Workbook as well as the answers of the activities. Methodology This course is intended for young learners at the age of eleven. It has a more contemporary approach to teaching English to learners of this age. The course is based on learner centered approach, which takes students in the centre of he learning process. The principles of such theories as Neurolinguistic Programming (NLP), Multiple Intelligences (MI) and Whole Brain Learning (WBL) dominate the new language classes. The recent methodology also gives the learners the chance to use the target language to communicate in real to life contexts. It integrates four language skills (listening, reading, writing and speaking) in a meaningful and useful way. It focuses on vocabulary, spelling, pronunciation, structure and comprehension and increases student interaction and collaboration. It makes the learning process a fun and enjoyable experience for the young learners. This course teaches the target language through a cross curricular model, which facilitates learning by integrating all subjects (maths, science, music, etc.) through the use of the foreign language and allows learners to inquire and connect their previous knowledge and experience. The course has a mixed syllabus design. It makes use of the elements taken from the grammatical/structural syllabus, the situational syllabus, the topical/ theme-based syllabus, the communicative syllabus, the procedural/taskbased syllabus and the skills-based syllabus. A cyclical format has been adopted in this course where the young learners revise previous subjects in different manifestations while learning new ones. 10

The course is based on knowledge and skills the young learners have already acquired in their mother tongue. It makes use of guessing and deduction games, predictions, songs, chants and other activities students favour. Language Skills This course integrates the three main language skills; reading, listening, and speaking systematically through a variety of activities and tasks. Listening: Listening activities give students the chance to hear how natives speak the respective language. While listening they are supposed to perform such tasks as pointing, drawing, marking, colouring, responding, etc. Speaking: In this course, students develop speaking skills through songs, chants, games and fun activities gradually. Reading: Young learners read short simple texts and dialogues for general comprehension and specific details. Comprehension is checked through various spoken and written activities. Materials Student s Book, Workbook and Audio CDs are the main materials of the course. Use of real objects, visuals and audio material such as posters, pictures, flashcards, films, CDs are strongly recommended for effective and meaningful practice. Evaluation The evaluation procedures you use must be in line with the teaching methods and techniques. According to European Language Portfolio, you can have students keep a dossier, in which they file their work such as tasks, letters, postcards, etc. The Language Biography facilitates the learner s involvement in planning, reflecting upon and assessing his/her learning process and progress. It encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts. The Language Passport section provides an overview of the individual s proficiency in a foreign language at a given point in time. The overview is defined in terms of skills and the common reference levels in the Common European Framework. It records formal qualifications and describes language competencies and significant language and intercultural learning process. Other assessment tools include writing assessment, portfolio assessment, classroom assessment, self assessment, teacher observation (anecdotal records, checklists, rating scales). 11

SAMPLE RUBRIC FOR PROJECT ASSESSMENT Excellent (5) Good (4) Fair (3) Satisfactory (2) Poor (1) 1. The project has been well-planned and handed over on time. 2. The pictures/drawings are relevant to the topic. 3. A suitable title has been chosen. 4. A clear and fluent language has been used. 5. Satisfactory information on the topic has been given. 6. New words and expressions have been used correctly. 7. New words and expressions have been pronounced correctly. SAMPLE RUBRIC FOR POSTER ASSESSMENT Excellent (5) Good (4) Fair (3) Satisfactory (2) Poor (1) 1. The poster has been well-planned and handed over on time 2. The pictures/drawings/graphics are relevant to the topic. 3. The poster is well-designed, neat and attractive. 4. An attractive slogan has been used. 5. A clear and fluent language has been used. 6. New words and expressions have been used correctly. 7. New words and expressions have been pronounced correctly. 12

UNIT 1 After School Communicative Functions and Skills Functions Describing what people do regularly Making simple inquiries Telling the time, days and dates Skills Listening Students will be able to recognize phrases, words and expressions related to actions people do regularly. Spoken Interaction Students will be able to ask what other people do regularly and respond to questions about the actions they do regularly. Spoken Production Students will be able to use a series of phrases and simple expressions to express their regular actions. Students will be able to tell the time and days. Unit 1 After School 1 AFTER SCHOOL Reading Students will be able to read short, simple texts such as personal narratives about what people do regularly. Intercultural Awareness Learners will be able to identify traditional dances from other countries. Compensation Strategies Students will be able to say when they don t understand and ask for clarification. Suggested Lexis hang around, neighbourhood, have a rest, have a snack, take courses, visit, traditional, folk dance, polka, flamenco, tanoura, karate, graph, announcement, enroll, membership, judo, surf on the Net, get online Assessment Project Students prepare a poster showing what their favourite singer/actor/sports figure does after work. Dossier Students start filling in the European Language Portfolio. Students start filling in the can-do-statement lists. Suggested Materials You can ask students to make a quick search and bring some pictures /photos of folk dances from different countries or from different regions of their country. 7 Warm-up When you enter the class, greet your students and introduce yourself with your title. Give some personal information about yourself. Give a brief explanation about the aims of teaching English. Encourage students to introduce themselves. You can ask them some personal questions when necessary. Before you start with the unit, draw students attention to the pictures which give an idea about the content of the first unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 13

1 LISTENING Unit 1 After School A. Work in pairs and play the vocabulary game. Students learned talking about daily routines and leisure activities in the previous years in various units. The aim of this activity is to prepare students for the upcoming activity by recalling their memory in a fun way. Have students work in pairs. Tell them to write all the activities about daily routine and leisure activities they remember in five minutes. Then, have them count their words/phrases. Finally, ask how many words/phrases each pair has and announce the pair with the most words/phrases as the winners of the game. You can reward the winners in an appropriate way. 1 LISTENING A. Work in pairs and play the vocabulary game. You have 5 minutes. Write down the activities about daily routine and leisure time you remember. Then, count your words. The pair with the most words wins the game. Example get up, have breakfast, play soccer B. Look at the pictures below. Which activities do you do after school? Tell your friends. 1. have a rest 4. go online 2. have a snack 3. go to dance club 5. watch TV 6. take guitar courses B. Look at the pictures below. Which activities do you do after school? Tell your friends. In this activity, students are presented with the vocabulary that will come up in the listening activity. Have students work individually. Tell them to look at the pictures given and tell their friends which activities they do after school. Students answers may vary. 8 7. play soccer C. Look at the pictures on page 8 and listen to the dialogue between Mrs. Willis and Dave. Tick ( ) the activities you hear. In this activity, students are expected to recognize and tick the words and expressions related to the actions people do regularly. Before you play the recording, tell students to go back to activity B on page 8 and have a look at the pictures provided. Then, ask them to listen to the dialogue between Mrs. Willis and Dave and tick the activities they hear while listening. Play the recording once or twice 8. do karate 9. do homework and have them do the activity. Check the answers with the whole class. Track 1 1:37 Mrs. Willis: Today, I want to talk about your after-school activities. Let s start with you, Dave. First of all, what time do you get back home? Dave: Hmmm I get back home around twenty past three. Mrs. Willis: And what do you do then? Dave: I have a snack first and then I watch TV or go online. I take guitar courses from 14

Unit 1 After School C. Track 1 Look at the pictures on page 8 and listen to the dialogue between Mrs. Willis and Dave. Tick ( ) the activities you hear. D. Track 2 Listen to the recording again and circle the correct choice. 1. What time does Dave get home? a) At 2.45. b) At 3.20. 2. When does he take guitar courses? a) On Tuesdays. b) On Thursdays. 3. What does he do on Fridays? a) He plays soccer. b) He goes to his karate class. 4. Does he go online on weekdays? a) No, he doesn't. b) Yes, he does. 5. When does he do homework? a) In the afternoon. b) In the evening. 6. Can Dave plan his time well? a) Yes, he can. b) No, he can't. E. Read the sentences. Find and write the days. 1. It's the first day of school. 2. You don't go to school on these days. 3. It's in the middle of the week. 4. It is the 5 th day when you start with Sunday. 5. The weekend is close, but you must wait one more day. four until half past five on Tuesdays. On Fridays, I go to my karate class. Mrs. Willis: Karate? Dave: Yes. I do karate on Fridays. Mrs. Willis: That s interesting. Well, when do you do your homework? Dave: I do my homework and study for my school subjects after dinner. I finish all my homework before half past nine and then I go to bed. Mrs. Willis: Great! You are very good at planning your time, Dave. 2 4 5 6 8 9 D. Listen to the recording again and circle the correct choice. In this activity, students are expected to look for specific information in the recorded text. Tell students to listen to the recording again and circle the correct choice while listening. Before you play the recording again, ask students to have a look at the multiple choice questions so that they get an idea about what 9 to look for while listening. Then, play the recording again and have them circle the correct choice while listening. Check the answers with the whole class. Track 2 1:21 Track 2 is the same as Track 1. 1. b 2. a 3. b 4. b 5. a 6. a E. Read the sentences. Find and write the days. Students revise the days of the week in a fun way. You can have students do this activity either in the class or at home depending on your time. Ask students to read the sentences, find and write the days. Check the answers with the whole class. Monday Saturday and Sunday Wednesday Thursday Friday 15

2 SPEAKING A. Fill in the table with your after-school activities. This activity aims at preparing students for the upcoming speaking activity. Tell students to fill in the table given with their afterschool activities. Give them enough time to complete the activity. You don t need to check the answers here. Unit 1 After School 2 SPEAKING A. Fill in the table with your after school activities. Activity Time Day B. Work in pairs. Ask and answer questions and fill in the second table for your friend. Activity Time Day Students answers may vary. B. Work in pairs. Ask and answer questions and fill in the second table for your friend. In this activity, students practise asking what other people do regularly and responding to questions about the actions they do regularly. Have students work in pairs. Tell them to ask and answer questions and fill in the second table for their friends. To make sure your students understand what to do, you can practise the example with the whole class. Give them enough time to do the activity. You don t need to check the answers here. Students answers may vary. C. Look at your notes in the tables above. Compare your answers with your friend s and then report your after-school activities to the class. This activity is related to the previous two activities. Here, students are expected to use 10 Example C. Look at your notes in the tables above. Compare your answers with your friend s and then report your after school activities to the class. Example a series of phrases and simple expressions to express their own and their friends regular actions. Tell them to look at their notes in the tables in the previous two activities, compare their answers with their friends and then report their after-school activities to the class. Give them a few minutes to examine the tables and then have individuals report their after-school activities to the class orally. Students answers may vary. May : What time do you get home? Joe : At 3.30. What time do you get home? May : At 3.15. What do you do after school? Joe : I have a snack and I do my homework. Then, I play soccer. May : When do you play soccer? Joe : At 4.45 on Mondays and Wednesdays. I get home at 3.15, but Joe gets home at 3.30. He has a snack and does his homework. He plays soccer at 4.45 on Mondays and Wednesdays. 16

3 READING A. Make a list of your weekend activities. Unit 1 After School B. Read Clare's homework about her weekend and look at the activities in your list above. Have you got any common activities? 3 READING A. Make a list of your weekend activities. This activity aims at preparing students for the upcoming reading activity. Ask students to make a list of their weekend activities. Then, check the answers with the whole class orally. Students answers may vary. I always go to Sun Dance Club at 9 o'clock on Saturday mornings. I learn Polka with my friends. It's a traditional German dance. It's lots of fun. In the afternoons, I often go shopping with my mom. Then, I usually watch TV or go online. On Saturday evenings, I usually go to my grannies and stay there overnight. We always have a big family breakfast on Sunday mornings. I sometimes hang around with my friends in the afternoons. I never go out on Sunday evenings. But I always do my homework and go to bed early. C. Underline the words you don t know in Clare s homework. Then, ask your teacher and learn their meanings. Example Student A : What does polka mean? Teacher : It s the name of a traditional German dance. 11 B. Read Clare s homework about her weekend and look at the activities in your list above. Have you got any common activities? Here, students are presented with a short, simple text in which a girl narrates what she does regularly. Have students work individually. Tell them to read Clare s homework about her weekend and look at the activities in their lists in the previous activity and then ask them whether they have any common activities or not. Students answers may vary. C. Underline the words you don t know in Clare s homework. Then, ask your teacher and learn their meanings. Here, students are presented with a simple vocabulary exercise in which they practise saying when they don t understand and asking for clarification. Tell students to underline the words they don t know in Clare s homework and then ask you and learn their meanings. Students answers may vary. 17

D. Read Clare s homework again and make a list of the activities in the text. In this activity, students read the text for details. Have them work individually. Ask them to read Clare s homework again and make a list of the activities mentioned in the text. Give them enough time to complete their lists and then check the answers with the whole class. Unit 1 After School D. Read Clare's homework again and make a list of the activities in the text. Example go to Sun Dance Club E. Show Clare's activities on the graph. Use a different colour for each activity. always (100%) usually go shopping (with her mom) FREQUENCY often sometimes watch TV go online go to her grannies never (0%) go to S.D.C. go shopping watch TV go online ACTIVITIES go to grannies stay there have a big breakfast hang around stay at home do homework go to bed early stay there overnight have a big family breakfast hang around with (her) friends go out do homework go to bed early E. Show Clare s activities on the graph. Use a different colour for each activity. 12 F. Work in pairs. Ask and answer the questions in turns. Use: always, usually, often, sometimes, never. Example Student A : How often do you watch TV at weekends? Student B : I sometimes watch TV. How often do you... at weekends? watch TV go online go shopping visit your relatives (grandparents, uncle,...) get up late tidy your room do homework meet friends Tables, charts, graphs etc. help students group, categorize and visualize certain patterns in the target language, i.e. adverbs of frequency. Have students work individually. Ask them to show Clare s activities on the graph using a different colour for each activity. Give them enough time to complete the activity and then have pairs of students check each others graphs (peer correction). is provided on the micropage. 18 F. Work in pairs. Ask and answer the questions in turns. Use: always, usually, often, sometimes, never. In this activity, students practise asking what other people do regularly and responding to questions about the actions they do regularly. Have students work in pairs. Tell them to ask and answer the questions in turns using always, usually, often, sometimes or never in their answers. Give them enough time to do the activity and then check the answers with the whole class. Students answers may vary.

4 READING AND SPEAKING A. Answer these questions. 1. Is there a traditional dance in your area/region? 2. If yes, what is its name? Can you dance it? Unit 1 After School Polka : Germany Halay : Turkey Flamenco : Spain Tanoura : Egypt B. Read the announcement of Sun Dance Club. Then, write the countries under their dances. SUN DANCE CLUB SATURDAY Polka (09:00-10:30) Flamenco (13:30-15:00) Egypt Spain Turkey Germany Read our timetable and then call Marie Jackson on 0 8830 735 222. Morning Classes Afternoon Classes Polka, a traditional German dance Halay, a traditional Tu rkish dance Do you like dancing? Come and join us! We teach traditional dances from different countries. It's lots of fun. We teach: Flamenco, a traditional Spanish dance Ta noura, a traditional Egyptian dance SUNDAY Halay (10:00-11:30) Ta noura (14:15-15:45) C. Read the announcement again and answer these questions. This activity is related to the previous one. Here, students are expected to give their opinions about the dances taught at Sun Dance Club. Give students some time to think and then have them answer the questions given. Sample answer key 1. I d like to learn flamenco because I think it is a beautiful dance. 2. It s from 1.30 until 3 on Saturday. C. Read the announcement again and answer these questions. 1. Which dance would you like to learn? Why? 2. When is that dance course? 13 4 READING AND SPEAKING A. Answer these questions. This activity aims at preparing students for the upcoming reading activity. Give students some time to think and then have them answer the questions given. Sample answer key 1. Yes, there is. 2. Horon Yes, I can. /No, I can t. B. Read the announcement of Sun Dance Club. Then, write the countries under their dances. This activity aims at providing students with a context to identify traditional dances from other countries. Have students work either in pairs or individually. Ask them to read the announcement of Sun Dance Club and then ask them to write the countries under their dances. Give them enough time to do the activity and then check the answers with the whole class. 19

D. Work in pairs. Read your role cards, ask and answer questions and fill in the Sun Dance Club membership card. In this activity, students revise asking for and giving personal details within the context of membership application. Have students work in pairs, read their role cards, ask and answer questions and fill in the Sun Dance Club membership card. Here, one student is expected to imagine that he/she is a secretary at Sun Dance Club. He/She is expected to ask questions and fill in the membership card with his/ her partner s personal details. The other student is expected to imagine that he/she wants to enroll Sun Dance Club. He/ She is expected to answer his/her partner s questions. Students answers may vary. PROJECT Conduct a survey about your classmates favourite afterschool activities and prepare a poster. We suggest that you have students do the project at home. Tell students to conduct a survey about their classmates favourite after-school activities and prepare a poster. We suggest that you allocate a week for the project. Tell students to make a list of 10-15 after-school activities, ask their classmates favourite activities and put a cross next to the respective activity in their lists, 14 Unit 1 After School D. Work in pairs. Read your role cards, ask and answer questions and fill in the Sun Dance Club membership card. PROJECT ROLE CARD A You are a secretary at Sun Dance Club. Give information about the dances and their time. Ask questions and fill in the membership card. Name and Surname : Age : School : Address : Phone number : Dance : SUN DANCE CLUB Membership Card ROLE CARD B You want to enroll Sun Dance Club. Answer your partner's questions and become a member of Sun Dance Club. Conduct a survey about your classmates' favourite after school activities and prepare a poster. Follow these steps: Make a list of 10-15 after school activities. Ask your classmates favourite activities and put a tick ( ) next to the activity in your list. Count the ticks ( ) and find out the top five favourite activities in your class. Prepare a poster. Use suitable pictures, symbols or photos. Show your poster to your friends and make a presentation on the activities on your poster. count the crosses and find out the top five favourite activities in their class. Then, ask them to prepare a poster using suitable pictures, symbols or photos. Tell them to bring their posters to the class, show them to their friends and make a presentation on the activities on their posters. Rubrics You can prepare a rubric similar to the sample rubric given on page 20 to assess students projects. Additional Project: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students prepare a poster showing what their favourite singer/actor/sports figure does after work. Note 20

MY DOSSIER Stick your photo here. Name: Address: Date of Birth: I started to use the European Language Portfolio on: 21

In my Dossier 1.... 2.... 3.... 4.... 5.... 6.... 7.... 8.... 9.... 10.... 11.... 12.... 13.... 14.... 15.... 16.... 17.... 18.... 19.... 20.... 22

Can - do - statements List Students start filling in can-do - statements list at the end of each unit. Below you ll find a sample can - do - statements list for the first unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-do - statements lists in their dossier. Yes Not Sure No I can understand words and phrases about regular actions. I can express my regular actions. I can describe other people s regular actions. I can tell the time, days and dates. I can ask people what they do regularly. I can answer questions about my regular actions. I can read simple texts about what people do regularly. I can identify traditional dances from other countries. I can say when I don t understand and ask for clarification. Dossier Students start to fill in the European Language Portfolio. They can put their projects and any other work like diplomas and certificates, letters, photos, memories, reports, stories, pages of their diary, poems, tests or favourite homework in the dossier. Make a copy of the following pages and ask students to fill in the blanks and put them in front of their dossiers. 23

Workbook Activity 1 Look at the clocks and write the time. Students revise telling the time. You can have students do this activity either in the class or at home depending on your time. Ask students to look at the clocks and write the time. Check the answers with the whole class. 1 After School WORKBOOK Activity 1 Look at the clocks and write the time. 1. 2. 3. 1. It s seven o clock. 2. It s half past five. 3. It s twenty past seven. 4. It s a quarter to seven. 5. It s half past nine. 6. It s half past seven. 7. It s four o clock. 8. It s twenty past six. 9. It s half past three. Activity 2 Unscramble the letters and write the days of the week. Then, put them in the correct order. This is a fun and easy activity for all your students to revise the days of the week. Have students work individually. Tell them to unscramble the letters and write the days of the week. Then, ask them to put them in the correct order. Check the answers with the whole class 4. 7. Activity 2 a. DSWDEAYEN b. IRDYFA 1 d. SUNDAY 5 e. THURSDAY 7 f. SATURDAY 3 g. TUESDAY c. ODANYM 1 d. UDSAYN SUNDAY e. TRAHUSDY f. RTUDAAYS g. USAYTED 5. 8. 6. 9. Unscramble the letters and write the days of the week. Then, put them in the correct order. 89 4 a. WEDNESDAY 6 b. FRIDAY 2 c. MONDAY 24

Workbook WORKBOOK Activity 3 Read the e-mail about Terry's after school activities and put the pictures in the correct order. Hello! I get back home around 3.10 First, I feed our cat, Snowy and then I have a snack. I usually do my homework from 3.30 to 4.30. Then, I go to my judo class at 4.50 on Mondays, Wednesdays and Fridays. Then, I surf on the Net until dinner. We have dinner at 6.45 when my dad comes home. After dinner, I watch TV and then I read books. I go to bed at 9.30 on weekdays. What do you do after school? Please write. Activity 3 Read the e-mail about Terry s after-school activities and put the pictures in the correct order. Students are provided with a text about what people do regularly. You can have students do this activity either in the class or at home depending on your time. Ask students to read the e-mail about Terry s after-school activities and put the pictures in the correct order. Check the answers with the whole class. 1. d 2. b 3. i a b c 4. f 5. a 6. c 7. e 8. g 9. h d e f g h i 90 25

Workbook Activity 4 Make a list of your after-school activities. This activity aims at preparing students for the upcoming writing activity. You can have students do this activity at home. Ask students to make a list of their after-school activities. Activity 4 Make a list of your after school activities. Activity Time Day(s) WORKBOOK Students answers may vary. Activity 5 Activity 5 Look at your notes above and write an answer to Terry. Use: always, usually, often, sometimes, never Look at your notes above and write an answer to Terry. Use: always, usually, often, sometimes, never Students practise writing about what they do regularly as well as using the adverbs of frequency. You can have students do this activity at home. Ask students to look at their notes in the previous activity and write an answer to Terry using always, usually, often, sometimes, never. You can have them read out their e-mails in the class later on. Hello, Terry! 91 Students answers may vary. 26

Workbook WORKBOOK Activity 6 Carol is answering questions about her after school activities. Read her answers and write the questions. Interviewer : Hello! I m Brenda Sanders from Moon TV. I'm preparing a programme about American teenagers after school activities. Can I ask you some questions? Carol : Of course. Interviewer : First of all, (1)? Carol : Hmmm... I get back home around 3.30 in the afternoon. Interviewer : (2)? Carol : I have a snack, do my homework and then surf on the Net. Interviewer : (3)? Carol : Yes, I sometimes meet my friends. Interviewer : (4)? Carol : We hang around, play games and chat. Interviewer : (5)? Carol : Yes, I go to my piano class from 4 to 5.15 on Wednesdays and Fridays. Interviewer : (6)? Carol : No, I don't join any clubs. Interviewer : Thanks a lot. Carol : You're welcome. Activity 6 Carol is answering questions about her after-school activities. Read her answers and write the questions. Students practise asking simple questions in written form. You can have students do this activity at home. Tell them that Carol is answering questions about her after-school activities. Then, ask them to read her answers and write the questions. Check the answers with the whole class. 1. What time do you get back home? 2. What do you do at home? 3. Do you meet your friends? 4. What do you do with your friends? 5. Do you go to any courses? 6. Do you join any clubs? 92 27

Teacher s Notes 28

UNIT 2 Yummy Breakfast Communicative Functions and Skills Functions Accepting and refusing Describing what people do regularly Expressing likes and dislikes Making simple inquiries Skills Listening Students will be able to identify the names of different food items when listening to a conversation. Spoken Interaction Students will be able to ask people about their food preferences at breakfast. Spoken Production Students will be able to express their opinions about the food they like and don t like. 2 Unit 2 Yummy Breakfast YUMMY BREAKFAST Reading Students will be able to understand short, simple written texts about predictable, everyday matters such as food and personal opinions. Students will be able to read the label of a food product. Compensation Strategies Students will be able to indicate that they don t understand using simple expressions. Intercultural Awareness Students will become familiar with breakfast habits of different cultures. Students will become familiar with expressions used at the beginning or end of meals in different languages. Suggested Lexis bagel, bean, blueberry, cereal, croissant, junk food, muffin, nutritious, special, sushi, miso soup, soybeans, omelet, baked, grilled, fried, garlic, oat, room temperature Yummy! Yuk! Bon appétit! Buon appetito! Guten Apetit! Enjoy your meal! Assessment Project Students work in groups and create an imaginary creature. They decide the food that the creature likes and doesn t like. They will draw a picture of it and the food it eats and label them. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatement lists. Suggested Materials You can find the flashcards of activity 1A on pages 155 and 157. 15 Warm-up Draw students attention to the pictures which give an idea about the content of the second unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 29

1 LISTENING Unit 2 Yummy Breakfast A. Look at the pictures and mark the food and drink items you like/don t like. In this activity, students are presented with the vocabulary that will come up in this unit. Have students work individually. Tell them to look at the pictures given and mark the food and drink items they like/don t like using the symbols suggested. You don t need to check the answers here. 1 LISTENING A. Look at the pictures and mark the food and drink items you like/ don't like. Use these symbols: love : don't like : like : hate : 1. butter 2. tea 3. coffee 6. sausages 7. jam 8. honey 9. cheese 10. egg 14. salami 4. orange juice 5. milk 11. bagel 12. croissants B. Look at your symbols above and talk about your food and drink preferences. Here, students practise expressing likes and dislikes within the context of breakfast food. Ask them to look at their symbols in the previous activity and talk about their food and drink preferences as in the example given. Students answers may vary. 16 13. olives B. Look at your symbols above and talk about your food and drink preferences. Example 22. bananas 19. apple 16. cereal 20. blueberries 17. tomato 21. pancake I like sausages, eggs, cheese and milk, but I don't like butter or honey. I love muffins. It's my favourite. I hate salami and coffee. 15. muffin 18. cucumber C. Track 3 Listen to the conversation between Sophie and her mom. Tick ( ) the food and drink items you hear above. C. Listen to the conversation between Sophie and her mom. Tick ( ) the food and drink items you hear above. In this activity, students are expected to identify the names of different food items when listening to a conversation. Before you play the recording, ask students to have a look at the food and drink items provided in activity A. Then, ask them to listen to the conversation between Sophie and her mom and tick the food and drink items they hear. Play the recording once or twice and have them do the while-listening activity. Check the answers with the whole class. 30 Track 3 1:38 Sophie : Mom, can I call some friends for breakfast tomorrow? Mom : How many? Sophie : Two. Jane and Kaito. Mom : OK. Sophie : Do we have enough food and drinks to serve? Mom : Let s see. There are some eggs, sausages, cheese and butter in the fridge. Sophie : Is there any jam and honey? Mom : There is some honey, but there isn t any jam. Sophie : And is there any cereal? Mom : Oh, yes. There is lots of cereal and milk. Sophie : What about fruit? Mom : We have two bananas, an apple and some blueberries. Sophie : Great! I can make a fruit salad for my friends. Hmmm. are there any cucumbers and tomatoes?

D. Track 4 Listen again and mark the sentences True or False. Unit 2 Yummy Breakfast Track 4 1:33 Track 4 is the same as Track 3. 1. True 2. False 3. True 4. False 5. False 6. True 7. False 8. True 2 1. Sophie wants to invite Jane and Kaito for breakfast. 2. There are some eggs, but there aren t any sausages in the fridge. 3. There is some honey, but there isn t any jam. 4. There is only a little milk. 5. There isn t any cereal at home. 6. Sophie wants to make a fruit salad for her friends. 7. There are some cucumbers, but there aren t any tomatoes. 8. Sophie s favourite food is croissant. SPEAKING A. Draw the food and drink items you like at breakfast. 2 SPEAKING A. Draw the food and drink items you like at breakfast. This activity aims at preparing students for the upcoming speaking activity. Tell your students to draw the food and drink items they like at breakfast. Give them some time to do their drawings. B. Work in pairs. Ask and answer questions and make a list of your friend s food and drink items. Example Student A : Is there any cheese? Student B : Yes, there is lots of cheese. Student A : Is there any cereal? Student B : No, there isn t any cereal. C. Compare your list with your friend s drawing. Have you got all his/her food and drink items in your list? Mom : Well, there are some tomatoes, but there aren t any cucumbers. Sophie : OK. Mom, can you make something speacial for breakfast? Mom : Sure. What do you want? Muffins, bagels or croissants? Sophie : Croissants, please. Yummy! It s my favourite. Answers are given on the micropage. D. Listen again and mark the sentences True or False. In the second activity, students listen for specific information. Tell students to listen again and mark the sentences True or False referring to the information provided in the recorded dialogue. Before you play the recording, have students look at the statements given so that they get an idea about what to look for while listening. Play the recording as many times as necessary and have students do the activity. Check the answers with the whole class. 17 B. Work in pairs. Ask and answer questions and make a list of your friend s food and drinks items. In this activity, students practise asking people about their food preferences at breakfast. Have students work in pairs. Tell them to ask and answer questions as in the example and make a list of their friends food and drinks items. Give them enough time to do the activity. You don t need to check the answers here. C. Compare your list with your friend s drawing. Have you got all his/her food and drink items in your list? In the last step of the speaking activity, students conduct a peercorrection activity in a very simple way. Tell them to compare their lists with their friends drawings and then ask them whether they have all his/her friends food and drink items in their lists or not. If not, you can ask them what they are missing in the list. 31

3 READING Unit 2 Yummy Breakfast A. Look at the picture and answer the questions. This activity aims at preparing students for the upcoming reading activity. Draw students attention to the picture given and ask them to answer the questions about the picture. Sample answer key 1. Fish, rice, soup, cucumbers, tomatoes, omelet 2. For breakfast 3. China/Japan B. Read the text from the website World at the Breakfast Table and check your answers above. How many correct answers have you got? 3 READING A. Look at the picture and answer the questions. a. Can you tell the names of the dishes on the table? b. Are they for breakfast, lunch or dinner? c. Which country are they from? B. Read the text from the website 'World at the Breakfast Table' and check your answers above. How many correct answers have you got? Hello! I'm Kaito from Tokyo. I'm a student in the sixth grade. On weekdays, I often have a quick breakfast at home. But I sometimes have sushi in the school canteen. Yummy! I love sushi. It's my favourite. At weekends, my family and I always have a traditional Japanese breakfast. As you know, Japanese people eat lots of rice. We even have rice for breakfast. There is also miso soup. It's a kind of vegetable soup. I don't like it much, but mom thinks it's nutritious. So, I must eat it. There is also soybeans, rolled omelet, cucumbers, tomatoes and grilled fish on our breakfast table. I love grilled fish. Actually, I love any kind of fish. But I hate seaweed and soybeans. What's your traditional breakfast like? C. Read the text again and write the names of the dishes below. 1 2 3 In this activity, students are provided with a short, simple text about predictable, everyday matters such as food and personal opinions and breakfast habits of different cultures; i.e. Japan. Tell students to read the text from the website World at the Breakfast Table and check their answers in the previous activity and then ask them how many correct answers they have got. C. Read the text again and write the names of the dishes below. In this post-reading activity, student write the names of the dishes in the pictures referring to the information provided in the text in the previous activity. Have students work either individually or in pairs. Tell them to read the text again 32 18 and write the names of the dishes in the pictures. Check the answers with the whole class. 1. grilled fish 2. rice 3. miso soup 4. rolled omelet 5. soybeans 4 5

4 SPEAKING Unit 2 Yummy Breakfast A. Work in groups and answer the questions. 1. Is your breakfast similar to or different from Kaito s breakfast? 2. What is your traditional breakfast like? B. Prepare a menu and make a presentation about your traditional breakfast. Look at the example in activity 3B. simple phrases and sentences and express their opinions about the food they like and don t like as in the example in activity 3B. Tell students to prepare a menu and make a presentation on their traditional breakfast as in example in activity 3B. Help them with the vocabulary when necessary. Students answers may vary. 5 LISTENING AND SPEAKING 5 LISTENING AND READING A. Make a quick search and answer the questions. 1) What do these expressions mean? 2) What languages are they? Bon appétit! Buon appetito! A. Make a quick search and answer the questions. This activity aims at preparing students for the upcoming listening activity in a fun and interesting way. Ask students to make a quick search and answer the questions given. They can use the Internet. Guten Apetit! 3) How do you say it in your mother tongue? 1. Enjoy your meal! 2. French, Spanish, German 3. Afiyet olsun! 19 4 SPEAKING A. Work in groups and answer the questions. In this activity, students are expected to give information about their own breakfast habits and express their opinions about the food they like and don t like with the help of the questions given. Have students work in groups and answer the questions given. Give them enough time to complete the speaking activity and then check the answers with the whole class. Help them with the vocabulary when necessary. Sample answer key 1. It is different from Kaito s breakfast. 2. We have cheese, olives (black and green), butter and honey, tomatoes, cucumbers, eggs with sujuk or pastırma, melemen etc. B. Prepare a menu and make a presentation on your traditional breakfast. Look at the example in activity 3B. In this activity, students talk about their traditional breakfast using 33

B. Listen to the conversation and put the phrases in the correct place. This activity aims at introducing breakfast habits of different cultures and the expressions used at the beginning or end of meals in different languages. Tell students to listen to the conversation and put the phrases in the box in the correct place. Before you play the recording, you can give them some time to have a look at the conversation so that they get an idea about what to look for while listening. Then, play the recording once or twice and have them do the activity. Check the answers with the whole class. Unit 2 Yummy Breakfast B. Track 5 Listen to the conversation and put the phrases in the correct place. a. Yes, please. e. Would you like b. I m full. f. It s my favourite. c. it s all gone. g. enjoy your meal d. Excuse me? h. Is it a type of chips? Jane : The breakfast looks great! Sophie : (3) some cheese and Sophie : Bon appètit! olives? Kaito : (1) Jane : I ll have some cheese. I don t like Sophie : It means, (2) in olives. French. Kaito : Some cheese and olives, please. I Kaito : Oh, thank you. love both. Track 5 1:46 Jane : The breakfast looks great! Sophie : Bon appètit! Kaito : Excuse me? Sophie : It means enjoy your meal in French. Kaito : Oh, thank you... Sophie : Would you like some cheese and olives? Jane : I ll have some cheese. I don t like olives. Kaito : Some cheese and olives, please. I love both... Sophie : Want some croissants? Jane : Yes. Yummy! It s my favourite. Kaito : Yes, please.. Sophie : Would you like some fruit salad? Kaito : No, thanks. We don t eat fruit at breakfast. Jane : Yes, please. I like fruit any time of the day. 34 20. Kaito Sophie : Want some croissants? Jane : Yes. Yummy! (4) Kaito : Yes, please. : Can I have some more cheese, please? Sophie : I m sorry, it s all gone. Would you like some cereal? Kaito : Cereal? Is it a type of chips? Sophie : No, it s not junk food. Kaito : Let me see. Kaito : Hmmm It s healthy oat meal. It says, serve with milk or fruit juice.. Sophie : Would you like anything else? Sophie : Would you like some fruit salad? Kaito : No, thanks. We don t eat fruit at breakfast. Jane : (5) I like fruit any time of the day. Jane : Oh, no! I m full. Kaito : Oh,yes. Thank you very much, Sophie. Sophie : You re welcome. 1) d. Excuse me? 2) g. Enjoy your meal! 3) e. Would you like 4) f. It s my favourite. 5) a. Yes, please. 6) c. it s all gone. 7) h. Is it a type of chips? 8) b. I m full.

Unit 2 Yummy Breakfast 1. c 2. a 3. extra product 4. b Kaito : Can I have some more cheese, please? Sophie : I m sorry, (6) Would you like some cereal? Kaito : Cereal? (7) Sophie : No, it s not junk food. Kaito : Let me see. Kaito : Hmmm It s healthy oat meal. It says, serve with milk or fruit juice. Sophie : Would you like anything else? Jane : Oh, no! (7). Kaito : Oh, yes. Thank you very much, Sophie. Sophie : You re welcome. E. Write a label for the extra product. This activity is related to the previous one. Ask your students to write a label for the extra product. Check the answers with the whole class. C. Read the conversation again and answer the questions. 1. Where is Sophie from? 4. Who doesn t eat fruit at breakfast? 2. Who doesn t like olives? 5. What type of food is cereal? 3. What s Jane's favourite food? 6. How should we serve cereal? Sample answer key Keep in the fridge. D. Read the labels of some food and drink items and match them with the correct products. Be careful! There is an extra product. a. Shake well before opening! b. Store at room temperature! c. Store in refrigerator! 1 2 3 4 E. Write a label for the extra product. 21 C. Read the conversation again and answer the questions. This activity aims at checking students comprehension skills. Have students read the conversation in the previous activity again and answer the questions. 1. From France. 2. Jane. 3. Croissants. 4. Kaito. 5. It s healthy oat meal. 6. With milk or fruit juice. D. Read the labels of some food and drink items and match them with the correct products. Be careful! There is an extra product. In this activity, students practise reading the labels of food and drink items. Have students work individually. Ask them to read the labels of some food and drink items and match them with the correct products. Tell them to be careful as there is an extra product. 35

6 SPEAKING Unit 2 Yummy Breakfast A. Imagine you are going on a picnic. Make a list of the food and drink items. You would like to have. This activity aims at preparing students for the upcoming speaking activity. Have students work individually. Tell them to imagine that they are going on a picnic. Ask them to make a list of the food and drink items they would like to have. Give students enough time to make their lists. You don t need to check the answers here. B. Work in small groups. Look at your list above, ask and answer questions and decide on the food and drink items to take for the picnic. In this activity, students practise asking people about their food preferences at breakfast and expressing their opinions about the food they like and don t like. Have students work in small groups. Tell them to look at their lists in the previous activity, ask and answer questions and decide on the food and drink items to take for the picnic. Give students enough time to do the activity and then you can ask them which food and drink items they have decided to take for the picnic. Students answers may vary. PROJECT Work in groups and create an imaginary creature. Decide the food that the creature likes and doesn t like. Then, draw a picture of it and the food it eats and label them. 22 6 SPEAKING A. Imagine you are going on a picnic. Make a list of the food and drink items you would like to have. + bagels + beans B. Work in small groups. Look at your list above, ask and answer questions and decide on the food and drink items to take for the picnic. Example PROJECT Student A : I like bagels. Shall we take bagels? Student B : Yes, I like bagels, too. Student C : Yummy! It s my favourite. Let s take lots of bagels. Student B : Do you like beans? Student C : Excuse me? Student B : Beans. Do you like beans? Student C : Yuk! I don t like beans at all. Student A : Well, I don t mind. We can take some beans, too. Work in groups and create an imaginary creature. Decide the food items the creature likes and doesn't like. Then, draw a picture of it and the food items it eats and label them. Follow these steps: Come together with your group members. Take a large piece of cardboard. Create an imaginary creature. Decide and make a list of the food items your creature likes and doesn't like. Draw the food items it likes on the cardboard. Label the food items on the cardboard. Show your picture to your classmates and talk about your creature s food preferences. We suggest that you have students do the project at home. Tell students to work in groups and create an imaginary creature, decide the food that the creature likes and doesn t like and then draw a picture of it and the food it eats and label them. We suggest that you allocate a week for the project. Tell students to come together with their group members, take a large piece of cardboard and create an imaginary creature. Then, ask them to decide and make a list of the food items their creature likes and doesn t like and draw pictures or stick photos of the food items it likes and label them. Finally, ask them to bring their projects to the class, show it to their classmates and talk about their creature s food preferences. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. 36

Additional Projects: Students are expected to perform at least one project after each unit. However if you have time, you can have them do more projects. Students prepare a poster that shows and categorizes different food items and drinks that they have at breakfast. Students work in pairs or individually and prepare a short video or role play of themselves talking about the food they like and don t like. Can - do - statements List Below you ll find a sample can-do-statements list for the second unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can talk about my likes and dislikes. I can identify the names of different food items when listening. I can ask people about their food preferences. I can say my opinions about the food I like and don t like. I can understand short, simple texts about food and personal opinions. I can read the label of a food product. I can say when I don t understand. I have some information about the breakfast habits of different countries. I know some expressions used at the beginning or end of meals in different languages. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 37

Workbook Activity 1 Look at the pictures. Find the names of the food and drink items in the puzzle and write them under the pictures. Students revise the vocabulary for food and drink items in a fun way. You can have students do this activity at home. Tell them to look at the pictures, find the names of the food and drink items in the puzzle and write them under the pictures. Check the answers with the whole class. 2 Activity 1 1. 6. WORKBOOK Yummy Breakfast Look at the pictures. Find the names of the food and drink items in the puzzle and write them under the pictures. 2. 7. 3. 8. 4. 9. 5. 10. 1. HONEY 2.OLIVES 3. CROISSANT 4. MILK 5. BUTTER 6. TOMATO 7. CHEESE 8. EGGS 9. SALAMI 10. SAUSAGES 11. CEREAL 12. TEA 11. 12. 13. 14. O L I V E S U T E A X U I T C A M O E T C E R E A L I M N O H O I G X A L A W A E I U G S M K T O S E C B S A I A O C T S A U S A G E S H V E T M U F F I N O U V C R O I S S A N T Q B E B M T A E E Y W B U T T E R O Y Z Q P A N C A K E U X 15. 93 13. PANCAKES 14. MUFFIN 15. TOAST Puzzle is marked on the micropage. 38

Workbook 94 WORKBOOK Activity 2 A C Activity 3 Compare the breakfast trays from different countries with the lists. What's missing on each tray? Cross it in the list. croissant milk jam coffee bread cheese fruit juice coffee Read the speech bubbles and match the children with their breakfast trays above. Hello! I'm Judy from Manchester. I'm British. We usually have a big breakfast in the morning. I prefer fried eggs, baked beans and breakfast, but I don't like 1. 2. toast for breakfast, I hate coffee. I prefer milk. I also sausages, ham and bacon. have jam with my croissants. Hi! I'm Juan from Madrid. I'm Spanish. Spanish breakfast is very simple. We rub the bread with garlic Hi! My name's Pierre. I'm from Paris. French people like eating croissants and drinking coffee for Hi, there! I'm Vera from Moscow. I'm Russian. At breakfast, I love muffin pancake honey grapes egg sushi beans toast 3. and tomato sauce, then put eating oladi. It's a kind of some olive oil and salt on pancake. I like it best with 4. it. We serve it with cheese, honey or jam and fresh ham or sausages. We also grapes. have fruit juice. B D Activity 2 Compare the breakfast trays from different countries with the lists. What s missing on each tray? Cross it in the list. This activity aims at preparing students for the upcoming reading activity. You can have students do this activity at home. Tell students to compare the breakfast trays from different countries with the lists and find the items that are missing on the trays and cross them in the lists. Check the answers with the whole class. A. fruit juice B. muffin C. coffee D. sushi Activity 3 Read the speech bubbles and match the children with their breakfast trays above. In this activity, students have additional texts about predictable, everyday matters such as food and personal opinions and breakfast habits of different cultures. You can have students do this activity either at home or in the class depending on your time. Tell students to read the speech bubbles and match the children with their breakfast trays in the previous activity. Check the answers with the whole class. 1. D 2. A 3. C 4. B 39

Workbook Activity 4 Read the speech bubbles in activity 3 again and mark the sentences True or False. This activity checks students comprehension skills. Tell students to read the speech bubbles in activity 3 again and mark the sentences given either True or False referring to the information provided in the speech bubbles. Check the answers with the whole class. Activity 4 False Activity 5 WORKBOOK Read the speech bubbles in activity 3 again and mark the sentences "True" or "False". 1. French people have a big breakfast in the morning. 2. Judy prefers fried eggs, baked beans and a toast for breakfast. 3. Vera's favourite food is oladi. 4. British people rub bread with garlic and tomato sauce. 5. Croissant is a type of pancake. 6. Pierre prefers milk to coffee. Fill in the table with the information about you and your family. AT BREAKFAST 1. False 2. True 3. True 4. False 5. False 6. True I My mom My dad My sister My brother Activity 6 love prefer hate Look at your notes in the table and write about your and your family members' breakfast habits. Activity 5 Fill in the table with the information about you and your family. This activity aims at preparing students for the upcoming writing activity. Tell students to fill in the table with the information about themselves and their families. You don t need to check the answers here. Activity 6 Look at your notes in the table and write about your and your family members breakfast habits. In this activity, students practise writing simple sentences and phrases about their and their family members food preferences at breakfast. Have students do this activity at home. Tell them to 40 Hello! I'm look at their notes in the table and write about their and their family members breakfast habits. You can have students read out their homework to their classmates later on. Students answers may vary. 95

Workbook WORKBOOK Activity 7 Circle the best options. Score your answers and find out: Do you have a healthy breakfast? 1. I have breakfast in the morning. a) always b) usually c) sometimes 2. I usually have to drink. a) a cup of tea b) a glass of milk c) a glass of coke 3. I never have for breakfast. a) biscuits b) chips c) bread 4. I love at breakfast. a) sausages b) salami c) eggs 5. I have fresh fruit at breakfast. a) never b) sometimes c) usually 6. I vegetables, such as tomatoes, cucumbers and parsley at breakfast. Activity 7 Circle the best options. Score your answers and find out: Do you have a healthy breakfast? In this activity, students do a simple questionnaire about their breakfast habits. You can have students do this activity either at home or in the class depending on your time. Ask students to circle the best options, score their answers and find out whether they have a healthy breakfast or not. Students answers may vary. a) love b) like c) don't like 7. I have a lot of. a) cheese b) butter c) cake 8. I prefer to. a) cookies / cheese b) chocolate / jam c) cereal / chips SCORES: 1 a 3 b 2 c 1 2 a 2 b 3 c 1 3 a 2 b 3 c 1 4 a 1 b 2 c 3 5 a 1 b 2 c 3 6 a 3 b 2 c 1 7 a 1 b 2 c 3 8 a 1 b 2 c 3 19-24 Congratulations! You have a healthy breakfast. 13-18 You must be more careful. 8-12 You have an unhealthy diet. 96 41

Teacher s Notes 42

UNIT 3 A Day In My City Communicative Functions and Skills Functions Describing places Describing what people are doing now Making comparisons Making simple inquiries Skills Listening Students will be able to identify expressions and phrases related to present events. Students will be able to pick up the expressions used while comparing things in a dialogue. Spoken Interaction Students will be able to ask people questions about what they are doing at the moment. 3 Unit 3 A Day In My City A DAY IN MY CITY Students will be able to ask people to compare things. Spoken Production Students will be able to describe people doing different actions. Students will be able to make comparisons between two things. Reading Students will be able to read visually supported, short, simple statements. Compensation Strategies Students will be able to use mimes and gestures to explain a word. Suggested Lexis busy, crowded, downtown, queue, skyscraper, traffic jam, relaxing, comfortable, population, average Assessment Project Students take/draw a picture of their street/ neighbourhood in the morning and describe what everyone is doing (they can use professions as well). Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list Suggested Materials You will find the activity cards for activity 4 on pages 159 and 161. Cut them out in advance. 23 Warm-up Draw students attention to the pictures which give an idea about the content of the third unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 43

1 READING A. Work in groups and talk about the followings. This activity aims at preparing students for the upcoming reading activity with the help of a set of questions about the students real life. Have students work in groups and talk about their environment with the help of the questions given. Unit 3 A Day In My City 1 READING A. Work in groups and talk about the followings. 1. Do you live in a city or a country? 2. What is your environment like? 3. Would you like to live somewhere different? Where? B. Look at the pictures of Judy and her family and answer the question. Where do they live? In a city or a county? A B Students answers may vary. B. Look at the pictures of Judy and her family and answer the question. This activity aims at giving students an idea about the content of the text with visual aid. Tell students to look at the pictures of Judy and her family and answer the question given. C D They live in a country. 24 44

C. Read the text and put the pictures in activity B in the correct order. Unit 3 A Day In My City My family and I live in a small country called Frodsham. It's a quiet and lovely place. We have got a house with a garden. Today is a big day for us. We are preparing for a visit to Uncle Martin and his family. They live in an apartment house in Manchester. Everybody is busy now. Tim, my elder brother is feeding the dog. Good boy! Oh, dear! Sally is crying again. She can't find her favourite doll. Mom is looking for it. There it is! What is dad doing? He is putting the suitcases in the car. Gosh! I'm still preparing my suitcase. I must hurry! D. Read the text above again and answer the questions. 1. Where do Judy and her family live? 2. Where are they going? 3. Who is feeding the dog? 4. What is Judy's mom looking for? 5. What is Judy s dad doing? 2 SPEAKING A. You are preparing for a short trip with three of your friends. What are you and your friends doing at the moment? Make notes. Example I / get dressed Jane / prepare breakfast C. Read the text and put the pictures in activity B in the correct order. In this activity, students are presented with visually supported, short, simple, written statements in a meaningful context. Have students work individually. Ask them to read the text given and put the pictures in activity B in the correct order. Check the answers with the whole class. 1. D 2. B 3. C 4. A B. Work in pairs. Ask and answer questions about your partner and his/her friends and take notes. Look at the example. Example Student A : What are you doing? Student B : I'm getting dressed. Student A : What is Jane doing? Student B : She is preparing breakfast. D. Read the text above again and answer the questions. This activity checks students reading-understanding skills. Have students work individually. Ask them to read the text in the previous activity again and answer the questions given. Check the answers with the whole class. 1. In Frodsham. 2. To Manchester. 3. Tim. 4. Sally s favourite doll. 5. He is putting the suitcases in the car. 25 2 SPEAKING A. You are preparing for a short trip with three of your friends. What are you and your friends doing at the moment? Make notes. This activity aims at preparing students for the upcoming speaking activity. Tell students to imagine that they are preparing for a short trip with three of their friends. Ask them to make notes of what they and their friends are doing. B. Work in pairs. Ask and answer questions about your partner and his/her friends and take notes. Look at the example. In this activity, students practise asking and answering questions about what other people are doing at the moment. Have students work in pairs. Tell them to ask and answer questions about their partners and his/her friends and take notes as in the example. Give students enough time to do the activity. You can either conduct peer-correction or have them read out their notes about what their partners and their partners friends are doing at the moment. Students answers may vary. 45

3 LISTENING Unit 3 A Day In My City A. Look at the pictures and answer the questions. This activity aims at giving students an idea about the recorded text with visual aid and the questions provided. Give students some time to investigate the pictures and then have them answer the questions. 3 LISTENING A. Look at the picture and answer the questions. 1. Can you find Judy and her family members in the pictures? 2. What are they doing? Student s answers may vary. 26 46

B. Track 6 Listen to the recording and mark the sentences "True" or "False". 1. Mom is buying some new clothes for herself. 4 2. Judy is feeding the street cats. 3. Sally is watching the cats. 4. Ted is waiting in a line to get cinema tickets. 5. Dad and Uncle Tom are sitting in the car. 6. The city is not crowded or noisy. HAVE FUN Unit 3 A Day In My City C. Look at the picture in activity A and complete the text with the correct form of the verbs in the box. cross - have - eat - wait - direct Downtown is busier on Mondays. There are many people around. They are doing different things. At the moment, two people are eating Chinese food at the Chinese restaurant. There is a girl at the café. She (1) a drink and watching around. Some people (2) the street at the traffic lights. A police officer (3) the traffic. There are some people at the bus stop, too. They (4) for the next bus. Work in groups and play the miming game. Student A : Imagine you are downtown. What are you doing there? Mime it and answer your friends' questions. Use: "Yes." or "No." Other Students : Look at your friend. Ask questions and try to find out: What is your friend doing? Example 1. True 2. True 3. False 4. False 5. True 6. False C. Look at the picture in activity A and complete the text with the correct form of the verbs in the box. In this activity, students practise describing what people are doing now in a guided way. Tell students to look at the picture in activity A and complete the text with the correct form of the verbs in the box. Have students work individually. Give them enough time to do the activity and then check the answers with the whole class. Ted Jane Mary Jane : Are you cleaning your hands? : No. : Are you feeding the birds? : Yes, I'm feeding the birds. 27 1. is having 2. are crossing 3. is directing 4. are waiting B. Listen to the recording and mark the sentences True or False. This activity checks students listening-comprehension skills. Tell students to listen to the recording and mark the sentences given either True or False referring to the information provided in the recorded text. Before you play the recording, ask them to have a look at the sentences given so that they get an idea about what to look for while listening. Then, play the recording once or twice and have them do the activity while listening. Check the answers with the whole class. Track 6 0:55 Judy: Finally, we are downtown. Sally and I are in the playground. Sally is sliding and I m feeding the street cats. Mom is in the shopping centre. She is buying some new clothes for herself. Ted is waiting in a line to get theatre tickets. Poor dad! He is sitting in the car with Uncle Tom. There is a terrible traffic jam. It s very noisy and crowded in the city. 4 HAVE FUN Work in groups and play the miming game. In this activity, students practise using mimes and gestures to explain a word or a phrase in a fun way. Have students work in groups and play the miming game. In the game, one student is expected to imagine that he/she is downtown and mime what he/she is doing there. His/her group members are expected to look at their friend and try to find out what he/she is doing. You can use the activity cards you prepared in advance for this activity. 47

5 LISTENING Unit 3 A Day In My City A. Look at the pictures and answer the questions. This activity aims at giving students an idea about the content of the upcoming listening activity with visual support. Tell your students to examine the pictures given and then ask them to answer the questions related to the pictures. 5 LISTENING A. Look at the pictures and answer the questions. 1. What is the environment like in each picture? 2. Where would you like to live? Why? Sample answer key Students answers may vary. B. Listen to the conversation between Ted, Judy and Sally and find out: Who prefers living in the city? Who prefers living in the country? In this activity, students try to catch the main point of the recorded conversation. Tell students to listen to the conversation between Ted, Judy and Sally and find out who prefers living in the city/country. Play the recording once or twice and check the answers with the whole class. B. Track 7 Listen to the conversation between Ted, Judy and Sally and find out: Who prefers living in the city? Who prefers living in the county? C. Track 8 Listen to the conversation again and mark the correct choice. 1. The city is than the country. a) more exciting b) more boring 2. City life is than the country life. a) funnier b) easier 3. The city is than the country. a) more crowded b) more relaxing 4. The city is than the country. a) quieter b) noisier 5. The country is than the city. a) dirtier b) cleaner D. Write two more sentences about the city and the country. Look at the examples in activity C. The city is. The country is. 28 Track 7 1:22 Ted : I would like to live in the city when I grow up. Judy : Why? Ted : I think the city is more exciting than the country. City life is easier than country life, too. We really work hard in the country. What about you? Judy : I prefer living in the country. Ted : Really? Judy : Yes. I don t like the city. It s more crowded than the country. Ted : So what? 48 Judy : And the city is noisier than the country. I don t like that noise. I have a terrible headache. Ted : Well, that s quite normal because there are many events here. Judy : And one more thing. The country is cleaner than the city. Sally : (cries) Judy : Oh, Sally! What s the matter with you? Sally : I want to go home. Let s go home. Ted : Calm down, Sally. We ll go home tomorrow. Ted prefers living in the city. Judy and Sally prefer living in the country C. Listen to the conversation again and mark the correct choice. In this activity, students are expected to pick up the expressions used while comparing things in a dialogue. Tell students to listen to the conversation again and mark the correct choice. Before you play the recording again, have them read

6 SPEAKING Unit 3 A Day In My City A. Look at the pictures and talk about the things in the pictures as in the example. Use the key words. Example tall - skyscrapers/apartment buildings Skyscrapers are taller than apartment buildings. Students answers may vary. 6 SPEAKING A. Look at the pictures and talk about the things in the pictures as in the example. Use the key words. In this activity, students practise making comparisons between two things. Tell them to examine the pictures for a short time and then ask them to compare the things in the pictures using the key words as in the example given. 1. crowded street/park 2. healthy junk food/fruit 1. The street is more crowded than the park. 2. Fruit is healthier than junk food. 3. The plane is faster than the train. 4. The adventure movie is more exciting than the soap opera. 3. fast plane/train 4. exciting adventure movie/soap opera 29 the multiple choice questions given so that they get an idea about what to look for while listening. Then, play the recording as many times as necessary and have them do the activity while listening. Check the answers with the whole class. Track 8 1:18 Track 8 is the same as Track 7. 1. a 2. b 3. a 4. b 5. b D. Write two more sentences about the city and the country. Look at the examples in activity C. This activity aims at checking whether students could pick up the structure for comparing two things. Ask your students to write two more sentences about the city and the country as in the examples in activity C. You can have them work either individually or in pairs. Give them enough time to do the activity and then check the answers with the class. 49

B. Work in pairs. Do you know the cities below? Ask and answer questions as in the example and take notes. In this activity, students practise asking people to compare two cities. Have students work in pairs. First, ask them whether they know the cities shown in the pictures and then tell them to ask and answer questions as in the example given and take notes. Give students enough time to do the activity. Then, check the answers with the whole class. Sample answer key Which city is more crowded? Ankara or İstanbul? - İstanbul Which city is more beautiful? - İstanbul./Ankara. PROJECT Unit 3 A Day In My City B. Work in pairs. Do you know the cities below? Ask and answer questions as in the example and take notes. Ankara is larger than İstanbul. Student A : Which city is larger? Ankara or İstanbul. Student B : İstanbul. PROJECT İstanbul is Take a photo or draw a picture of your street/neighbourhood in the morning and describe what everyone is doing. You can use professions as well. Follow these steps: Get up early in the morning. Go out or go to the balcony. Observe your street/neighbourhood carefully. Take a photo or draw a picture. Cut out speech bubbles and stick them next to the people in your photo/picture. In the speech bubbles, write what everyone is doing. Take a photo or draw a picture of your street/ neighbourhood in the morning and describe what everyone is doing. You can use professions as well. We suggest that you have students do the project at home. Tell students to take a photo or draw a picture of their street/neighbourhood and describe what everyone is doing following the steps provided in their books. Tell them that they can use professions as well. 30 Rubrics You can prepare a rubric similar to the sample rubric given on page 50 to assess students projects. Additional Projects: Students are expected to perform at least one project after each unit. However if you have time, you can have them do more projects. Students draw/use a map of the world/their home country. They imagine that they visit three cities on the map and place their pictures on these cities. In speech bubbles, they write what they are doing there. Students prepare a poster comparing their hometown and another city in their country. 50

Can - do - statements List Below you ll find a sample can-do-statements list for the third unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-do-statements lists in their dossier. Yes Not Sure No I can describe places. I can understand expressions and phrases about present actions. I can ask people questions about what they are doing at the moment. I can tell what I and other people are doing now. I can read short, simple, written statements with pictures. I can understand the expressions used while comparing things. I can compare two things. I can ask people to compare things. I can use mime and gestures to explain a word. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 51

Workbook Activity 1 Read the information about Peter and his friends and write the names of the children in the picture. Students have additional practice on comparing things/people. You can have students do this activity either in the class or at home depending on your time. Tell students to read the information about Peter and his friends and write the names of the children in the picture. Check the answers with the whole class. 3 WORKBOOK A Day In My City Read the information about Peter and his friends and write the names of Activity 1 the children in the picture. MY FRIENDS In the picture below, you can see my friends, Pam, Jane, Kate, Sam, Jim and me. Jim and I are at the same age, but Jim is taller and fatter than me. Sam is two years older than us. He is 15. He is shorter than Jim, but he is taller than me. He is very thin. Pam is Sam s sister. She is 11 years old. She is taller than Jane, but she is shorter than Kate. Kate is three years older than Pam, but she is two years younger than Jane. Jane is fairer than Pam, but she is darker than Kate. Jane is of medium height and medium weight. Answers are given on the micropage. Activity 2 Jim Sam Peter Jane Kate Pam Peter and his friends are downtown now. Look at the pictures and write: What are the children doing? Activity 2 Peter and his friends are downtown now. Look at the pictures and write: What are the children doing? Students have additional practice on describing what people are doing at the moment. You can have students do this activity either in the class or at home depending on your time. Tell students that Peter and his friends are downtown now. Then, ask them to look at the picture and write what the children are doing now. Check the answers with the whole class. 1. 4. 2. 5. 3. 6. 97 1. Jim is eating a hamburger. 2. Kate is using a computer. 3. Pam is buying a new scarf. 4. Sam is talking to a policeman. 5. Jane is feeding the birds. 6. Peter is talking on the phone. 52

WORKBOOK Activity 3 Look at the pictures and tick ( ) the correct choice. a. The city is more crowded than the country. b. The country is more crowded than the city. Workbook Activity 3 Look at the pictures and tick ( ) the correct choice. Students have additional practice on comparing things. Tell them to look at the pictures and tick the correct choice. Check the answers with the whole class. a. A bicycle is slower than a motorbike. b. A motorbike is slower than a bicycle. a. February is warmer than April. b. April is warmer than February. 1. a 2. a 3. b 4. b 5. a a. Laurel is fatter than Hardy. b. Hardy is fatter than Laurel. Laurel Hardy a. The giraffe is taller than the elephant. b. The elephant is taller than the giraffe. 98 53

Workbook Activity 4 Answer the questions, score your answers and find out: How well do you know your country? Students are presented with a simple quiz about their country. Tell them to answer the questions, score their answers and find out how well they know their country. Check the answers with the whole class. Activity 4 WORKBOOK Answer the questions, score your answers and find out: How well do you know your country? 1 Which city is larger? a) Konya b) Ankara 2 Which mountain is higher? a) Ilgaz b) Uludağ 3 Which region is colder? a) Mediterranean Region b) Marmara Region 4 Which sea is saltier? a) Aegean Sea b) Mediterranean Sea 1. a 2. b 3. b 4. b 5. b 6. a 7. b 8. b 9. a 10. a 5 Which river is longer? a) Dicle b) Fırat 6 Which city is more humid? a) Adana b) Balıkesir 7 Which lake is larger? a) Tuz Lake b) Van Lake 8 Which city is more crowded? a) Bursa b) İstanbul 9 Which sport is more popular? a) football b) baseball 10 Which region is greener? a) Black Sea Region b) Central Anatolia Region Answer: 1. a 2. b 3. b 4. b 5. b 6. a 7. b 8. b 9. a 10. a 99 54

WORKBOOK Activity 5 Activity 6 Read the information about Salzburg, Austria and fill in the table. Salzburg is a pretty, green city in the middle of Austria. It covers an area of 65.269 km 2. About 150.000 people live in this city. The average winter temperature is around 4 C and the average summer temperature is around 20 C. Location Area (km 2 ) Population Average winter temperature Average summer temperature Name: Salzburg middle of Austria 65.269 150.000 4 C 20 C Stick a photo of your hometown. Make a quick search and fill in the table. Workbook Activity 5 Read the information about Salzburg, Austria and fill in the table. In this activity, students are provided with a simple description of Salzburg, Austria. Ask them to read the text and fill in the table with the information requested. Check the answers with the whole class. 100 Activity 7 Stick your photo here. Location Area (km 2 ) Population Average winter temperature Average summer temperature Compare your hometown with Salzburg and write sentences as in the example. Example: My hometown, Antalya is larger than Salzburg. Name: Answers are given on the micropage. Activity 6 Stick a photo of your hometown. Make a quick search and fill in the table. In this activity, students are expected to stick a photo of their hometown, make a quick search and fill in the table with the information about their hometown. You don t need to check the answers here. Activity 7 Compare your hometown with Salzburg and write sentences as in the example. This activity is related to the activities 5 and 6. Tell students to compare their hometown with Salzburg and write sentences as in the example. Check the answers with the whole class. Students answers may vary. 55

Teacher s Notes 56

UNIT 4 Weather And Emotions Communicative Functions and Skills Functions Describing places Describing the weather Expressing feelings Making simple inquiries Skills Listening Students will be able to pick up the essential information in short recorded passages about weather conditions. Spoken Interaction Students will be able to ask people about the weather. Spoken Production Students will be able to talk about and answer simple questions, initiate and respond to simple statements about everyday matters (i.e. weather and emotions). Reading Students will be able to understand short, simple written texts about predictable everyday matters such as emotions and weather. Compensation Strategies Students will be able to say when they don t understand and ask for repetition. Suggested Lexis wet, weather forecast, foggy, degrees, Celcius, moody, anxious, emotion, lightning, stormy, affect, dull 4 Unit 4 Weather And Emotions WEATHER AND EMOTIONS Assessment Project Students prepare a weather forecast poster and compare the weather conditions in different cities. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-do-statements list. Suggested Materials You will find some cards on pages 163 and 165. Cut them out in advance and have them ready for use in activity 2 and activities 4-6. Warm-up 31 Draw students attention to the pictures which give an idea about the content of the fourth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 57

1 LISTENING Unit 4 Weather And Emotions A. Write the words under the correct pictures. This activity aims at preparing students for the upcoming listening activity. Students have learned asking for and describing weather conditions before. This activity will help them remember the vocabulary used for describing weather conditions. Have your students work either individually or in pairs. Ask them to write the words under the correct pictures. Give them enough time to do the activity and then check the answers with the whole class. 1 LISTENING A. Write the words under the correct pictures. 1. 5. hot - snowy - sunny - rainy - cloudy - windy - stormy - freezing 2. 6. B. Track 9 The Wind family wants to go on a picnic today. Listen to the weather forecast and answer the question. Can they go on a picnic? Why/Why not? 3. 7. 4. 8. 1. rainy 2. sunny 3. cloudy 4. windy 5. hot 6. snowy 7. freezing 8. stormy B. The Wind family wants to go on a picnic today. Listen to the weather forecast and answer the question. Can they go on a picnic? Why /Why not? In this activity, students are provided with a short recorded passage, i.e. weather forecast about weather conditions and they are expected to get a general idea about the content of the passage. Tell students that the Wind family wants to go on a picnic. Then, ask them to listen to the weather forecast and decide whether they can go on a picnic or not giving reasons for their choice. Play the recording once or twice and then check the answers with the whole class. 58 32 Track 9 1:12 Good morning, dear viewers! Here is the weather forecast for Seattle for today. It is foggy in the morning and the temperature is around 12 degrees Celcius. But it is sunny and warm in the afternoon. It is around 16 degrees Celcius. It is foggy in the evening and the temperature falls down to 8 degrees Celcius. It is rainy and windy at night. The average temperature is 5 degrees Celcius at night. Yes, they can. Because it is sunny and warm in the afternoon. C. Listen to the weather forecast again and complete the weather chart. In this activity, students are expected to pick up the essential information in a short recorded passage about weather conditions, i.e. weather forecast. Tell students to listen to the weather forecast again and complete the weather chart using the symbols given. Before you play the recording

Unit 4 Weather And Emotions 2 SPEAKING C. Track 10 Listen to the weather forecast again and complete the weather chart. Use these symbols: cloudy sunny windy rainy foggy morning afternoon evening night 12 C D. Work in pairs. Ask and answer questions and check your answers above. Example Student A : What is the weather like in the morning? (How is the weather in the morning?) Student B : It's foggy. Student A : What is the temperature? Student B : It's 12 degrees Celcius. 2 SPEAKING A. Look at the symbols and present the weather forecast for Turkey. A. Look at the symbols and present the weather forecast for Turkey. In this activity, students practise describing weather conditions with visual support. Tell them to look at the symbols and present the weather forecast for Turkey. Give them some time to examine the pictures/symbols given and then have several students present the weather forecast for Turkey. You can give the weather charts you have prepared in advance here as it will be boring to have all the students talk about the same thing. Sample answer key Good morning, dear viewers! Here is the weather forecast for Turkey for today. It is rainy in İstanbul. The average temperature is 5 degrees Celcius. again, give students some time to examine the chart and the symbols given so that they get an idea about what to look for while listening. Then, play the recording several times. You don t need to check the answers here. Track 10 0:57 Track 10 is the same as Track 9. morning : afternoon : foggy sunny 12 degrees Celcius 16 degrees Celcius evening : night : cloudy windy D. Work in pairs. Ask and answer questions and check your answers above. Here, students are expected to conduct a simple peer-correction activity. Have them work in pairs or in small groups. Ask them to ask and answer questions as in the example given and check their answers in the previous activity. 33 8 degrees Celcius rainy 5 degrees Celcius It is sunny in İzmir. The average temperature is 7 degrees Celcius. It is sunny and warm in Antalya. The average daytime temperature is 12 degrees Celcius. It is cloudy and cold in Ankara. The average temperature is 2 degrees Celcius. It is sunny and warm in Adana. The average temperature is 14 degrees Celcius. It is rainy and windy in Trabzon. The average temperature is -4 degrees Celcius. It is snowy and cold in Erzurum. The average temperature is -15 degrees Celcius. 59

3 HAVE FUN A. Look at the symbols and complete the song. Songs, chants, tongue twisters, etc. help students reinforce vocabulary and practise pronunciation in a fun way. Have students work in pairs or individually. Ask them to look at the symbols and complete the song accordingly. You don t need to check the answers here. B. Listen to the song and check your answers. In this activity, students are expected to do self-checking. Ask your students to listen to the song and check their answers. Then, play the recording once or twice and have them check their answers while listening. Track 11 2:12 What s the weather, what s the weather, Like today, like today? Look outside the window. Look outside the window. Can you say? Can you say? It s a sunny, it s a sunny, Sunny day, sunny day. Go out in the sunshine. Go out in the sunshine. Play, play, play. Play, play, play, It s a cloudy, it s a cloudy, Cloudy day, cloudy day. Better get a sweater Better get a sweater. If it s cold, if it s cold. It s a windy, it s a windy, Windy day, windy day. Let s go fly a kite now. Let s go fly a kite now. Fly it high, fly it high. It s a rainy, it s a rainy, Rainy day, rainy day. Better get a raincoat. 34 Unit 4 Weather And Emotions 3 HAVE FUN A. Look at the symbols and complete the song. WHAT S THE WEATHER LIKE? What s the weather, what s the weather, Like today, like today? Look outside the window. Look outside the window. Can you say? Can you say? It s a, it s a, day, Go out in the sunshine. Go out in the sunshine. Play, play, play. Play, play, play, day. It s a, it s a, day, Better get a sweater Better get a sweater. If it s cold, if it s cold. day. It s a, it s a, day, Let s go fly a kite now. Let s go fly a kite now. Fly it high, fly it high. day. B. Track 11 Listen to the song and check your answers. C. Track 12 Listen again and sing along. Better get a raincoat. It s so wet, it s so wet. It s a snowy, it s a snowy, Snowy day, snowy day. Get your coat and mittens. Get your coat and mittens. Burr! Burr! Burr! Burr! Burr! Burr! What s the weather, what s the weather, Like today, like today? Look outside the window. Look outside the window. Can you say? Can you say? It s a, it s a, day, day. Better get a raincoat. Better get a raincoat. It s so wet, it s so wet. It s a, it s a, day, day. Get your coat and mittens. Get your coat and mittens. Burr! Burr! Burr! Burr! Burr! Burr! What s the weather, what s the weather, Like today, like today? Look outside the window. Look outside the window. Can you say? Can you say? Answers are given in red in Track 11. C. Listen again and sing along. Students listen and sing the song for fun. Track 12 2:12 Track 12 is the same as Track 11. 60

4 SPEAKING A. Look at the pictures and complete the dialogues. B. Draw a picture of your favourite weather. Unit 4 Weather And Emotions Mary : What's the weather like there? Jim : It's rainy and windy. Mary : I don't understand. Can you repeat, please? Jim : Sure. It's rainy and windy. Mary : Oh, really? It's quite warm and sunny here. Larry : How is the weather there? Rose : It's snowy and cold. Larry : I don't understand. Can you, repeat please? Rose : Of course. It's snowy and cold. Larry : Oh, really? It's sunny and hot here. 4 SPEAKING A. Look at the pictures and complete the dialogues. This activity aims at preparing students for the upcoming speaking activity. Have students work either in pairs or individually. Tell them to look at the pictures and complete the dialogues given accordingly. Give them some time to do the activity and then check the answers with the whole class. Answers are given on the micropage. B. Draw a picture of your favourite weather. Ask students to draw a picture of their favourite weather condition and give them enough time to complete their drawings. C. Work in pairs. Ask and answer questions about your favourite weather and prepare a telephone conversation as in activity A. Then, act it out. 35 C. Work in pairs. Ask and answer questions about your favourite weather and prepare a telephone conversation as in activity A. Then, act it out. In this activity, students practise talking about and answering simple questions, initiating and responding to simple statements about everday matters. Have students work in pairs. Tell them to ask and answer questions about their favourite weather and prepare a telephone conversation as in activity A. Give them enough time to do the activity and then have pairs of students act out their dialogues in front of the class. If you are short of time or if most of the students draw the same weather condition, you can use the weather cards you prepared in advance here. Students answers may vary. 61

5 READING Unit 4 Weather And Emotions A. Look at the pictures and draw your emotion(s) in each weather condition. In this activity, students are provided with some adjectives that will help them talk about their emotions in different weather conditions. Tell your students to look at the pictures and draw their emotion in each weather condition using the symbols given. They can draw one or more emotions in each weather condition. Give them enough time to do the activity. You don t need to check the answers here. 5 READING A. Look at the pictures and draw your emotion(s) in each weather condition. Use these symbols: moody happy sleepy upset anxious scared a b c d Students answers may vary. B. Work in small groups. Look at your answers above and talk about your emotions in different weather conditions. This activity aims at preparing students for the upcoming reading activity by giving them an idea about the content of it. Have students work in small groups. Ask them to look at their answers in the previous activity and talk about their emotions in different weather conditions as in the example provided. 36 B. Work in small groups. Look at your answers above and talk about your emotions in different weather conditions. Example I feel happy because it is sunny and nice in the first picture. Me too. I feel happy on sunny and warm days. Students answers may vary. 62

Unit 4 Weather And Emotions C. Professor Bloom is making a survey on weather and emotions. Read the conversation below and tick ( ) the result of his survey. The weather affects the children s emotions. The weather doesn t affect the children s emotions. Prof. Bloom : Well, kids. Close your eyes and listen to me carefully. Kids : OK. Professor Bloom. Prof. Bloom : It's a stormy night. It's dark. It's raining heavily. The wind's blowing. Oh, what's that? It's lightning. How do you feel? Tommy : I feel anxious. I can't go to sleep. I want to sleep in my parents bedroom. Amy : I feel anxious and scared. I don't want to be alone. I want my sister, Mary. Prof. Bloom : Alright, kids. Open your eyes and relax for a short time. Now, close your eyes again. Kids : OK, Professor Bloom. Prof. Bloom : It's nice and warm. The sun is shining and the birds are singing. How do you feel now? Amy : I feel happy. I want to sing songs and dance. Tommy : Me too. I want to go out and play with my friends. Prof. Bloom : Well done! Thank you, kids. D. Read the conversation again and answer the questions. 1. How does Tommy feel in stormy weather? 2. How does Amy feel in stormy weather? 3. Does she want to be alone? 4. How does Amy feel in nice and warm weather? 5. What does she want to do? 6. How does Tommy feel in nice and warm weather? 37 C. Professor Bloom is making a survey on weather and emotions. Read the conversation below and tick ( ) the result of his survey. In this activity, students are presented with a short, simple written conversation about predictable everyday matter, i.e. emotions and weather. Tell students that Professor Bloom is making a survey on weather and emotions and ask them to read the conversation given and tick the result of his survey. Have students do the reading activity individually and check the answers with the whole class. a. The weather affects children s emotions. D. Read the conversation again and answer the questions. This activity aims at checking students reading-understanding skills. Ask students to read the conversation again and answer the questions given individually. Check the answers with the whole class. 1. He feels anxious. 2. She feels anxious and scared. 3. No, she doesn t. 4. She feels happy. 5. She wants to sing songs and dance. 6. He feels happy. 63

6 SPEAKING Unit 4 Weather And Emotions A. Work in small groups of 3 or 4. Read your roles, prepare a conversation as in activity 5C and then act it out. In this activity, students practise talking about and answering simple questions, initiating and responding to simple statements about everyday matters (i.e. weather and emotions). Have students work in small groups of 3 or 4. Ask them to read their roles, prepare a conversation as in activity 5C and then act it out. Here, one student is expected to imagine that he/she is a professor. He/She gets a weather card from the teacher and describes the weather condition and asks his/ her friends how they feel and what they want to do and notes down their answers. Finally he/she reports the result of his/her survey to the class. The other students in the group sit on a comfortable chair, close their eyes and listen to their friend s descriptions and then they talk about their emotions and what they want to do in the weather condition described. Give students some time to prepare their conversations and then have groups of students act out their conversations in front of the class. Students answers may vary. 38 6 SPEAKING A. Work in small groups of 3 or 4. Read your roles, prepare a conversation as in activity 5C and then act it out. Student A PROJECT : You are a professor. Get a weather card from your teacher and describe the weather condition. Then, ask your friends : How do you feel? What do you want to do?. Note down your friends answers and report the result of your survey to your classmates. Student B, C, D : Sit on a comfortable chair, close your eyes and listen to your friend s descriptions. Then, talk about your emotions and what you want to do in that weather condition. Prepare a weather forecast poster and compare the weather conditions in different cities. Follow these steps: Get a map of your home country. Choose five cities on the map. Listen to their weather forecast on TV, the radio or the Internet. Draw suitable symbols for each weather condition on your map. Show your poster to your classmates, compare the weather conditions in the five cities and report it to your classmates. PROJECT Prepare a weather forecast poster and compare the weather conditions in different cities. We suggest that you have students do the project at home. Tell students to prepare a weather forecast poster and compare the weather conditions in different cities following the steps provided in their books. We suggest that you allocate a week for the project. Tell students to get a map of their home country. They can get it from the Internet or from their old books. Ask them to choose five cities on the map, listen to their weather forecast on TV, radio or the Internet and draw suitable symbols for each weather condition on the map. Ask them to bring their posters to the class and compare the weather conditions in the five cities and report it to their classmates. 64

Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Additional Projects: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students prepare a weather forecast and support it with visuals. Students create their own weather forecast film. They prepare a map of a weather forecast for their home country/the world and film themselves talking about it. Can - do - statements List Below you ll find a sample can-do-statements list for the fourth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can describe a place. I can ask people about the weather. I can answer questions about the weather. I can describe the weather. I can understand a text about weather and emotions. I can express my emotions. I can describe my emotions/feelings in different weather conditions. I can say when I don t understand and ask for repetition Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 65

Workbook Activity 1 Read the sentences, look at the symbols and complete the puzzle. Students reinforce the adjectives used to describe weather conditions in a fun way. You can have them do this activity at home. Tell students to read the sentences, look at the symbols and complete the puzzle. Check the answers with the whole class. 1. foggy 2. freezing 3. windy 4. rainy 5. snowy 6. sunny 7. cloudy Activity 1 7 C 4 6 L Activity 2 5 S N O W Y 4 WORKBOOK Weather And Emotions Read the sentences, look at the symbols and complete the puzzle. R A U N N U D Y 3 W I N D Y 2 N 1 F O G G Y R E E Z I N G 1. You must drive carefully. It's in the morning 2. Don't go out! You can catch a cold. It's outside. 3. Let's fly our kites. It's outside. 4. Take your umbrella! It's today. 5. We can make a snowman when it is. 6. Always wear your sunglasses when it is outside. 7. I can't see the sun, it is today. Write the seasons in the correct places and describe the weather condition in each season. Activity 2 summer- winter autumn spring Write the seasons in the correct places and describe the weather condition in each season. Students revise the seasons of the year and they describe the weather condition in each season. You can have them do this activity at home. Tell students to write the seasons in the correct places and describe the weather condition in each season. Check the answers with the whole class. 1.......... 2.......... 3.......... 4.......... 101 1. spring It s sunny and warm. It s sometimes rainy. 2. summer It s sunny and hot. 3. autumn It s cloudy, windy and rainy. 4. winter It s snowy and cold. 66

Workbook WORKBOOK Activity 3 Put the letters in the correct order and write the emotions. P E S U T S A O X I N U O D M Y O 1. 2. 3. Activity 3 Put the letters in the correct order and write the emotions. In this activity, students revise some of the emotions presented in this unit in a fun way. You can have them do this activity at home. Tell students to put the letters in the correct order and write the emotions. Check the answers with the whole class. E S E Y P L C R A S D E P A Y P H 4. 5. 6. Activity 4 Look at the pictures, guess and answer the questions. 1. How do the children feel? 2. What's the weather like? A B C 1. UPSET 2. ANXIOUS 3. MOODY 4. SLEEPY 5. SCARED 6. HAPPY 102 Bertha Andy Charles Activity 4 Look at the pictures, guess and answer the questions. This activity aims at preparing students for the upcoming reading activity. Here, students try to guess the weather conditions from the children s facial expressions. You can have them do this activity either in the class or at home. Tell students to look at the pictures, guess and answer the questions. Check the answers with the whole class. Sample answer key Picture A : Bertha looks happy. I think it s sunny and warm outside. Picture B : Andy looks scared. I think it s stormy and it s lightning outside. Picture C : Charles looks tired and sleepy. I think it s cloudy or foggy outside. 67

Workbook Activity 5 Match the speech bubbles with the children in activity 4. Students are provided with additional texts about predictable everyday matters such as emotions and weather. You can have them do this activity either in the class or at home. Tell students to match the speech bubbles with the children in activity 4. Check the answers with the whole class. 1. C 2. A 3. B Activity 6 Read the speech bubbles again and answer the questions. This activity checks students reading-understanding skills. You can have them do this activity either in the class or at home. Tell students to read the speech bubbles again and answer the questions given. Check the answers with the whole class. Activity 5 1. Activity 6 Match the speech bubbles with the children in activity 4. I think the weather doesn't affect my emotions. I like the sun, the rain and the snow. I feel fine in all weather conditions. But I feel tired and sleepy on foggy days because it's dull outside. Does the weather affect my emotion? Hmmm... I'm not sure. But I don't like stormy weather. Lightning and that terrible noise! Oh, I feel really scared at stormy nights. 3. Read the speech bubbles again and answer the questions. 1. How does Charles feel on sunny days? 2. Who feels tired and sleepy on foggy days? 3. Who feels scared at stormy nights? 4. When does Bertha feel moody? WORKBOOK I think the weather really affects my emotions. I feel happy and energetic on sunny days. I want to go out and hang around all day. I don't like snowy and freezing winter days. I always feel cold and moody. 2. 1. He feels fine. 2. Charles 3. Andy 4. On snowy and freezing winter days. 103 68

Workbook 104 WORKBOOK Activity 7 sunny rainy foggy stormy snowy Activity 8 Fill in the table with your and family members emotions in different weather conditions. You Your mom Your dad Your brother/sister Look at your notes in the table above and write about your and your family members emotions in different weather conditions. Example : My mom, my sister and I feel happy on sunny and hot days, but my dad feels moody. Activity 7 Fill in the table with your and your family members emotions in different weather conditions. In this activity, students are expected to extend the things they learned at school to their real life. You can have them do this activity at home. Tell students to fill in the table with their own and their family members emotions in different weather conditions. You don t need to check the answers here. Students answers may vary. Activity 8 Look at your notes in the table above and write about your and your family members emotions in different weather conditions. This activity is related to the previous one. Here, students write simple phrases and sentences about the weather and emotions. You can have them do this activity at home. Tell students to look at their notes in the table in the previous activity and write about their own and their family members emotions in different weather conditions. You can have them read out their speech bubbles to their classmates. Students answers may vary. 69

Teacher s Notes 70

UNIT 5 At The Fair Communicative Functions and Skills Functions Describing places Expressing feelings Expressing likes and dislikes Making comparisons Stating personal opinions Skills Listening Students will be able to recognize the words related to the expression of emotions/feelings. Spoken Interaction Students will be able to ask people and express their feelings and opinions about places and things. 5 AT THE FAIR Unit 5 At The Fair Spoken Production Students will be able to use a series of phrases and simple expressions to express their feelings, personal opinions about places and things. Reading Students will be able to read short information on a poster about a certain place. Students will be able to recognize phrases on signs encountered in everyday life. Compensation Strategies Students will be able to say when they don t understand and ask for repetition. Suggested Lexis amazing, bumper car, carrousel, crazy, fantastic, horrible, roller coaster, terrifying, thrilling, ghost train, big wheel, wave swinger, tap, nervous, skeleton, vampire Assessment Project Students draw a picture of your friends at a fair and write how they feel. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list Warm-up Draw students attention to the pictures which give an idea about the content of the fifth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 39 71

1 READING Unit 5 At The Fair A. Look at the pictures and answer the questions. 1 READING This activity aims at preparing students for the upcoming reading activity. Give students some time to examine the pictures and then have them answer the questions. A. Look at the pictures and answer the questions. 1. Where can you see these things? 2. Which one is your favourite? Why? Sample answer key 1. At a fun fair. 2. I love the big wheel because it s exciting. roller coaster wave swinger ghost train B. Read the descriptions and write the names of the fun rides. Choose from the list above. Be careful! There is an extra ride. In this activity, students are presented with the names of the most popular rides in a fun way. Have students work individually. Tell them to read the descriptions and write the names of the fun rides choosing from the ones given in the previous activity. Tell them to be careful as there is an extra ride. Give them some time to do the activity and then check the answers with the whole class. Bumper cars Roller coaster Ghost train Big wheel Carrousel The extra ride is the wave swinger. C. Write a fun description for the extra ride. This activity is related to the previous one. Here, students are 40 big wheel bumper cars B. Read the descriptions and write the names of the fun rides. Choose from the list above. Be careful! There is an extra ride. : Wham! Bam! Bang your car into your friend's car. : Whooohaaa! Take those turns at high speed. Up, down and upside down. : Sit down and hold your breath. Who is that tapping you on your shoulder? : Up in the air, turn around and around. Who needs the London Eye? : Get on your horse. Gallop! Gallop! Gallop! C. Write a fun description for the extra ride. : expected to write a fun description for the extra ride as in the examples in the previous activity. Give them some time to do the activity and then check the answers with the whole class. Sample answer key Wave swinger : Swing, swing, swing around. Swing through the air. carrousel 72

D. Read the information on the poster and answer the questions. 1. When is the fun fair? 2. Where is it? 3. How much is one ride? 4. Would you like to visit 'Zuzu Fun Fair'? Why/Why not? Unit 5 At The Fair Are you looking for something exciting? D. Read the information on the poster and answer the questions. In this activity, students read short information on a poster about a fun fair. Have students work either in pairs or individually. Ask them to read the information on the poster and answer the questions given. Give them some time to do the activity and then check the answers with the whole class. (IN CLIFWOOD CITY PARK) is the right place for you. 1. It s between 1st June and 15th June. 2. It s in Clifwood City Park. 3. It s one token and one token is one pound twenty. 4. Students answers may vary. JUNE 1 st - 15 th 1 TOKEN = 1.20 10 TOKENS = 10 All Rides Only 1 To ken 41 73

2 SPEAKING A. Answer the questions in the questionnaire. Note your answers. In this activity students are provided with a questionnaire in which the vocabulary which will come up in the upcoming listening activity is presented in a meaningful context. Tell students to answer the questions in the questionnaire and note their answers. Give them enough time to do the activity. You don t need to check the answers here. Students answers may vary. B. Work in pairs. Ask the questions to your friend and note his/her answers. Use a red pencil. This activity is related to the previous one. Here, students practise asking people and expressing their feelings and opinions about places and things in a guided way. Have students work in pairs. Tell them to ask the questions to their friends and note his/her answers using a red pencil. You don t need to check the answers here. Unit 5 At The Fair 2 SPEAKING A. Answer the questions in the questionnaire. Note your answers. ARE YOU FEARFUL OR FEARLESS? 1. You hear a strange noise outside at night. Do you... a) look out of the window to see what it is? b) hide under the bed covers? 2. You must make a presentation to your class. How do you feel? a) Fine. I don't mind speaking to my class. b) Horrible. I feel very nervous. 3. A friend wants to go on a tall and fast roller coaster with you. Do you... a) say yes, because roller coasters are amazing? b) say no, because roller coasters are terrifying? 4. What do you think about ghost trains? a) I think they are crazy. b) I think they are horrible. 5. A friend offers to take you to a scout camp in the woods. Do you... a) say yes, because it's fantastic? b) say no, because woods are frightening at nights? B. Work in pairs. Ask the questions to your friend and note his/her answers. Use a red pencil. C. Now, look at your answers and count the a's and b's. If there are more a's, you are fearless. If there are more b's, you are fearful. 42 Students answers may vary. C. Now, look at your answers and count the a s and b s. In the final step of the activity, students score their answers. If they have more a s, they are fearless. If they have more b s, they are fearful. Tell your students not to take it serious as it is prepared just for fun. 74

3 LISTENING A. Look at the picture carefully and answer the questions. How do the family members feel? What are they talking about? Unit 5 At The Fair Track 13 1:38 Dad : Look at that poster! There is a fun fair soon. Mary : Great! I love fun fairs. I think they are exciting places. Mom : Yes. I agree with you, Mary. There are many exciting things on the fun ground. Bob : I like the roller coaster very much. Mary : Roller coasters are crazy, aren t they Jane? 3 Mom Bob B. Track 13 Listen to the conversation and mark the correct choice. 1. Mary thinks fun fairs are places. a) exciting b) interesting 2. likes the roller coaster very much. a) Dad b) Bob 3. Jane is of roller coasters. a) amazed b) frightened 4. Mary thinks is more frightening than. a) the ghost train/the roller coaster b) the roller coaster/the ghost train 5. Jane feels about ghost trains. a) nervous b) thrilled 6. thinks bumper cars are fantastic. LISTENING a) Mary b) Jane A. Look at the picture carefully and answer the questions. This activity aims at giving students an idea about the content of the upcoming listening activity with visual support. Give students some time to examine the picture given and then have them answer the questions. Sample answer key 1. Mom, dad, Bob and Mary look happy, but Jane looks anxious. 2. About Zuzu Fun Fair? Jane Dad Mary B. Listen to the conversation and mark the correct choice. In this activity, students are expected to recognize the words related to the expression of emotions/feelings. Tell students to listen to the conversation and mark the correct choice. Before you play the recording, have students read the multiple-choice exercise so that they get an idea about what to look for while listening. Then, play the recording several times and have students do the activity. Check the answers with the whole class. 43 Jane : I don t think so. I think they are frightening. Bob : Are you frightened, Jane? Jane : Well errr Mary : I think the ghost train is more frightening than the roller coaster. Jane : I hate ghost trains. I feel nervous. I like bumper cars. I think they are fantastic. Bob : I disagree with you, Jane. I hate them. I feel really bored. Jane : Dad, what do you think about bumper cars? Dad : Sorry. I don t understand. There is too much noise. Jane : Dad, what do you think about bumper cars? Dad : I think they are fun. 1. a 2. b 3. b 4. a 5. a 6. b 75

4 SPEAKING A. Work in small groups and discuss the followings. Give reasons for your ideas. In this activity, students practise making comparisons, asking people and expressing their feelings and opinions about places and things. Have students work in groups. Ask them to discuss the questions listed giving reasons for their ideas. To make sure students understand what to do, you can practise the example given with the whole class. Some students may not understand everything and prefer keeping quiet. Encourage such students to say when they don t understand and ask for clarification and/or repetition using stock phrases such as: Sorry, I don t understand. What does mean? Say that again. etc. Unit 5 At The Fair 4 SPEAKING A. Work in small groups and discuss the followings. Give reasons for your ideas. 1. Which is more frightening? A ghost train or a roller coaster? 2. Which is more boring? Bumper cars or carrousels? 3. Which is faster? A big wheel or a wave swinger? Example Student A : I think ghost trains are more frightening because I am scared of the strange creatures in the dark tunnel. Student B : I am sorry, I don't understand. What are 'strange creatures'? Student A : Skeletons, monsters and vampires. Student B : I agree. They are horrible. Student C : I don't agree. I'm not frightened of those creatures. They are not real. I think the roller coaster is more frightening. B. Think for a short time and make a brief presentation on fun fairs. Use these ideas: What do you think about fun fairs? What type of fun rides are there? Which one is your favourite? Why? Which one do you dislike? Why? Students answer may vary. 44 B. Think for a short time and make a brief presentation on fun fairs. In this activity, students are expected to use a series of phrases and simple expressions to express their feelings and personal opinions about places and things. Have students work individually. Give them some time to think and then ask them to make a brief presentation on fun fairs using the ideas suggested in their books. Students answer may vary. 76

5 READING Unit 5 At The Fair write the correct notice in each picture. Check the answers with the whole class. A. Match the signs with their meanings. a. Fasten your seat belts. d. Insert your token here. b. Don t eat or drink. e. Pets not allowed. c. Pay here. f. Danger! Don t eat or drink. Danger! C. Read the dialogues again and answer the questions. 1. 2. 3. 4. 5. 6. B. Read the dialogues and write the correct notice in each picture. Mrs. Jason : Hey, kids! What are you doing there? Tom : We are having a rest. Mrs. Jason : Well, you can t sit there. Sally C. Read the dialogues again and answer the questions. : Why not? Mrs. Jason : Look at that sign! It says, it s dangerous. Sally : Thank you for warning. 1. What is Tim doing? 2. Can he eat something on the bumper cars? Why / Why not? 3. Why are the children sitting there? 4. Can they sit there? Why / Why not? Mr. Cohl : What are you doing, young man? Tim : I want to get on the bumper car. Mr. Cohl : But you are eating something, right? Tim : Yes. Some biscuits. Mr. Cohl : Look at that sign over there! It says, don t eat or drink anything. It s very dangerous. Tim : Oh, I m sorry. This activity aims at checking students reading-comprehension skills. Have students work individually. Ask them to read the dialogues again and answer the questions given accordingly. Check the answers with the whole class. 1. He is getting on the bumper car. 2. No, he can t. Because it s dangerous. 3. They are having a rest. 4. No, they can t. Because it s dangerous. 45 5 READING A. Match the signs with their meanings. In this activity, students are presented with some signs encountered in everyday life and their meanings. Have students work individually. Ask them to match the signs with their meanings. Check the answers with the whole class. 1. a 2. c 3. e 4. d 5. b 6. f B. Read the dialogues and write the correct notice in each picture. In this activity, students are presented with two short dialogues showing them where they can see such signs in real life and what they should/shouldn t do when they see them. You can have them work in pairs or individually. Ask them to read the dialogues and 77

6 SPEAKING A. Draw some signs from your everyday life. This activity aims at extending the stucture students practised in the previous activity to their everyday life. Have students draw some signs from their everyday life. Give them enough time to do the activity. You don t need to check the answers here. Unit 5 At The Fair 6 SPEAKING A. Draw some signs from your everyday life. B. Work in small groups. Point to the signs and ask and answer about the meanings of the signs in turns. This activity is related to the previous one. Have students work in small groups. Tell them to point to the signs and ask and answer about the meanings of the signs in turns. To make sure students understand what to do, you can practise the example given with the whole class. Give them enough time to do the activity and then check the answers with the whole class. Students answers may vary. PROJECT Draw a picture of your friends at a fair and write how they feel. We suggest that you have students do the project at home. Tell students to draw a picture of their friends at a fair and write how they feel following the steps provided in their books. We suggest that you allocate a week for the project. Tell 46 B. Work in small groups. Point to the signs and ask and answer about the meanings of the signs in turns. Example PROJECT Student A : What does this sign mean? Student B : It means you can't take photos. Draw a picture of your friends at a fair and write how they feel. Follow these steps: Get a photo of a fair. You can use the Internet. Draw the pictures of five of your friends on the fun rides. Pay attention to their facial expressions. Cut out five speech bubbles. Stick the speech bubbles next to your friends' pictures. In the speech bubbles, write how your friends feel on the fun rides. students to get a photo of a fair using the Internet, draw the pictures of five of their friends on the fun rides paying attention to their facial expressions, cut out five speech bubbles and stick them next to their friends pictures and write how their friends feel in the speech bubbles. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Additional Project: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students write a slogan/ advertisement for a ride at a fair. 78

Can - do - statements List Below you ll find a sample can-do-statements list for the fifth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can describe a place. I can talk about my feelings. I can talk about my likes and dislikes. I can compare two things. I can say my personal opinion about something. I can understand short information on a poster about a place. I can understand words and phrases on signs. I can say when I don t understand. I can ask for clarification and repetition. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 79

Workbook Activity 1 Put the letters in the correct order and write the names of the fun rides in the pictures. Students reinforce the names of some fun rides in a fun way. You can have students do this activity at home. Tell them to put the letters in the correct order and write the names of the fun rides in the pictures. Check the answers with the whole class. 1. BIG WHEEL 2. WAVE SWINGER 3. CARROUSEL 4. GHOST TRAIN 5. ROLLER COASTER 6. BUMPER CARS Activity 2 Complete the sentences with the fun rides above. Use your own opinions. Students practise expressing their feelings and opinions about the fun rides. You can have students do this activity at home. Tell them to complete the sentences with the fun rides in the previous activity using their own opinions. Check the answers with the whole class. 5 Activity 1 Activity 2 At The Fair WORKBOOK Put the letters in the correct order and write the names of the fun rides in the pictures. L W I B E H E G S E O C U R A L R 1. 3. R W I N S G E V W A E 3. S N R G T H O I A T U A R M R C E P B S 4. 6. L A E R E R O S T R C L O 5. Complete the sentences with the fun rides above. Use your own opinions. 1. I think is boring. 2. I feel really frightened on. 3. is more exciting than. 4. I think is faster than. 5. is my favourite. 105 Students answers may vary. 80

WORKBOOK Activity 3 Greg is talking to Sally on the phone. Read Greg's answers and write Sally's questions in the correct places. Activity 3 Workbook Greg is talking to Sally on the phone. Read Greg s answers and write Sally s questions in the correct places. Students have additional practice on reading and understanding short information on posters. You can have students do this activity at home. Tell them that Greg is talking to Sally on the phone. Then, ask them to read Greg s answers and write Sally s questions in the correct places. Check the answers with the whole class. a. How much is a fun ride? d. Where is it? b. When is the fun fair? e. Can you repeat, please? c. Can I bring my little brother? Sally : Hello! Sally's speaking. Greg : Hi, Sally! It's me, Greg. Listen! There's a fun fair soon. Sally : Great! I love fun fairs. 1 ( ) Greg : It's from 24 th March until 3 rd April. Sally : And 2 ( ) Greg : It's at 179 Brooke Road, Sandy Spring. Sally : Sorry, I don't understand. 3 ( ) Greg : Sure. It's at 179 Brooke Road, Sandy Spring. Sally : Oh, it's very close to our house. Well, 4 ( ) Greg : Each fun ride is 1 token and 1 token is 85 pence. Sally : I see. I have one more question. Greg : Yes. Sally : Greg : Yes, you can. Sally : Great! Let's go to the fair tomorrow. Greg : OK. See you at 2.15 then. Sally : See you. Bye. 1. b 2. d 3. e 4. a 5. c 106 81

Workbook Activity 4 Find the adjectives in the grid and write them down. In this activity, students are expected to find the adjectives they have learned so far in the grid and write them down. You can have students do this activity at home. Tell them to find the adjectives in the grid and write them down. Check the answers with the whole class. NERVOUS AMAZING BORED FRIGHTENING DULL EXCITING BORING TERRIFYING THRILLING FANTASTIC GREAT FRIGHTENED EXCITED AMAZED THRILLED TERRIFIED Activity 5 Read the sentences and circle the correct choice. This activity is related to the previous one. You can have students do this activity at home. Tell them to read the sentences and circle the correct choice. Check the answers with the whole class. Activity 4 C R A Z Y N E R V O U S Example: CRAZY Activity 5 F D E R O B G N I Z A M A Find the adjectives in the grid and write them down. R I I G H T E N I N G D U L N I R O B G N I T I C X E Read the sentences and circle the correct choice. 1. The weather is nice and warm. I feel great / exciting today. 2. I hate the ghost train. I think it's excited / frightening. L 3. My brother loves riding on the carrousel, but I think it's dull / fantastic. G F R I G H T E N E D E X C WORKBOOK 4. My dad, grandpa and I enjoy the bumper cars. I feel really nervous / excited when I bump into my dad's car. 5. Which is more thrilling / nervous? The swing or the big wheel? 6. I always feel nervous / fantastic before exams. I R R E T D E Z A M A D E T I F Y I N G T H R I L L E D F L I R H T C I T S A T N A L I N G T E R R I F I E D G R T A E 107 1. great 2. frightening 3. dull 4. excited 5. thrilling 6. nervous 82

Workbook WORKBOOK Activity 6 Read the information and prepare a poster for the May Fair. Use these ideas: Write an attractive slogan. Use suitable photos or draw pictures. Give information about the date, location, attractions and price of the rides. May Fair is a big event in our town. We have a big fair in the city park between 15 th 30 th May every year. On the fair ground, there are many fun rides such as bumper cars, wheels, carrousels, etc. People in funny costumes sell balloons, hot dogs, pop corn, desserts and drinks. Famous bands give concerts and there is music everywhere. Fun rides aren't expensive at all. We can get 20 tokens for 10 Euros and each ride is only 1 token. Everybody in the town enjoys the May Fair. Activity 6 Read the information and prepare a poster for the May Fair. In this activity, students read the text and prepare a poster about it following the ideas provided in their books. You can have students do this activity at home. Tell them to read the information about the May Fair and and prepare a poster for it. You can ask your students to bring their posters to the class and exhibit some on the bulletin board. This will encourage your students. Students posters 108 83

Teacher s Notes 84

UNIT 6 Vacation Communicative Functions and Skills Functions Making simple inquiries Stating personal opinions Talking about past events Skills Listening Students will be able to listen to and identify the holiday activities they hear. Spoken Interaction Students will be able to ask and answer about what they did on their holidays. 6 VACATION Unit 6 Vacation Spoken Production Students will be able to tell what they and/or somebody else did on holiday. Students will be able to describe past activities and personal experiences. Reading Students will be able to understand short, simple sentences and expressions related to past activities. Compensation Strategies Students will be able to ask people to repeat when they don t understand. Suggested Lexis forest, flower, fruit, lake, mountain, pick, sail, river, seaside, sightseeing, ski, tree Assessment Quiz or Exam Project Students imagine that they visited another planet and prepare a poster showing what activities they did there. They present it in the class. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list. Warm-up Draw students attention to the pictures which give an idea about the content of the sixth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 47 85

1 READING A. Work in groups and answer the questions. This activity aims at preparing students for the upcoming reading activity by checking their background information on the topic, i.e. vacation. Have students work in small groups and answer the questions given. Unit 6 Vacation 1 READING A. Work in groups and answer the questions. 1. Where do you usually go on holiday? 2. What do you do there? 3. Would you like to go somewhere different? If yes, where? B. Look at the picture and answer the questions. 1. Where are the children? 2. How do they feel? Sample answer key C. Work in pairs. Practise and act out the dialogue in front of the class. 1. To Antalya, Marmaris, etc. 2. I go swimming, visit my relatives, visit sights and landmarks, etc. 3. Yes. I d like to go to Paris, New York, London, etc. B. Look at the picture and answer the questions. This activity aims at giving students an idea about the content of the following dialogue. Give students some time to examine the picture and then have them answer the questions. Harry : Hi, Carol! I m happy to see you again. Carol : Me too. How was your holiday? Harry : It was great. My family and I were in New York. Carol : In New York? Really? Harry : Yes. Look at my photo of the Statue of Liberty. Carol : It's amazing. Harry : How was your holiday? Carol : It wasn't interesting or fun. Harry : Where were you? Carol : I was here. 48 Sample answer key 1. At school. 2. The boy looks happy/cheerful/ excited. The girl looks bored/upset/tired etc. act it out in front of the class. Some students may ask you what was/were means, we suggest you not to get into the language pattern but let them pick it up by themselves. C. Work in pairs. Practise and act out the dialogue in front of the class. In this activity, students are presented with a short dialogue about past vacations. Have students work in pairs. Tell them to practise the dialogue for a short time and then ask them to 86

D. Read the dialogue again and mark the sentences True or False. 1. The holiday is over. Unit 6 Vacation do the activity. You don t need to check the answers as they are provided in the upcoming listening activity. 2 2. Harry and his family are in New York. 3. Harry's holiday wasn't fun. 4. Carol's holiday wasn't interesting. 5. Carol was at home on holiday. LISTENING AND SPEAKING B. Listen to the recording and check your answers. Tell students to listen to the recording and self-check their answers and then play the recording a few times. A. Fill in the blanks with was, were, wasn t, weren t. Look at the example in activity 1C. Jim : How was your last summer holiday? Linda : It fine. I on my grandparents' farm. Jim : Really? your brothers with you on the farm? Linda : No, they. They on the scouts camp. How your holiday? Jim : It fantastic. Linda : Where you? Jim : Guess, where... Linda : you in Greece? Jim : No, I. I in Italy. Look at my photo of the Pisa Tower. Linda : It's great. I really want to see it. B. Track 14 Listen to the recording and check your answers. C. Answer the questions about your last holiday. 1. How was your last holiday? 2. Where were you? 3. Who was with you? 4. How was the weather? 49 Track 14 0:56 Jim : How was your last summer holiday? Linda : It was fine. I was on my grandparents farm. Jim : Really? Were your brothers with you on the farm? Linda : No, they weren t. They were on the scouts camp. How was your holiday? Jim : It was fantastic. Linda : Where were you? Jim : Guess, where Linda : Were you in Greece? Jim : No, I wasn t. I was in Italy. Look at my photo of the Pisa Tower. Linda : It s great. I really want to see it. D. Read the dialogue again and mark the sentences True or False. This activity aims at checking students reading-comprehension skills. Tell students to read the dialogue again and mark the sentences either True or False referring to the information provided in the dialogue. Check the answers with the whole class. 1. True 2. False 3. False 4. True 5. True 2 LISTENING AND SPEAKING A. Fill in the blanks with was, were, wasn t, weren t. Look at the example in activity 1C. Some students are very good at picking up and generalizing language patterns. Here, students are expected to pick up the rules from the example in activity 1C and apply them in this activity. You can have students work in small groups, pairs or individually. Ask them to fill in the blanks with was, were, wasn t, weren t looking at the example in activity 1C. Give them enough time to Answers are given in red in Track 14. C. Answer the questions about your last holiday. In this activity, students are expected to use the new language pattern to talk about their own holiday. Tell students to answer the questions about their last holiday. Give them some time to think and then have them answer the questions starting with the volunteers. Students answers may vary. 87

3 LISTENING Unit 6 Vacation A. Match the pictures with the activities. 3 LISTENING In this activity, students are provided with the words and phrases that will come up in the recorded text. Tell students to match the activities with the pictures and then check the answers with the whole class. A. Match the pictures with the activities. a. climb mountains b. cook e. pick berries f. stay in a tent c. play games g. learn skiing d. cycle h. visit museums 1. d 2. e 3.a 4. f 1 2 3 4 5. c 6. h 7. g 8. b B. Listen to the recording and tick ( ) the activities you hear. In this activity, students are expected to listen and identify the holiday activities they hear. Tell students to listen to the recording and tick the activities they hear. Then, play the recording once or twice and have them do the activity. Check the answers with the whole class. Track 15 1:13 Susan : Hi, Peter! How are you? Peter : Fine, thanks. And you? Susan : Not bad. Not bad. Where were you on your holiday? Peter : My family and I were on a camp in the mountains. Susan : Great! Did you stay in a tent? Peter : Yes. Susan : What did you do there? Peter : We cycled in the mountains. Susan : Did you climb mountains, too? Peter : Yes, my brother and I climbed mountains. Susan : Who cooked the meals? Peter : My mom and dad. But my brother and I picked berries. 50 5 B. Track 15 Listen to the recording and tick ( ) the activities you hear. C. Track 16 Listen again and mark the correct choice. 1. Where were Peter and his family on their holiday? 6 a) By the seaside. b) In the mountains. 2. Where did they stay? a) In a hut. b) In a tent. 3. What did Peter s mom and dad do? a) They cooked meals. b) They picked berries. 4. Did they climb mountains? a) No, they didn t. b) Yes, they did. 5. What did they do in the evenings? a) They played games. b) They watched films. Susan : What did you do in the evenings? Peter : We played fun games, such as hide and seek. Susan : I didn t understand. Say that again, please. Peter : We played fun games, such as hide and seek. Oh, it was amazing. Susan : Be quiet! The teacher is in. C. Listen again and mark the correct choice. This time, students listen for specific information. Tell students to listen again and mark the 7 correct choice. Before you play the recording again, have students read the multiple choice questions so that they will get an idea about what to look for while listening. Then, play the recording several times and have them do the activity. Check the answers with the whole class. Track 16 1:10 Track 16 is the same as Track 15. 1. b 2. b 3. a 4. b 5. a 8 88

4 SPEAKING A. Work in groups and play the miming game. Unit 6 Vacation Student A : Mime an activity you did on your holiday and answer your friends' questions. Use: "Yes." or "No." Other students : Look at your friend. Ask questions and try to find out: What did your friend do on his/her holiday? Example Ted : Did you pick flowers? Jane : No. Kate : Did you learn skiing? Jane : No. Terry : Did you learn diving? Jane : No. Terry : Did you climb mountains? Jane : Yes. B. Fill in the first column of the table with the information about your summer holiday. C. Work in pairs. Ask and answer questions and fill in the second column with the information about your friend s summer holiday. In this activity, students practise asking and answering about what they did on their holidays. Have students work in pairs. Tell them to ask and answer questions and fill in the second column with the information about their friends summer holidays. To make sure your students understand what to do, you can practise the example with the whole class. Place Date Activities I My friend Students answers may vary. C. Work in pairs. Ask and answer questions and fill in the second column with the information about your friend's summer holiday. Example Student A : Where were you on your summer holiday? Student B : I was in Marmaris. Student A : When did you go there? Student B : In August. Student A : What did you do? Student B : I went to the seaside. I learned swimming. Student A : Say that again, please. I didn't understand. Student B : I learned swimming. 51 4 SPEAKING A. Work in groups and play the miming games. In this activity, students practise the new structure in a fun way. Have students work in groups and play the miming games. Here, one student is expected to mime a holiday activity he/she did and his/ her friends are expected to find out what he/she did by asking short questions. B. Fill in the first column of the table with the information about your summer holiday. This activity aims at preparing students for the upcoming speaking activity. Have students work individually. Tell them to fill in the first column of the table with the information about their summer holiday. Give them some time to do the activity. You don t need to check the answers here. Students answers may vary. 89

5 READING Unit 6 Vacation A. Look at the pictures of Susan and her family. Then, answer the question. This activity aims at preparing students for the upcoming reading activity with visual aid. Tell students to look at the pictures of Susan and her family for a short time and then ask them to answer the question given. 5 READING A. Look at the pictures of Susan and her family. Then, answer the question. 1 Where were they last weekend? a. By the seaside. b. At a winter sports centre. c. In a big, crowded city. 2 3 4 5 6 52 90

Unit 6 Vacation B. Read Susan's report about last weekend and check your answer in activity A. Whose answer is right? Last weekend, my family and I were at a winter sports centre in Sweden. (a) We stayed at a comfortable hotel. (b) My brother and I learned skiing. (c) My mom and I went ice - skating. (d) My brother went snowboarding. (e) We walked in the snowy forest. (f) We had a picnic there. It was cold, but we had a great time. We came back from Sweden yesterday. C. Read Susan's report again and match the sentences with the pictures in activity A. D. Look at the pictures from Justin's photo album and talk about his last weekend. Use the key words. visit-buckingham Palace walk-hyde Park 1. b 2. a 3. e 4. d 5. f 6. c D. Look at the pictures from Justin s photo album and talk about his last weekend. Use the key words. In this activity, students practise describing what somebody else did on holiday. Tell them to look at the pictures from Justin s photo album for a short time and ask them to talk about his last weekend using the key words given. go-sightseeing tour get on-london Eye He visited the Buckingham Palace. He walked in Hyde Park. He went on a sightseeing tour. He got on the London Eye. 53 B. Read Susan s report about her last weekend and check your answer in activity A. Whose answer is right? Here, students are presented with a short, simple text about past activities. Have them work individually. Ask them to read Susan s report about her last weekend and check their answers in activity A. Then, ask them whose answer is right. b. At a winter sports centre. C. Read Susan s report again and match the sentences with the pictures in activity A. In this activity, students are expected to understand short, simple sentences and expressions related to past activities. Ask them to read Susan s report again and match the sentences with the pictures in activity A. Give them enough time to do the activity and then check the answers with the whole class. 91

6 SPEAKING Unit 6 Vacation A. Draw pictures or stick photos about your last weekend. Don t forget your friends and/or family members. 6 SPEAKING A. Draw pictures or stick photos about your last weekend. Don't forget your friends and/or family members. This activity, prepares students for the upcoming speaking activity. Tell them to draw pictures or stick photos about their last weekend including their friends and/or family members. B. Show your pictures to your friends and talk about your weekend activities. This activity is related to the previous one. Here, students practise describing past activities and personal experiences. Ask them to show their pictures to their friends and talk about their weekend activities. Students answers may vary. B. Show your pictures to your friends and talk about your weekend activities. Example PROJECT Last weekend, I went to my grandparents. Imagine you visited another planet and prepare a poster. Show what activities you did there. Present it in class. Follow these steps: Choose a planet. Find some photos about that planet on the Net. Stick those pictures on a coloured cardboard. Make a list of the activities you did there. Draw a picture for each activity. Stick your drawings on the planet. Show your poster to your classmates and talk about the activities you did on that planet. Imagine you visited another planet and prepare a poster. Show what activities you did there. Present it in class. We suggest that you have students do the project at home. Tell them to imagine that they visited another planet and prepare a poster showing what activities they did there following the steps provided in their books and present it in class. We suggest that you allocate a week for the project. Tell students to choose a planet, 92 PROJECT 54 find some photos about that planet on the Net and stick them on a coloured cardboard. Then, ask them to make a list of the activities they did there, draw pictures for the activities and stick them on the planet. Ask them to bring their projects to the class and present it in the class. Quiz or Exam Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Additional Projects: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students prepare a pamphlet showing different places for different holiday activities in their country. Students prepare a postcard and write about what they did on their holiday.

Can - do - statements List Below you ll find a sample can-do-statements list for the sixth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-do-statements lists in their dossier. Yes Not Sure No I can identify holiday activities while listening. I can understand a text about past activities. I can say what I did on my holiday. I can describe past activities and my experiences. I can ask people what they did on their holiday. I can express my opinions. I can ask people to repeat when I don t understand. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 93

Workbook Activity 1 Look at the pictures and write: Where were the people last weekend? Students have additional practice on the use of was/were. You can have them do this activity at home. Tell them to look at the pictures and write where the people were last weekend and check the answers with the whole class. 6 Activity 1 Vacation WORKBOOK Look at the pictures and write: Where were the people last weekend? 1. Tom was at a football match. 2. Sally was on a picnic. 3. Mr. and Mrs. Clayton were at a restaurant. 4. Jim was at the theatre. 5. Mary and Jack were on a camp. 6. Charles was at a party. Tom Mr. and Mrs. Clayton Sally Jim Mary and Jack Charles. 109 94

WORKBOOK Activity 2 1 Look at the pictures and write: What type of activities can you do in each place? 2 Activity 2 Workbook Look at the pictures and write: What type of activities can you do in each place? Students practise the vocabulary related to holiday activities. Ask students to look at the pictures and write what type of activities they can do in each place. Check the answers with the whole class. sunbathing swimming diving playing beach volley climbing mountains trekking mountain cycling hiking Sample answer key Answers are given on the micro page. 3 4 skiing snowboarding ice-skating playing ice hockey sightseeing visiting sights and landmarks shopping visiting museums and art galleries 110 95

Workbook Activity 3 Read Sezen s homework about her last summer holiday and tick ( ) her holiday place in activity 2. Tell students to read the text about Sezen s last summer holiday and tick her holiday place in activity 2 and check the answers with the whole class. Activity 3 WORKBOOK Read Sezen's homework about her last summer holiday and tick ( ) her holiday place in activity 2. 1 ( ) Activity 4 Read Sezen s homework again and answer the questions. This activity checks students reading-comprehension skills. You can have them do this activity at home. Tell them to read Sezen s homework again and answer the questions accordingly. Check the answers with the whole class. 1. In Antalya. 2. No, she didn t. She went there with her family. 3. No, she didn t. She learned diving. 4. No, she didn t. 5. They walked on the sand and played fun games with friends. 6. Yes, she did. Last summer, my family and I were in Kemer, Antalya. We stayed in a tent near the seaside. We went swimming every morning. My brother and I also learned diving there. We climbed mountains and picked flowers. We had a picnic in the mountains. In the evenings, we walked on the sand and played fun games with friends. Also, we went sightseeing and visited museums and art galleries. We had a great time there. Activity 4 Read Sezen s homework again and answer the questions. 1. Where was Sezen last summer? 2. Did she go there with her friends? 3. Did she learn swimming? 4. Did she go sailing? 5. What did they do in the evenings? 6. Did she enjoy her holiday? 111 96

WORKBOOK Activity 5 Draw pictures or stick photos and write about your mid-term holiday. Workbook Activity 5 Draw pictures or stick photos and write about your mid-term holiday. In this activity, students are expected to prepare a picture story and describe past activities and personal experiences. You can have them do this activity at home. Tell your students to draw pictures or stick photos and write about their mid-term holiday. You can ask them to show their pictures to their friends and make a short presentation. Students answers may vary. 112 97

Teacher s Notes 98

UNIT 7 Occupations Communicative Functions and Skills Functions Describing what people do regularly Expressing ability and inability Making simple inquiries Naming the days Telling the time, days and dates Skills Listening Students will be able to recognize familiar words and simple phrases concerning people s occupations if spoken slowly and clearly. Students will be able to recognize the days of the week and dates. 7 OCCUPATIONS Unit 7 Occupations Spoken Interaction Students will be able to give dates and ask questions about people s occupations. Spoken Production Students will be able to use simple phrases and sentences to describe occupations. Students will be able to give the date. Reading Students will be able to understand familiar words and very simple sentences about occupations. Compensation Strategies Students will be able to use mime and gestures to explain a word. Suggested Lexis accountant, architect, hairdresser, lawyer, mechanic, waiter, waitress, worker, tailor, sew, fabrics, prescription, design, dye, professional, profession, occupation Assessment Project Students prepare a poster and present (some of) their relatives occupations and the dates when they started them. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list. Suggested Materials You will find the flashcards for some occupation on pages 167 and 169. 55 Warm-up Draw students attention to the pictures which give an idea about the content of the seventh unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 99

1 READING Unit 7 Occupations A. Work in groups. Make a list of the jobs you know. You can use your dictionary. This activity aims at checking students background knowledge on the topic. Have students work in groups. Ask them to make a list of the jobs they know. They can use their dictionary when necessary. You can give them about three five minutes to write down the occupations and then have them count their words and announce the group with the most words as the winner. 1 READING A. Work in groups. Make a list of the jobs you know. You can use your dictionary. B. Look at the pictures below. Are these jobs in your list? Label the pictures with the words in your list? 1. 2. Sample answer key teacher, doctor, engineer, policeman, soldier, architect, mechanic, etc. 3. 4. B. Look at the pictures below. Are these jobs in your list? Label the pictures with the words in your list. This activity aims at preparing students for the upcoming reading activity with visual aid. Tell students to look at the pictures for a short time and then ask them whether these jobs are in their lists or not. Then, have them label the pictures with the words in their lists. Check the answers with the whole class. 56 5. 6. 1. doctor 2. hairdresser 3. architect 4. teacher 5. pilot 6. tailor 100

C. Read the speech bubbles and write their jobs. Choose from the list in activity B. 1 I'm a/an. I can cut and sew fabrics. I can make dresses, trousers and skirts. I'm a/an. I work at a hospital. I can write prescriptions and I can operate on ill people. 2 3 I'm a/an. I can design and draw building plans, but I can't build a house. D. Draw your imaginary job and fill in the speech bubble as in the examples above. What do you do? What can/can't you do? 4 Unit 7 Occupations I'm a/an. I work at school. I teach you new things. I can play fun games with you, too. I'm a/an. I can fly the plane and take you anywhere you like. 5 I'm a/an. I cut, dye and design hair. 6 C. Read the speech bubbles and write their jobs. Choose from the list in activity B. In this activity, students are expected to understand familiar words and very simple sentences about occupations. Have students work individually. Tell them to read the speech bubbles and write their jobs choosing from the list in activity B. Check the answers with the whole class. 1. a tailor 2. a doctor 3. an architect 4. a teacher 5. a pilot 6. a hairdresser E. Work in groups and play the miming game. Student A : Mime the job in the picture in activity D. Answer your friends' questions. Use: "Yes." or "No." Other students : Ask questions and find your friend's job. Example Student B : Can you fly a plane? Student A : No. Student C : Can you use a spaceship? Student A : Yes. Student C : Are you an astronaut? Student A : Yes. D. Draw your imaginary job and fill in the speech bubble as in the examples above. In this post-reading activity, students draw a simple picture of his/her imaginary job and write a simple description for it as in the examples in the previous activity. Give students enough time to do the activity. You don t need to check the answers here. 57 Students answers may vary. E. Work in groups and play the miming game. This activity is related to the previous one. Here, students practise using mime and gestures to explain a word, i.e. a job. Have students work in groups and play the miming game as instructed. One student is expected to mime the unusual job in his/her picture in the previous activity and the other students in the group are expected to ask short questions and find out their friend s occupation. Then, have them take turns. 101

1 LISTENING Unit 7 Occupations A. Answer the questions about you. This activity aims at preparing students for the upcoming activity with the help of some questions about themselves. Give students some time to think and then have them answer the questions. Students answers may vary. 2 LISTENING A. Answer the questions about you. 1. What are you interested in? 2. What is your favourite school subject? 3. What do you like doing in your free time? 4. What is your dream job? B. Bob is interviewing his ideal professional. Look at the pictures and guess. What is his ideal profession? C. Track 17 Listen to the interview and check your guesses. Whose guess is right? B. Bob is interviewing his ideal professional. Look at the pictures and guess. What is his ideal profession? This activity aims at giving students an idea about the content of the recorded text in the following activity with visual support. Tell students that Bob is interviewing his ideal professional. Then, ask them to look at the pictures and guess what his ideal profession is. You can write students guesses on the board to find out whose guess is right after listening to the recording in activity C. Students answers may vary. C. Listen to the interview and check your guesses. Whose guess is right? In this activity, students listen to get a general idea about the content of the recorded text. Tell students to listen to the interview and check their guesses in the previous activity. Play the recording once or twice. Then, ask them whose guess is right. 102 58 Track 17 2:28 Mrs. Brooks : Good morning. Bob: Good morning. Mrs. Judy Brooks, right? Mrs. Brooks : Yes. How can I help you? Bob : My name s Bob. I m preparing a project about my ideal profession. Can I ask you some questions? Mrs. Brooks : Of course. Bob : When did you become a computer programmer? Mrs. Brooks : Hmmm Let me think in 2005. Bob : You work in the office, right? Mrs. Brooks : Yes. I work in this small office. Bob : What time do you start and stop work? Mrs. Brooks : Well I start work at half past eight and I leave the office when I finish my work. I mean I don t stop

Bob : Do you work every day? Mrs. Brooks : No. I work here only three days a week, Wednesday, Thursday and Friday. Bob : So, you are off on Mondays and Tuesdays. Mrs. Brooks : No. I go to my doctorate class at the university. Bob : Thank you very much for the interview, Mrs. Brooks. Mrs. Brooks : You re welcome. Unit 7 Occupations D. Track 18 Listen to the interview again and mark the correct choice. 1. When did Judy Brooks become a computer programmer? a) b) c) 1985 1995 2005 2. Where does she work? a) b) c) b) c) 3. What time does she start work? a) 4. What does she do in the morning? a) She writes the programmes. b) She meets her customers. c) She goes to her doctorate class. Students answers may vary. 5. What type of programmes does she write? a) b) c) D. Listen to the interview again and mark the correct choice. In this activity, students are 6. Which days does she work? a) Mon Tue Wed Thu Fri Sat Sun expected to recognize familiar b) Mon Tue Wed Thu Fri Sat Sun c) words and simple phrases Mon Tue Wed Thu Fri Sat Sun concerning people s occupations and the time, days and dates. Tell students to listen to the interview 59 again and mark the correct choice. Before you play the recording work at the same time every day. Bob : I see. And what do you do at work? Mrs. Brooks : In the morning, I usually meet my customers. I listen to their needs and take notes and then I plan my programme. I start writing the programme after lunch and work long hours nonstop. Bob : What type of programmes do you write? Mrs. Brooks : I write accounting programmes. Bob : Accounting programmes? I don t understand. Can you show me, please? Mrs. Brooks : Look! I write all these formulas, numbers and figures. Bob : Oh, you write programmes for the accountants. Mrs. Brooks : Yes. again, ask them to have a look at the multiple choice questions so that they get an idea about what to look for while listening. Then, play the recording several times and have them do the activity while listening. Check the answers with the whole class. Track 18 2:24 Track 18 is the same as Track 17. 1. c 4. b 2. a 5. c 3. a 6. b 103

3 SPEAKING Unit 7 Occupations A. Imagine you are one of the school staff (a teacher, a cleaner, a driver etc.). Fill in the first column of the table with your information. This activity aims at preparing students for the following speaking activity. Tell them to imagine that he/she is one of the school staff (a teacher, a cleaner, a driver etc.). Ask them to fill in the first column of the table with his/her own information. Give them enough time to complete the table. You don t need to check the answers here. Students answers may vary. B. Work in pairs. Interview your partner and fill in the second column with his/ her information. Look at the example. In this activity, students practise asking questions about people s occupations and using simple phrases and sentences to describe occupations. They also ask for and tell the time, days and the dates. Have students work in pairs. Ask them to interview their partners as in the example given and fill in the second column with their partners information. 60 3 SPEAKING A. Imagine you are one of the school staff (a teacher, a cleaner, a driver, etc.). Fill in the first column of the table with your information. Name and surname Job Starting date Job location Job description Working days/hours B. Work in pairs. Interview your partner and fill in the second column with his/her information. Look at the example. Example Student A : Hello, Mr. Spencer! Student B : Hi! How can I help you? Student A : I'm making a survey for our school magazine. Can I ask you some questions about your job? Student B : Of course. Student A : What do you do? Student B : I'm a technician at school. Student A : When did you become a technician? Student B : In 2010. Student A : Hmmm... what do you do at work? Student B : I mend the electrical devices. Student A : Sorry, I don't understand. Can you show me? Student B : (Mimes the action.) Student A : Oh, I see. You repair the lamps, projectors, etc. at school. Student B : Yes. Student A : What time do you start and stop work? Student B : I start work at 8 o'clock in the morning and stop at 5 o'clock in the evening every weekday. Student A : Thank you very much, Mr. Spencer. Student B : You're welcome. C. Now, act out your interview in front of the class. I My friend Students answers may vary. C. Now, act out your interview in front of the class. Give students some time to practise and then have them act out their interviews in front of their classmates. 104

Unit 7 Occupations 4 READING AND SPEAKING 4 A. Circle the best choice about you. Score your answers and find out the suitable jobs for you. QUESTIONNAIRE 1. My favourite school subject is. a Arts b Social Studies c Maths 2. If my close friend has birthday, I ll get him/her. a something special b something he/she likes c something he/she needs 3. If I'm at a party but don't know anybody,. a I'II examine the people there c I'II enjoy the food and drinks. 4. I like when I'm on the beach. a listening to the sound of the sea. c catching fish b I'II meet new people b making new friends 5. In my dreams, I usually see myself. a in an art gallery b at a charity fair c in a lab 6. I like reading in the newspaper. a reader's corner b sports c economics and trade 7. I'm a person. a sensitive b sociable c logical 8. I'm bad at. a numbers and figures b doing experiments c arts and craft SCORES: READING AND SPEAKING 1 a 1 b 2 c 3 2 a 1 b 2 c 3 3 a 1 b 2 c 3 4 a 1 b 2 c 3 5 a 1 b 2 c 3 6 a 1 b 2 c 3 7 a 1 b 2 c 3 8 a 1 b 2 c 3 9-14 point : You can have a career as a journalist, a writer, a poet, an artist, a fashion designer or a physicologist. 15-21 : You can have a career as a lawyer, a translator, a teacher, an actor (actress), a stewardess or a sales person. 22-27 : You can have a career as a scientist, an accountant, a doctor, an engineer, a manager or an economist. 61 A. Circle the best choice about you. Score your answers and find out the suitable jobs for you. In this activity, students are provided with a simple questionnaire about career planning. Tell students to circle the best choice about themselves, score their answers and find out the suitable jobs for themselves. Tell students not to take this questionnaire too serious as career planning requires a more detailed investigation, including interviews, personal tests and questionnaires, analysis, etc. by experienced professionals. You can have students read out their results to the class. Students answers may vary. 105

B. Choose one of the suitable jobs for you from activity A. Make a quick search and give a brief presentation on it. Look at the example. In this activity, students are expected to describe an occupation they choose using simple phrases and sentences. Have students work individually. Tell them to choose one of the suitable jobs for themselves from the previous activity, make a quick search and give a brief presentation on it including information about the place of work, duties at work, working days and hours and their opinions about the job. You can practise the example given with the whole class so that your students understand what to do exactly. Students answers may vary. PROJECT Prepare a poster and present (some of) your relatives occupations and the dates when they started them. We suggest that you have students do the project at home. Tell students to prepare a poster and present (some of) their relatives occupations and the dates when they started them following the steps provided in their books. We suggest that you allocate a week for the project. Tell students to make a list of (some of) their relatives and write their occupations, find some picture/photos about those jobs and stick them on a coloured cardboard. Ask them to write what each relative does and 62 Unit 7 Occupations B. Choose one of the suitable jobs for you from activity A. Make a quick search and give a brief presentation on it. Look at the example. Give information about: the place of work duties at work working days working hours your opinions about the job I'm Jack Stevenson. I'm a pilot. I fly people and cargo. I don't have a typical day because my flight time changes frequently. When I have a flight, I put on my uniform and go to the airport. Before I fly, I check everything in the cockpit and organize a meeting with the crew. I love my job because I think flying through the big blue sky is amazing. PROJECT Prepare a poster and present (some of) your relatives' occupations and the dates when they started them. Follow these steps: Make a list of (some of) your relatives and write their occupations. Find some pictures about their occupations. Stick those pictures on a coloured cardboard. Write what each of your relative does and when he/she started it. Show your poster to your classmates and talk about your relatives' occupations. when he/she started it. Ask them to bring their projects to the class and talk about their relatives occupations. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Additional Projects: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students find out the occupations of their family members and draw and write what they do. Students work in groups, do some Internet research, and find three unusual/original/new jobs. They prepare posters and present them in class. 106

Can - do - statements List Below you ll find a sample can-do-statements list for the seventh unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. I can understand words and simple phrases about people s occupations. Yes Not Sure No I can recognize the days of the week and dates when I hear them. I can give dates. I can ask questions about people s occupations. I can describe occupations. I can understand words and simple sentences when I read. I can explain a word using mime and gestures. I can express ability and inability. I can describe what people do regularly. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 107

Workbook Activity 1 Read the descriptions, complete the puzzle and find Mike s dream job. Students reinforce the names of some professions in a fun way. You can have them do this activity at home. Tell them to read the descriptions, complete the puzzle and find Mike s dream job. Check the answers with the whole class. 1. hairdresser 2. doctor 3. cook 4. technician 5. driver 6. secretary 7. mechanic 8. teacher 9. pilot I want to become an architect. Activity 1 1. He/she dyes, cuts and styles hair. WORKBOOK Read the descriptions, complete the puzzle and find Mike's dream job. 2. He/she looks after people when they are ill. 3. He/she cooks dishes in a restaurant, hotel or cafeteria. 4. He/she repairs electrical devices. 5. He/she drives people to different places. 6. He/she writes letters, e-mails, answers the telephones and organizes meetings. 7. He/she mends cars. 8. He/she teaches new things to students at school. 9. He/she flies the plane. 2 6 7 d 9 o 4 8 c 5 Occupations t 1 7 h a i r d r e s s e r o 3 r c o o k t e c h n i c i a n d r i v e r s e c r e t a r y p m e c h a n i c t e a c h e r i l o t Activity 2 I want to become a / an. Write a description for Mike s dream job as in the examples above. Students are expected to write a simple description for Mike s dream job as in the examples in activity 1. You can have them do this activity at home. Check the answers with the whole class. Activity 2 Write a description for Mike's dream job as in the examples above. 113 Sample answer key He/she draws and designs building plans. 108

Workbook 114 WORKBOOK Activity 3 Look at the pictures and complete the text about Ryan Carter, Mike's dad. Ryan Carter became an architect in 2000. He works for a big construction company. He always (1) at 6.30. He usually does his morning (2) and has (3) He leaves (4) around 8 o'clock. He often (5) to work, but he sometimes goes to work by (6). Then, he has breakfast.. He starts work at (7). His office is on the 11 th floor of a high building. In his office, he has got a big (8) with illumination. He can (9) plans for modern and comfortable hotels, offices and homes. He stops work at (10) o clock. He always has dinner with his family at (11). He reads (12) or (13), watch e s (14) or listens to (15) in the evenings. Activity 3 Look at the pictures and complete the text about Ryan Carter, Mike s dad. Students are presented with a short, simple text about Mike s dad and his occupation and they are expected to complete the text with the help of the visuals given. You can have them do this activity at home. Tell them to look at the pictures and complete the text about Ryan Carter, Mike s dad. Check the answers with the whole class. 1. gets up 2. exercise 3. a shower 4. home 5. walks 6. car 7. (a) quarter to nine 8. table 9. draw 10. six 11. half past six 12. newspapers 13. books 14. TV 15. music 109

Workbook Activity 4 Read the text about Ryan Carter again and answer the questions. This activity aims at checking students reading-understanding skills. You can have them do this activity at home. Tell them to read the text about Ryan Carter again and answer the questions given referring to the information provided in the text. Check the answers with the whole class. 1. In 2000. 2. In an office. 3. He starts work at a quarter to nine and stops at six o clock. 4. He draws plans for modern and comfortable hotels, offices and homes. 5. He reads newspapers or books, watches TV or listens to music. Activity 4 Activity 5 Activity 6 Read the text about Ryan Carter again and answer the questions. 1. When did he become an architect? 2. Where does he work? 3. What time does he start / stop work? 4. What does he do at work? 5. What does he do in the evenings? Name and surname Occupation Starting date Place of work Activities at work Working days / hours WORKBOOK Fill in the table with the information about one of your family members (your mom, your dad, your uncle, etc.). Look at your notes in the table above and write a paragraph about your family member and his/ her occupation. Look at the example in activity 3. Activity 5 115 Look at your notes in the table above and write a paragraph about your family member and his/ her occupation. Look at the example in activity 3. This activity aims at preparing students for the following writing activity. You can have them do this activity at home. Tell them to fill in the table with the information about one of their family members (their mom, dad, uncle, etc.). You don t need to check the answers here. 110 Activity 6 Look at your notes in the table above and write about your family members and their occupations. Look at the example in activity 3. In this activity, students practise writing simple phrases and sentences to describe occupations. You can have them do this activity at home. Tell them to look at their notes in the table in the previous activity and write a paragraph about one of their family members and his/her occupation as in the example in activity 3. You can have them read out their homework to their classmates later. Students answers may vary.

Workbook 116 WORKBOOK Activity 7 Meg : Does he work inside? Bob : No. He works outside. Sue Bob : (1) : Does he wear a special uniform? Tom : Does he work for the army? Bob : (2) Meg Bob : (3) Sue Bob : (4) Meg Bob : (5) Meg Bob : Does he work on a farm? : Does he work at weekends? : Does he work for the security office? : Is he a policeman? : Yes. The students are playing a guessing game. They are trying to find out each other's ideal professional. Can you complete the dialogues below? Bob : Does she work inside? Meg : Yes. She works inside. Tom : (1)? Meg : No. She doesn't work at a school. Sue : (2)? Meg : Yes. She works at a hospital. Sue : (3)? Meg : Yes. She wears a white apron. Tom : (4)? Meg : No. She isn't a nurse. Bob : (5)? Meg : Yes. She is a doctor. Activity 7 The students are playing a guessing game. They are trying to find out each other s ideal professional. Can you complete the dialogues below? In this activity, students have additional practice on asking and answering questions about people s occupations in written form. You can have them do this activity either in the class or at home. Tell them that the students are playing a guessing game and trying to find out each other s ideal professional. Then, ask them to complete the dialogues. Check the answers with the whole class. 1. Does she work at school? 2. Does she work at hospital? 3. Does she wear a uniform? 4. Is she a nurse? 5. Is she a doctor? 1. Yes, he does. 2. No, he doesn t. 3. No, he doesn t. 4. Yes, he sometimes works at weekends. 5. Yes, he does. 111

Teacher s Notes 112

UNIT 8 Detectives At Work Communicative Functions and Skills Functions Describing what people are doing now Expressing quantity Making simple inquiries Talking about locations of things Talking about past events Skills Listening Students will be able to listen and locate objects. Students will be able to get the main idea when people describe what people are doing at the moment. Students will be able to recognize numbers up to one million. Spoken Interaction Students will be able to ask people about their location. Students will be able to ask people what they are doing. Spoken Production Students will be able to describe the locations of people and things. Students will be able to use a series of phrases and simple sentences to describe present events. Students will be able to recite numbers up to one million. Reading Students will be able to understand short, simple sentences and expressions about past activities. Compensation Strategies Students will be able to ask for help. Unit 8 Detectives At Work 8 DETECTIVES AT WORK Suggested Lexis break into, burglar, cash, fingerprint, footprint, investigate, magnifier, prison, steal, thief, million, robber, rob Assessment Project Students work in groups. They become language detectives. They take photos of English words they see around them and prepare a poster. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list 63 Warm-up Draw students attention to the pictures which give an idea about the content of the eighth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 113

1 LISTENING Unit 8 Detectives At Work A. Work in groups and talk about the followings. This activity aims at preparing students for the upcoming listening activity. Have students work in groups and talk about the questions listed. 1 LISTENING A. Work in groups and talk about the followings. 1. Do you watch the news on TV? 2. How do you feel when you see/hear crime news? B. Look at the pictures and describe the events in each picture. Students answers may vary. B. Look at the pictures and describe the events in each picture. This activity aims at giving students an idea about the content of the recorded conversation in the following activity with visual support. Give students some time to examine the pictures and then have them describe the events in each picture. Sample answer key In the first picture, a boy is looking out of the window. A man is opening the door of the house. Another man is looking around. In the second picture, the boy is looking for something in the bookcase. His grandma is watching him. In the third picture, the boy and his grandma are looking out of the window. The two men are carrying something out of the house. In the fourth picture, the boy and his grandma are in the living room. The grandma is looking for something. The boy is walking towards his grandma. 114 64 C. Listen to the recording and tick ( ) the correct choice. Why are Jack and his grandma so excited? In this activity, students are expected to get the main idea when people describe what people are doing at the moment. Tell students to listen to the recording and tick the correct choice while listening. Before you play the recording again, tell students to have a look at the choices so that they get an idea about what to look for while listening. Then, play the recording once or twice and have them find out and tick the correct choice. Track 19 1:32 Jack : Grandma! There s a yellow van in front of the Jeffersons house. Grandma : Really? The Jeffersons are on holiday, aren t they? Jack : Yes. But there are two men in the garden. Grandma : What are they doing? Jack : A big man with curly blond hair is opening the door. A short dark man with a mustache is looking around.

Unit 8 Detectives At Work C. Track 19 Listen to the recording and tick ( ) the correct choice. Why are Jack and his grandma so excited? a. The Jeffersons are going on holiday. b. Burglars are stealing things from the Jeffersons house. c. The Jeffersons are moving into another house. D. Track 20 Listen to the recording again and draw the following objects in the pictures in activity B. a yellow van glasses a painting a telephone E. Work in pairs. Look at the picture and complete the dialogue. Then, act it out. D. Listen to the recording again and draw the following objects in the pictures in activity B. In this activity, students are expected to listen and locate objects. Tell students to listen to the recording again and draw a yellow van, eye-glasses, a painting and a telephone in the correct places in the pictures in activity B. Then, play the recording several times and have students do the while-listening activity. Check the answers with the whole class. Track 20 1:27 Track 20 is the same as Track 19. Officer : Hello! Officer Charles is speaking. How can I help you? Jack : You must come here immediately. Please, hurry up. Officer : OK. Calm down and answer my questions, please. First of all, what's your name? Jack : Officer : What's the problem? Jack : Officer : How many burglars are there? Jack : Officer : What are they doing at the moment? Jack : Officer : What's your address? Jack : It's Highbury House 75 Drayton Park. Officer : Thanks, boy. We'll be there in a few minutes. Grandma, come here, please! What are you doing? Grandma : I ve lost my eyeglasses. I can t find them. Can you help me? Jack : Sure. Look! They are in the bookcase. Grandma : Thanks. The big man is carrying something under the cover. Jack : Oh, yes. There is a painting under the cover. The other man has a big bag in his hand. Grandma : Jack! I think they are burglars. They are stealing things from the Jeffersons house. Jack : We must call the police. Grandma! Grandma! Where is the telephone? Grandma : Look! It s in the armchair. b. Burglars are stealing things from the Jeffersons house. 65 Answers are given on the micropage. E. Work in pairs. Look at the picture and complete the dialogue. Then, act it out. This post-listening activity checks students listening-comprehension skills. Tell them to look at the picture given and complete the dialogue accordingly. Give them enough time to complete the dialogue and to practise it and then have pairs of students act out their dialogues in front of the class. Sample answer key Jack. Burglars broke into our neighbour s house. Two. They are driving away in a yellow van. 115

2 SPEAKING AND READING A. Work in groups, discuss and make notes. This activity aims at preparing students for the following speaking activity. Have students work in groups. Ask them to discuss how the police finds and catches the criminals and make notes while discussing. You can let them use their dictionary or help with the vocabulary when necessary. Check the answers with the whole class. Sample answer key - questions the witnesses - investigates the crime scene - takes fingerprints - watches the security camera records Unit 8 Detectives At Work 2 SPEAKING AND READING A. Work in groups, discuss and make notes. How does the police find and catch the criminals? Example questions the witnesses B. Look at the pictures and answer the questions. 1. Where are the police officers? 2. What are they doing? 3. What does the inspector have in his hand? 4. What are the reporter and the cameraman doing? B. Look at the pictures and answer the questions. In this activity, students practise describing the locations of people and things and using a series of phrases and simple sentences to describe present events with visual support. Give students some time to examine the pictures and then have them talk about the picture with the help of the questions given in their books. 66 Sample answer key 1. They are in the Jeffersons house. 2. A policeman is talking to/ questioning Jack and his grandma. An inspector/a detective is taking the fingerprints. (They are investigating the crime scene). 3. A magnifier. 4. They are preparing/making news (reporting the event). 116

Unit 8 Detectives At Work check the answers with the whole class. C. Look at the pictures and complete the news item. c. FAMILY HOUSE BURGLED IN DAYLIGHT On 15 th November 2015, two broke into the Jeffersons in the middle of the day. The Jeffersons were on. There was nobody at home. They stole a by Van Gough and Mrs. Jefferson s. They took 1,000 pounds and 800 Euro cash. The police took, watched the security camera records and listened to the. "Please, inform the police immediately when you see these criminals." said Inspector Carter. D. Read the news item and tick ( ) the best title for it. 1. TWO LADIES STOLE JEWELLERY WORTH 23.000 2. CRIMINALS ROBBED A BANK 3. FAMILY HOUSE BURGLED IN DAYLIGHT E. Read the news item again and mark the sentences True or False. 1. The burglars broke into the house at night. 2. There was nobody at home because the Jeffersons were on holiday. 3. They didn't take the Van Gough s painting. 4. They stole one thousand and five hundred Euros and eight hundred pounds. E. Read the news item again and mark the sentences True or False. This activity checks students reading-understanding skills. Have students work either in pairs or individually. Ask them to read the news item again and mark the sentences True or False referring to the information provided in the text. Check the answers with the whole class. 1. False 2. True 3. False 4. False 5. True 6. True 5. Jack and his grandma were the witnesses. 6. Inspector Carter asks people for help. 67 C. Look at the pictures and complete the news item. In this reading activity, students are expected to understand short, simple sentences and expressions about past activities. Have students work individually. Tell them to look at the pictures and complete the news item accordingly. Give them enough time to do the activity and then check the answers with the whole class. burglars house holiday painting jewelry a thousand eight hundred fingerprints witnesses (Jack and his grandma) D. Read the news item and tick ( ) the best title for it. Students are expected to catch the main point in a short, simple text about past activities. Ask students to read the news item and tick the best title for it. Give them enough time to do the activity and then 117

3 SPEAKING Unit 8 Detectives At Work A. Work in pairs. Read your roles, prepare a telephone conversation and act it out. Look at the example in activity 1E. In this activity, students are expected to practise asking people about their locations and describing the locations of themselves and other people and asking and answering about what people are doing at the moment. Have students work in pairs. Tell them to read their roles, prepare a conversation as in the example in activity 1E and then act it out. Here, one student is expected to imagine that he/ she sees the burglars in activity 1B, call the police, answer his/her questions and help him/her catch the burglars. The other student is expected to imagine that he/she is a police officer, answer his/her partner s telephone and ask him/ her questions about his/her and the burglars locations and what he/she and the burglars are doing as in the example in activity 1E. 68 3 SPEAKING A. Work in pairs. Read your roles, prepare a telephone conversation and act it out. Look at the example in activity 1E. Student A : Imagine you see the burglars in activity 1B. Mark your and the burglars' location in the picture below. Then, call the police and answer his/her questions. Student B : You are a police officer. Answer your partner's telephone. Ask him/her questions about: the location of the burglars and your partner. what he/she and the burglars are doing. Example Student B : Hello! Officer Parker is speaking. How can I help you? Student A : The burglars... the burglars are here. Student B : Where are you at the moment? Student A : I'm in front of the cake shop. 4 LISTENING A. Practise reading the numbers below. 15 fifteen 145 a hundred and forty-five 17.600 seventeen thousand and six hundred 289.320 two hundred eighty-nine thousand and three hundred twenty 2.542 two thousand five hundred and forty-two 1.000.000 a million B. Match the numbers with the words. 1. 250.000 a. a million 2. 68.500 b. fifteen thousand 3. 375.000 c. two hundred and fifty thousand 4. 9.000 d. three hundred and seventy-five thousand 5. 15.000 e. nine thousand 6. 1.000.000 f. sixty-eight thousand and five hundred Give them enough time to prepare and practise their dialogues and then have pairs of students act out their dialogues in front of the class. Students answers may vary. 4 118 LISTENING A. Practise reading the numbers below. Students learned the numbers between 0-1.000 last year. This activity aims at revising these numbers and teaching the numbers up to 1.000.000 in a practical way. Read the numbers given and ask students to repeat them after you. Finally, you can write several numbers up to 1.000.000 on the board and ask students to read them aloud. B. Match the numbers with the words. In this activity, students will pick up the logic in numeric system easily as they learned the numbers up to 1000 last year. Have them work individually or in pairs and ask them to match the numbers with the words. Check the answers with the whole class. 1. c 2. f 3. d 4. e 5. b 6. a

Unit 8 Detectives At Work C. Track 21 Listen to the evening news and write the numbers in activity A in the correct places. A gang of criminals robbed a bank in central London yesterday. They escaped with (1) Euros and (2) pounds in cash. The police caught them in Leeds and put them into the prison this morning. Blue whales are in risk of extinction. Their number is reducing day by day. There were about (3) blue whales a hundred years ago. Today, there are only (4) blue whales in the world. thousand blue whales a hundred years ago. Today, there are only fifteen thousand blue whales in the world.... And here s some sports news. Manchester United is playing against Real Madrid tonight. Sixty-eight thousand and five hundred football fans are watching the match. Nine thousand police officers are working for their security in and around the stadium. And here s some sports news. Manchester United is playing against Real Madrid tonight. (5) football fans are watching the match. (6) police officers are working for their security in and around the stadium. D. Look at the pictures and present the last news item about Ryan Tedder. Use the key words. 1. 375,000 2. 1,000,000 3. 250,000 4. 15,000 5. 68,500 6. 9,000 Ryan Tedder / give / a concert / last weekend C. Listen to the evening news and write the numbers in activity A in the correct places. In this activity, students are expected to recognize numbers up to one million. Tell students to listen to the evening news and write the numbers in activity A in the correct places. Before you play the recording, tell students to have a look at the texts so that they get an idea about the content of the recorded text. Then, play the recording once or twice and have them do the activity. 50.000 people / watch the concert donate / 17.000 animal shelter Track 21 1:29 A gang of criminals robbed a bank in central London yesterday. They escaped with three hundred and seventy-five thousand Euros and a million pounds in cash. The police caught them in Leeds and put them into the prison this morning.... Blue whales are in risk of extinction. Their number is reducing day by day. There were about two hundred and fifty 69 D. Look at the pictures and present the last news item about Ryan Tedder. Use the key words. In this post-listening activity, students are expected to talk about past events and numbers as in the examples in the previous activity. Ask, students to look at the pictures and present the last news item about Ryan Tedder using the key words given. Give them some time to examine the pictures and prepare their presentation and then have them present the news item to the class. Ryan Tedder gave a concert last weekend. Fifty thousand people watched his concert. He donated seventeen thousand pounds to the animal shelter. 119

5 HAVE FUN A. Find and say the missing numbers. Students recite numbers up to one million in a fun way. Tell them to find and say the missing number in each line. Unit 8 Detectives At Work 5 HAVE FUN A. Find and say the missing numbers. 1 20.000 40.000 80.000 100.000 1. 60.000 (sixty thousand) 2. 6.666 (six thousand six hundred and sixty-six) 3. 100 (a hundred) 4. 1.000.000 (a million) 5. 1.600 (a thousand and six hundred) 2 3 4 9.999 8.888 7.777 5.555 1.000.000 100.000 10.000 1.000 500.000 250.000 125.000 62.500 PROJECT Work in small groups. Imagine you are language detectives. Take photos of English words you see around you and prepare a poster. We suggest that you have students do the project at home. Tell students to work in groups and imagine that they are language detectives. Ask them to take photos of English words they see around them and prepare a poster following the steps given in their books. Tell them to come together with their group members and go downtown. Ask them to take photos of all the English words they see around them and print out their photos. Tell them to choose the ones they like most and stick them on a large cardboard and prepare a poster. Ask them to bring their posters to the class and show it to their classmates. You can exhibit some of the posters on the bulletin board. 70 5 200 400 800 3.200 PROJECT Work in small groups. Imagine you are language detectives. Take photos of English words you see around you and prepare a poster. Follow these steps: Come together with your group members and go downtown. Take photos of all the English words you see around you and print out your photos. Choose the photos you like most. Stick those photos on a large cardboard and prepare a poster. Take your poster to the class and show it to your classmates. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Additional Project: Students are expected to perform at least one project after each unit. However if you have time, you can have them do more projects. Find pictures of people who need binoculars and/or magnifiers, such as detectives, old people, etc. Then draw and report what the people are looking at. 120

Can - do - statements List Below you ll find a sample can-do-statements list for the eighth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can recognize numbers up to one million when I hear. I can ask people about their location. I can ask people what they are doing at the moment. I can describe the locations of people and things. I can describe past events. I can count up to one million. I can understand short, simple sentences about past in texts. I can ask for help. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 121

Workbook Activity 1 Look at the pictures, guess and answer the questions. This activity aims at preparing students for the upcoming reading activity. You can have them do this activity either in the class or at home. Tell students to look at the pictures, guess and answer the questions given. Check the answers with the whole class. 8 Activity 1 Look at the pictures, guess and answer the questions. 1. Who is the girl talking to? 2. How does she feel? WORKBOOK Detectives At Work Sample answer key 1. She is talking to a policeman. 2. She feels scared. Activity 2 Read the telephone conversation and write the police officers questions in the correct places. In this activity, students have additional practice on asking people about their locations and about what they are doing. You can have students do this activity either in the class or at home. Tell them to read the telephone conversation and write the police officers questions in the correct places. Check the answers with the whole class. Activity 2 Read the telephone conversation and write the police officer s questions in the correct places. a) Where are you at the moment? d) What is your name? b) Where is the person? e) What are you doing? c) Are you alone at home? f) What is the person doing now? Officer : Hello! Officer Nick is speaking. Mary : Hello! I... I need your help. Somebody wants to break into our house. Officer : Calm down and answer my questions, please. Mary : OK. Officer : First of all, (1) Mary : It's Mary Wind. Officer : And (2) Mary : No. I m with my little brother, Paul. Officer : (3) Mary : In the living room. Officer : (4) Mary : We are doing homework. Officer : (5) Mary : I think he is at the window. Oh, no! He is walking to the door. I can hear his foot steps. Officer (6) Mary : He is trying to open the door. Please, help us! Officer : Keep calm and stay on line. The police will be there in a few minutes. Mary : Oh, it s Uncle Gary. 117 1. d. What is your name? 2. c. Are you alone at home? 3. a. Where are you at the moment? 4. e. What are you doing? 5. b. Where is the person? 6. f. What is the person doing now? 122

WORKBOOK Activity 3 Look at the picture and write. What are the people doing at the moment? Workbook Activity 3 Look at the picture and write. What are the people in the picture doing at the moment? In this activity, students have additional practice on describing what people are doing at the moment. You can have students do this activity either in the class or at home. Tell students to look at the picture and write what the people in the picture are doing at the moment. Check the answers with the whole class. 118 Activity 4 Look at the picture and read the report below. Then, answer the question. Who is reporting the bank robbery? It was around 4.30 There were only a few people in the bank. I sat on a bank with my little daughter. Suddenly I noticed two men with masks at the entrance. One of the robbers was tall and thin. He had blue jeans, a black leather jacket and brown boots. He had thick black hair and blue eyes. The other one was short and fat. He had brown trousers, a light brown coat and a red hat. And he had scary brown eyes. The tall man put the money in a black briefcase and the other man waited at the door. Then, they ran out of the bank quickly. I think they went away by a motorbike. I couldn't see it, but I heard the noise. I wanted to look where they went, but my daughter was scared. So, I had to stay with her. A woman is sitting on a bank with her child. Two robbers are robbing the bank. A woman is putting some money in the robber s briefcase. Activity 4 Look at the picture and read the report below. Then, answer the question. In this activity, students are expected to understand short, simple phrases and sentences about past activities. You can have students do this activity either in the class or at home. Tell students to look at the picture and read the report given and then ask them who is reporting the bank robbery. Check the answers with the whole class. The woman with the child is reporting the event. 123

Workbook Activity 5 Read the report again and answer the questions. This activity aims at checking students reading-comrehension skills. You can have students do this activity either in the class or at home. Tell students to read the report in the previous activity again and answer the questions given. Check the answers with the whole class. Activity 5 Read the report again and answer the questions. 1. When did the robbery happen? 2. How many robbers were there? 3. What were they like? 4. Where did they put the money? 5. How did the robbers go away? WORKBOOK 1. (It happened) around 4.30. 2. (There were) two robbers. 3. One of them was tall and thin with thick black hair and blue eyes. The other one was short and fat with scary brown eyes. 4. (They put it) in a black briefcase. 5. (They went away) by a motorbike. 6. No, she couldn t. 6. Could the witness see it? Activity 6 The police caught some suspects right after the robbery. Look at the pictures below and tick ( ) the robbers. Activity 6 The police caught some suspects right after the robbery. Look at the pictures below and tick ( ) the robbers. This activity is related to the activities 4 and 5. Tell students that the police caught some suspects right after the robbery. Then, ask them to look at the pictures given and tick the robbers referring to the descriptions provided in the activities 4 and 5. Check the answers with the whole class. 119 Answers are given on the micropage. 124

WORKBOOK Activity 7 Look at the pictures, read the text and solve the case. Workbook Activity 7 Look at the pictures, read the text and solve the case. Students are presented with a short, simple criminal case and they are expected to solve the case with the help of the pictures given. You can have students do this activity either in the class or at home. Tell students to look at the pictures carefully, read the text and solve the case. Check the answers with the whole class. Early in the morning, Andy, Sam, Charles and Susan came to Mrs. Taylor's house and started work. Andy painted the kitchen red. Sam painted the living room yellow. Charles painted the window frames red. Susan cleaned all the house and they went away around 5 o'clock. At 6.30, Mrs. Taylor wanted to order dinner for the family, but her purse was not in her handbag. She looked at every corner in the house, but she couldn't find it. She called Detective Clever immediately. Detective Clever found her purse under the balcony, but there was no money in it. He looked around for some footprints. There were too many footprints on the ground. So, it didn't help him. Then, he took his magnifier and investigated the purse. He noticed some yellow and some red paint on the purse and there were many fingerprints, too. He found out the thief quickly. There were red and yellow paint and many fingerprints on the purse. Andy was not the thief because he didn t use any yellow or red paint. Fred and Tom weren t the thieves because they wore gloves. They didn t leave fingerprints. The thief was Susan. Who was the thief? Why? Answer: It was Susan. Because there were red and yellow paint and many fingerprints. Andy, Sam and Charles didn't leave fingerprints because they wore gloves. 120 125

Teacher s Notes 126

UNIT 9 Saving The Planet Communicative Functions and Skills Functions Describing what people are doing now Giving and responding to simple instructions Making simple inquiries Making simple suggestions Telling someone what to do Skills Listening Students will be able identify appropriate behaviour to save energy and to protect the environment. Students will be able to understand suggestions related to the protection of the environment when articulated in clear, slow and repeated speech. Spoken Interaction Students will be able to ask people questions about what they are doing and tell them what to do. Spoken Production Students will be able to tell people what to do to protect the environment. Students will be able to use simple phrases and sentences to tell people what to do. Reading Students will be able to recognize familiar words and and very simple phrases on simple notices in the most common, everyday situations. Compensation Strategies Students will be able to say when they don t understand. Students will be able to use mime and gestures to explain a word or a phrase. 9 Unit 9 Saving The Planet Suggested Lexis cut down, damage, garbage, electrical device, harm, harmful, plug, unplug, remote control, pollution, recycle, rubbish, reduce, save, waste, planet, recyclable, public transportation SAVING THE PLANET Assessment Project Students work in groups and prepare slogans/notes/posters about saving energy at school and hang them on the walls. Dossier Students continue filling in the European Language Portfolio. Students continue filling in the can-dostatements list 71 Warm-up Draw students attention to the pictures which give an idea about the content of the ninth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 127

1 LISTENING A. Work in pairs. Look at the pictures. Ask and answer questions as in the example. This activity aims at preparing students for the upcoming listening activity with visual support. Have students work in pairs. Tell them to look at the pictures and ask and answer questions as in the example given in their books. Give them enough time to do the activity and then check the answers with the whole class. Unit 9 Saving The Planet 1 LISTENING A. Work in pairs. Look at the pictures. Ask and answer questions as in the example. Example Student A : What are the children doing in the first picture? Student B : They are brushing their teeth. 1 2 a b a b 3 4 Sample answer key 1. What are the boys in the first picture doing? They are brushing their teeth. 2. What are the girls in the second picture doing? They are going to school. One of the girls is going to school by bicycle and the other girl is going to school by car. 3. What are the girls in the third picture doing? One of the girls is picking up the garbage on her way and the other girl is walking away. 4. What are the boys in the fourth picture doing? One of the boys is putting the bottle in a recycling bin and the other boy is putting the bottle in a waste bin. 5. What are the boys in the fifth picture doing? They are turning off the TV. I think they are going to bed. 6. What are the girls in the sixth picture doing? One of the girls is watering a tree and the other girl is taking a photo of a tree. 72 5 a a b b B. Look at the pictures again carefully and guess. What is the subject of Mr. Jackson's science and technology class today? B. Look at the pictures again carefully and guess. What is the subject of Mr. Jackson s science and technology class today? This activity aims at giving students an idea about the content of the recorded text in the upcoming listening activity. Tell students to look at the pictures again carefully and guess what the subject of Mr. Jackson s science and technology class is today. Students answers may vary. 6 a a C. Listen to a short part from Mr. Jackson s class and check your guesses. Whose guess is right? In this activity, students are presented with a recorded conversation about saving energy and protecting the environment. Tell students to listen to a short part from Mr. Jackson s class and check their guesses in the previous activity. Play the recording once or twice and then ask them whose guess is right. b b 128

Unit 9 Saving The Planet C. Track 22 Listen to a short part from Mr. Jackson's class and check your guesses. Whose guess is right? D. Track 23 Listen to the recording again and tick ( ) the correct behaviour to protect the environment and save energy in activity B. E. Do you know these words? If not, walk around, ask your friends and learn their meanings. Look at the example. Example pick up garbage throw away unplug remote control Student A : What does pick up mean? Student B : I don t know. Student C : It means taking something from the ground. Student A : Well, I don t understand. Can you show that, please? Student C : (mimes the action) Track 22 2:38 Mr. Jackson : Today, we are going to talk about protecting the environment and saving energy. Now, look at the pictures on the worksheets and tick the correct behaviours. Class : OK, Mr. Jackson. Jane : Excuse me, sir. I don t understand. What does recycle mean? Mr. Jackson : It means to use materials again. Jane : Thanks. Mr. Jackson : Let s check your answers. Mark, can you do the first exercise? Mark : Well, both children are brushing their teeth. But one of the boys is turning off the tap when he doesn t need it. He saves water. The correct answer is a. Mr. Jackson : Yes, that s right. Pam, can you do the second one? Pam : The correct answer is b. The girl is going to school by bicycle not by car. You know 73 cars produce exhaust gases and pollute the air. Mr. Jackson : Yes. Tim, the third one, please. Tim : The correct answer is a. She is picking up the garbage on her way. Mr. Jackson : Right. She is protecting the environment. And the fourth one? Larry : I can do that. The correct answer is a. The boy is throwing the bottle in the recycling bin. Mr. Jackson : Right. Recycling is very important in saving materials. Kate : The correct answer is b in the fifth exercise. The boy is unplugging the TV. If we turn it off on the remote control, it still uses energy. Mr. Jackson : Yes, that s true. Jim, can you do the sixth exercise? Jim : Yes, sir. The correct answer is a. She is watering the tree. Mr. Jackson : Great! Well done, kids. Protecting the environment and saving energy D. Listen to the recording again and tick ( ) the correct behaviour to protect the environment and save energy in activity B. In this activity, students identify appropriate behaviour to save energy and to protect the environment. Tell students to listen to the recording again and tick the correct behaviours to protect the environment and save energy in activity A. Then, play the recording a few times and have students do the while-listening activity. Check the answers with the whole class. 129

Track 23 2:26 Track 23 is the same as Track 22. 1. a 2. b 3. a 4. a 5. b 6. a E. Do you know these words? If not, walk around, ask your friends and learn their meanings. Look at the example. In this activity, students are provided with a context to practise asking for the meanings of the words and phrases they don t understand and explaining a word or phrase using mime and gestures. Ask students whether they know the words listed. If not, ask them to walk around, ask their friends and learn their meanings. To make sure your students know exactly what to do, you can practise the example given with the whole class. Check the answers with the whole class. Encourage your students to say when they don t understand something and to use their mime and gestures to explain a word or phrase because young learners may have trouble in understanding definitions. Sample answer key garbage (noun): litter; rubbish; things like wrappings, containers, etc. that pollute the environment. throw away (verb): to toss or discard something unplug (verb): to pull the cable of an electrical device out of the plug or socket remote control (n): is a small device. We use it to operate our TVs, stereos, mechanical toys, etc. 2 74 Unit 9 Saving The Planet 2 READING AND SPEAKING A. Read the following notices and answer the question. Where can you see these notices? 1 TURN OFF THE TAPS 2 DON'T MAKE A FIRE 3 4 RECYCLABLE 5 KEEP OFF THE GRASS 6 SWIMMING NOT ALLOWED DON'T FEED THE ANIMALS B. Read the dialogues below and write the missing notices. Choose from the list above. Jack Tim Jack Tim Jack Tim Jack Tim : Hey, Tim! Tim! : Yes. : What are you doing? : I'm going to my class. : But the water is still running. : Oh, I m sorry. : You should turn off the taps. Don't waste water, please. : No, I won't. READING AND SPEAKING A. Read the following notices and answer the question. Where can you see these notices? In this activity, students are expected to understand familiar words and very simple phrases on simple notices in the most common, everyday situations. Give students some time to read the notices and then ask them where they can see these notices. Carol : Hello, George! George : Hi, Carol! Carol : What are you doing there? George : I'm playing with my dog. Carol : You shouldn't step on the grass. Go and play in the playground over there. George : Yes, you're right. Sample answer key 1. In the bathrooms, toilets, etc. 2. In the forests, gas stations, etc. 3. By the lakes, seas, rivers, etc. 4. On the product labels 5. In the parks, gardens, etc. 6. In the zoo, animal shelter, circus, etc. B. Read the dialogues below and write the missing notices. Choose from the list above. In this activity, students are presented with the language 130

C. Read the dialogues in activity B again and answer the questions. 1. Where are Carol and George? 2. What is George doing? 3. What does Carol want him to do? 4. Where are Jack and Tim? 5. What should Tim do? Why? Unit 9 Saving The Planet D. Work in pairs. Choose one of the pictures below, prepare a dialogue and act it out in front of the class. Look at the examples in activity B. 2. He is playing with his dog. 3. She tells him not to step on the grass, but to go and play in the playground. 4. (They are) in the toilet/ bathroom. 5. He should turn off the taps to save water. D. Work in pairs. Choose one of the pictures below, prepare a dialogue and act it out in front of the class. Look at the example in activity B. 3 HAVE FUN A. Work in groups and play the miming game. Student A : Mime an activity related to the protection of the environment and saving energy. Answer your friends' questions. Use: Yes. or No.. Other students : Look at your friend, ask questions and find out: What is he/she doing? Example Ted : Are you cleaning something? Amy : No. Ted : Are you feeding the street animals? Amy : No. Jane : Are you turning off the tap? Amy : Yes. patterns used to ask people questions about what they are doing and tell them what to do (to protect the environment and to save energy) using simple phrases and sentences in a meaningful context. Have students work individually. Tell them to read the dialogues given and write the missing notices choosing from the list in the previous activity. Check the answers with the whole class. Keep off the grass Turn off the taps C. Read the dialogues in activity B again and answer the questions. This activity aims at checking students reading-understanding skills. Have students work individually. Tell them to read the dialogues in activity B again and answer the questions accordingly. Give them enough time to answer the questions and then check the answers with the whole class. 1. (They are) in a park. 75 In this activity, students are expected to ask people questions about what they are doing and tell them what to do (to protect the environment and to save energy) using simple phrases. Have them work in pairs. Ask them to choose one of the pictures, i.e. situations given, prepare a dialogue as in the examples in activity B and then act it out in front of the class. Give them some time to prepare and practise their dialogues and then have pairs of students act out their dialogues in front of the class starting with the volunteers. Sample answer key 1. Student A: Hey, Jane! What are you doing? Student B: Hello, Kate! I m buying some fruit juice for lunch. Student A: Oh, don t buy fruit juice in plastic containers. Look! There is fruit juice in glass bottles over there. You should buy products in recyclable containers. Student A: Yes, you are right. 131

2. Student A: What are you doing here? Student B: I m making a fire to cook meat for my family. Student A: Look at the sign over there. Don t make a fire here. It s very dangerous. The forest can catch fire. Student B: I m sorry. Unit 9 Saving The Planet 4 LISTENING A. Work in groups. Look at the pictures below. Which activities do you do on a picnic? Tell your friends. 3 HAVE FUN A. Work in groups and play the miming game. In this activity, students practise using mime and gestures to explain a word or phrase in a fun way. You can use the activity cards you prepared in advance in this activity. You can divide the class into several groups depending on the number of the students in the class. Give an activity card to a student from each group. Tell him/ her to mime the activity on the card to his/her group members and answer their questions using Yes. or No.. The other group members are expected to look at their friend, ask questions and find out what he/she is doing. put your rubbish in a bag hang up swings throw rubbish around 76 go hiking eat sandwiches clean up go bird watching make a fire take photographs 4 132 LISTENING A. Work in groups. Look at the pictures below. Which activities do you do on a picnic? Tell your friends. In this activity, students are presented with the vocabulary that will come up in the recorded text in activity C. Have students work in groups. Ask them to look at the pictures given and tell their friends which activities they do on a picnic. Students answers may vary. B. In the second science class, Mr. Jackson and his class are watching a video. Look at the screen, guess and answer the questions. This activity aims at preparing students for the upcoming listening activity with visual support. Tell students that in the second science class, Mr. Jackson and his class are watching a video. Ask them to look at the screen, guess and answer the questions given accordingly. Give them some time to examine the picture and then have them answer the questions give. Sample answer key 1. The environment looks terrible. There is a lot of litter around. The branch of the tree is broken. There are a lot of glass pieces around. Birds are flying away. 2. I think some people had a picnic there, but didn t clean up. C. Listen to the speaker and complete the suggestions. In this activity, students are expected to understand suggestions related to the protection of the

Unit 9 Saving The Planet B. In the second science class, Mr. Jackson and his class are watching a video. Look at the screen, guess and answer the questions. 1. What is the environment like? 2. What happened there? You shouldn t throw rubbish around. You can take a bag from home and put your rubbish in it. You shouldn t hang up swings on the branches of the trees. You can do different activities in the woods. You can make sandwiches for your picnic at home. C. Track 24 Listen to the speaker and complete the suggestions. You should keep the environment clean. You shouldn't throw. You can take. You should be careful about the trees and other plants. You shouldn't hang up. You can do. You shouldn't make a fire in the woods. You can make. D. Read the suggestions in activity B and prepare notices to put up in the woods. D. Read the suggestions in activity B and prepare notices to put up in the woods. In this post-listening activity, students have extra practice on telling people what to do. Have students work in pairs or individually. Tell them to read the suggestions in the previous activity and prepare notices to put up in the woods. Check the answers with the whole class. environment when articulated in clear, slow and repeated speech. Tell students to listen to the speaker and complete the suggestions. Before you play the recording, tell them to have a look at the clues given. Then, play the recording several times and have students do the activity. Check the answers with the whole class. Track 24 1:22 I m sure you love going on a picnic in the woods. Family picnics are always great fun. But you should keep the environment clean. You shouldn t throw your rubbish around. You can take a big bag for your rubbish. Yes take a bag from home and put your rubbish in it. You should be careful about the trees and other plants. You shouldn t hang up swings on the branches of the trees. You can do different activities in the woods. For example; hiking, bird watching, taking photographs, etc. Hiking and bird watching are really fun activities. You shouldn t make a fire in the woods. It s very dangerous. You can make sandwiches for your picnic at home. 77 Sample answer key DON T MAKE A FIRE! CLEAN UP AFTER PICNIC! DON T DAMAGE THE TREES! SAVE THE ANIMALS! 133

5 SPEAKING A. Work in small groups. Make a list of the environmental problems in your area. This activity aims at preparing students for the following speaking activity. Have students work in small groups. Tell them to make a list of the environmental problems in their area. Give them some time to prepare their lists. You don t need to check the answers here. Students answers may vary. B. Read the problems in your list to your classmates and ask for solutions. Note down their suggestions above. In this activity, students are expected to make suggestions related to protection of their environment. Ask them to read the problems in their lists to their classmates and ask for solutions and note down the suggestions made as in the example given in their books. You don t need to check the answers here. Students answers may vary. 78 Unit 9 Saving The Planet 5 SPEAKING A. Work in small groups. Make a list of the environmental problems in your area. Example : air pollution : not use family car, use public transportation, cycle or walk short distances : : : B. Read the problems in your list to your classmates and ask for solutions. Note down their suggestions above. Example Student A : Air pollution is a big problem in our area. What should we do? Student B : We shouldn't use our family car too often. Student C : We can use public transportation. Student D : We can cycle or walk short distances. C. Choose one of the environmental problems in your area and make a short presentation on the problem and the solutions. Look at the example. Example PROJECT PROBLEMS SOLUTIONS Air pollution is a big problem in our area. We should reduce pollution. We shouldn't use our family car too often. We can use public transportation. We can cycle or walk short distances. Work in groups. Prepare slogans/notes/posters about saving energy at school and hang them on the walls. Follow these steps: Come together with your group members. Discuss and make a list of the things to do to save energy at school. Create an attractive slogan or note for each item in your list. Write them on seperate pieces of cardboard. You can draw pictures or stick photos, too. Hang them on the walls of your school. C. Choose one of the environmental problems in your area and make a short presentation on the problem and the solutions. Look at the example. In this activity, students are expected to choose one of the environmental problems in their area and make a short presentation on the problem and its solutions as in the example provided in their books. Give students some time to prepare their presentation and then have them present the problem and its solutions to the class starting with the volunteers. Students answers may vary. 134 PROJECT Work in groups. Prepare slogans/notes/posters about saving energy at school and hang them on the walls. We suggest that you have students do the project at home. Tell them to work in groups and prepare slogans/notes/posters about saving energy at school and hang them on the walls following the steps given in their books. Tell them to come together with their group members, discuss and make a list of the things to do to save energy at school, create an attractive slogan or note for each item in their lists and write them on seperate pieces of cardboard. You can tell them that they can draw pictures or stick photos, too. Ask them to bring their projects and hang them on the walls of their school. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects.

Additional Projects: Students are expected to perform at least one project after each unit. However if you have time, you can have them do more projects. Students plant a seed and observe its growth. They keep a journal to narrate its growth. Students work in groups or individually and create a short video or drama titled How to Save the World: Do s & Don ts. Can - do - statements List Below you ll find a sample can-do-statements list for the ninth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can identify correct behaviour to save energy and to protect the environment when I hear. I can understand suggestions related to the protection of the environment when I hear. I can ask people questions about what they are doing at the moment. I can tell people what to do to protect the environment. I can understand words and phrases on notices. I can say when I don t understand. I can explain a word/phrase using mime and gestures. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. 135

Workbook Activity 1 Imagine you are Mr./Mrs. Right. Look at the pictures and tell people what to do. In this activity, students have additional practice on telling people what to do in written form. You can have them do this activity either at home or at school depending on your time and the needs of your class. Tell them to imagine that they are Mr./Mrs. Right. Ask them to look at the pictures given and tell people what to do to protect the nature and save energy. Check the answers with the whole class. 9 Activity 1 1 8 WORKBOOK Saving The Planet Imagine you are Mr./Mrs. Right. Look at the pictures and tell people what to do. 2 3 4 Sample answer key 1. Clean up after picnic. 2. Don t waste paper./recycle paper. 7 6 5 3. Feed the cat. 4. Turn off the tap after use. 5. Don t use your family car too often./use public transportation. 6. Unplug the TV. 7. Turn off the lights. 8. Throw your rubbish in the waste bin. 121 136

Workbook WORKBOOK Activity 2 Look at the picture, guess and answer the questions. 1. What type of programme is it? 2. What are the people talking about? Activity 3 Complete the interview with the words in the box. Activity 2 Look at the picture, guess and answer the questions. This activity aims at preparing students for the upcoming reading activity. You can have them do this activity either at home or at school depending on your time. Tell students to look at the picture, guess and answer the questions given. Check the answers with the whole class. 122 Presenter Prof. Wilson : Thank you. Presenter : Welcome to our programme "Eco-News". : You think our planet is in danger. What is the problem? Prof. Wilson : (1). It's a big problem in modern life. Presenter : What types of pollution are there? pollutes-harmful people-pollution exhaust gases save-once environment Prof. Wilson : There are many types of pollution. But air, water and (2) are very important. Presenter : Let's start with air pollution. What (3) the air? Prof. Wilson : Smoke from factories, (4) from cars, perfumes, etc. contain (5) gases. These gases pollute the air and damage the ozone layer. Presenter : And who pollutes the water and the environment? Prof. Wilson : We; you and me and other (6). We pour our waste into the sea, throw away our garbage in the environment, we cut down trees, waste materials and natural sources. We use many things only (7) and throw them away. Presenter : Well, it sounds terrible. What should we do to (8) our planet? Please, share your ideas with us. Sample answer key 1. It s a news programme. 2. About environment/ environment pollution/ protecting the environment, etc. Activity 3 Complete the interview with the words in the box. Students are presented with a short, simple interview about pollution and they are expected to complete it with the words given in the box. You can have them do this activity either at home or at school depending on your time. Tell students to complete the interview with the words given in the box. Check the answers with the whole class. 1. Pollution 2. environment 3. pollutes 4. exhaust gases 5. harmful 6. people 7. once 8. save 137

Workbook Activity 4 Read the interview again and make a list of the causes of air, water, and environment pollution. In this activity, students are expected to understand short, simple phrases and sentences in the interview. You can have them do this activity either at home or at school depending on your time. Tell students to read the interview again and make a list of the causes of air, water, and environment pollution. Check the answers with the whole class. Activity 4 Example Activity 5 Example WORKBOOK Read the interview again and make a list of the causes of air, water and environment pollution. Smoke from factories Get connected to the programme 'Eco-News' and suggest some solutions to the problems in your list above. Factories should use filters. Exhaust gases from cars Perfumes Pouring waste in the sea Throwing the garbage around Cutting down trees Wasting materials and natural sources Using many things once and throwing them away Activity 6 Example Write two slogans about protecting the nature and saving energy. Look at the example. Healthy Environment Healthy People 123 Activity 5 Get connected to the programme Eco-News and suggest some solutions to the problems in your list above. In this activity, students have additional practice on making suggestions in written form. You can have them do this activity at home. Tell students to get connected to the programme Eco- News and suggest some solutions to the problems in their lists in the previous activity. Check the answers with the whole class. 138 Sample answer key We shouldn t use our family car too often. We can use public transportation, cycle or walk. We should use environment-friendly perfumes. We shouldn t pour waste in the sea. We should throw our garbage in the waste bin. We can plant new trees. We should save materials and natural sources. We can use less water and electricity. We should reuse and recycle materials. Activity 6 Write two slogans about protecting the nature and saving energy. Look at the example. Students are expected to write two slogans about protecting the nature and saving energy as in the example given. You can have them do this activity at home. Check the answers with the whole class. Students answers may vary.

Workbook WORKBOOK Activity 7 1 How many planets are there in the solar system? a) 6 planets b) 8 planets c) 11 planets 2 What does recycling mean? a) Using something only once b) Using some materials again c) Using something less 3 What can we recycle? a) Glass b) Trees c) Rubber 4 Which is not an environment-friendly energy source? a) Wind b) Sun c) Fuel oil 5 What do the trees generate? Mark the correct choice, score your answers and find out: Are you environment-friendly? a) Oxygen b) Carbondioxide c) Sulphur 6 Which one is true about saving water? a) We shouldn t brush our teeth every day. b) We should brush our teeth once a day. c) We should turn off the tap while we are brushing our teeth. Activity 7 Mark the correct choice, score your answers and find out: Are you environment-friendly? Students are presented with a simple quiz about protecting the nature and saving energy. You can have them do this activity at home. Tell them to mark the correct choice, score their answers and find out whether they are environment-friendly or not. Check the answers with the whole class. 1. b 2. b 3. a 4. c 5. a 6. c 7. c 8. a 9. b 10. c 7 Which is false about saving trees? a) We shouldn t waste paper. b) We should recycle paper. c) We shouldn t use paper. 8 Which means of transport doesn t pollute the air? a) Bicycles b) Planes c) Cars 9 What can t we put in recycling bins? a) Cola cans b) Old clothes c) Milk bottles 10 What should we do before we leave a room? a) Open the windows for fresh air b) Dust the furniture c) Turn off the lights Answers: 1. b 2. b 3. a 4. c 5. a 6. c 7. c 8. a 9. b 10. c 124 139

Teacher s Notes 140

UNIT 10 Democracy Communicative Functions and Skills Functions Giving and responding to simple instructions Making simple inquiries Talking about past events Talking about what people do regularly Skills Listening Students will be able to recognize some key features related to the concept of democracy. Spoken Interaction Students will be able to talk about what to do when selecting their classroom president. 10 DEMOCRACY Unit 10 Democracy Spoken Production Students will be able to give short descriptions of past and present events. Students will be able to talk about and answer simple questions, initiate and respond to simple statements to the concept of democracy (i.e., class elections). Reading Students will be able to recognize familiar words and very simple phrases related to the concept of democracy. Compensation Strategies Students will be able to ask for repetition when they don t understand. Intercultural Awareness Students will increase their awareness of the principles of democracy. Suggested Lexis ballot box, campaign, candidate, fair, law, equal, election, right, vote, respect, flyers, responsibility, republic, polling place Assessment Quiz or Exam Project Students work together and prepare a poster illustrating what to do in the classroom to respect others rights. Dossier Students continue filling in the can-dostatements list. Students complete and hand in the European Language Portfolio. 79 Warm-up Draw students attention to the pictures which give an idea about the content of the tenth unit. Give students some time to examine the pictures and then ask them several questions about the pictures. 141

1 SPEAKING AND LISTENING A. Listen and choose the most favourite song in your class. In this activity, students are presented with a context in which they make a choice in a democratic way. Tell students to follow the steps and choose the most favourite song in their group. First, they are expected to listen to a short part of the three songs and vote for the song they like. Play the recording once or twice and have them vote. Then, ask them to count their votes and say which song has got the most votes. Track 25 2:53 Unit 10 Democracy 1 SPEAKING AND LISTENING A. Track 25 Listen and choose the most favourite song in your class. Listen to a short part of the three songs. Vote for the song you like. 1 2 3 Count your votes and say: Which song has got the most votes? B. Now answer these questions. 1. Which song is the most favourite in your class? Why? 2. Did you vote for it? 3. Are you happy with the result? 4. Was it a fair election? C. Work in groups. Write down as many words about democracy as you can in five minutes. You can use your dictionary. 1. Fear of the dark by Iron Maiden 2. Ryan Tedder Not to love you 3. The Funeral by 50 Cent B. Now answer these questions. In this activity, students are expected to comprehend the democratic process with the help of the questions given. Give them some time to think about and then have them answer the questions one by one. 80 Sample answer key 1. (Students answers may vary) because it has got the most votes. 2. Yes, I did./no, I didn t. 3. Yes, because I voted for it./no, because I didn t vote for it. 4. Yes, it was. C. Work in groups. Write down as many words about democracy as you can in five minutes. You can use your dictionary. This activity aims at checking students background knowledge 142 on the vocabulary related to democracy and adding new words/ phrases with the help of their group members (peer teaching) and dictionary. Have students work in groups. Ask them to write down as many words about democracy as they can in five minutes. Tell them that they can use their dictionary. Sample answer key vote, election, president, equal, right, responsibility, rules, government, freedom, etc. D. Mrs. Brook s class is talking about the class president elections. Read the following words and guess: Which ones will you hear in their conversation? This activity aims at preparing students for the upcoming listening activity by introducing some of the words that will come up in the recorded conversation in the following activity. Tell students that Mrs. Brook s class is talking about the class president elections. Ask them to read the words given and guess which ones

Unit 10 Democracy D. Mrs. Brook s class is talking about the class president election. Read the following words and guess: Which ones will you hear in their conversation? research ballot box cooperation campaign school trips career E. Track 26 Listen to the recording and check your answers above. F. Track 27 Listen to the recording again and mark the sentences True or False. 1. They hold the class president election by the end of the school year. 2. Anyone in the class can become a candidate. 3. Anyone in the class has the right to vote. 4. The students shouldn t vote for the newcomers. 5. Candidates shouldn't get help from their friends. 6. Cooperation is important. smart board orders right 7. Candidates should respect each other during the campaign. they will hear in their conversation. Give students some time to do the activity. You don t need to check the answers here. E. Listen to the recording and check your answers above. In this activity, students are provided with a conversation dealing with some of the principles of democracy. Tell students to listen to the recording and check their answers in the previous activity. Play the recording once or twice and have students check their answers while-listening. candidate respect experiment Track 26 1:50 Mrs. Brooks: What does this ballot box remind you of? Class: Elections. Mrs. Brooks: Right. As you know we elect our class president in the beginning of the school year. Hmmm. who wants to become the class president this year? Let me see the candidates. Tim: Me me I want to be the class president. Mrs. Brooks: OK. Tim is our first candidate. Jill: I have a question, ma m. Mrs. Brooks: Yes, Jill. Jill: I m a new student in this class. 81 Can I vote? Mrs. Brooks: Yes. Jill: Can I become a candidate, too? Mrs. Brooks: Sure. Anyone in the class has the right to vote and become a candidate. Do you want to be a candidate, too? Jill: Yes. But I m afraid nobody will vote for me because I m new and they don t know me very well. David: So what? You should run a campaign. Mrs. Brooks: Yes. David is right. David: I can help you. Sandy: I can work in your campaign, too. Jill: Thanks a lot. That s very kind of you. Mrs. Brooks: Well, cooperation is very important. One more thing, respect each other during your campaigns. Sample answer key campaign, candidate, ballot box, right, respect, cooperation F. Listen to the recording again and mark the sentences True or False. In this activity, students are expected to recognize the key features/principles related to the concept of democracy. Tell students to listen to the recording again and mark the sentences True or False referring to the information provided in the recording. Before you play the recording again, ask your students to have a look at the sentences given so that they get an idea about what to look for while listening. Then, play the recording a few times and have them do the activity. Check the answers with the whole class. Track 27 1:51 Track 27 is the same as Track 26. 1. False 2. True 3. True 4. False 5. False 6. True 7. True 143

2 READING AND SPEAKING A. Look at the pictures below and describe the steps of the election campaign. This activity aims at preparing students for the upcoming reading activity with visual support. Give students some time to examine the pictures and then ask them to describe the steps of the election campaign. Unit 10 Democracy 2 READING AND SPEAKING A. Look at the pictures below and describe the steps of the election campaign. 1 2 3 Students answers may vary. 4 5 6 B. Match the steps with the pictures above. In this activity, students are presented with the language pattern used to give instructions within the context of an election campaign. Ask students to match the steps given with the pictures in the previous activity. Give them enough time to do the reading activity and then check the answers with the whole class. 1. F 2. D 3. A 4. C 5. B 6. E 82 B. Match the steps with the pictures above. A. You should put up posters and hand out flyers or stickers. Be creative when making your slogans and handouts. B. You should be responsible, study and get good grades. Show everyone that you are good enough to be a class president. C. You should make your speech very interesting. Talk about your plans and projects but make some jokes, too. Don t be boring. D. You shouldn t go it alone. Get help from your close friends. Ask them for suggestions and advice. E. You should be fair and respectful to everyone. Remember all the students in your class are voting. Don t be rude to the other candidates, either. F. You should make sure you really want it. It can be a lot of work and responsibility. You can sometimes feel tired and upset, but don t give up. 144

C. Read the text in activity B again and fill in the tables. Unit 10 Democracy Don t be boring. Don t be rude to the other candidates. CANDIDATES Dos Don ts D. Work in groups, discuss and make a list. What should/shouldn t the voters do when selecting their classroom president? VOTERS Dos Don ts D. Work in groups, discuss and make a list. What should/ shouldn t the voters do when selecting their classroom president? In this activity, students are expected to practise talking about and answering simple questions, initiate and respond to simple statements related to the concept of the democracy. Have students work in groups. Ask them to discuss and make a list of what the voters should/shouldn t do when selecting their classroom president. To make sure your students understand what to do, you can practise the example given with the whole class. Give them enough time to do the activity. You don t need to check the answers here. Example Student A : The voters should support and help their candidates. Student B : Yes, I agree with you. They should make suggestions and give advice. Student C : I don t understand. Say that again, please. Student B : They should make suggestions and give advice. E. Compare your lists and answer the question. What are the common items in all the lists? C. Read the text in activity B again and fill in the tables. In this activity, students are expected to read the text again for specific information. Ask students to read the text in activity B again and fill in the table with the information requested. Check the answers with the whole class. Dos Make sure you really want it. Get help from your close friends. Ask for suggestions and advice. Put up posters and hand out flyers and stickers. Be creative. Make your speech very interesting. Talk about your plans and projects. Make some jokes. Be responsible. Study hard and get good grades. Show everyone that you are good enough to be a class president. Be fair and respectful to everyone. Don ts Don t give up. 83 E. Compare your lists and answer the question. What are the common items in all the lists? In this activity, students are expected to compare their lists and find out the common items in all the lists in their class. Give students some time to compare their answers and then check the answers with the class. You can write the answers on the board starting with the most important one(s). Sample answer key Be respectful to the candidates. Help your candidate with the election campaign. Be fair to all the candidates. Don t be rude to the candidates. Don t make fun of the candidates. Don t discourage your candidates. 145

3 READING A. Work in groups and answer the questions below. This activity aims at preparing students for the following reading activity by checking their background knowledge on democracy, i.e. elections with questions from their real-life. Have students work in groups and answer the questions given. Check the answers with the whole class. Unit 10 Democracy 3 READING A. Work in groups and answer the questions below. 1. When do you hold general election in your country? 2. What is the voting age? 3. How many people vote in your family? B. Read Paolo s homework and find out: Is Brazil a democratic country? Sample answer key 1. Every four years. 2. It s 18. 3. Students answers may vary. B. Read Pado s homework and find out: Is Brazil democratic country? Here, students read the text for overall meaning. Ask students to read Paolo s homework and find out whether Brazil is a democratic country or not while reading. Check the answers with the whole class. Yes, it is. C. Read Paolo s homework again and mark the sentences True or False. This activity aims at checking students reading-comprehension skills. Students are expected to recognize familiar words and very simple phrases related to the concept of democracy within the context of general elections. Tell students to read Paolo s homework again and mark the sentences True or False. Check the answers with the whole class. 84 Yesterday was a very exciting day for me because there was an election in Brazil. We woke up early in the morning and went to the polling place. It was a public building, a secondary school. My mom and dad found their names in the list and put their signature next to their names. Then, they went into a cabinet and voted in turns. They put the envelopes with their votes in a ballot box. I couldn't vote because I am under 18. In the evening, we watched the news on TV for the election results. We were very excited. Finally, the anchorman announced the new president of Brazil. It was Dilma Roussef! We were very happy with the result. Because she is kind and respectful. She always asks people about their opinions and listens to them carefully. She is fair as well. She doesn t favour anyone or any political group. She cares about children and old people. I think it was a fair election. 1. True 2. False (They voted in the polling place.) 3. True 4. True 5. False (He was happy with the new president.) 6. False (The new president is fair. She doesn t favour anyone or any political group.) 7. True 8. True 146

C. Read Paolo s homework again and mark the sentences True or False. 4 1. The voting age in Brazil is 18. 2. Paolo s parents voted in a public place called ballot box. 3. They voted secretly. 4. Paolo and his family learned the election results on TV. 5. Paolo was not very happy with the new president. 6. The new president likes some people and political groups more. 7. She is always kind and respectful. 8. She likes children and old people. SPEAKING 1. Who is your classroom president? 2. What is he / she like? 3. How did you choose him / her? Describe it step by step. Unit 10 Democracy A. Work in groups and talk about your classroom president and classroom president election. Example: We had an election in our class in November. We elected our class president. First, our teacher wrote the names of the candidates on the board. B. Work in pairs. Read your roles, prepare a dialogue and act it out. Student A : You are a new student in the class and don t know how to vote. Ask your friend for help, follow his/her instructions and vote for your candidate. Student B : Give your friend instructions and help him/her vote. 85 the most votes became the classroom president. B. Work in pairs. Read your roles, prepare a dialogue and act it out. Here, students are expected to talk about what to do when selecting their classroom president. Have your students work in pairs. Ask them to read their roles, prepare a dialogue and act it out in front of the class. Give them enough time to prepare their dialogues and then have pairs of students act out their dialogues in front of the class. Here, one student is expected to imagine that he/she is a new student in the class and doesn t know how to vote, ask his/ her friend for help, follow his/ her instructions and vote for his/ her candidate. The other student is expected to give his/her friend instructions and help him/her vote. 4 SPEAKING A. Work in groups and talk about your classroom president and classroom president election. In this activity, students are expected to give short descriptions of past and present events. Have students work in groups and ask them to talk about the questions listed. Give them enough time to do the speaking activity and then check the answers with the whole class. Sample answer key 1. Ali. 2. He is friendly and nice. He is responsible and hardworking. 3. First, our teacher wrote the names of the candidates on the board. The candidates ran an election campaign. They made speeches. On the election day, we wrote the names of our candidates on a piece of paper and put them in the ballot box. Then, the teacher opened the ballot box and counted the votes. The candidate with Sample answer key Student A : Well, I don t know how to vote. Can you help me, please? Student B : Of course. Who is your candidate. Student A : Nesrin. Nesrin is my candidate. Student B : Write her name on a piece of paper, fold it and put it in the ballot box. Student A : Thanks a lot. Student B : Not at all. 147

5 HAVE FUN A. Work in small groups. Throw a dice, move to the box and answer the question. Then take turns. In this activity, students are expected to answer the questions about democracy and elections in a fun way, i.e. game. Have them work in small groups. Ask them to throw the dice, move to the box and answer the question there and then have them take turns. 1. b 2. 3. b 4. 5. a 6. 7. a 8. b 9. b 10. b 11. 12. b 13. b 14. a 15. b 16. a 17. 18. a PROJECT Work in groups and prepare a poster illustrating what to do in the classroom to respect others rights. We suggest that you have students do the project at home. Tell students to work in groups and prepare a poster illustrating what to do in the classroom to respect others rights following the steps given in their books. Tell them to come together with their group members, discuss and make a list of the things to do to respect others rights, create an attractive slogan for each item in their lists, draw suitable pictures or find suitable photos for their slogans and prepare a poster using their slogans and visuals. Ask them to bring their projects to the class and hang them on the bulletin board. 86 Unit 10 Democracy 5 HAVE FUN A. Work in small groups. Throw a dice, move to the box and answer the question. Then take turns. START Miss a turn! Which one is wrong? a) We can vote only once in an election. b) We can vote instead of our friends. 8 Which is correct? a) The president should make decisions for the class. b) The president should ask our opinions. 12 What shouldn t a candidate do? a) Hurt others b) Respect others PROJECT 4 16 When do you have general elections in your country? a) Every year b) Every four years 1 What does fair mean? a) right, acceptable b) wrong, unacceptable 5 When was the last general election in Turkey? a) In 2001 b) In 2011 In Turkey, anyone can vote. a) under 18 b) over 18 Go three boxes back. 9 13 17 Miss a turn! Move three boxes forward! Where can you vote for the president? a) In a café. b) In a public building. 10 Who was the first president of the Turkish Republic? a) Mustafa Kemal Atatürk b) İsmet İnönü 14 In Turkey, a) men and women have equal rights. b) men have more rights than women. 18 Which is an election campaign activity? a) Announcing the winner b) Making a speech Which is a principle of democracy? a) Expressing opinions freely b) Breaking rules 7 Move three boxes forward! What is this? a) A campaign handout b) A ballot box 15 FINISH Work in groups and prepare a poster illustrating what to do in the classrom to respect others rights. Follow these steps: Come together with your group members. Discuss and make a list of the things to do to respect others rights. Create an attractive slogan for each item in your list. Draw suitable pictures or find suitable photos for your slogans. Prepare a poster using your slogans and visuals. Hang your poster on the bulletin board. Rubrics You can prepare a rubric similar to the sample rubric given on page 12 to assess students projects. Quiz or Exam Additional Projects: Students are expected to perform at least one project after each unit. However, if you have time you can have them do more projects. Students work in groups and create an election campaign poster for classroom presidency. Students prepare slogans and/or posters to elect an imaginary super hero. 2 6 3 11 148

Can - do - statements List Below you ll find a sample can-do-statements list for the tenth unit. You can make changes or prepare a similar list and make a copy for each student and ask them to fill in the list. They can keep their can-dostatements lists in their dossier. Yes Not Sure No I can understand key features about democracy when I hear. I can tell what to do when selecting the class president. I can describe past and present events. I can ask questions about democracy. I can answer questions about democratic actions. I can understand words and simple phrases related to democracy when I read. I can ask for repetition when I don t understand. Dossier Students put their projects in the dossier. Students put their can-do-statements lists in the dossier. Students complete and hand in the European Language Portfolio. You can keep the portfolio at school or instruct students to bring it back the following year. 149

Workbook Activity 1 Answer these questions. This activity aims at preparing 10 Democracy WORKBOOK students for the upcoming reading activity. You can have them do this activity either in the class or at Activity 1 Answer these questions. 1. What is democracy? 2. Where do you have democracy? home. Tell students to answer the Activity 2 Read the following text and check your answers above. questions given. You don t need to DEMOCRACY check the answers here. Activity 2 Read the following text and check your answers above. Students are provided with a text describing democracy in our everyday life in a very simple way. You can have them do this activity either in the class or at home. Tell students to read the text given and check their answers in the previous activity. Check the answers with the whole class. Students answers may vary. Democracy is a form of government. In a democratic country, people vote for and elect the leader(s) of their country. However, democracy starts at home. I m sure your mom asks you what you prefer to eat for lunch or dinner and she cooks the dish you prefer. Here, your mom asks your opinion, you express your opinion freely and she respects and takes it serious. This is a very simple way of democratic practice. Imagine you want to go to the cinema with a group of friends. How do you decide on the movie you are going to watch? I m sure you ask each of your friend which movie he/she prefers. There is democracy in your group. We can experience democracy at schools as well. Classroom president election is the best example for democratic practices at schools. But expressing your opinions freely, having equal rights in the class, showing respect to each other, etc. are also related to democracy. 125 150

Workbook WORKBOOK Activity 3 Read the text above again and mark the sentences True or False. 1. In democratic groups, everyone is equal. 2. Democracy doesn t respect individual s opinions. 3. In democracy, everyone can express his/her opinions freely. 4. In democratic schools, teachers choose the class president. Activity 4 Tick ( ) the checklist about your school and school staff. Yes No 1. The school staff treats everyone fair. 2. The school staff is respectful to everyone. 3. The school staff asks our opinions. 4. The school staff listens and takes our opinions seriously. 5. The school staff supports and encourages talented children. 6. The school staff helps poor children get help. 7. At school, we can express our opinions freely. 8. At school, we can choose our friends freely. 9. At school, we can join and form groups and clubs. 10. At school, we can get lots of information. 11. At school, children with a disability get special training. 12. At school, we can do sports and play games. Activity 3 Read the text above again and mark the sentences True or False. This activity aims at checking students reading-comprehension skills. You can have them do this activity either in the class or at home. Tell students to read the text in the previous activity again and mark the sentences either True or False referring to the information provided in the text. Check the answers with the whole class. 1. True 2. False 3. True 4. False 126 13. At school, we must obey school rules. 14. At school, we don t wear a uniform. 15. Our school is safe and peaceful. Activity 4 Tick ( ) the checklist about your school and school staff. The items in the checklist have been prepared on the basis of UN Convention on the Rights of the Child. You can have them do this activity either in the class or at home. Ask your students to tick the checklist about their school and school staff. You can check the answers with the whole class and write the items your students are not happy with on the board. Students answers may vary. 151

Workbook Activity 5 Answer these questions. This activity aims at preparing students for the upcoming writing activity by checking their background knowledge with the help of questions related to students real-life. You can have them do this activity either in the class or at home. Check the answers with the whole class. Activity 5 Answer these questions. 1. Is there a Complaints and Suggestions Box at your school? 2. What type of things do students write in such boxes? Activity 6 WORKBOOK Look at your answers in activity 4 and write your complaints (in the pink boxes) and suggestions (in the green boxes). How can you make your school more democratic? Students answers may vary. Activity 6 Look at your answers in activity 4 and write your complaints (in the pink boxes) and suggestions (in the green boxes). How can you make your school more democratic? In this activity, students are expected to write their complaints about the school and school staff in the pink boxes and their suggestions about how to make their school more democratic in the green boxes. You can have them do this activity at home. Check the answers with the whole class. 127 Students answers may vary. 152

Workbook WORKBOOK Activity 7 Give information about: the facilities school staff teacher-student relations school subjects social activities Draw a picture or stick a photo of your ideal school. Write a short paragraph and introduce it to your friends. Activity 7 Draw a picture or stick a photo of your ideal school. Write a short paragraph and introduce it to your friends. Students are expected to draw a picture or stick a photo of their ideal school, write a short paragraph and introduce it to their friends. They are expected to give information about the facilities, school staff, teacher-student relations, school subjects and social activities at their ideal school. You can have them do this activity at home. Have students show their pictures and read their paragraphs to the class. Students answers may vary. 128 153

Suggested Materials 154

Unit 2 155

Unit 2 157

Unit 3 159

Unit 3 161

Unit 4 Çankırı Bursa Day 16 C Day 12 C Night 10 C Night 4 C Erzurum Day 4 C Adana Day 24 C Night -5 C Night 18 C İzmir Day 20 C Mardin Day 20 C Night 12 C Night 15 C 163

Unit 4 165

Unit 7 167

Unit 7 169

Word List Unit 1 announcement enroll flamenco folk dance get online graph hang around have a rest have a snack judo karate membership neighbourhood polka traditional Unit 2 bagel baked beans blueberry Bon appètit! Buon appetito! cereal croissant Enjoy your meal! fried garlic grilled Guten Apetit! junk food miso soup muffin nutritious oat omelet room temperature soybeans special sushi Yuk! Yummy! Unit 3 average busy comfortable crowded downtown population queue relaxing skyscraper traffic jam Unit 4 affect anxious Celcius degrees dull emotion foggy lightning moody stormy weather forecast wet Unit 5 amazing big wheel bumper car carrousel crazy fair fantastic ghost train horrible nervous roller coaster skeleton swing tap terrifying thrilling vampire Unit 6 forest lake mountain pick river sail seaside sightseeing tower Unit 7 accountant accounting architect computer programmer design 171

doctorate dye fabrics hairdresser illumination mechanic occupation prescription profession professional self-employed sew style tailor worker Unit 8 a million break into burglar cash fingerprint investigate magnifier prison rob robber steal thief Unit 9 cut down damage electrical device garbage harm harmful planet plug pollution public transportation recyclable recycle reduce remote control rubbish save unplug waste Unit 10 ballot box campaign candidate election equal fair flyers law polling place republic respect responsibility right vote 172

References Alderson, A.D.; Fahir, İz, The Oxford English Turkish Dictionary, Oxford University Press A.Ş. İstanbul, 1978. Demirel, Özcan, ELT Methodology, Usem Puplications, Ankara, 1992. Hill, L.A., Introductory Stories For Reproduction 2, Oxford University Press, Tokyo, 2013. Hill, L.A., Introductory Steps to Understanding, Oxford University Press, Tokyo, 1980. Hughes, Glyn S., A Handbook of Classroom English, Oxford University Press, Oxford, 1981. Web References 10/12/2013 http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari/icerik/151 13/01/2014 http://www.nationalgeographic.com.tr 20/01/2014 http://adp.meb.gov.tr 22/01/2014 http://www.coe.int/t/dg4/education/elp/ 25/01/2014 http://www.stadt salzburg.at 02/02/2014 http://www.biltek.tubitak.gov.tr/cocuk/ 07/02/2014 http://www.democratic.co.il/uploads/english/articles/democracybeginsatschool.pdf 09/02/2014 http://www.learnenglishkids.britishcouncil.org/en/ 15/02/2014 http://www.childrensongs.com/ Visual References The pictures in our book are drawn by our publishing house artist and the photographs and the icons are downloaded from the websites below. Page 155 http://www.poljoprivredaiselo.net/2013-bila-rekordna-za-izvoz-meda/ Page 155 http://foodswallpaper.com/italian-bread-wallpapers-for-android/ Page 155 http://www.gastrosef.com/caylaar/ Page 155 http://dutchindianblog.files.wordpress.com/2013/10/croissant.jpg Page 155 http://www.deliciousasitlooks.com/2012/12/quinoa-in-morning.html Page 155 http://www.metro.us/newyork/lifestyle/food/2013/08/21/cheese-and-wine-pairing/ Page 157 http://vilamulher.com.br/mae-filhos-familia/gravidez/alimentacao-para-gravidas-com-diabetesgestacional-8-1-53-249.html Page 157 http://www.siamtllc.com/beefmeat.htm Page 157 http://www.tommymoloneys.com/sweet-italian-sausage-1-lb Page 157 http://www.buttalapasta.it/foto/pane-alle-erbe_7363_3.html Page 157 http://www.articol.md/view_art/859/.html Page 157 http://www.buttalapasta.it/foto/pane-alle-erbe_7363_3.html Page 159 http://commons.wikimedia.org/wiki/file:inside_the_shopping_mall_cc_mart n.jpg Page 159 http://kidstvmovies.about.com/od/jonasbrothers3dconcert/ig/jonas-brothers-3d-movie-photos/ Jonas-Brothers---Taylor-Swift.htm 173

Page 159 http://escueladeidiomassantalucia.blogspot.com.tr/2014/02/london-hyde-park.html Page 159 http://commons.wikimedia.org/wiki/file:duesseldorf_parish_fair_01.jpg Page 161 http://www.brittany-ferries.co.uk/fleet/cruise-ferries/cap-finistere Page 161 http://motorsfolia.com/photo/ayats-bravo-city/01/default.html Page 161 http://bichuseban.blogspot.com.tr/2014/04/cinema-time-immemmorialstage.html Page 161 http://www.architektura.info/index.php/architektura/polska_i_swiat/daniel_libeskind_na_ waf_2010 Page 165 http://www.wisegeek.com/what-is-the-desert-biome.htm#sahara-desert-with-cloudy-sky Page 165 http://commons.wikimedia.org/wiki/file:20080313_foggy_street.jpg Page 165 http://leavalencianoring.com/services-fees.html Page 165 http://commons.wikimedia.org/wiki/file:20080313_foggy_street.jpg Page 165 http://indiscapes.com/31636/tropical-beach-24219-picture#.u5bvzpr_v-w Page 165 http://fin6.com/2014/01/winter-2014/ Page 167 http://artistssquare.files.wordpress.com/2011/04/img_2301.jpg Page 167 http://avoision.com/portfolio/astronaut Page 167 http://aquafishcrsp.oregonstate.edu/documents Uploads/Uploaded/Communication/Snooks/ fisherman001tw. Page 167 http://www.njspotlight.com/stories/12/10/09/more-female-farmers-cropping-up-in-garden-state/ Page 169 http://galacticos-madridista.blogspot.com.tr/2011/07/lionel-messi-is-easy-target-for.html Page 169 http://egypharaonic.blogspot.com.tr/p/sharm-el-sheikh.html#.u5b6dhzas-e Page 169 http://www.horeca.pl/vademecum_branzy/obsluga_goscia/art18,boy-hotelowy-zawod-ztradycja-.html Page 169 http://www.cugetliber.ro/stiri-cetatenesti-antigelul-toxic-pentru-caini-200606 174