Vocabulary

Jobs• Life experiences•

Grammar

Present perfect• been v. gone• Present perfect: questions• just•

Reading

The puppeteer• Culture: Be an imagineer•

Listening

Are you experienced?•

Speaking

Describe a famous person• Make a questionnaire• English you need: Join a club•

Pronunciation

Consonant sound: /d• ʒ/

Writing

because• v. because ofA nomination•

Extra Resources

➟ My Portfolio pages 20–21➟ Multi-ROM Grammar, Vocabulary

and Pronunciation ➟ Tests

Teacher’s All-in-one Book

➟ DVD

➟ Mixed-ability Worksheets ➟ Speaking activities

Jobs

Warmer

Play Twenty Questions with jobs. Think of a job, • for example: a doctor. Students ask twenty questions in order to guess what the job is, but you can only answer yes or no. Encourage them to use Do you have to …? in their questions.

In pairs, students play the same game. One • student thinks of a job, and the other student asks twenty questions to guess what it is.

1 Students match the pictures with the jobs.•

Point out that a female waiter is sometimes • called a waitress, though nowadays waiter is often used for both men and women.

Answers1 journalist2 vet

3 architect4 hairdresser

5 waiter 6 computer

programmer

2 2.1

Check students understand the meaning of the • jobs.

Remind them that we use the article • a / an before jobs in English.

Students listen to six people describe their jobs • and write what they are.

Answers1 social worker2 shop assistant3 lawyer

4 mechanic5 chef6 engineer

Transcript page 225

3 2.2

Write the first job: • journalist on the board. Pronounce it and ask where the stress is. (journalist)

Students listen and mark the stress on the words • in exercises 1 and 2.

Play the CD again. Students repeat the words. •

Answers / Transcript

Exercise 1 Exercise 2

1 journalist 1 social worker2 vet 2 shop assistant3 architect 3 lawyer4 hairdresser 4 mechanic5 waiter 5 chef6 computer programmer 6 engineer

4In pairs, students describe a job from exercise 1. • Their partner tries to guess what it is.

➟ Student’s Book Word list page 109

➟ Workbook Word list page 58, Vocabulary page 60

94

943272 _ 0094-0109.indd 94943272 _ 0094-0109.indd 94 3/7/09 14:13:463/7/09 14:13:46

Grammar Present perfect• • been v. gone Present perfect: questions• • just

43

Vocabulary Jobs• Life • experiences

Speaking Describe a famous person• Make a questionnaire• Join a club•

Pronunciation Consonant • sound: /d�/

Writing A nomination• • because v. because of

Jobs

Page 20My Portfolio

1 Match the pictures with the jobs.

4 In pairs, describe a job from exercise 1. Can your partner guess the job?

A I interview people and sometimes I have to travel.

B Are you a …?

1 – journalist

architect | vet | hairdresser | computer programmer | journalist | waiter

2 Listen to six people describe their jobs. What are they?

1 – a social worker

chef | engineer | social worker lawyer | shop assistant | mechanic

3 Listen and mark the stress on the words in exercises 1 and 2. Then listen and repeat.

1 – journalist

4 65

21 3

804661 _ 0043-0050.indd 43 2/3/09 20:03:24

95

Students learn about some common jobs.

943272 _ 0094-0109.indd 95943272 _ 0094-0109.indd 95 3/7/09 14:13:483/7/09 14:13:48

96

44

2 Write the correct option.

1 Mohammad has a good / diffi cult life now. good2 When he was a child, he lived in poor /

comfortable circumstances. 3 His fi rst jobs were interesting / necessary

to earn money. 4 He went to New Delhi to change his life /

work on a radio show. 5 He learned puppetry because it was

possible / obligatory in the charity home.6 He is / isn’t interested in poor people now.

1 Read the story of Mohammad Shamsul, an Indian puppeteer. Which sentence is true?

a He became a puppeteer in a charity home. b He learned to be a puppeteer from his father.

3 Complete the sentences.

ran away end up prestigious slums craft

1 Making paper puppets is an important craft in India.

2 Mohammad studied with a … puppeteer.3 Mohammad’s parents were worried when

he … from home. 4 A lot of children … on the streets in India. 5 A lot of people live in … in New Delhi.

4 Answer the questions.

1 Are there many puppeteers in your country? I don’t think so. But there are some … 2 What jobs are important where you live?

M ohammad Shamsul works as a puppeteer in a prestigious TV show in New Delhi. He lives in a nice fl at, wears fashionable clothes and travels all

over India. He’s been to London and he’s visited Buckingham Palace. But his life hasn’t been easy.

Mohammad was born in Bihar, one of the poorest areas of India. When he was a child, he lived in a village with no clean water, toilets or electricity. When he was seven, he left school and started work. He’s had a lot of jobs: he’s made tea and washed dishes, he’s worked in a watch repair shop and he’s sold plastic water bottles to survive.

One day, Mohammad ran away from his village and went to New Delhi. After living on the streets, he ended up in a charity home. There, he had the opportunity to learn a craft and Mohammad chose puppetry. Soon people recognized his talents and when he was eighteen, he got a job on a TV show.

But Mohammad hasn’t forgotten his origins and he’s helped to educate people in the slums of New Delhi. Although he ran away from home, his parents have forgiven him and are proud of their son.

804661 _ 0043-0050.indd 44 2/3/09 20:03:34

1

Students learn about the life of an Indian puppeteer.

943272 _ 0094-0109.indd 96943272 _ 0094-0109.indd 96 3/7/09 14:13:483/7/09 14:13:48

97

The Puppeteer

Background

This is the true story of Mohammad Shamsul. Born in 1986, he is now one of India’s most talented young puppeteers.

India has a rich tradition in puppetry. In the past, puppets were used to tell stories from mythology and history. Nowadays, they are a popular tool for teachers and voluntary organisations to convey information about language, science, social studies and environmental education to young people and adults.

Warmer

Students look at the photo with the story. • Ask questions about the photo: What’s his job? (He’s a puppeteer)Where’s he from? (India)Would you like this job? Why/why not?

1 2.3

Students read and listen to the story of • Mohammad Shamsul, an Indian puppeteer, and decide which sentence is true.

Answer a

2Students write the correct option. •

Answers1 good 2 poor 3 necessary to earn

money

4 change his life 5 possible 6 is

3Students find the words in the story and try to • guess the meaning of each one from context.

Students complete the sentences with the • new words.

Answers1 craft2 prestigious3 ran away

4 end up5 slums

4Students answer the questions. •

Answers Students’ own answers

Consolidation

• In pairs, students compare their answers to exercise 4.

• Discuss the second question with the whole class. Encourage students to think about why the jobs are important. Do they think that other jobs should be more important? Why?

➟ Workbook Reading page 64

943272 _ 0094-0109.indd 97943272 _ 0094-0109.indd 97 3/7/09 14:13:493/7/09 14:13:49

98

Present perfect

Ask students to look back at the story of • Mohammad and find all his jobs apart from a puppeteer. Write the following sentence on the board: He’s made tea and washed dishes, he’s worked in a watch repair shop and he’s sold plastic bottles.

Ask students: • Did he make tea in the past? (Yes) Do we know when? (No) Explain that we use the present perfect to talk about actions that happened in the past but we don’t know when.

Explain the form of the present perfect: • have/has + past participle. Point out that ’s is the contracted form of has in the present perfect (as well as is in the verb be).

Tell students that the past participle of regular • verbs is the same as the past simple: infinitive + -ed, for example: visited, worked, helped, but past participles of irregular verbs are different and have to be learnt.

1 2.4

Students find the irregular past participles in • the story.

Play the CD to check answers. •

Play the CD again. Students listen and repeat • the words.

Answers / Transcript 1 been2 had

3 made4 sold

5 forgotten6 forgiven

been v. goneExplain the difference in meaning between • been and gone. Use the example sentences.

2Students write the correct option. •

Answers1 gone2 been

3 gone4 been

5 been6 gone

3 Students write true sentences in the present • perfect.

Answers

1 I’ve sold something / I haven’t sold anything on the Internet.

2 David Beckham’s lived in Spain.3 My family and I have been / haven’t been to

a foreign country.4 Roger Federer’s played at the Wimbledon

championships.5 I’ve tried / haven’t tried to learn a martial art.6 Shakira’s made CDs in English.

Reinforcement

In pairs, students compare their sentences in exercise 3 and fi nd differences.

Extension

Students write six more sentences about themselves, their family and friends in the present perfect. Three of the sentences should be true and three false. In pairs, students read their sentences. Their partner tries to guess which sentences are true and which are false.

4Students look at the picture of Philippa Hayball, • who also has an unusual job. Ask: What’s her job? (an acrobat)

Students write the verbs in the present perfect. •

Answers1 ’s danced2 ’s performed

3 ’s travelled4 ’s met

5 hasn’t been6 ’s spent

Go 4 it!

5 Students read the example description of a • famous person and guess who it is. (J.K. Rowling)

Students write about a famous person, including • their job and the verbs to help them.

6In pairs, students tell their partner about their • famous person. Their partner tries to guess who it is.

Consolidation

Some students read their descriptions to the class. The other students guess who it is.

➟ Student’s Book Grammar reference page 98

➟ Workbook Grammar reference page 56, Grammar page 61

943272 _ 0094-0109.indd 98943272 _ 0094-0109.indd 98 3/7/09 14:13:503/7/09 14:13:50

45

Present perfect

been v. gone

He’s visited Buckingham Palace.His life hasn’t been easy.

He’s gone to London. = He’s in London now. He’s been to London. = He went to London and returned.

3 Write true sentences with the present perfect.

1 I / sell something on the Internet. I’ve sold something on the Internet.

2 David Beckham / live in Spain. 3 My family and I / be to a foreign country.4 Roger Federer / play at the Wimbledon

Championships. 5 I / try to learn a martial art. 6 Shakira / make CDs in English.

4 Write the verbs with the present perfect.

Philippa Hayball is a dancer and an acrobat. She (1) ’s danced (dance) with many ballet companies and she (2) … (perform) the Aerial Hoops with Cirque du Soleil. She (3) … (travel) all over the world and she (4) … (meet) a lot of interesting people. But life (5) … (not be) easy for Philippa because she (6) … (spend) a lot of time away from her family.

Affi rmativeSubject have Past participleI have visited.He has

NegativeSubject have not Past participleWe haven’t visited.She hasn’t

1 Find the irregular past participles in the story. Listen and check. Then listen and repeat.

1 be been2 have3 make

2 Write the correct option.

1 Mel isn’t here. She’s gone / been to the hairdresser’s. gone

2 I’ve gone / been to a lot of concerts this year. 3 I’m looking after my sister because my

parents have gone / been to the vet’s. 4 Leo doesn’t want to visit the museum

because he’s gone / been there before.5 We’ve gone / been to London three times. 6 My brother’s gone / been to see a

mechanic. Can I take a message?

5 Write about a famous person. Include their job. Use the verbs to help you.

She’s a writer. She’s worked as an English teacher in Portugal and she’s written a lot of books. They’re about a boy called Harry.

write act play visit start make work live

6 Tell your partner about your famous person. Can he/she guess who it is?

That’s easy! It’s J.K. Rowling.

4 sell5 forget6 forgive

f

804661 _ 0043-0050.indd 45 2/3/09 20:03:36

99

Students describe the lives of famous people.

943272 _ 0094-0109.indd 99943272 _ 0094-0109.indd 99 3/7/09 14:13:513/7/09 14:13:51

100

46

Life experiences

1 Complete the questionnaire with the past participles. Listen and check. Then listen and repeat.

1 – beeneaten sent got spoken

won sung been written

2 Do the questionnaire. Do you agree with the results? Tell a partner.

A How many ticks have you got?B Six.A Do you agree with the results?

3 Jackie and Omar are doing the questionnaire. Mark Jackie’s answers with a tick [✓] or a cross [x]. What’s her score?

1 – ✓

4 Listen again and answer the questions.

1 Do we know Linda’s results from the questionnaire?

No, we don’t. She hasn’t done it. 2 What does Jackie think of rollercoasters?3 Why did Jackie come home at 3 o’clock?4 When does Jackie sing in public?5 What did she say to the footballer Leo

Messi?6 Did Jackie send Omar a Valentine’s card?

Been there, done that!

How experienced are you? To fi nd out, tick [✓] the things that you’ve done. Then count your ticks and read the results.

1 I’ve … on a rollercoaster.

2 I’ve … home after midnight.

3 I’ve … a song in public.

4 I’ve … snails.

5 I’ve … a prize in a competition.

6 I’ve … a poem.

7 I’ve … to a famous person.

8 I’ve … someone a Valentine’s card.

Results0–2 ticks: You probably prefer not to try new things.3–5 ticks: You’re open to new experiences, but don’t take too many risks.6–8 ticks: You have a lot of curiosity and love new experiences.

804661 _ 0043-0050.indd 46 2/3/09 20:03:38

1

Students learn about different teenage experiences.

943272 _ 0094-0109.indd 100943272 _ 0094-0109.indd 100 3/7/09 14:13:523/7/09 14:13:52

101

Life experiences

Warmer

Ask students where the girls in the photo are and • how they feel. Teach roller coaster.

Tell students they’re going to do a questionnaire • about life experiences – experiences that you’ll always remember. In pairs, students think of a life experience for these verbs: go, meet, see, eat. Write a list on the board.

1 1.56

Check that students understand • prize and snails.

Students complete the questionnaire with the • past participles.

Play the CD to check answers.•

Play the CD again. Students listen and repeat the • sentences.

Answers1 been2 got3 sung

4 eaten5 won6 written

7 spoken8 sent

2 Students do the questionnaire, count their ticks • and read the results. Then they decide if they agree with the results and tell a partner. Draw attention to the example dialogue to help them.

Consolidation

In pairs, students compare their answers and describe their experiences.

➟ Student’s Book Word list page 109

➟ Workbook Word list page 58, Vocabulary page 62

3 2.6

Jackie and Omar are doing the questionnaire. • Students listen and mark Jackie’s answers with a tick ✓ or a cross ✗ in their notebooks. Then they calculate her score.

Answer

1 ✓ 2 ✓ 3 ✓ 4 ✗ 5 ✓ 6 ✓ 7 ✗ 8 ✓

Jackie’s score is six ticks.

Transcript page 225

4 2.6

Students listen again and answer the questions. • Pause the CD to give students time to write their answers.

Answers

1 No we don’t. She hasn’t done it.2 She loves rollercoasters. She thinks they’re

really exciting.3 She came home at 3 o’clock when she came

back from Italy last summer. Her plane was late.

4 She sings in public at school every year, in the Christmas show.

5 She didn’t say anything. She didn’t speak to him.

6 No, she didn’t.

Transcript page 225

➟ Workbook Listening page 65

943272 _ 0094-0109.indd 101943272 _ 0094-0109.indd 101 3/7/09 14:13:533/7/09 14:13:53

102

Present perfect: questions

Write these sentences on the board: • I’ve eaten snails. Linda hasn’t done the questionnaire. Ask students to suggest what the related questions are.

Write • Have you ever eaten snails? and Has Linda done the questionnaire? on the board. Point out the word order in present perfect questions: have/has + subject + past participle.

Tell students that • ever in the first question means in your life and is common in questions about experiences. The position of ever is between the subject and the past participle.

Explain that we repeat • have/has in the short answers: Yes, I have. No, I haven’t.

1Students match the verbs with the phrases. Then • they write questions with ever.

When checking answers, focus on the weak form • of have in questions and ask students to repeat them.

Answers

1 Have you ever cooked for a lot of people?2 Have you ever visited a foreign country?3 Have you ever stayed in a fi ve-star hotel?4 Have you ever made a snowman?5 Have you ever got up at 4 o’clock in the

morning?6 Have you ever swum in the sea at night?

2In pairs, students ask and answer the questions • from exercise 1. Draw attention to the example dialogue to help them.

3Students write their partner’s answers to exercise • 2. Explain that if the answer was no, they should use never in their written answers. Point out that the position of never is between have/has and the past participle.

justWrite the following sentences on the board: • I saw John last night. I’ve just seen John. Next to the past simple sentence write a time from last night. Next to the present perfect sentence write the time five minutes ago. Underline the word just and ask students if they can tell you what the word means.

4Students write sentences with the present • perfect and just.

Answers

1 The party’s just fi nished.2 John’s just mopped the fl oor.3 John’s just cleared the table.4 Simon and Jo have just done the washing-up.5 Sam’s just taken out the rubbish.6 The last guests have just left.

Pronunciation: Consonant sound: /dʒ/Model the first answer in exercise 4 and ask • students to repeat: The party’s just finished. Focus on the pronunciation of the j in just. Ask them to practise saying the sentence.

5 2.7

Students listen and repeat the sentences. They • hear each sentence twice. Pause the CD for students to repeat.

Transcript

1 John’s just lost his job. 2 Jenny’s got an urgent message. 3 There’s some juice in the fridge. 4 George has just had Geography. 5 Marge enjoys judo. 6 Jim’s just crossed the bridge.

6 2.8

Students listen and write the words. They hear • each word twice.

Play the CD again. Pause the CD for students • to repeat.

Transcript

juice, joke, job, jazz, jacket, Japan, journalist

Go 4 it

7Students write a questionnaire with six questions • they want to ask their partner about their life experiences.

8Students ask their partner the questions. Then • they write the results.

➟ Student’s Book Grammar reference page 99

➟ Workbook Grammar reference page 57, Grammar page 62

943272 _ 0094-0109.indd 102943272 _ 0094-0109.indd 102 3/7/09 14:13:543/7/09 14:13:54

47

Present perfect: questions

Have you ever eaten snails? Has Linda done the questionnaire?

1 Match the verbs with the phrases. Then write questions with ever.

1 – Have you ever cooked for a lot of people?1 cook a foreign country2 visit at 4 o’clock in the morning3 stay in the sea at night 4 make for a lot of people 5 get up a snowman 6 swim in a fi ve-star hotel

2 In pairs, answer the questions from exercise 1.

A Have you ever cooked for a lot of people?B No I haven’t. What about you?

3 Write your partner’s answers to exercise 2. Use never if necessary.

1 – Eva’s never cooked for a lot of people.

Question have Subject (ever) Pastword participle Have you (ever) eaten Has he snails?What have they eaten?

Short answersYes, I have. No, I haven’t.Yes, she has. No, she hasn’t.

4 Write sentences with the present perfect and just.

1 The party / fi nish The party’s just fi nished.2 John / mop the fl oor3 John / clear the table4 Simon and Jo / do / the washing-up5 Sam / take out / the rubbish 6 The last guests / leave

7 Write a questionnaire with six questions you want to ask your partner.

1 – Have you ever written a song?

8 Ask your partner the questions. Then write the results.

David’s never written a song.

5 Listen and repeat the sentences.

6 Listen and write the words. Then listen and repeat.

Consonant sound: /d�/

just

We’ve just done a questionnaire. Laura’s just sent me an email.

Pronunciation

804661 _ 0043-0050.indd 47 2/3/09 20:03:40

103

Students compare life experiences.

943272 _ 0094-0109.indd 103943272 _ 0094-0109.indd 103 3/7/09 14:13:553/7/09 14:13:55

104

48

1 Answer the questions.

1 How often do you go to a theme park? I usually go twice in the summer.2 What’s your favourite theme park? Why?3 What’s your favourite ride?

2 Read about imagineers. What does an imagineer do?

3 Answer the questions.

1 Where do imagineers work? The Disney organization. 2 What two words combine to make

imagineer?3 What do imagineers have to do?4 Which came fi rst, the Pirates of the

Caribbean fi lm or theme park ride?5 When did the theme park ride open?6 How is the ride different now?

4 In pairs, answer the questions.

1 Do you think this is an interesting job? Why/Why not?

2 Do you have the qualities for the job?

A Do you think this is an interesting job?B I think it’s great. But I haven’t got a lot

of imagination.

uest • Where and when did the fi rst Disney

theme park open?

• Which Disney theme park would you most like to visit? Why?

Do you love going to theme parks? Have you ever been on a great theme park ride and thought, ‘Wow! Who created this ride?’ Do you have a lot of imagination? If your answer to these questions is ‘yes’, then maybe you could be an imagineer.Imagineers work in the Disney organization creating rides for theme parks. The job title is a combination of two words: imagination and engineer.

Imagineers have different talents. They can be artists, writers, architects, engineers, model builders, technicians or designers. They have to

Did you know?Before Pirates of the Caribbean became a successful series of fi lms, it was a theme park ride. It fi rst opened in 1967 and it is still one of Disney’s most popular rides. The ride begins with a warning sign that tells you to turn back. You ignore the sign and continue into a fantastic dream of pirates, treasures and battles on sea and land. In the past, the pirates looked for gold. Today, after the success of the fi lms, they look for Captain Jack Sparrow.

work together, combining creativity with the latest technology to make the most exciting rides that have ever existed.If you want to be an imagineer, follow Walt Disney’s advice, ‘Become a student of life, be interested in everything and never stop learning.’

804661 _ 0043-0050.indd 48 3/3/09 11:43:55

1

Students autonomously use the media available to them to research Disney theme parks.

943272 _ 0094-0109.indd 104943272 _ 0094-0109.indd 104 3/7/09 14:13:563/7/09 14:13:56

105

Be an imagineer

CLIL objective: Students learn what imagineers do in the Disney organization.

Warmer

Write the first half of these film titles on the • board. How many of the titles can students complete? Alternatively, mix up the halves and ask students to match them:Beauty and (the Beast)Finding (Nemo)High (School Musical)The Lion (King)Toy (Story)

Ask students what the films have in common: • They’re all Walt Disney films. Apart from films, ask students what else is Walt Disney famous for. (Theme parks.) Ask students what things they can find at a theme park. Apart from rollercoaster, make sure they understand the noun ride.

1Students answer the questions.•

Answers Students’ own answers

Consolidation

In pairs, students ask and answer the questions in exercise 1.

2 2.9

Tell students that they’re going to read about an • unusual job connected with Disney theme parks. Write imagineer on the board. What do students think an imagineer does?

Students read and listen to the article about • imagineers and answer the question. Did they guess correctly?

Answers

An imagineer creates rides for theme parks.

3Students answer the questions. •

Answers

1 The Disney organization.2 Imagination and engineer.3 They have to make the most exciting rides

that have ever existed. 4 The theme park ride came fi rst.5 It opened in 1967.6 The pirates look for Captain Jack Sparrow,

not gold.

Extension

Ask students to fi nd the following things in the text: One piece of advice Three words connected with piratesSeven jobsAnswers

One piece of advice: Become a student of life, be interested in everything, and never stop learning.Three words connected with pirates: treasure, battles, gold.Seven jobs: artists, writers, architects, engineers, model builders, technicians, designers.

4In pairs, students ask and answer the questions. •

Answers Students’ own answers

Consolidation

• Students imagine they work for the Walt Disney organization as an imagineer. In pairs they think of an idea for a theme park ride based on a recent fi lm. They think of a name for the ride and describe what happens on the ride. They can use the description of the Pirates of the Caribbean ride as a model.

• Ask some students to describe their theme park ride to the class.

Quest

Students answer the questions. They can do this • by entering the words Disney theme parks into an Internet search engine or by consulting reference books.

Answers

It opened in Anaheim, California, USA, on 18th July 1955.

943272 _ 0094-0109.indd 105943272 _ 0094-0109.indd 105 3/7/09 14:13:573/7/09 14:13:57

106

Join a club

Warmer

Ask students what Christina Aguilera, Britney • Spears and Justin Timberlake have in common. (Apart from being singers, they’ve all been members of The Micky Mouse Club, a Disney TV show.) Write the word club on the board and teach the club-related words: join, form, member, and discount.

1Students complete the advert with the words in • the box.

Answers

1 join 2 member 3 form 4 discount

2Ask students: • Are you a member of a club? Find out which clubs students belong to.

In pairs, students ask and answer the questions.•

Answers Students’ own answers

3 2.10

Students listen and answer the questions. •

Answers

1 The Rollercoaster Club.2 Yes, he does.

Transcript page 225

4 2.10

Students listen again and complete the • membership form. Warn them that the information on the membership form isn’t necessarily in the same order as they hear on the CD. Pause the CD to give students time to write answers.

Answers1 Michael Jones2 153 seventy

4 Individual5 1 year6 200

Transcript page 225

5 2.11

Students listen and complete the questions. •

Play the CD again. Students listen and repeat the • questions.

Answers1 How old2 membership3 all the rides4 How tall

5 anything6 discounts7 How much8 have to

Extension

• In pairs, students practise asking the questions in exercise 5, and answering them using the information from the listening.

6In pairs, students choose one of the other clubs • from exercise 2. They prepare and practise a dialogue using some of the questions from exercise 5.

Ask some pairs to perform their dialogue for the • class.

➟ Student’s Book Word list page 109

➟ Workbook Word list page 59, English you need page 65

943272 _ 0094-0109.indd 106943272 _ 0094-0109.indd 106 3/7/09 14:13:573/7/09 14:13:57

49

Join a club

3 Listen and answer the questions.

1 Which of the clubs does Michael want to join?

2 In the end, does he decide to join the club?

4 Listen again. Complete the membership form.

5 Listen and write the questions. Then listen and repeat.

1 How old do you have to be to join?2 What does … include?3 Does the entry price include … … …?4 … … do you have to be?5 Do I get … else?6 Do my friends get … too?7 … … does it cost to join?8 What do I … … do?

6 In pairs, choose one of the other clubs from exercise 2. Prepare and practise a dialogue. Use some of the questions from exercise 5.

1 Complete the advert.

discount join form member

Do you want to (1) join our club?It’s easy to become a (2) …! You only have to complete a membership (3) … . Membership costs just £200 a year, and you get a 50% (4) … on all the activities that we organize.

2 In pairs, ask and answer the questions.

Club Membership form

Full name: (1) Michael JonesAge: (2) …

Height: (3) one metre …

Membership type: (4) … (Individual or Family)

Membership period: (5) … (1 year or 2 years)

Total cost: (6) £…

1 Are you a member of a club?2 Which of these clubs do you prefer? Why?

A Are you a member of a club?B Yes. I’m a member of the school

swimming club. What about you?A I’m a member of …

804661 _ 0043-0050.indd 49 3/3/09 11:44:10

107

Students use language that can be transferred to real-life situations.

Students find out about different types of clubs and how to join them.

943272 _ 0094-0109.indd 107943272 _ 0094-0109.indd 107 3/7/09 14:13:593/7/09 14:13:59

108

50

1 Read the announcement. In pairs, answer the questions.

1 Do you know a local hero? Who is it?2 Why does he/she deserve the award?

A I think my sister deserves the award. B Why?A Because she always helps other people.

2 Read the nominations. Who is the best candidate for the award? Why?

I think … is the best candidate because …

because v. because of

He deserves the award because he’s changed our lives.I really admire her because of her energy.

Page 21My Portfolio

My Webpage

A nomination

3 Complete the rules with because and because of.

We use … + sentence We use … + pronoun/noun

4 Write because or because of.

1 My uncle deserves the award because he’s a kind person.

2 I love playing the guitar … my teacher. 3 My friend’s a local hero … she’s done a lot

for the environment.4 I admire my mother … her patience. 5 My grandad’s the best … his great sense

of humour. 6 I nominate my neighbour … he helps

everyone in our building.

5 Make notes. Then write a nomination for a local hero.

Paragraph 1: Who do you nominate? What does he/she do? What is he/she like?

Paragraph 2: What has he/she done? Paragraph 3: Why does he/she deserve the

award?

6 Now read your work again. Can you fi nd any errors?

I’d like to nominate our basketball coach. He’s enthusiastic and he trains us to work hard. We’ve won a lot of tournaments because of him. And he’s more than just a basketball coach. He pushes us to do well in everything we do. He deserves the award because he’s changed the lives of a lot of kids.

Josh

Do you know a local hero?You can nominate him/her for the Local Hero Award. It can be a friend, someone in your family or a neighbour, but it must be a special person.

My aunt’s the best! I admire her because of her energy.She’s always cheerful. She’s a hairdresser, but in her free time she visits the elderly. She’s also organized jumble sales to collect money for charities. She deserves this award because she’s helped other people a lot. Julia

I’d like to nominate …I admire him/her because … And he’s/she’s more than just … He/She deserves the award because …

804661 _ 0043-0050.indd 50 2/3/09 20:03:45

1

Students use strategies to plan their own written work.

Students use strategies to evaluate and develop their own written work.

Students disucss reasons for nominating a person they know for an award.

943272 _ 0094-0109.indd 108943272 _ 0094-0109.indd 108 3/7/09 14:13:593/7/09 14:13:59

109

A nomination

Warmer

Write some examples of popular heroes that • students will recognize on the board, for example: Rocky Balboa (from the Rocky films), Zorro, Lara Croft, James Bond, Robin Hood, etc. Ask students what they have in common. (They’re all heroes.)

Ask students if heroes are always famous people, • or people in films, books or sport. Discuss the idea that heroes can be ordinary people who do good things too.

Using suggestions from students, make a list on • the board of good things that ordinary people do, for example: do voluntary work, donate money to charity, clean up the environment, be friendly to everyone, help neighbours, etc.

1Students read the announcement. Check they • understand by asking the following questions:How does a person enter the competition? (you nominate him/her)What does the hero win? (the Local Hero Award)Who can the hero be? (a friend, someone in your family, or a neighbour)What qualities must the person have? (they must be a special person)

Ask students to think of a person they know that • they would like to nominate for the award.

In pairs, students ask and answer the questions. • Draw attention to the example dialogue to help them.

Answers Students’ own answers

2Students read the nominations and write a • sentence saying who they think is the best candidate for the award and why.

Ask students to put their hands up if they think • the first candidate is the best candidate. Find out from some students why they think so. Do the same for the second candidate.

Answers Students’ own answers

because v. because ofWrite the example sentences on the board. Ask: • Who are they about? (The first is about the basketball coach, the second the hairdresser.)

Draw students’ attention to • because and because of. Do they know the difference?

3Students complete the rules with • because and because of.

Answers

We use because + sentenceWe use because of + pronoun/noun

4Students write • because or because of in the sentences.

Answers1 because2 because of3 because

4 because of5 because of6 because

5Students prepare to write a nomination for a • local hero. First they answer the questions. Then they write their nomination. Encourage them to use some of the useful expressions and the present perfect.

6Students read their composition again and check • for errors. Write the following checklist on the board for students to refer to:

jobspresent perfect (have/has + past participle)because v. because of

➟ Workbook Writing page 66

➟ Website My Webpage

943272 _ 0094-0109.indd 109943272 _ 0094-0109.indd 109 3/7/09 14:14:013/7/09 14:14:01