Components of the course - Demo Site - Oxford University Pressoxfordeltcatalogue.es/wp-content/uploads/2017/06/Scop… · · 2017-06-0511 cell phone 12 freeway More practice

5 Introduction

The Workbook contains:

• six pages of additional practice for

each of the Student’s Book units. This

comprises exercises for vocabulary,

grammar, reading and writing at three

levels of difficulty.

• a Self-evaluation page after every

unit with self-assessments and I can …

statements.

• five Project pages to provide a further

opportunity for consolidation and

collaborative work.

• five Literature pages to provide

extensive reading practice.

• a Words to learn section with a unit-by-

unit Wordlist of target vocabulary from

the Student’s Book with definitions and

example sentences.

• a Vocabulary notebook section with

an alphabetical Wordlist of passive

vocabulary.

• an Irregular verbs list.

The Student’s Book contains:

• a Starter unit to revise basic vocabulary

and grammar.

• ten teaching units; each unit has two

vocabulary sections and two or more

grammar presentations. There is practice

of the four skills throughout. In addition,

each unit has a whole page devoted

to speaking skills and a whole page

devoted to writing skills.

• five Review sections to provide revision

of all the language studied up to that

point in the book.

• a Focus on Grammar section to provide

detailed grammar reference notes and

practice exercises.

• a Focus on Writing section to provide

extra support for developing writing skills.

• a Focus on Vocabulary section at the

back of the book which lists the key words

to learn for each unit.

Components of the course

The Student’s CD-ROM is an interactive

self-study resource with additional practice.

The CD-ROM can be used without access

to the internet.

The Online Practice is an online self-study

resource with additional practice.

The Online Practice is compatible for use

on tablets or computers and requires

internet access.

The Class Audio CDs contain all the

listening material for the Student’s Book.

Selected audio is also available for

students to download from

www.oup.com/elt/scope

The complete audio is available to

download from

www.oup.com/elt/teacher/scope

The Teacher’s Book contains:

• an introduction with information on

mixed ability, project work and

assessment and evaluation.

• Teaching notes and Answer keys for all

the Student’s Book and Workbook material.

• ideas for extra optional activities.

• grammar notes, background notes

and cultural information.

• Audioscripts.

• five Lesson plan templates to speed up

lesson planning.

The Teacher’s Toolkit disc contains:

photocopiable worksheets and

tests, provided as printable PDFs

and editable Word documents.

i t d ti ith i f ti

The Workbook Pack contains a Student’s CD-ROM or Online Practice: The Class Audio:

The iTools provides:

classroom presentation software

for use with an interactive

whiteboard or a data projector.

There is a video clip for each unit.

4506151 Scope TB2_PRESS.indb 5 11/12/2014 15:11

Unit 6 70

6 School lifeObjectivesReading: A comparison article

Vocabulary: School life: collocations,

American English, School life:

compound nouns

Grammar: should and must, have to /

don’t have to, should, must and have to

Speaking: How to give your opinion,

How to ask for and give advice

Writing: How to write an opinion

essay

Learning outcomesDiscuss school life and my opinions

about it

Give advice and make suggestions

about school life

Start thinking

Read each question in turn to the

class. Give an answer yourself, then

elicit answers from individual students.

Encourage students to expand on

their answers and talk about their own

opinions and experiences.

School uniforms pages 54 and 55

AimUnderstand an article about

school uniforms

Warm-up

Ask: What are you wearing today? What

do you usually wear to school? Elicit a few

answers. Put students in pairs and give

them two minutes to write as many words

for clothes as they can. Bring students’

ideas together on the board. Check that

the list includes trousers, skirt, shirt, tie and

jumper. See which pair wrote the most

correct words. Point to the words on the

board and ask: Are you happy with the

clothes you wear to school? Would you like

to wear a school uniform? Why / Why not?

Elicit a range of ideas and opinions.

Study focus: Explore the topic

1 Read the Study focus box with the

class. Students read the questions and

answer as many as they can. Students

can compare their answers in pairs.

Elicit some possible answers to the

questions, but don’t confirm them at

this stage.

2 $ 2•.02 Play the audio. Students listen

and read and check their answers to

exercise 1. Ask: Which answers did you

find most surprising? Why? Elicit a range

of answers.

ANSWERS

1 true

2 true

3 false (They can choose to wear a skirt.)

4 false (Most American high schools

don’t have a uniform.)

5 false (A dress code is less specific and

more casual than a uniform.)

4 Students answer the questions.

Check answers.

ANSWERS

1 They feel proud to wear their uniform.

2 He likes it because he doesn’t have to

decide what to wear every day.

3 It helps identify students with their

school.

4 Some students like to show off their

expensive designer clothes, but not

everyone can afford them.

ANSWERS

1 black trousers, a long-sleeved shirt

and a tie, a jumper and a blazer, proper

shoes and either black or white socks

2 the same except that they can choose

to wear a skirt with tights instead of

trousers and a cardigan instead of

a jumper.

3 They don’t have a school uniform,

only a dress code.

4 to encourage equality between richer

and poorer students

3 Students read the texts again and

decide if the sentences are true or

false. Remind them to correct the false

sentences. Check answers.


71 Unit 6

Vocabulary

5 Students match the highlighted words

with the definitions in the Word check.

Check answers, and check that students

understand all the words.

WORD CHECK ANSWERS

1 equality 2 dress code

3 identify them with

4 hand-me-downs 5 policy

6 long-sleeved 7 show off 8 specify

Students then complete the sentences.

Check answers.

ANSWERS

2 specify 3 equality 4 show off

5 hand-me-downs 6 identify

6 Students find the words in the article.

Check answers.

ANSWERS

1 cardigan 2 jogging trousers

3 polo shirt 4 tie 5 tights 6 skirt

Think about it

7 Allow students time to think about their

answers individually, then put them

into pairs to discuss. Set a time limit

for the discussion, to keep students

focused. Ask some students to tell

the class what they and their partner

agreed and disagreed on.

If you are short of time, ask these

questions to the whole class and elicit

answers from individual students.

ANSWERS

Students’ own answers

Optional activity: Critical thinking and communication

Have a class debate. Write on the board:

All schools should have a school uniform.

Ask: Who agrees? Who disagrees? Ask

for a show of hands for each question,

and write the numbers of students who

voted each way on the board.

Divide the class in half. Tell one half

they must argue in favour of this idea,

and tell the other half they must argue

against it. Tell students they must try

to convince their classmates that their

arguments are right.

Students work in pairs within their half of

the class to prepare their ideas. Monitor

and help while they are working.

Ask the pairs arguing in favour of the

idea to present their arguments to

the class in turn. Make notes of key

arguments on the board as they speak.

Do the same with the pairs arguing

against. Ask students to look at all the

arguments on the board and think

about the question again. Ask: Who

agrees now that all schools should

have a school uniform? Who disagrees?

Count up, and see if any students have

changed their minds.

More practiceWorkbook page 46

Reading worksheet, Teacher’s Toolkit


Unit 6 72

Vocabulary page 56

AimTalk about school life and school

activities

School life: collocations

Warm-up

Ask: What things do you like about school?

What things don’t you like? Elicit a few

answers, then ask students to write down

five things they like about school and five

things they don’t like. Put students into

pairs to compare their lists and agree on

five likes and dislikes. Put pairs together

into groups of four to compare their

lists and agree on their top five likes and

dislikes. Ask groups in turn to tell the class

their ideas. See what the top five likes and

dislikes are overall in the class.

1 Students match the verbs with the

nouns to make collocations. Check

answers, and check that students

understand all the collocations.

ANSWERS

2 f / h 3 f / h 4 e 5 b 6 a

7 c 8 g

2 Students complete the questionnaire

with the correct verbs. Weaker classes

can work in pairs to do this. Check

answers. Students then ask and answer

the questions in pairs. Students can

check their scores at the bottom of

the quiz. Ask: Do you agree with what

the quiz says about you? Why / Why

not? Refer Fast finishers to the activity

at the bottom of the page. Students

can compare their advice in pairs.

Alternatively, ask one or two students to

read some of their advice to the class.

Ask other students if they agree.

ANSWERS

2 get 3 pass 4 revise 5 fail 6 Do

7 leave 8 Get

Talk about it

3 Read the questions. Check that students

understand them all. Stronger classes

can add one or two questions using

other collocations from exercise 1.

Allow students time to think of their

answers individually. Students then ask

and answer the questions in pairs. Set

a time limit for the discussion, to keep

students focused, and ask students

to note down things they agree and

disagree about. Ask some students

to tell the class what they and their

partner agree and disagree about.

ANSWERS


Optional activity

As a class, brainstorm some more

collocations for exam and school.

Write the words on the board, and

ask students to write some example

sentences for some of the collocations.

(Possible answers:

exam: take, do, prepare for, revise for,

study for

school: start, go to, attend, stay at

Vocabulary builder: American English

4 Read the information about American

English. Ask: What American English

words do you know? Elicit some

examples of American English students

already know. Students look in the

article and find the American English

words. Check answers.

ANSWERS

1 sweater 2 pants 3 high school

4 sneakers

5 $ 2•.03 Students use their dictionaries

to match the British English words

with the American English. Weaker

classes could work in pairs for this.

Check answers to 1–6. Students then

complete the sentences with the

American English words. Play the audio

for students to check their answers.

ANSWERS

2 c 3 a 4 d 5 f 6 e

8 cookies 9 store 10 trash

11 cell phone 12 freeway


Vocabulary worksheet, Teacher’s Toolkit


73 Unit 6

Grammar page 57

AimTalk about rules and give advice

should and must

Warm-up

Ask: What rules are there at your school?

Elicit some ideas and write sentences

with must and mustn’t on the board, e.g.

We must arrive on time. We mustn’t use our

mobile phones in class.

1 Read the examples, and check that

students understand them all. Read the

rules and elicit the answers.

ANSWERS

1 should(n’t) 2 must(n’t)

3 don’t change

Grammar note

The Focus on Grammar on page 112 has

a detailed presentation on should and

must. You could go through this now,

before students do the exercises.

To reinforce the grammar, write some

pairs of sentences on the board, e.g.

I should do homework every day. She

do homework every day. We must arrive

on time. He arrive on time. Elicit the

missing modal verbs and point out

that they do not change in the 3rd

person singular. Ask students to make

the sentences with should negative.

Elicit that to make them negative, we

just change the modal verbs but don’t

change anything else.

2 Students choose the correct words.

Check answers. Stronger classes could

add one more sentence about school,

using should or must.

ANSWERS

2 shouldn’t 3 must 4 mustn’t

5 should

3 Read the first example and elicit some

possible endings. Students then

complete the sentences with their own

ideas. Weaker classes could work in

pairs. Ask some students to read their

sentences to the class. Correct any

errors. Ask other students: Do you agree?

ANSWERS


Optional activity: Collaboration

Students could work in pairs and think

of three pieces of advice for classmates

who want to improve their English, e.g.

You should watch films in English. You

must buy a good dictionary. Ask pairs in

turn to read their advice to the class.

Discuss as a class which ideas are best.

have to / don’t have to4 Read the examples and check that

students understand them. Read the

rules and elicit the answers.

ANSWERS

1 obligation 2 isn’t 3 do

5 $ 2•04 Students read the conversation

and complete it with the correct forms.

Play the audio for students to listen

and check their answers. Refer Fast

finishers to the activity at the bottom of

the page. Students can ask and answer

questions about their ideal schools in

pairs.

ANSWERS

2 have to 3 Do … have to

4 don’t have to 5 does … have to

6 has to

6 Allow students time to read the chart.

Read the example questions and

answers. Students then make more

questions about things the people have

to do. Ask some students to read their

questions to the class. Correct any errors.

ANSWERS


Talk about it

7 Students ask and answer their

questions in pairs. You could make this

into a game by asking students to close

their books so they have to answer the

questions from memory. They can then

open their books to see how many

questions they answered correctly.


Grammar worksheet, Teacher’s Toolkit


Unit 6 74

Vocabulary and listening page 58

AimTalk about education and different

types of school

School life: compound nouns

Warm-up

Ask: What different kinds of school are there

in your country? What are the differences

between them? At what age do you go to

each one? Elicit a range of answers, then

ask: What do you know about schools in the

UK? Elicit what students know.

Culture note

In the UK, children start primary school

when they are four or five years old.

At the age of 11, they go to a secondary

school. About 7% of children in Britain

go to private schools, with most of the

remainder going to state schools. Nearly

all state schools are mixed, while some

private schools or religious schools

are single-sex. Only around 100,000

children are home schooled.

1 Read the example answer and make

sure students know what a compound

noun is. Students make more

compound nouns and complete the

chart. Check answers.

ANSWERS

school + noun: school holidays, school

rules, school trip, school uniform

adjective + school: mixed school,

primary school, private school, single-sex

school, state school

2 $ 2•05 Students match the definitions

with some of the words in exercise 1.

Play the audio for students to listen and

check. Stronger students could write

definitions for the remaining words.

ANSWERS

2 primary school 3 private school

4 school rules 5 single-sex school

6 mixed school 7 school trip

8 boarding school

3 $ 2•06 Students match the types of

schooling with the photos. Play the

audio. Students listen and check.

ANSWERS

1 B 2 C 3 A

Study focus: Listening for specific information

4 $ 2•06 Read the Study focus box.

Students read the questions and

underline the key words.

Check that students understand

punctual and punctuality. Play the

audio. Students listen and answer the

questions. Refer Fast finishers to the

activity at the bottom of the page.

Students can compare their sentences

in pairs.

ANSWERS

1 About 100,000 kids learn at home.

2 Because her parents have to work.

3 The main focus is academic study.

4 Because boarding schools teach you

more about life than other schools do.

5 The most important rule is punctuality.

6 He agrees that the rule shows respect

for the teachers and the other

students in the class.

How to give your opinion

5 $ 2•06 Read the Key phrases. Check that

students understand them. Play the audio

again. Students listen and write Y, P or T

next to the phrases they hear them say.

ANSWERS

Yasmin: In my opinion …, I don’t think …,

Personally, I don’t think …

Phil: Personally, I think …, I think …, In

my view …

Tom: As far as I’m concerned …, I think …

6 Read the questions with the class

and check that students understand

everything. With weaker classes, elicit

some example answers for each. Allow

students time to think about their

answers individually, then put them

into pairs to discuss. Set a time limit

for the discussion. Ask some students

to tell the class what they and their

partner agreed and disagreed on.


Vocabulary worksheet, Teacher’s Toolkit


75 Unit 6

You mustn’t wear trainers to school. You

don’t have to wear trainers. (Which one

means it isn’t necessary? Which one

means you can’t?)

2 $ 2•07 Students choose the correct

words, then listen. Ask: Which rules do you

agree with? Which rules do you think aren’t

fair? Stronger students could add two or

three rules about schools in their country.

ANSWERS

2 mustn’t 3 mustn’t 4 should

5 have to 6 mustn’t 7 shouldn’t

8 must 9 have to

3 Students complete the sentences with

the correct words. Check answers. If you

are short of time, students could do this

exercise for homework.

ANSWERS

2 don’t have to read

3 should learn 4 shouldn’t start

5 have to / must follow

4 Read the example. Do another

example with the class. Students

write the sentences. Check answers.

Weaker students could work in pairs

for this exercise. Refer Fast finishers to

the activity at the bottom of the page.

Students can compare their rules in

pairs. Alternatively, ask students to read

their rules to the class. The class could

decide on the best six rules overall.

ANSWERS

2 Older students should help younger

students.

3 We don’t have to do that exercise.

4 You shouldn’t stay up late the night

before an exam.

5 You mustn’t go inside the classrooms

during the break.

Talk about it

5 Read the example and elicit one or two

more examples. Students write their

sentences. Ask some students to read

their sentences to the class. Correct any

errors. Students then compare their

sentences in pairs. Ask some students:

Which of these rules do you agree with?

ANSWERS


Optional activity: Critical thinking

Ask: What happens to students who break

the rules in your school? Do you agree

with these punishments? Elicit a few

ideas, then ask: What do you think

are the best punishments in schools?

Should there be different punishments for

different age groups? Discuss as a class

which punishments are the fairest and

most effective.


Grammar worksheet, Teacher’s Toolkit

Grammar page 59

AimTalk about school rules

should, must and have to

Warm-up

Ask: What can you remember about Tom’s

school? What is the most important rule?

Elicit that the most important rule is

punctuality. Write on the board: At Tom’s

school you arrive on time. You be

late. Elicit the missing words (have to /

must not, mustn’t). Ask: Do you think this is a

good rule? What other rules do you think are

necessary at school? Why? Elicit a range of

answers.

1 Read the examples. Read the rules and

elicit the answers. Check that students

understand the difference between

mustn’t and don’t have to.

ANSWERS

1 should 2 shouldn’t

3 must / have to 4 have to / must

5 mustn’t 6 don’t have to

Grammar note

The Focus on Grammar on page 112 has a

detailed presentation on should, must and

have to. You could go through this now,

before students do the exercises.

To reinforce the grammar, write some

contrasting pairs of sentences on the board

and ask questions to check that students

understand the difference: You should arrive

on time. You must arrive on time. (Which one

gives advice? Which one is a rule?)

17 Scope TB2 Unit 6.indd 75 29/06/2016 11:48

Unit 6 76

Optional activity

Students can work individually

and think of one more problem.

Students then work in pairs and

have conversations using their own

ideas, using the Key phrases to help

them. Ask some pairs to perform their

conversations for the class. Ask other

students: Do you agree with the advice?

What advice would you give?

More practiceCommunication 4 worksheet, Teacher’s Toolkit

before they practise them. Stronger

classes can improvise the conversations.

Encourage stronger students to use

their imagination and add more detail

to each conversation. Monitor while

students are working, and note down

any repeated errors to feed back on at

the end. Ask some pairs to perform their

conversations for the class. Encourage

stronger students to use appropriate

stress on the Key phrases. Ask other

students: Do you agree with the advice?

What advice would you give?

Speaking page 60

AimAsk for and give friendly advice

How to ask for and give advice

Warm-up

Read the heading How to ask for and give

advice. Ask: Who do you ask when you need

advice about something? Friends? Parents?

Teachers? Why? Who gives you the best

advice? Elicit a range of answers.

1 Point to the picture. Ask: What do you

think has happened? Elicit some answers,

then ask: What do you think the boy’s

friend is saying to him?

ANSWER

He has failed an exam.

2 $ 2•08 Allow students time to read the

questions. Play the audio for students

to listen and answer the questions.

Check answers.

ANSWERS

1 His father, because Saad has failed

his history exam for the third time

this year.

2 He plays computer games.

3 He should revise more for his exams.

He should also ask his history teacher

for his advice.

Pronunciation: Intonation

3 $ 2•09 Play the audio for students to

listen to the highlighted sentences

in the conversation. Check they

understand them all. Play the audio

again, pausing after each phrase. Point

out the intonation and get students

to repeat. Encourage them to use the

correct intonation.

4 $ 2•10 Students complete the

conversation with the Key phrases. Play

the audio for students to listen and

check their answers.

ANSWERS

2 Tell me.

3 What should I do?

4 Don’t worry

5 Whatever you do, don’t

6 I think you should

7 that’s for sure

Talk about it

5 Read the list of problems and check

that students understand everything.

With weaker classes, elicit some

possible advice for each problem.

Demonstrate the activity with a

confident student. Say: You look worried

(Ana). What’s up? Elicit their problem

and give advice. Students work in pairs

to have conversations. Weaker classes

could prepare their conversations


77 Unit 6

Language focus: Ordering information

3 Students find the expressions for

introducing opinions and putting them

in order.

ANSWERS

1 Firstly 2 Secondly 3 Finally

4 Read the reasons and check that

students understand them. Students

write a paragraph with three of

the opinions, and use the ordering

expressions from exercise 3 to order

them. Check answers.

ANSWERS


Writing guide

A Read the task with the class. With

weaker classes, do part A as a class,

brainstorming ideas and making notes

on the board. Students can then use

the notes for their writing.

The Focus on Writing on page 127

has more information on ordering

information and expressing opinions,

and more support for the writing

task. You could ask students to turn

to page 127 now and go through

the exercises in class. Students could

then complete the task on page 61

for homework.

B Students write their essay. Encourage

students to read through their writing

to look for language errors. Ask some

students to read their essay to the

class. Discuss any errors as a class and

encourage students to self-correct.

C Encourage students to read their

writing and complete the checklist in

part C.

MODEL ANSWER

See page 118 of the Teacher’s Book.


AssessmentGrammar, Vocabulary and Skills Tests,

Teacher’s Toolkit

1 Students read the essay and answer the

questions.

ANSWERS

1 paragraph 2

2 three reasons: 1) students feel more

comfortable in their own clothes, 2)

uniforms can be expensive, 3) what

people wear doesn’t make any

difference to how well they study.

3 all in all

2 Read the Key phrases and ask students

to find them in the essay. Ask students

to translate the Key phrases into

their own language to check they

understand them. Students complete

the Key phrases with their own ideas.

Ask some students to read their

sentences to the class.

ANSWERS


Writing page 61

AimWrite a short essay giving my opinion

How to write an opinion essay

Warm-up

Ask: What do you think about school

uniforms? Are they a good or a bad idea?

Why? Elicit a range of answers. If students

are struggling to think of ideas, ask more

questions to prompt them, e.g. How can

school uniforms help poorer students? How

might they help students to study? Why

do you think lots of students don’t like their

school uniform?


Review 5–6 78

Review 5–6Warm-up

Write the following words on the board:

headline, paparazzi, current affairs, pass

a test, primary school, state school. Ask:

Which vocabulary set do they belong with

– newspaper and media vocabulary, media

topics and interests or school life? Elicit

the answers and elicit some example

sentences with the words. Put students

into pairs and ask them to choose five

words from units 5 and 6 to test their

classmates. Students make their lists and

then close their books. Tell them they

must make sure they know how to use

the words they have chosen! Put pairs

together into groups of four. Pairs take

turns to read out one of their words. Their

classmates must say which vocabulary set

the word belongs to, and must give an

example sentence.

Reading1 Read the title of the text and ask: Does

your school have a school newspaper or

magazine? Do you think it is a good idea?

Why / Why not?

Students read the text and match the

paragraph titles to the paragraphs.

ANSWERS

1 D 2 A 3 B 4 F 5 E

2 Students read the text again and

answer the questions. Ask stronger

students to answer in full sentences

and use their own words as much

as possible. Give one point for each

correct answer and a second point for

a correct sentence and using some of

their own words. With weaker classes,

give two points for each correct answer.

ANSWERS

1 They became interested when they

began to write for their school

newspapers.

2 He has worked in the media for over

20 years.

3 He wrote about a school trip to a

museum.

4 They need to talk together and make

an interesting newspaper that appeals

to everybody.

5 They should be able to learn about

what is happening in the school, for

example, about school clubs and trips.

answers, and discuss why they do not

fit in the sentences.

ANSWERS

1 dress 2 crossword 3 boarding

4 flick through 5 marks 6 sneakers

7 reviews 8 controversial

9 sensationalist 10 pass

4 Ask students to read the text quickly,

ignoring the gaps. Ask: What is the

advice about? (how to enjoy school

more). Students complete the text with

the correct words.

ANSWERS

1 article 2 tips 3 variety 4 keep up

5 fail 6 fall out 7 mates 8 sign up

9 make 10 do

Vocabulary

Wordlists

The Words to learn wordlist on

pages 86–93 of the Workbook lists

all the vocabulary students learnt in

units 5 and 6. You could ask students to

revise and learn all the vocabulary for

homework, before you do the review

in class. Alternatively, you could allow

students to refer to the wordlists to help

them with the exercises in class.

3 With stronger classes, you could do

this exercise as a test. Set a time limit,

and don’t allow students to refer back

to the main units. With weaker classes,

allow students to work in pairs to do

the exercise. With stronger classes,

discuss the meaning of the incorrect


79Review 5–6

Grammar

Focus on Grammar

The Focus on Grammar sections on

pages 110 and 112 review all the

grammar from units 5 and 6. Encourage

students to use those pages to help

them. When you check answers, use the

pages to review grammar that students

find difficult.

5 Students complete the sentences with

the correct words.

ANSWERS

1 has 2 for 3 just 4 have

5 already 6 did 7 still 8 mustn’t

9 since 10 should

6 With stronger classes, you could do

this as a test. Set a time limit and don’t

let students refer to the units or the

Focus on Grammar. With weaker classes,

encourage students to check the rules

to help them do the task.

ANSWERS

1 ’ve been 2 moved 3 found 4 ‘ve

been staying 5 haven’t found 6 ‘s

been looking 7 started 8 ‘ve joined

9 ’ve been playing 10 hasn’t put

Listening7 $ 2•11 Allow students time to read

through the sentences. Play the

audio. Students listen and complete

the sentences. Play the audio again if

necessary. With weaker classes, give

two points for each correct answer.

With stronger classes, give one point

for each correct answer and a second

point only if all the words are spelt

correctly.

ANSWERS

1 home (from school) 2 (school) rules

3 have to 4 Thursday(s) and Friday(s)

5 good

Speaking8 Students complete the conversation

with the correct phrases. Check

answers, then put students into pairs to

practise the conversation.

ANSWERS

1 c 2 d 3 a 4 e 5 b

Writing9 With stronger classes, do this as a

timed activity, and don’t allow students

to refer back to the units for help. With

weaker classes, refer students to the

Focus on Writing on page 127.

Collect students’ work and give two

marks for each point below:

1 Organised into three paragraphs

2 Paragraph 1 introduces the school’s

plans

3 Paragraph 2 gives their opinions about

the plans

4 Paragraph 3 gives a conclusion

5 Uses the present perfect correctly with

just, already and yet

6 Uses the present perfect with for and

since correctly

7 Uses should, must and have to correctly

8 Uses words and expressions for

ordering information and giving

opinions from page 127

9 Uses vocabulary from units 5 and 6

10 Uses correct grammar and spelling

MODEL ANSWER

I have just learnt that our school

is planning to introduce some

controversial new rules about mobile

phones. The new rules say we mustn’t

bring our mobile phones to school.

In my opinion, these new rules are not a

good idea. Firstly, some students have to

bring their phones to school so that they

can call their parents at the end of the

day. Secondly, I think students who walk

to and from school should have a mobile

phone with them for safety reasons. Of

course, students should use their phones

responsibly at school, and they mustn’t

use them during lessons. But I don’t

believe it is right to ban them. I have

been at this school for three years, and

I don’t believe that mobile phones are a

problem.

All in all, I think the school should not bring

in these new rules. They are unfair and

they could also put students in danger.

More practiceGrammar and Vocabulary worksheets,

Teacher’s Toolkit

AssessmentGrammar, Vocabulary and Skills Tests,

Teacher’s Toolkit

18 Scope TB2 Review 5-6.indd 79 29/06/2016 12:14

138

Reading Lesson Plan

© O FORD UNI ERSITY PRESS • PHOTOCOPIABLE

Teacher

Class Date

Unit Lesson

Reading Lesson Plan

Aims:

The lesson focuses on:

• presentation of the themes in the unit

• presentation of vocabulary and grammar in context

• reading comprehension and reading comprehension skills

• discussion of the themes in the unit

• vocabulary practice and vocabulary building

Performance Objectives:

At the end of the lesson the students will be able to:

• understand the reading text

• use the Study focus to improve their reading skills: [Write a

summary of the study focus here]

• give their opinions on the themes of the unit and the reading

text topic: [Write the topics the students will discuss including

language and vocabulary you expect them to use here]

• recognise, write and use new vocabulary: [Write the target

vocabulary items here]

Steps:

Start thinking• Use the Start thinking questions to encourage students to engage

with the topic of the unit: [Write the topic, additional questions you

might ask, and answers that you expect students to give]

Warm-up• Ask students about the topic of the unit and brainstorm related

words: [Write the topic, the questions you will ask the students and

words you expect from the brainstorm here]

Presentation• Before reading: prepare the students for the topic of the text and

pre-teach any vocabulary you think they will need: [Write the

vocabulary you will pre-teach here]

• Elicit the type of text it is, e.g. narrative, essay, magazine article,

etc. and elicit the topic of the text: [Write the topic, the text type

and questions you will ask the students to elicit these here]

• Focus students on the Study focus. Check that they understand

how to use the strategy described.

Practice• Students answer the reading comprehension questions:

[Write the types of comprehension questions here, e.g. multiple-

choice, true / false, gist / detail]

• Students consolidate the target vocabulary in a matching exercise.

Production• Students discuss and reflect on the text and the ideas and themes of

the unit using the questions in the Think about it exercise.

• The teacher follows up this activity with further questions on the

topic and themes: [Write other questions you will ask here]

Further practice• Give students an extra activity from the Teacher’s Book: [Look in

the Teacher’s Book to see if there is an Optional Activity to do with the

students. Write the activity here]

Closure• Give students the opportunity to feed back on how well they

have learnt the lesson.

• Ask students: If you feel you have done well, raise your hand. On the

scale of 1–10 how well have you done?

• Encourage them to complete the self-evaluation activity at

the foot of the Student Book page by ticking the appropriate

emoticon; Sad face: I must try this again, Neutral face: Quite good,

Happy face: Brilliant.

• Be sure to praise the students for their participation in the lesson.

Give yourselves a clap. You’ve worked really hard today. Well done.

Self-study / Homework:

Review[Tick if appropriate and write the task in more detail]

Workbook exercises

Writing homework

Revision for unit test

Student’s CD-ROM or Online Practice

Extra worksheets from the Scope Teacher’s Toolkit

Extension[Tick if appropriate and write the task in more detail]

Vocabulary research

Dictionary research

Topic research

Differentiation:

Adapted the discussion to suit different abilities

Selected pairs / groups of students to benefit different abilities

Involved all students in different aspects of the class (no students not participating due to ability)

Differentiated expected outcomes from lesson for students of different abilities


139© O FORD UNI ERSITY PRESS • PHOTOCOPIABLE

Teacher

Class Date

Unit Lesson

Vocabulary Lesson Plan

Vocabulary Lesson Plan

Aims:


• presentation of vocabulary

• practice of vocabulary in context

• vocabulary skills

• listening practice (some lessons)

• listening skills (some lessons)



• recognise, write and use new vocabulary: [Write the target

vocabulary items here]

• use the Study focus to improve their listening / study skills (some

lessons): [Write the listening / study skills here, e.g. listening for gist]

Steps:

Warm-up• Focus students on the topic of the vocabulary set and ask them

a few check questions to see if they are familiar with any of them:

[Write the topic and the questions you will ask the students here]

Presentation• Elicit the meanings of the vocabulary items you think they

know by asking concept questions and pre-teach any unfamiliar

vocabulary: [Write the vocabulary you expect them to know here]

Practice• Students complete the tasks in the vocabulary exercise(s), there may

be one or more questions for each vocabulary set: [Write the types of

vocabulary exercise here, e.g. matching, gapfill]

Production• Use the Talk about it exercise to get students to practise in a

personalised speaking activity: [Write the activity here]

Further practice• Give students an extra activity from the Teacher’s Book: [Look in

the Teacher’s Book and choose the Optional Activity to do with the

students. Write the activity here]

Vocabulary building• Use the Vocabulary builder exercise to get students to

understand how they can increase or improve their vocabulary

learning: [Write the vocabulary builder topic here, e.g. verb prefix un-]

Functional phrases (some lessons)• Use the How to exercise to focus on a speaking function and

encourage students to practise the function using Key phrases:

[Write the function and phrases here]

Listening (some lessons)• Before listening: prepare the students for the topic of the text

and pre-teach any vocabulary you think they will need: [Write the


• Focus students on the Study focus, if there is one. Check that they

understand how to use the strategy described.

• Students answer the listening comprehension questions:

[Write the types of comprehension questions here, e.g. multiple-

choice, true / false, gist / detail]


have learnt the vocabulary (and improved their listening skills).

Ask students: If you feel you have done well, raise your hand. On the

scale of 1–10 how well have you done?





• Be sure to praise the students for their participation in the lesson:




Workbook exercises

Writing homework





Vocabulary research

Dictionary research

Topic research

Differentiation:






140 © O FORD UNI ERSITY PRESS • PHOTOCOPIABLE

Teacher

Class Date

Unit Lesson

Grammar Lesson Plan

Grammar Lesson Plan

Aims:


• formal presentation of grammar which students have already

seen in context

• grammar practice exercises

• skills: reading and speaking or writing



• understand the meaning and use of the target grammar:

[Write the target grammar items here]

• use the target grammar in a speaking or writing activity: [Write

the topic of the speaking or writing activity here]

Steps:

Warm-up• Elicit or introduce some examples of the target grammar:

[Write the questions you will ask the students and words you expect

from the brainstorm here]

• Pre-teach any vocabulary you think they will need: [Write the


Presentation• Elicit what the students know about the target grammar: [Write

the target grammar items here]

• Students read the examples and answer the question given.

• Students complete the rules.

• Use the Focus on Grammar section to consolidate the grammar:

[Write the sections of the Focus on Grammar section that you will go

through in class]

• Use additional examples on the board to consolidate the grammar:

[Write the examples here. There are ideas in the Teacher’s Book]

Practice• Students follow the exercises to practise the grammar in context:

[Write the types of exercises here, e.g. multiple-choice, error correction]

ProductionStudents use the grammar in a speaking or writing activity:

[Write the activity here]

Functional phrases (some lessons)• Use the How to exercise to focus on a speaking function and

encourage students to practise the function using Key phrases:

[Write the function and phrases here, e.g. How to say where things

are: Where’s the … ?]

Further practice• Refer students to the Focus on Grammar and give them some

exercises from this section of the Student’s Book: [Write which

grammar points and exercises you give to the students here]


have learnt the grammar: If you feel you have done well, raise your

hand. On the scale of 1–10 how well have you done?





• Be sure to praise the students for their participation in the lesson:




Workbook exercises

Writing homework





Vocabulary research

Dictionary research

Topic research

Differentiation:






Documents

Components of the course - Demo Site - Oxford University Pressoxfordeltcatalogue.es/wp-content/uploads/2017/06/Scop… · · 2017-06-0511 cell phone 12 freeway More practice