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ScrapsTeacher’s Guide

and Answer Key

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About ScrapsThis book is called Scraps. So, what is a “scrap?” It is a piece of a scrapbook—for example, it could be a photograph, map, sketch, stamp, ticket, sports card, lock of hair, or menu. In fact, it can be anything that can be pasted into a scrapbook. This book has a very clear target—for each student to create a scrapbook show-ing family, friends, interests, hometown, and many other important topics. They will be able to show this scrapbook to anyone and explain their lives in English. This is important because most of the time, people talk about themselves. A picture is worth a thousand words; a scrapbook is an invitation to a million words!

Each unit in Scraps can be divided over two lessons, A and B. These are explained below.

Lesson AThe first lesson of each unit:

introduces useful vocabulary.provides a model for students to present and discuss their scrapbooksprepares students to make their own scrapbook page.

1. VocabularyIn this section, students learn topic-related vocabulary for understanding the model scrapbook and for talk-ing about their own scraps. Have the students repeat the vocabulary to help pronunciation. Students can test each other on the vocabulary in several ways, e.g.

How do you say “father” in Japanese/Korean/Spanish/Chinese?Make a sentence with the word “sister.”

2. The scrapsThis is the presentation model for students to emulate. Each unit features a different character and the char-acter introduces his or her own scrapbook. A. Use your imagination: Before listening, students look at the scraps and try to guess what they are about and how they are connected to the character. B. Guess: The prediction exercise is extended by asking them to guess whether a group of statements is true or false. C. Check: Next they listen to the character talking about the scraps and check answers.As students absorb the model, they gain valuable listening and note-taking practice. Students do not need to understand everything at this point. In fact, it may be better if they do not, as this will develop tolerance to ambiguity, an important aspect of language learning. Students can make notes next to the pictures. These notes could be as simple as a single word (e.g., a person’s name), or could be whole sentences for more ad-vanced students. If appropriate, the teacher can let the students listen several times. 3. Presenting the scrapsOn the second page of each unit, the students read the script for the scraps and shadow. Shadowing means repeating what we hear in real time. Effective shadowing takes practice. Shadowing is a natural link between language input and output and is a powerful way to help your students learn more quickly. As they read, listen, and shadow, students learn how the scraps are described.

After reading and listening to the script, students choose three sentences and personalize them with their own information. Cognitive approaches to language learning have shown that noticing features in language input is an important step towards fluent output. In other words, students need to pay close attention to what they hear and read in order to be able to speak and write. Through noticing the language used in the model and personalizing it, they begin to gain control of the language. 4. Discussing the scrapsAfter the presentation, there is a dialogue between two of the characters. This is based on the same scraps. It provides a model for students to discuss their own scrapbooks. Students should listen to the dialogue and fill in the blanks. The expressions that have been blanked out are ones that students may find useful in their own dialogues later. The students should practice the dialogue in pairs and may be asked to memorize the dialogue if appropriate.5. Preparing your scraps

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Your turnThis is a pair or group conversation activity which provides language practice as well as getting students thinking about ideas for their scraps. Students should fill in their own answers and then ask the questions to other students. You should encourage them to ask follow-up questions. Choose your scrapsBy now, students have been thinking about the topic for some time and should be able to think of ideas for their own scrapbook. Some ideas are also given in the box at the bottom of the page. Encourage students to use their imagination to come up with interesting ideas. Find your scrapsThis section should generally be assigned for homework, as the following lesson relies on it being complet-ed. The paper for the scrapbook pages is coloured and stronger. Perforations allow easy removal from the book, and at the end of the course, students collate all these pages, along with the cover, to make their own unique scrapbook.

On the back of the page, students write about each item that they have pasted in. Depending on the level of your students and the focus of your course, you can determine the appropriate amount of time to spend on this writing and how much feedback and correction you should provide. For example, if you are using Scraps in a presentation course, you could help the students to develop a full presentation script.

Lesson B: Scraps in actionThe second lesson of each unit should be primarily student talking time. Students study for conversation and presentation. The Culture Corner section provides a reading and discussion activity on the country and culture of the character. The unit finishes with a vocabulary review which can be assigned for homework.1. Get readyEnsure that all students have their scrapbook pages completed. You should be strict at the beginning of the course to ensure that students take pride in their scrapbooks right from the beginning. Give students a couple of minutes to practice their presentation silently. 2. PresentationPresentations are important for many students and this section gives them an excellent opportunity to prac-tice, using material familiar from their own lives. The teacher can call on individual students to present tofamiliar from their own lives. The teacher can call on individual students to present tofrom their own lives. The teacher can call on individual students to present to the whole class, but it is also very time-efficient to put students into groups of three or four students and have them present to each other. Students should be reminded to use notes or keywords for their own scraps rather than merely reading their scripts.

Students should hold up their scraps so that other students can see them. Other students should listen and take notes. The notes box is divided into four because we have found that groups of four work well for presentations3. DiscussionHere, students follow up their presentations by talking about their scraps. Students can tear their scrapbook pages out of the book to use as conversation cards, rather than carrying their textbooks around the class-room. The “Discussion” activity can be carried out in pairs or groups. Some sample questions are given, but students should also be encouraged to ask questions which arise naturally from the scraps. Students should keep their scrapbook pages carefully in a file.4. Report backStudents should now use their notes to report to other students what they learned.

Culture cornerThis section offers an additional activity for each unit. It offers an introduction to the culture of the charac-ter’s country. Students are given more opportunities for discussion as well as a chance to add more scraps to their scrapbook.

Vocabulary reviewThis section gives students a chance to review the vocabulary from the presentation, dialogue, and culture corner. Depending on available time, it can be done in class or assigned as homework.

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Finishing the scrapbookFinishing the scrapbook will give both students and teachers a real sense of achievement. Page 75 gives ide-as for extra topics and instructions on how to make the scrapbook. Be sure to tell students to show off their scrapbooks to their family and friends. It will provide many wonderful opportunities to practice language as they talk about their own lives.

CDWe hope that you enjoy listening to accents of people from all over the world. Although we believe strongly in exposing students to World Englishes, we will also be providing a ‘sanitized’ version of the audio on the Perceptia Press website in which the audio will be presented in ‘standard’ accents. You may like to have your students compare the two versions.Each unit starts with a “Sounds of ...” section which introduces students to the atmosphere of the country.

No. TracknameLengthUnit 1 Sounds of Brazil 0:59Unit 1 Presenting the Scraps 1:13Unit 1 Talking About the Scraps 0:44Unit 1 Culture Corner 1:05Unit 2 EgyptianMarket 1:04Unit 2 Presenting the Scraps 2:05Unit 2 Talking About the Scraps 0:42Unit 2 Culture Corner 1:50Unit 3 Sounds of Ireland 1:17Unit 3 Presenting the Scraps 1:56Unit 3 Talking About the Scraps 1:21Unit 3 Culture Corner 2:30Unit 4 Sounds of New Zealand 1:06Unit 4 Presenting the Scraps 1:40Unit 4 Talking About the Scraps 0:53Unit 4 Culture Corner 1:46Unit 5 Sounds of Canada 1:07Unit 5 Presenting the Scraps 1:28Unit 5 Talking About the Scraps 0:53Unit 5 Culture Corner 1:38Unit 6 Sounds of South Africa 0:59Unit 6 Presenting the Scraps 1:44Unit 6 Talking About the Scraps 0:52Unit 6 Culture Corner 2:16Unit 7 Sounds of Korea 1:04Unit 7 Presenting the Scraps 1:41Unit 7 Talking About the Scraps 1:53Unit 7 Culture Corner 1:59Unit 8 Sounds of Italy 1:01

30. Unit8 Presenting the Scraps 1:2931. Unit 8 Talking About the Scraps 0:4832. Unit 8 CultureCorner 1:16

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Tips• What if my students don’t bring in their scraps?Keep a few magazines on hand. You can give them to students.

• Bring a grabbag of appropriate scraps for the unit. Ask students to take four items from the bag, Then the student should make up a story about the scraps.

•Be aware of privacy issues. For example, some students may be reluctant to show photographs of their fam-ily.

• Give small prizes for the most original scraps. This will encourage students to use things other than photos.

• Some students may not want to stick their special photographs onto the book. If they cut small slits into the paper, they can slide the photo into the page without damaging it.

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Unit 1 Music Dialogue (p. 8)

Sophie: What’s your favourite kind of music?Paulo: I’m not picky. I like all kinds. Rock, folk, classical. They’re all great.Sophie: Do you own many CDs?Paulo: Now I usually listen on my iPod. But the best way to hear music is live.Sophie: I agree. I play guitar and I love playing live. It’s exciting.Paulo. I didn’t know you played music! I play the mandolin and guitar.Sophie: Do you want to jam together sometime?Paulo: Sounds great. Let’s make beautiful music together.

Culture Corner (p. 13)The festival is called Carnaval.It happens seven weeks before Easter.Mardi Gras means ‘Fat Tuesday’.“Christ the Redeemer” is 38 meters tall.Rio’s beach is called Copacababa beach.

Vocabulary Review (p.14)A. Crossword

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S A M B A F

T E C E L T I C

R H Y T H M D

A A P U B D

D L I V E L

I R E G G A E

T F C B

I T E M P O S O U L

O E R A P U U

N C J A M S E

A H A B E A T S

L N Z I

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B. Complete the sentencesoverlookshugecelebrationCatholicEastertourist attractionsfestivalsoutdoorshappenpopular

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Unit 2 BooksDialogue (p. 16)

Zak: Wow – you have every Harry Potter book in the series. Why?Josie: I know it’s weird. I usually read non-fiction, but now I’m hooked on fantasy. Zak: Do you have a favourite character?Josie: Well Harry is great, but I think Dumbledore is the best.Zak: What other kinds of books do you like?Josie: I’ve always enjoyed biographies of famous people.Zak: What’s the next novel on your book list?Josie: It’s going to be the final installment in the Harry Potter series. I can’t wait!

Culture Corner (p. 21)The nickname of Alexandria is ‘the pearl of the Mediterranean’.Cleopatra, Marc Anthony, and Julius Ceasar.The capital of Egypt is Cairo.The pyramids were used as burial tombs for former Kings.The longest river in the World is the Nile.

Vocabulary Review (p. 22)A. Crossword

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A D V E N T U R E

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R O M A N C E H B

C L I I

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I I S H O R T G

L C S S V O R

D E T E C T I V E R A

R I I C L I P

E O E C H

N N N F A N T A S Y

C L

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B. Complete the sentences.explorecamelpearlsjewelstragiccapitalancientburial tombfranticmodern

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Unit 3 FamilyDialogue (p. 24)Sung Mi: This must be your father. What’s his name?David: His name is Jason. He’s handsome, isn’t he?Sung Mi: He sure is. What does he do?David: He is semi-retired. He’s a lawyer.Sung Mi: Semi-retired? What does he do in his free time?David: He’s really active. If he isn’t golfing, then he’s travelling and trying new things.Sung Mi: How many brothers and sisters do you have?David: Well you can see on my family tree that I have two brothers and two sisters. They live all over the

world.Sung Mi: Wow. Big family. I think you’re lucky.David: Yeah, me too!

Culture Corner (p. 29)Economist Magazine rated Ireland as number one.A Nickname for Ireland is ‘the Emerald Isle’.Guinness is a famous Irish beer.�% of Irish people have no job.“Ta gra agam duit.”

Vocabulary Review (p. 30)A. Crossword

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S I B L I N G

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L A W M O T H E R F

A S T C F

W O H P E T I

Y O U N G E R C

E N R S I S T E R

R C N T E

O L D E R U A U N T

E P D I

H O M E M A K E R

E N E

W T

B. Complete the sentenceseconomyunemploymentinflationsocial lifebilliardsenormouslydestinationdecidepintdarts

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Unit 4 TravelDialogue (p. 32) Paulo: Where have you gone on vacation?Josie: Well, I’ve been to Japan, China and Canada.Paulo: What was your favourite trip?Josie: They were all great, but I guess Japan was the best. I really enjoyed the food and the temples.Paulo: You should visit Brazil!Josie: I can’t speak Portuguese. Could I use English?Paulo: Well, you should learn some basic vocabulary. Words like please and thank you are important.Josie: Okay. You teach me a little Portuguese and I’ll teach you some English. Deal?Paulo: Sounds good. Maybe I’ll visit New Zealand someday. I guess I’ll need a visa?Josie: Yeah, and don’t forget your passport!

Culture Corner (p. 37)Three million people live in New Zealand.You can watch whales on the North Island.The Maori came from Hawaii.New Zealand’s original name was ‘Land of the Long White Cloud’.They will become greenhouse-neutral by using alternative energy.

Vocabulary Review (p. 38)A. Crossword

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S H I P

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R E P G E

T R A I N H R

I T A

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S L U X U R Y

B. Complete the sentenceshot springraftproudrelationshipgreenhouse gasglobal warmingachievedividealternative energyglacier

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Review 1G C E L T I C N S E U L B N M E A Y E E

S N I S U O C A O O E V I L U I H R T C

S R I N G S N B U S I N E S S P K R S N

D Y Y K S E D A T N A D N S A H A S H A

Y E R A I G T N N O T O R R O I A E O M

A N S E U H U A I N I P G T N U L S R O

C O C T T A H Y W T R O I T S J L W T R

C I W H I S I C A A I T E R R A T O Z L

O A O O I N Y C T B Y D T O C M A R Z A

M Y F J A L A M O I N A A P M S C B A N

O D F O K V D T E O H U I S N H C O J O

D I I C A M U R I E E G C S E I O S S I

A C C K A A I T E O R H E A M G U L R T

T T E E R T C A A N N T R P H H N A I I

I I A Y E I M R O F R E P R T W T W N D

O O S R F R E R E A D R P O Y A A Y E A

N N T A D V E N T U R E A C H Y N E V R

L A E T T E C O N O M Y N K R A T R U T

A R A Y A B M A S O E N A L P R I A O I

W Y N O S R E P S E L A S A T M O N S I

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Unit 5 HometownDialogue (p. 42) Antonio: When you were young, did you live in the countryside, a suburb or in the city?Sophie: Oh, I’m an urban girl. Montreal is the �rd largest city in Canada.Antonio: In one of your photos, the sign says “Arret”. Why?Sophie: That’s French for “Stop”. Most Montrealers speak English and French. We’re bilingual.Antonio: Like me! I speak English and Italian. Do you miss your hometown?Sophie: Sure. Sometimes I’m nostalgic for the language, the good food and the beautiful cathedrals.Antonio: Do you have a special holiday?Sophie: I guess that would be the winter festival in Quebec City and the fireworks on June ��th on Mount

Royal.Antonio: I think I’ll check it out and go sightseeing this summer.Sophie: Say hi to my friends!

Culture Corner (p. 47)Countries all over the world have immigrants in Canada.Some of them will become citizens of Canada.The three largest cities in Canada are Toronto, Vancouver, and Montreal.You will hear many different languages, see colourful ethnic clothing, and be able to taste foods from around the world.The blend of nationalities represents culture Canadian style.

Vocabulary Review (p. 48)A. Crossword

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D I A L E C T P R O U D

U A

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I N M U S E U M T

S P O T S U R H

T R B B E

R Y R U R A L D

I S R N R

C I B A

T D F E S T I V A L

V I E W

B. Complete the sentencesblendA citizenaveragemulticulturalethnican immigrantgreetdowntown

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Unit 6 SchoolDialogue (p. 50) Sophie: So you enjoyed university, Frederik?Frederik: Oh yeah. It was great. I used to go out drinking and dancing with my friends all the time. Life seems so boring now! Sophie: Is this your graduation photo?Frederik: Yes. We all had to wear those funny clothes and hats. Then we went out afterwards and everyone around town was looking at us.Sophie: That’s your girlfriend, is it?Frederik: That’s Helen. She’s great. We met in first year in university and we are still together now.Sophie: What does she do now?Frederik: She failed her final year, so she’s still at university, having fun I guess!

Culture Corner (p. 55)The best time to go on safari is between May and August.A three day safari would cost about one thousand dollars or so.On a safari, you would see zebras, elephants, tigers, rhinos, and giraffes.�0 million black people live in South Africa.Apartheid ended because of the work of leaders like Nelson Mandela and opposition from other countries.”

Vocabulary Review (p. 56)A. Crossword

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P S I A

H F G R A D U A T E

Y E E E

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B. Complete the sentencesracebottomexpensivecomfortablesafarilocationhemispheresopposition

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Unit 7 FoodDialogue (p. 58) David: You have interesting food in Korea, don’t you?Sung Mi: Oh yes, I’ll cook some for you sometime.David: I’d like that, but I don’t like really spicy food. Is Korean food spicy?Sung Mi: Well, the kimchee is pretty spicy, but the barbecue isn’t so spicy. I think that you’ll like it a lot.David: How do I make this Korean pancake? What’s it called?Sung Mi: It’s called chijimi and it’s quite easy to make. Look at the ingredients here. David: Oh, you use MSG in your cooking. Isn’t that dangerous?Sung Mi: Well, actually I don’t use it myself, but it is common in Korean food.

Culture Corner (p. 63)Bulguska was built in the eight century.One million years ago, the ancestors of today’s Homo Sapiens lived in Korea.Some popular Korean pop groups are BoA, TVXQ, Shinwa, Rain, and Se7en.50 million people live in Korea.Her apartment is in Seoul.

Vocabulary Review (p. 64)A. Crossword

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R T A K E O U T M

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R R T R E C I P E

C A I O

O S P I C Y C P

A S H U

L S I Z Z L E

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E T H N I C R

B. Complete the sentencesmillionhomo sapienbroadbandtemplecram schoolpersonal touchancestorapartment block

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Unit 8 FriendsDialogue (p. 66)Josie: In this picture, your friend looks a little… unusual! Do you have any good stories or gossip about

him?Antonio: That’s Marco. He’s an interesting guy. I’ve known him since elementary school. Josie: So… any gossip?Antonio: Well, I did hear a rumour that he likes country and western music.Josie: Country and Western isn’t so bad! So, does he?Antonio: Yes. I caught him listening to a Garth Brooks CD one day..Josie: Did you tell anyone about his strange taste in music?Antonio: No. I let him keep his secret. That’s what friends are for, right?Josie: Well, you told me! Antonio: Hey, I’m meeting him for lunch. Wanna come?Josie: Sure. He sounds like fun.

Culture Corner (p. 71)Two popular Italian foods are pizza and spagetthi.The capital of Italy is Rome.The Pope lives in Vatican City.Michelangelo’s paintings are in the Sistine Chapel in Vatican City.�00 bridges connect the city.

Vocabulary Review (p. 72)A. Crossword

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N P C E

S E C R E T R L

I I A R R A N G E D

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U T E A M B A

C R A M D A B R

H U R Y Y

G O S S I P T

O I

D C H E E R F U L

B. Complete the sentencesenvironmentthe Popeexcellentcanalgondalachapelrecipechoice

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Review 2

D A M U S I C S T R O P S S S S Y E S N

E I D I A L E C T O P L O B P I H A T O

T E T A R O T C O D R U E R O Z P R C I

A I E I S T Y B R G O F T U T Z O R I T

C N C I T E T D A S U I U B N L S C R C

I T N C U C I N L U D T I U A E O A T E

T E E O D S S A U P I U T S M E L T S N

S R D U Y I R L C M O A I P H P I H I N

I E I N S L E B I A R E O E S O H E D O

H S S T N R V P R C H B N L E P P D U C

P T E R E U I R R S H D Y E R U N R A A

O I R Y L R N I U O A T R M F L B A A C

S N A S D A U C C O N R A E E A R L E T

H G I I E L V H A H D A M N N T E A M I

C R E D I T S I R E S M I T I I A W B V

S C I E M A R C T I O S R A V O Y F O I

C S R E T S A M X S M E P R I N E U J T

G N I R O B E R E B E I R Y O R A L A I

E B C M C B R A S S U F S R E C I P E E

O R A L U P O P O S T G R A D U A T E S