Hello World 8 Prirucnik 100dpi - PDFCOFFEE.COM (2024)

Katarina Metzner Dajana Vidaković

HELLO, WORLD! 8 Priručnik za učitelje/učiteljice za osmi razred osnovne škole, osma godina učenja

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Izdavač Profil Klett d. o. o. Zagreb, Petra Hektorovića 2

Za Izdavača Dalibor Greganić

Direktorica izdavaštva Petra Stipaničev Glamuzina

Urednica Mia Šavrljuga, prof.

Lektor Eric Bergman

Likovno-grafičko uređivanje Profil Klett

Fotografije Shutterstock

Prijelom Ivan Belinec

Tisak Og grafika, Jastrebarsko 1. izdanje, 2021. Zagreb, Hrvatska © Sva prava pridržana. Nijedan dio ovog priručnika ne može biti objavljen ili pretisnut bez prethodne suglasnosti izdavača i vlasnika autorskih prava.

Član smo europskog udruženja izdavača udžbenika.

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Katarina Metzner Dajana Vidaković

HELLO, WORLD! 8 Priručnik za učitelje/učiteljice za osmi razred osnovne škole, osma godina učenja

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CONTENTS

1 Course description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2 Student’s Book: a short guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3 PBL: an introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 4 Lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Starting up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242

Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Till We Meet Again!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378

Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

5 Games and activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 6 Resource Bank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

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COURSE DESCRIPTION Welcome to Hello, World!, a four-level course for upper-primary students covering 105 hours of lessons at each level. The Hello, World! course gives you and your students the opportunity to make teaching and learning simple and effective. It has a clear structure that is easy to follow. The course consists of five main units and additional lessons at the start and the end of the book. The Student’s Book offers a clearly structured progression in presenting vocabulary and grammar. These are reinforced with numerous communicative tasks throughout the course.

ISBN 978-953-3592-65-7

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Primary school curriculum The material in the Student’s Book covers all the requirements of the primary school curriculum. It offers engaging and motivational topics that cover various interests of the student-users of the Student’s Book and the Workbook. The activities in the course are designed to motivate students and encourage active participation. They also offer opportunities to develop students’ critical and creative thinking abilities. The activities are accompanied by categories such as Study tip! and Project tip! that help students develop their learning skills by providing practical ideas about how to learn and plan their learning. The course takes students through five English-speaking countries and thus develops students’ intercultural competencies. Course Components • Student’s Book • Workbook • Teacher’s Book with a photocopiable Resource Bank • Audio CD • Digital materials available on the IZZI platform • Materials for students with special educational needs • Test Bank • Posters

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Student’s Book • Three introductory lessons aimed at revising the language learned in previous years, offering learning strategy tips and introducing the book’s characters • Five core units to teach four language skills, present grammar and vocabulary and foster communication skills • A clear outcome for each lesson in a unit • A word list at the end of each unit along with phonetics exercises and an exit ticket using metacognitive strategies • A finishing lesson to bring the story to a conclusion • An appendix to teach target culture through holidays and special days: Halloween, Christmas and Valentine’s Day • A Writing Bank for further developing writing skills • Tasks to develop students’ creativity • Tasks adapted to students’ various language proficiency levels • Curious me! sections to encourage students’ curiosity and investigative spirit • Study tip! sections to help students become autonomous learners • Project tip! sections to draw attention to language and tips useful for unit projects • Stop and think! sections to develop students’ analytical skills



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• The My... Grammar! category for reinforcing grammar structures

• Additional ideas for delving deeper into the material

• The My... Everyday English! category to teach functional language

• Ideas for language games in the classroom

• The Language matters section at the end of each unit for exposing students to phonetics and self-study metacognitive questions

• Background notes and cultural information

• A bilingual grammar summary • An audio CD with listening tasks from the Student’s Book and Workbook

• Ideas for formative assessment • Student’s Book and Workbook answer keys • A tapescript for the Student’s Book and Workbook audio sections • An abundant Resource Bank with bespoke photocopiable material • Checklists for students and rubrics for peer assessment • Analytical rubrics for summative assessment IZZI Digital Platform • Clear outcomes for each lesson • A wide range of digital exercises for each Student’s Book unit • Numerous videos on culture and grammar accompanying the lessons in the Student’s Book

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Workbook • A wide range of exercises accompanying each unit in the Student’s Book • A revision at the end of each unit to test students’ listening and reading comprehension skills • Additional phonetics exercises to accompany the Language matters section • A clear system to show each exercise’s level of difficulty • Curious me! sections to develop students’ curiosity • Study tip! sections to develop students’ self-study

• Student’s Book and Workbook audio • A list of new or less familiar vocabulary from the Student’s Book with audio Test Bank • Five editable progress tests for formative assessment—groups A, B and C (for students with special educational needs) • Five-minute grammar and vocabulary tests for formative assessment

Teacher’s Book

• Five editable speaking tests for either formative or summative assessment

• Clear outcomes for each lesson in compliance with the primary school curriculum

• Two editable writing tests for either formative or summative assessment

• A clear structure for each lesson with step-bystep instructions

• Five editable listening and reading comprehension tests for summative assessment—groups A, B and C (for students with special educational needs)

• Methodological tips on how to present, do or assess various activities in the Tricks of the trade category

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• Various additional content: quizzes, exercises, audio recordings, etc.

• Recordings for all the listening tasks

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Meet the characters The five units in the course take students across five English-speaking countries. Each country is introduced by the main character of the unit. The characters are connected through a common interest: participating in the Big Sibling Youth Programme. Meet the characters!

Diego is from New York City in the USA. He is 14 years old but he’s already thinking about his future career. He would like to do a job that involves working with people because he’s got great people skills. In his free time, he volunteers a lot because he loves helping his peers.

Freddie comes from London in the UK. He’s a self-professed history buff and history is his favourite subject at school. He does not see himself as a history teacher one day, and he’s still trying to find a future career path that can accommodate his love for history.

Amelia lives in Montego Bay in Jamaica. She helps her parents run a tour company but, in the future, she would like to work with tourists in a different capacity after finishing her studies. She would like to learn about tourism and marketing and work with modern technologies and ideas.

Charlotte is from a small town in Wyoming in the USA. Her home state is famous for its natural beauty and unique geography. She is interested in exploring the natural world, but she’s also thinking of becoming a doctor one day.

Lota and Luka are twins who come from Sydney in Australia. Their family is moving to Croatia soon and they are thinking about their future in a new country. Luka wants to pursue a culinary career and would like to become a chef one day. And Lota would like to go to university but she’s still a bit indecisive about her future career.



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STUDENT’S BOOK: a short guide There are five core units in the Student’s Book. Each unit consists of five lessons. Every unit starts with an introductory lesson. It is designed for one or two in-class lessons, depending on your interests and time requirements. KICK-OFF! aims at introducing the main topic of the unit in a fun and stimulating way. It challenges students to think critically and express their opinions in a creative way.

Every lesson topic opens with introductory questions aimed at giving students a voice in creating a plan for the unit. By actively involving them in the decision-making process rather than simply informing them about what they are expected to learn, students become active participants in the outcomes of each lesson.

UNIT 1

CI T Y E H T S I T A WH PLE? O E P E H T T BU

pany? ng in your com person! wh people love bei you’re a people Do you thrive ge crowd? Do the signs that st when in a lar n you have all the s’, ‘ye so. is Are you happie think stions Explain why you to all these que If the answer do you possess? ow. Which ones people skills bel 1 Look at some flexibility trustworthiness patience y empath eness tiv or pp su honesty skills active listening

at does it mean? and look e of the Unit. Wh of the lessons, > Read the titl Read the titles 1. it Un h oug about? > Leaf thr rn lea you l wil What at the pictures.

T, GO! E S , Y D RE A

write ments. Then k for a few mo

k at the ones interaction. Loo end on human ? Why? Think of 2 Many jobs dep be best for you uld wo one ich below. Wh ple persons. fessions for peo some other pro counsellor her youth hts lawyer teac human-rig salesperson hologist psyc social worker

down

New Yor ates’. think about MEET DIEGO! h your classm your eyes, and r thoughts wit k City. Close 1 Diego is from New Yor you’ve pictured. Compare you t ngs places and thi

O D BY E BY DOING! LE ARNING RE WELL , BUT NOTughGcomOe to an end, so you’d FA soon eno PROJECT 1:the final year of your elementary educate. Whionat! Yeabetrter8 wilwaly to look back on memorable moments

tha

C. Which of eo about NY mentioned? your list are things from

2

vid 1 Watch the

KICK-OFF!

OPLE SAVVY? ple? ARE YOU PE rounded by peo en you are sur

the

s! You’re in the years to com > Congratulation of your class for turing the spirit better start cap er important get about oth rbook? y 2 Don’t for and how the than a class yea r education

r people in you process. You ced the whole staff most have influen and support ng chi tea s, familie or two, too! erve a page definitely des

e to be a doesn’t hav 1 A yearbook s and tion of photo simple collec create e some tim to quotes. Take re box. You asu tre le tab an unforget s aph ogr ce for aut can leave spa dent , or collect stu y not and messages Wh s. ent em achiev blunders and lls and classroom wa go outside the special r yea the made record what the world? munity and in your com picking! there for the The ideas are

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the correct locations to check. eo again and Watch the vid information. Island o eens, Staten 1 Puerto Ric the Bronx, Qu Manhattan, 2 Brooklyn, 3 Manhattan are 4 Times Squ ich Village 5 Broadway own, Greenw le Italy, Chinat Litt 6 SoHo, urg 7 Smorgasb 1 a) Match the

8 Tokyo

boroughs food market Hiro Diego’s family ds neighbourhoo s of the World the Crossroad the City t theatre distric

e3 from Exercis Use the terms Work in pairs. b) SPEAKING y. New York Cit

Curious me!

lots of NYC has got but the most nicknames, is certainly famous one Find out the Big Apple. k got it! how New Yor

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Video-based tasks introduce the country and culture that students will be learning about. They also present the character who will guide students

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the workload ms! Distribute Get into tea preferences. your skills and according to ists, editors… art s, ers, writer best. Photograph what they do t can choose be Each studen dline: will it to set the dea an o int it Don’t forget n tur t, or will you year? a short projec ut your final ject througho ongoing pro rish, want to che moments you ok: the precious printed yearbo collected all m. There’s a you , the When you’ve ely ord ativ rec ern you want to sponsors? Alt decide how keep why not find r IT skills and expensive, so could use you this could be you or k, a scrapboo could make uds. ries in the clo your memo

go and talk about Die tences, and a) to make sen

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LEARNING BY DOING! presents the project for each unit. At this point, students are already acquainted with the topic and the outcomes of the project. This allows an introduction of project-based learning into the classroom in a structured way.

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Each lesson begins with an I can... statement, which clearly states the main outcome of the lesson. All the activities throughout the lesson lead to active and personalised production as described by the outcome.

1 son Les

1

1A ME, MYS EL

F A ND I

I can describe a pers on’s ch arac ter.

SPEAKING Do you like me eting new peo you have jus ple? Why (no t met? t)? films

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The My... GRAMMAR! section presents a certain grammatical structure in a guided, inductive way. It encourages students to discuss targeted grammatical structures and provides the necessary rule (s), which are based on example sentences.

games

music

What topics do

you usually

talk about wit h

sport

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a) SPEAKING Look at the adjectives bel like? ow. What do they mean? What are peo wise ple that the outgoing se adjective ambitious s describe immature easy-going chatty passionate bossy serious impolite moody I think people wh self-consciou lazy hardworking s o are reliable disrespectfu serious don 't make l honest time for fun act responsible ivities. b) Which of the adjective s would peo siblings, frie ple you kno nds and tea w use to des chers. Explain cribe you? Thi parents would why you thi nk of your par probably say nk so and wh that I am…, ents, grandpar ether you agr because… ents, ee with them. Start like thi 4 s: My Which of Die go’s family me mbers is eac previous pag h sentence abo e to check you ut? Complete r answers. the sentences 1 ____________ . Then scan _________ is the text on the leaving for col 2 ____________ lege. _________ sin 5 ___ ___ gs ____________ beautifully. 3 ____________ ___ work har d every day. _________ is 6 ____________ always com _________ lov menting on 4 ____________ es baseball. films. 7 ___ _________ is ____________ talking to Die we speak. ______ is spe go’s brother nding a lot of as her boyfriend time with these days.

people

weather a) Hiro, an exc school hange studen t from Japan, questions for is going to sta Diego, and add y with Diego’ two question s family for s that you wo six months. What school uld ask. Look at his do you go to? What are you r family memb Where will I ers like? stay at your What are you hom e? r pet peeves How big is you or guilty ple r family? asures? What do you like doing in ____________ your free tim ____________ e? ____________ b) READING _________ ____________ Read the tex ____________ t, and tick the ____________ questions fro _________ m Exercise 2 a) that Diego answers. et me introd uce myself. I’m Diego and think. When I live in Brookl you get here, yn, the best you’ll see wh are six of us part of New y! Here’s wh in the house: York – or at at you should my parents, least that’s wh know before You’ll probab my older bro at I you come to ly like my gra ther and sist stay with us. ndma best. er, my grandm goofy and fun There She a ’s and me. ver to be around. y wise and alw She moved to ays gives gre sing backing New York fro at advice. At vocals in ma m the ny famous Ne Puerto Rico same time, she can’t sing at when she wa w York clubs. all, but that’s is ver y s young, and Her voice stil what makes outgoing and she used to l sounds am our weekend cheerful, too azing! I, on karaoke nights . They are als the other han But when the even more fun o very hardw d, whole family . My parents orking, so I is together, I but don’t wo are don ver ’t see them as y love every mi rry: we never much as I’d nute of it. Ou fight – it’s jus like to. r conversation t how we talk My brother s can be qui ! is leaving for te loud, college soon, passionate abo so you’ll be sta ut baseball: ying in his bed the walls of team, the Ne room. He is his room are w York Mets. really covered in pos They are my that baseball ters of his fav favourite tea is very popula orite m, too. I thi r in Japan, as like your new nk I’ve read somew well. I hope room! My sist here tha t you er’s ’re a fan and be spending room is just that you’ll too much tim across the hal e with her, eith l, but we pro spending a lot bably won’t er. She’s got of time with a boyfriend, him. She can all big sisters so she is be very bossy are like. And at times. I gue me? I’m really and caring, ss that’s what chatty, as you or at least tha can tell. I’m t’s what my doesn’t really also very hel friends say. sound like it I’m pful ver y modest, too when I talk so much abo , even though Although I’m ut myself! it pretty easy-g oing, there are always comme som e things that nting on wh at we’re watch I find very ann fact, as I’m typ ing together: oying. For exa ing this I can tha mple, my dad t’s definitely hear him in ruining it for on the top of is the other roo my brother. my pet-peeve m, discussin Ugh! But I’m when he cat s list. In g what happen sure he’s als ches me dri s next in the o annoyed at nking juice stra before dinner movie and some things ight from the are guilty ple I do. He always carton. I can asures of mi yells at me cheesy pop ’t help mysel ne. However music in my f: that and eat , I’d say the room... Luckily ing chocolate more about biggest one , nobody has me and my is definitely seen me doi family, you kno dancing to som staying with ng tha w what you t so far! So, now e us! can expect wh that you kno en you come w over. I hope you’ll enjoy c) Read the text again. Wh at are Diego’ s answers to Hiro’s quest ions in Exercis e 2 a)?

L

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Hello world

My... GRAM

MAR! Present simple vs pre

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sent continuou Read the sev s en sentences in Exercise 4, 1 Which sen and discuss. tences are in present simple 2 What sort ? Which are of activity doe in present con s each senten tinuous? ce express? Write number Present con s 1–7. tinous action in pro gress annoying hab Present sim ple its a state or con fixed arrang dition ement for the statements wit fut ure activity hap h stative ver pening around bs, e.g. hate, like, need, wa now love, nt, sound, thi nk habits, repeat ed actions and Let’s practise timetables more! → WB , Gr

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Students are referred to additional exercises for practice in the Workbook.

Each lesson ends with exercises that aim at personalising the topic. Students are encouraged to use target structures and vocabulary actively and creatively.

p. 12

Read one mo ammar sum re of Diego’s mary → pp. answers to Hir 122-123 o. Choose the In my free tim correct option e, I (1) like / am liking rea . Spider-Man, ding superh but this week ero comics. My fav I (2) read / am (3) volunteer orite superh reading a com / am volunteer ero is ic about Dared ing in a local about it when evil. I also youth club a you arrive in few times a New York. I lov and English, week. I’ll tell e languages and I am flue you more . I (4) speak nt in Americ some Japane / am speaking an Sign Langua se, too. I’ll be Spanish ge. This week able to say at I (6) listen / am I (5) learn / am least ‘Hi!’ to listening to som learning you when you learning the e Japanese visit us! Right pop music on language eas now, ier! my stereo. Ho pefully, it wil l make 6 SPEAKING Ma ke notes fol lowing the qu class. estions below , and prepar e a short tal 1 What qua k about you lities do you rself. Presen like in people t it to your ? Include at 2 What do you least five adj think are you ect ive r best qualitie s. 3 What are som s? e of your pet pee ves? Think of 4 Have you the habits peo got any guilty ple are always pleasures? If annoying you you have, sha with. re at least one with your cla ssmates.

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Grammar exercises are contextualised and topic based. They encourage students to express themselves creatively by using the language that has been practised.

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Students are referred to the bilingual Grammar Summary at the end of their Student’s Books.



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Relevant vocabulary is introduced and then further recycled through reading and listening to texts, exercises and activities in both the Student’s Book and Workbook. Vocabulary is presented and practised in a way that allows students to learn words and phrases in context.

ME … ME S E K A M T A 1B WHtalk about people and places in my life.

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I can

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know rds you do not k up the wo another. Loo them to one , and explain ow bel rds wo friends s rs. Look at the acquaintance a) Work in pai relatives list. neighbours in the word classmates nts are ndp gra o is important siblings best rcise 1 a). Wh parents I usually call my ries from Exe I feel Use the catego friend when Work in pairs. s? new e... d b) SPEAKING aus goo re some lonely, bec you... 5 want to sha to you when ll? ? don’t feel we ice 6 adv d e? nee 1 ? k left at hom blem at school 7 have no mil homework? 2 have a pro w what’s for e fun? and 8 don’t kno 3 want to hav ose the topic text, and cho ? him. Read the 4 feel lonely to ant import are t tha ngs about the thi go is writing 2 a) READING Die a. the main ide o I am. MAIN IDEA make me wh nd time with say. l bored. TOPIC what others a) People I spe you never fee lf, no matter rse sts you ere of people, so be int a) My b) Always nded by lots to be surrou b) My people It is important c) ality Jake, Luis and c) My person me as well. e important to a lot of tim My friends are . We spend best buddies touch with my in ng up. We’ve are chi ays cat na alw Leo out and g ke up, I’m in e gin wa I or sur , nt han ter , tty me pu ing mo com I’m pre together jok 1 From the my phone or dergarten, so our alone love, be it on nds since kin mind being to be part of the people I all been frie Chloe used wrong: I don’t y. so I’m , me sta en ago get to wh rs e n’t st yea are her real life. Do at my happie 25 they to Boston two time, but I’m lt to keep t she moved shape me. ld say they re. It’s difficu from time to group too, bu ple. You cou h other anymo m, and nds over nded by peo rarely see eac y close frie talking to the we sta m, 5 surrou the and h e r wit ilia ber that s fam g out h someon If this sound ugh. I remem I love hangin in touch wit from them. miss her, tho son, ngs do per I er forget . thi ple ces nev new peo rself a learning grade. You long distan t you l firs cal the ht in you mig sh on her to you, then 30 I had a cru sh, do you? t I like. to have at too. your first cru my class tha can be sure re is a girl in very e siblings, you ple most hav peo of crushes, the you the ing short. She’s en eak are Sp 10 Wh . They just Mel for . life or ves a, for lea los e a nd Me els not sporty ody least one frie Her name is o lacrosse. I’m even if everyb ny. She’s int sister, who k with you, say. I think fun y and r the and as the art t, likely to stic sm my bro to posites attrac ugh to have the ones I can the courage at all, but op I’m lucky eno 35 type siblings are still gathering As they ay next rely on. My too, but I’m blems with. his 14th birthd I can always she likes me g t share my pro celebrating kin tha is is Tal e and ! m to Jak ved n ble t. hal pro ays tur ask her ou a problem 15 alw n. The only g at an off the m shared is nk I’ll try the doesn’t call rt volunteerin say, a proble week, so I thi ly: I hope he ed me to sta there late pir k be ins sic to n has py bee to them he has ns. I’m hap center for tee ver they are anti-bullying party! e with whate ping them cop for them, hel STOP AND THINK! through. 20 going What’s the difference .. go. between the words 'nursery' o does Die g out with? text again. Wh and 'kindergarten'? Can you 5 miss hangin b) Read the nursery? h? think of some more 6 know from problems wit blems? pro e 1 share his hav re? y p when the t with any mo hel examples? tac 7 con e p? hel 2 not hav en he needs 8 rely on wh sh on? 3 have a cru g out with? gin han e 4 spend tim 13.7.2021.

16 Hello world

in, and d the text aga rasal verb. Rea b called a ph below. a type of ver is ons It t. ati tex lan verb in the ng as the exp underlined same meani a) Look at the that have the phrasal verbs underline the Study tip! being asleep eone line 1 to stop time with som VOCABULARY le nd (a lot of) 't focus on sing line 5 to spe e eon phrasal verbs, don of them y close to som us on the When learning at you expect line 11 to sta wh as a whole. Foc do to e st someon but learn the verb situation ds, lt . wor icu verb diff the line 13 to tru a with meaning of l successfully context to get the news line 18 to dea ut the latest a rn or talk abo here to start line 22 to lea ebody somew som ite inv you line 36 to tionship with romantic rela ions below. cel an event wer the quest line 38 to can ined, and ans ? ual words? have underl learned so far you e t at the individ hav tha bs you bs ver t by looking st ver b) Look at the underlined jus erent from mo bs you have se verbs diff ver l the asa are down in w phr 1 Ho ng of the the sentences ss the meani tence. Write 2 Can you gue them in a sen use each of and t, tex from the 4 Choose four phrasal verbs ok. rect order your notebo into the cor the pictures the places in ten, and put do not need. ping Hiro. Lis you sky e is tur go pic 5 is one TENING Die them. There a) 1.1 LIS go mentions land (1–3) as Die Coney Is stoops

VOCABULARY

Phrasal verbs

MoMA

about r notebook ke notes in you rcise 4 a). ten again. Ma h place in Exe eac b) 1.1 Lis ut abo s say what Diego ut and talk abo your notes, rs. Compare c) Work in pai uts. g-o han ite Diego’s favour

6

oose a D WRITING Ch SPEAKING AN

Easy-peasy

task.

text, and Write a short ant r most import present you r favourite you people and ose an hang-outs. Cho t out to presen interesting lay n, e.g. a your informatio or an ter pos a , list top-five infographic.

No picnic

PROJECT TIP!

play exhibition, or a seen a film, an te Has your class yearbook, and wri a ticket in your ude Incl ly? late d it or not. whether you like

and your your friends Think about did you g-outs. Why favourite han be your to ple peo choose these on a ee agr do you friends? How ? Why is you hang out place where ? you to ant ort this place imp ctice your rt notes, pra Prepare sho present it to and e hom speech at ates. your classm

! Down to work ce

the pla Think about . What where you live ies do ivit places and act k there? teenagers lac like to you uld What wo live that see where you the lives of ke ma uld wo ter? teenagers bet rt talk. Prepare a sho

17

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16:40:23

Hello world

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In each unit, there are writing exercises developed on three levels: Easy-peasy, No picnic and Down to work! They all lead to the same outcome, but provide differentiated levels of applying cognitive skills, knowledge and creativity. Individually or in pairs/groups, students choose which task they would like to work on. Alternatively, the teacher may decide and choose one task for the whole class.

10

Carnegie Hall

The Study tip! offers guidance related to learning strategies for reading, writing, listening or speaking. Students are encouraged to use various learning techniques and methods.

HELLO, WORLD! 7

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The My... Everyday English! section presents the useful, functional language that students will need on a daily basis.

3 son Les

1

2

The STOP AND THINK! section serves as a gentle reminder to students to draw upon their existing knowledge and express the focal points of lexical content presented in the lesson.

3A A SUPER -CIT Y I can make, ac cept and re fu se sugges tions .

SPEAKING Vis iting New Yor k can be a cha Which of the llenging tas tours below k. Luckily, the would you be re are nume most intere rous guided sted in? What NYC Culinary tours to help would you exp Tour you! ect to see, hea ‘Outer Borou r and taste the ghs ’ Tour ‘Movie&TV Sit re? ‘Green NYC’ es’ Tour Tour ‘History of NY Dis C’ Tour cover Street Art NYC ‘Music of NY a) READING C’ Tour Diego is writin 9/11 Tour g an article for Hiro’s sch 1 What is he ool magazine writing about? . Scan the tex t, and answe 2 Why has he r the question chosen that s. title? 3 Which site s does he me ntion?

3

MARVE L-OU N S YC

What do Spider-M an, the Avenge rs, and other lege fight and perform ndary superhero other awesome es have in com stunts to save the one more charact mon? They fly, day from terrifyin er that plays a swing, g villains, of cou key role in all the Stan Lee said tha rse. But there’s ir stories: New t he chose it to York City. The brillian make his stories Metropolis, t Marvel writer more realistic. . So let me take Unlike fictiona you to some of l citie s my must-see loca such as Gotham or tions from Mar vel movies and comics.

b) 1.4 Listen again. Where does... 1 Uncle Ben say the popula r quote from 2 Peter Parker Spider-Man? earn money by selling his photos?

My... EVERYDAY

1

Can you ima gine Spider-M an without eno New York is rmous buildi home to som ngs to swing e of the most the world. Bu between? elegant and ilt in 1930, the recognizable 102-storey Em of the world skyscrapers pire State Bu ’s tallest buildi in ilding earned ng. Soon the its work. On the title mo e of my favori vie industry decided to fea te movie sce of the buildi nes is when ture it in ng in the 193 a gia nt ape climbs 3 classic Kin the title for g Kong. The to the top almost 40 yea Empire State rs, the Twin Tow . Unfortunate Building hel d ers, were des ly, two of the troyed in a ter towers, kno The bridges wn as rorist attack of New York on September have also had most popular their mome 11, 2001. way to get acr nts to shi oss the East ne in pop cul one of NYC’s River must be ture. The most recogn the Brooklyn izable sights . I enjoy riding Bridge. It’s . But my fav the aerial tra orite is the Qu you a great mway: it tak eensboro Bri view of both es you to Ro dge, osevelt Island the bridge and scene from and gives the city. It’s Spider-Man, also the settin when he sav passengers, g of a thrillin es his crush, from his nem g Ma ry Jane, alo esis, the Gre Bridge is not ng with tramw en Goblin. Eve as famous as ay n though the the Brooklyn Queensboro Bridge, it is featured in lot s of movies, ! There are two places that are cen alike. Grand tral for New Central Termin Yorkers, visito al is one. It’s rs and superh of movie and more than a eroes comic scenes bustling train take place at record holde station: lots this famous r is Central Par landmark. Bu k. This huge in NYC!) has t the real pu blic park (bu appeared in t only the fift hundreds of landscapes, h-largest movies and sculptures and TV shows, architecture of the movie ! Its various have surely industry. The captured the y are also the love spending imagination reason why their free tim Ne w Yorkers and e here. My fav Bow Bridge, tourists orite part of . Even superh the park is the eroes get hu romantic rt sometimes!

Here are some useful phrases to help you accept or decline suggestions in a polite way. Add some more to each column.

4

2

3

22 Hello world

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Students are encouraged to use target vocabulary actively through personalised speaking activities.

16:40:51

Hello world

ENGLISH!

Making sugges tions You / We could… Let’s… What / How abo ut…? Why don’t you / we…? Why not…? Shall we…?

3 Peter Parker become a sup erhero? 4 Peter Parker grow up?

Making, accept ing and Accepting sug gestions Great idea! Perfect ! Sure! Why not? It sounds / look s… That’s fine by me! Yes, let’s! I’d love to! Yes, I feel like…

WRITING Wo rk in pairs. Ch oose a situati you. on, and

1 You and you r friend are dec iding what to do in the evening.

8 UDZB 2021

13.7.2021.

b) Read the article again, and comple te it with the A which con missing sen nects Manha tence parts ttan with Qu below. eens B and is the most-filmed E until the firs location in the t World Trade C NYC is real wo rld Center and relatable, tower was bui bot h to readers lt D and even has and to writer a catchy son s F where poor old g written abo STOP A Spidey gets his ut it ND TH heart broken INK! by Mary Jane If yo a) 1.4 LISTE NING Diego a worud don’t unde and Hiro are from th rstand the pictures planning the of th in the correc e text, e contex ir Spider-Man t order (1–3). w Tour. Listen h yo u look ere can t There is one , and put it up? picture you do not need.

write a dialog

declining sugges tions Declining sugges tions That’s a good idea , but… I’m not sure. I’d rather (not)… I’m not (that) kee n on… I’d prefer… I’d love to, but… I don’t feel like …

ue. Follow the

2 You are talk ing to your par ents about where to travel in summer.

Curious me! Who is Miles Morales? Ho w is his story different fro m Peter Parker ’s? Find out, and decide which story you pre fer and why.

instructions you

r teacher wil

l give

3 You and you r friend want to go to the cinem a. Agree on wh ich film to see.

SPEAKING Ne w York City has a lot to below, and offer to peo do research. ple of variou s interests. Work in gro Step 1 ups. Follow the steps Ste p 2 Choose a tou r from Step 3 Prepare a sho Exercise 1 on rt the Step 4 Present you presentation previous pag r work to about e. As a class, cho the rest of the the sites on Find out wh ose the tour. class. at you the most int Your classm Explain what could see and eresting ates will each of do there. tour. Discus use a rubric them is, and s what that your include you would like teacher will fun facts and give them to visit photos. first if you we to evaluate your work. nt to NYC on a school trip.

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The Curious me! section has a threefold purpose. It can be assigned for homework: students research the topic on their own and then present their findings to the class, or just submit them to the teacher. It can be done in class, individually or in pairs/groups. Finally, it can be assigned as an additional task to fast-finishers in mixed-ability classes.



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In each unit, there is an authentic text to encourage students to read and interpret examples of children’s literature, original songs or poems. All of these aim at developing both their reading and listening skills. Students are encouraged to practise reading aloud by paying attention to pronunciation, intonation and rhythm.

SK HE MA T D IN H E B . 3B can understand an authentic text I

1

2

es? ut superhero you know abo How much do rk in groups. ing: low fol nemesis the SPEAKING Wo ut gear sing, think abo costume and While discus personality superpowers ego er alt name and think it . What do you e of the poem sses. Read the titl ck your gue a) READING poem, and che the d rea en superheroes. is about? Th the names of blanks with ck. in. Fill in the ten and che Lis d. the poem aga d nee t Rea do no b) 1.5 o names you Hulk There are tw the Incredible Black Widow Wolverine Superman Elasti-Girl Spider-Man r fou tic fantas erica The Captain Am

by Steve

_____ ____________ I could be (1) I don’t think s red of height sca __ of t ___ sor I’m _________ to be (2) ___ I’d sort of like es of spider bit aid afr I’m t Bu __ ____________ ld be (3) ___ I suppose I cou stare people would ________ But I’m afraid ___ ___ ___ being (4) I’d consider r hair s bad for you But radiation’ ught w there’s a tho ________, no (5) _________ me sure that’s for But I’m not hot y, Johnny too Ben’s too ugl t can’t see And Sue I jus

3

em sion of the po Write your ver . a Superhero If I Could Be erheroes you Think of sup uldn’t like would and wo lain why. exp and to be,

1 What

2

to Before coming , the big screen were superheroes stly in featured mo and comic strips at k Loo . books effects some sound What e. pag s thi on do they mean?

ten, and LISTENING Lis n Stanton? Who is Brando

1.6

1

perhaps ________, him (6) _________ hty shield I love his mig ugh not brave eno But I fear I’m yield get rough, I When things

I create

superhero. Create a new at mission? Wh What is their at like, and wh k do they loo ? erpowers are their sup nemesis? Who is their

message of

ple 3 Why do peo

the photos. tch them to erviews. Ma

a superhero If I could be ich I’d be I wonder wh find time I tried to it’s Or maybe ide me The hero ins

2 What is the

questions. answer the start? en did HONY 2 How and wh

r? Why (not)? good listene 3 Are you a

2

did time when I There was a my 1 I t to fit in with wasn’t what everything jus I Moving to NYC ened to music oms often list I sitc s. and ate s vie classm . d school, city expected. Mo ppe the ski I of , e n’t really like ealistic pictur did e unr los an to nt pai really ately wanted the crowds are and I desper es! The noise and city hungry at tim e parts of the ight. I was so ier we Som app ng. oyi unh ck ann homesi I tried, the unsafe. I get But the more d are dirty and lots of things: , I just stoppe But I do like I got. One day e. els dy s ebo ice sometimes. s, cho be som little freedom pretending to that hundreds of when e everything ties you have I learned to lov the answer and opportuni re who I am. So ss they’re mo me gue kes I . ma NYC rn to living in people hing, and lea n bumping into is: change not for who important tha learning ept yourself in dog poo. I’m love and acc and stepping 14) the bad. e ie, rat hnn tole (Jo . d and you are to love the goo (Jack, 16)

? open up to him

3 homes erent foster I lived in six diff feeling eleven. I was before I was es even , and sometim sad and lonely s came n the Brown angry. And the d my pletely change along and com new ‘family’ got a fect, life. The word per not me. They’re meaning for y do ody is. But the of course: nob e hav I l I finally fee their best, and m my I never call the a real home. my y’re anymore. The foster family of the fullest sense family in the a, 14) word. (Brend

iews. h of the interv m above eac ed? Write the questions ask ates. nk were the ssm thi cla r you you do h wit in. What your answers interviews aga stions? Share b) Read the the same que you answer How would c) SPEAKING

this poem?

through and browse of New York, at log, Humans it. Describe wh nton’s photob you’ve chosen y wh 1 Visit Brandon Sta lain exp at question r attention. Wh ose a story, and they drew you y the photos. Cho wh and the photos is going on in nton asked? be limited to Brandon Sta it up. It could do you think ject, and set nity or town. mans of... pro Hu n local commu ow r include your 2 Think of you ld work on a cou and ic you or a top school, can choose your class or dom, or you ns can be ran Your questio . single theme

4 Choose a task.

I illustrateonce more.

em Read the po ses or more ver Choose one es them. How do and illustrate ut each abo l fee r ho the aut ns, tio cap e Includ superhero? t and/or though and speech , too! sound effects balloons. Use

PROJECT TIP!

tes ut your classma Learn more abo k of t high school. Thin before you star to ask like ld wou you some questions the your stories in them, and include yearbook.

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The Creative me! section allows students to choose between two or more activities as a follow-up activity related to the authentic text. They are encouraged to think critically about the themes and motives discussed as well as to express themselves creatively by, e. g., drawing, singing, composing, acting, etc.

12

. estions below d listener? lities of a goo at are the qua ng? 2 Wh eni list ive is act

3 a) READING Read the int

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24 Hello world

Curious me!

NING

pe t pers onal ex I can talk abou

1 SPEAKING Discuss the qu

d I could be Ree Maybe though other three And lead the stretch a of bit a Reed’s Well maybe me take care of I can barely

estions. swer the qu rk in pairs. An be? Why? SPEAKING Wo e would you ero, which on erh sup a be ld 1 If you cou

I write

OF LISTE R E W O P E TH riences .

3C

ero

e a Superh

B If I CLaozaruowld itz

Each lesson ends with exercises that aim at personalising the topic. Here, students use learned structures and vocabulary actively and creatively.

16:41:08

Hello world

16:41:15

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PROJECT TIP! directs students’ attention to the language structures they will need while working on the project. It also guides students through the project creatively by suggesting various topics and activities that they might include in it.

HELLO, WORLD! 7

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Each Lesson 4 aims at developing students’ writing skills. It provides a writing model that students study in detail to help them with their own writing.

4 son Les

1 Wo rk in pairs.

S U P E R HE R

The Pencil, paper, go! section presents and allows students to practise various aspects of writing, such as text structure, sequencing, paragraphing, formal and informal language, etc.

O, ME

I can wr ite a charac ter desc rip tion.

1

8

9

2 a) READING Die

go has create d his own sup erhero. Rea My name is d the text. Wh Art-Man, an at superpow d I live in Ne teenager, ers does he w York Cit but I have possess? y. I may loo a special ski k like a reg At night, I ll that nobo ular roam the str dy else kno eets of Bro ws about. the help of okl yn, my night vis looking for ion, I can spo offensive gra building wa t hateful me lls. Then I use ffiti. With ssages tha my super-spe murals to co t appear on edy painting ver the gra ffiti. When ski costume, bu lls to paint I started, inspiring t I stopped I use d to wear wearing it it. Now I jus my superhero because I t wear overa thought I loo lls, so I do to make up ked ridiculou n’t get cove new lies for s in red in paint my mom ab have anoth . It’s exhau out what ha er great ski sting s happened ll: I can be passers-by to my clothe come invisib or the police s. I le at the . Although I reading the first sign of am not doing news when anything wr people are I may not ong, I don’t guessing wh have any wo o want to be the creator of rld-saving uncovered. what do we the latest superpowers I like prefer see mural is. , but I believ ing on our beautiful an e that what daily comm d inspiring I ute do to ? really matte school or wo rs. After all, rk: hateful messages b) Read the or something text again. In your notebo superhero: bas ok, draw a min ic informati d map and inc on and his alt lude the follow er ego, superp 3 Loo ing informati owers, costum k at the highlig on about Die e and cause. go’s hted words them? in the text. Wh at do they me an, and when do we use

Pencil, paper, go !

ONE MORE LOOK!

Linking words Match the

linking words _________ from the text to show result to their use. or consequence _________ to connect two _________ similar things to show the reas _________ on to express that _________ the action in one to contrast two statements of the statements _________ to express time is surprising Writing ban ___ ______ - to exp k → pp. 110 ress choice -111

4 WR ITING Think

26 Hello world

about your own superh the one in Exe ero, and pre rcise 2 b). Use pare a mind the informati about what map similar on from you type of superh to r mind map ero you would to write a tex like to be. t

Check and tick .

I have written thre e paragraphs. I have covered all the topics from the mind map. I have used at leas t four different linking words. I have used cap ital letters and punctuation correctly. I have checked my spelling.

Curious me!

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Students are given a structured writing task.

16:41:16

I can talk abou t immigrat ion .

SPEAKING An swer the qu estions. 1 Who or wh at is an imm igrant? 2 What are the reasons that make people 2 leave their cou a) READING ntry? Read the tex t, and match There is one the heading you do not need. headings to the paragr aphs. 1 The Journe y 2 The Statue of Liberty 4 The Isle of 3 The Americ Hope or Tea an Dre am rs 5 The Meltin g Pot For more tha n a century, peo ple have looked York, especia lly, has always at America as the land of opp attracted peo Big Apple as ple from all ove ortunity. New a place where r the world. The dreams come a gateway for y have seen the true ever sinc millions of imm e 1892, when igrants. Ellis entry into the it officially bec Island was one United States ame of the most imp . ortant ports When steams of hips replaced sailing ships, faster and eas the journey to ier. The firstAm eric and a sec bec without a visi ond-class tick ame much t to Ellis Island. et owners cou However, mo ld go to NYC and spent the st people had journey in the a third-class unclean crowd But what the ticket ed bottom par y all had in com ts of the stea mon was the scared of the mship. feeling of bei new beginning ng lost, confus and what awa never see the ed and ited ir home countr . The majority y again. of them would With the last day of the jou rney came hop step was the e in the shape inspection at of ‘Lady Liberty Ellis Island. The their heavy bag ’. The last place was jam s and bundle med with peo s. After a short interrogation. ple and medical check-u The inspectors p came a two checked wheth society. Finally -minute er the person , those who did was n’t pass the insp a threat to the countries, wh ir ection were sen ile the lucky one t back to their s could start cha sing their Am The USA is a erican dream nation of imm s. igrants. All tho US have taken se people who hav their culture, e gone to the customs and contributed to languages wit what Americ h them. They a is today: a mu symbol of imm have all lticultural soc igration and iety. Today, Elli the cultural div immigrants and s Island is a ersity of the nat the US citizen ion. It still insp s, who believe open to anyone ires both the their country in search of a will always kee better life. p its doors b) Read the text again. Are the sentences are true (T), false (F) or it 1 Ellis Island doesn’t say was the only (DS)? Explain port of entry 2 All passen your answe into America. gers from ste rs. amships had 3 Most imm to go thr ough Ellis Isla igrants went nd. back to visit 4 People had their home lan to leave their d. luggage for ins 5 Not everyo pection. ne passed the inspection. Which countr 6 The US is y was the a place where different cul Statue of Lib tures come tog erty originally ether. designed for ? Find out how it ended up in the USA! SPEAKING Im agine packin g your whole give a short life into a bag talk. . What would you take wit h you, and wh y? Make a list , then

2 7

A N DR E A M

5 son Les

THE AMERIC

Your teache r will give you superheroes a list of 12 sup from the list erheroes. Loo they represent k at the emojis . Explain you r choices. below, and 1 guess which 3 4 5 6

Hello world

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For further writing practice, students are referred to the Writing Bank at the end of their Student’s Books.

16:41:22

Students are encouraged to assess their own writing with the help of the ONE MORE LOOK! section. They are Provided with a checklist that clearly states what is expected of them.



Hello World 8 PRIR.indb 13

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Each unit ends with the LANGUAGE MATTERS section, consisting of two parts. The first part introduces students to a peculiarity of English phonetics through simple exercises and gives relatable explanations of the phenomenon. The aim is for students to recognise and connect these specific aspects of the English language to their own knowledge and mother tongue.

At the end of each unit, there is a word list encompassing the vocabulary that students may not be familiar with as well as the key vocabulary for the unit.

F, AND I ti iritirati, smeta jen) 1A ME, MYSEL stro annoy bossy chatty college l disrespectfu easy-going goofy immature impolite modest moody outgoing pet-peeve reliable s self-consciou als backing voc re guilty pleasu

šefovski (na brbljav viša škola neobazriv otvoren n šašav, smota ponašanja, djetinjastog nezreo n nepristoja skroman nama sklon promje , ćudljiv raspoloženja n ore otv iritira stvar koja te pouzdan uzdanja, niskog samoposebe pun sumnji u ali vok i prateć slatki grijeh

ME... ME 1B WHAT MAKES poznanik

acquaintance pozvati van ask out prijatelj buddy gužva, vreva azati buzz odgoditi, otk pušteno pro call off nadoknaditi e) catch up nositi se (s čim cope with simpatija ati sh cru prikaz display udaljenost vrijeme distance u posljednje ) lately osloniti se (na a kog on uz rely biti jeznica stick with podzemna žel subway obratiti se ilja tar protiv nas cen turn to st center skupiti hrabro u koga anti-bullying rage gather the cou someone biti zaljubljen tu on tak ostati u kon have a crush keep in touch

14

skinny storey stunt terrifying thrilling villain

alter ego gear lead stare widow

STAND 2B TAKING A

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29

13.7.2021.

13.7.2021.

28 Hello world

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Lesson 4

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Lesson 2

Ready, set, go!

WORD LIST

LANG MATTUAGE ERS

16:41:22

Hello world

16:41:23

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The second section raises students’ awareness of their own knowledge and encourages them to plan their own learning. Through simple metacognitive questions divided into three key studying and learning stages (before, during and after), this section presents students with various techniques for working on their language learning strategies. It can be assigned either at the beginning of each unit so that students can keep track of their progress or at the end as preparation for formative and/or summative testing.

HELLO, WORLD! 7

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PBL: an introduction “Project based learning is a dynamic approach to teaching in which students explore real world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups. ”* This is only one of the definitions of project based learning or PBL, but it accurately summarises its gist. Using PBL in the classroom promotes collaboration and interaction since students are usually required to work in small groups. Students bring their own unique ideas, and they are often allowed to choose their role in the group in accordance with their preferred learning style (s). Students are encouraged to increase their learner autonomy. They learn content, language and skills simultaneously, which is one of the main goals of the new English language curriculum in Croatia. All of this makes it possible to develop key 21st century skills: critical thinking, creativity and innovation, collaboration and communication.

3 Allow some time for students to brainstorm and offer their ideas about how to do the chosen project. The project described in their Student’s Books can be altered according to your and your students’ preferences. 4 When you have collected all the ideas, it is time to get more specific. Form groups or organise students in some other way, and make sure everyone knows what their task is. Set milestones and a precise deadline. 5 To help students monitor their progress, prepare a to-do list/checklist for them to tick. Explain the merits of such assessment and coach them on how to use it before they start working on the project. 6 Students can also participate in preparing an assessment rubric. The rubric itself can be either in English or in Croatian. It is very important that students understand what is expected from them and how it will be assessed.

7 While working on a specific unit, draw your students’ attention to the Project tips! sections Each PBL assignment in the Student’s Book is strategically placed throughout the unit. They based around a topic. The topic itself relates to unit goals and objectives. Students choose what provide ideas on how to use language structures or vocabulary from a certain lesson in the their own product will look like. They usually have a number of options available, but they can project. Discuss it with them (in Croatian if necessary). also opt for something not suggested in their books. 8 Allow at least two lessons for the presentation of the project. Make sure students offer feedback In order to make the most of the suggested PBL on each other’s work. If possible, have students assignments, it may be useful to follow some present their work to other classes or in the local simple steps: community. 1 Together with your students at the beginning of the school year, choose one or more projects that you will do that year. Ask your students to study each project closely and have a vote on which ones they like best. 2 When the time comes to start working on a specific project, go through it in detail with your students. Allow some time for them to read the overall instructions at the beginning of the unit. In lower-ability classes, this part of the project can be done in Croatian. Make sure everyone knows what the goals of the project are.

*Source: http://www.edutopia.org/project-based-learning



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STARTING UP

UNIT 1

Lesson 1

PLAY, LEARN, GROW! NASTAVNA TEMA

Engleski i ja

NASTAVNA JEDINICA

Play, learn, grow!

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

Opis predmeta i kućanskih poslova

GRAMATIKA

Glagolska vremena past simple i present perfect simple, nulti kondicional

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Razredni jezik, govorenje o izazovima online okruženja, izražavanje slijeda radnji i općih istina

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije MEĐUPREDMETNO POVEZIVANJE

A.3.1., A.3.2., C.3.1., C.3.3. Hrvatski jezik Izricanje prošlih radnji

UDŽBENIK

Str. 6. -7.

RADNA BILJEŽNICA

Str. 6. –7.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • You may want to bring a print dictionary to class or make it possible for students to use an online dictionary. • Explain to students that they are going to revise what they remember from Year 7 doing nine different tasks. • Refer your students to the steps. Go through each step with students and check their understanding. • Divide students into groups, and make sure they divide the work equally. Have them choose a representative for the group and the name of their team. • Distribute the photocopiable answer sheets to students (Resource bank, Resource 1, pp. 406-412) and make sure the teams write their name on the answer sheet.

16

MAIN PART • Set the timer to not more than a few minutes for each activity and assign a point for each correct answer. The team with the most points is the winner. • You may want to adjust the timer for every task, depending on the ability of your students. • Start the countdown and let students do the task. Monitor them and make sure they follow the rules. • After the time has run out, ask students to stop the activity and have teams share their answers. Assign points to each team. • You may want to write down the points for each team on the board. • Refer students to the next task. • Start the countdown again and ask students to stop after each task. • You may want to limit some of the activities and give instructions for the following tasks: • Task 1 Set the countdown to 60 seconds. • Task 2 Let the representative of each team describe the object in 60 seconds. Award points according to their correctness, fluency and confidence. • Task 4 Have a representative of each team report the arguments to the class in 60 seconds. Award points according to their correctness, fluency and confidence. • Task 5 The representative of the team reports the three activities that their team has done to the class. When awarding points, focus on the correct usage of the present perfect. • Task 6 Award points by focusing on the correct usage of the present perfect simple in the sentences. • Task 7 Award additional points to the teams that haven’t used an online or print dictionary. • When students have finished all the tasks, check which team has scored the highest number of points.

HELLO, WORLD!

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1

4

up

Step 1

1

2

PLAY, LEARN, GROW! Step 3

Analyse your results. What do you remember from Year 7? What do you need to revise? How happy are you with your knowledge?

Let’s check how much you already know. Follow these steps:

Step 2

Your teacher will set the timer for each activity, and assign points. Stay focused, race against the timer, and collect points. The team with the most points is the winner!

Step 4

There are plenty more exercises to do in your workbook. Check them out!

1 v __ __ __ __ __ the carpets

3 __ __ the laundry

6 __ u __ __ the furniture

5 __ __ __ __ y the bin

3

4 i __ __ __ the clothes

Describe this object. Talk about its size, shape, colour and material. Say how it is used and where it is kept.

Read the statement below. Think up the best arguments that you can for both sides: three that support the claim and three that disagree with it. Choose a group representative to report your arguments to the class.

Social media are destroying our lives.

make

visit

sing

be

celebrate

blow

buy

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wish

look

What a day it was: your grandma turned 100! Put the verbs below in the past simple, and write six sentences about what happened last weekend. Make sure you use all the verbs!

2 __ __ s __ the dishes

Complete these verbs with the missing letters to get jobs you do round the house. Find out which word hides behind the red lines. Then write six sentences about the __ __ __ __ __ __ you did or didn’t do last week.

Get into groups of four. There are nine different tasks for you to do. Make sure you divide the work equally.

g tin ar St

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7

8

5

6

ndem try / ta ? cycling

ideo play / v for games urs five ho ? p non-sto

tartan wear / skirt?

5 invite / friends

4 Mrs Russell organise / a party

3 install / a lightning protection system

2 paint / the house

1 repair / the roof

Play the Have you ever? bingo game! Look at the bingo card and use the prompts to write presentperfect questions. Answer the questions as a team. When you get three Yes, I have! answers in a row, shout BINGO!. Report to the class the three activities that your team has done.

Look at the illustrations. A mighty storm damaged the Russells’ house two months ago. What has happened since then? Write five sentences using present perfect and the prompts below.

win / a medal?

n old visit / a ? castle

/ donate ? money

he Old read / T e Sea? d th Man an ence / experi ms proble health ng to relati logy? techno

nan ope be / at ival? air fest

2 etiooderfstna

1 rai tuoipolln

______________________

______________________

______________________

______________________

8 _______________________________________

7 _______________________________________

6 watse dsalpois

5 onuoopverptial

______________________

______________________

Unscramble the letters to get terms for environmental problems. Add two more words in English that relate to the topic. Use an online or printed dictionary if you can’t remember the words.

3 labogl migwanr

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You’ve made it! Congratulations!

Example: a comedy: hilarious

List as many film genres as you can. Then write one adjective that is appropriate for each genre. The more you write, the more points you collect!

4 cie lingmet

If...

If you mix...

What if? Look at the pictures and say what the result is.

If you forget an umbrella on a rainy day, you...

If...

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UNIT 1

STARTING UP

ANSWER KEY 1 1 vacuum, 2 wash, 3 do, 4 iron, 5 empty, 6 dust; 2 Students’ answers. 3 visited, celebrated, bought, looked, made, sang, was/were, blew, wished. Students’ answers. 4 Students’ answers. 5 Have you ever tried tandem cycling? Have you ever played a video game for five hours non-stop? Have you ever worn a tartan skirt? Have you ever won a medal? Have you ever visited an old castle? Have you ever donated money? Have you ever read The Old Man and the Sea? Have you ever experienced health problems relating to technology? Have you ever been to an open-air festival? 6 The Russells have repaired the roof. They have painted the house. They have installed a lightning protection system. Mrs. Russell has organised a party. They have invited friends. 7 1 air pollution, 2 deforestation, 3 global warming, 4 ice melting, 5 overpopulation, 6 waste disposal. 8 Students’ answers.

• Discuss the results with students and how much they remember from Year 7. • Let them think about the things they need to revise. • Finally, discuss how happy they are with their knowledge and give some advice on how to improve.

Exercise 2 a), p. 6 • Students read the words first and then sort them into the correct categories. • Check answers as a class. ANSWER KEY instruments

charitable events

devices

health problems

media

accordion

telethon

gaming console

anxiety

headline

trumpet

blood drive

keyboard

poor eyesight

article

smartwatch

stiff neck

host

VR headset

depression

channel

food donations benefit concert

bass guitar

smartphone

Exercise 2 a), p. 6 • Let students think of some more words they could add to each category. • In a lower-ability class, you may want to let students work in pairs or groups. • Check students’ ideas as a class. ANSWER KEY Students’ answers.

WORKBOOK PRACTICE

PLAY, LEARN, GROW!

Exercise 1, p. 6 • Have students find the natural disasters in the wordsearch and match them to the explanations.

1

Find six natural disasters in the word search, and match them to the explanations.

2

• Check answers as a class.

1 __________________________ a long period when there is little or no rain

G

T

O

R

N

A

D

O

E

T

2 __________________________ a sudden violent movement of the earth’s surface that sometimes causes damage

V

J

X

A

B

N

G

C

A

H

V

G

E

F

B

K

K

T

R

G

I

J

Q

Q

N

N

G

S

T

U

E

N

A

C

I

R

R

U

H

O

X

Q

T

A

F

H

K

N

Q

R

S

S

X

L

U

H

B

A

U

D

U

N

O

B

Z

N

A

M

A

R

A

O

U

I

T

C

F

I

K

P

D

R

I

O

N

D

L

D

E

I

3 __________________________ an overflow of water onto land that is not normally under water 4 __________________________ an extremely large wave caused by a violent movement of the earth under the sea

ANSWER KEY

5 __________________________ a strong, dangerous wind that spins as it moves across the ground 6 __________________________ a devastating storm, also called a tropical cyclone, with winds that reach a speed of 119 km per hour

1 drought, 2 earthquake, 3 flood, 4 tsunami, 5 tornado, 6 hurricane

2

a) Sort out these words.

2

telethon

gaming console

poor eyesight trumpet musical instruments

accordion smartphone

headline

anxiety

food donations stiff neck

charitable activities

host devices

laptop VR headset depression

blood drive article

smartwatch benefit concert

bass guitar

health problems

channel the media

b) Can you add two more words to each category?

3

2

Complete these sentences with the adjectives below. mysterious

brilliant

nail-biting

moving

thought-provoking

enchanting

1 I thought it was a ___________________________ idea to raise money for the local homeless shelter. 2 I love the Welsh countryside, especially the ___________________________ rustic cottages: they are so charming and in harmony with nature! 3 A Thousand Splendid Suns is a deeply ___________________________ story about love, family and friendship, set in the wounded country of Afghanistan. I couldn’t hold back my tears at the end of the novel.

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HELLO, WORLD!

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ENDING THE LESSON WORKBOOK PRACTICE SPEAKING Exercise 5, p. 7 • Instruct students to choose one of the three topics and prepare a short talk about it with the help of the questions. • In small groups, students give the talk about the chosen topic. • Invite volunteers to present their topics to the class. HOMEWORK WB pp. 6–7, Exercises 3 and 4



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STARTING UP

UNIT 1

Lesson 2

LEARNING CAN BE EASY NASTAVNA TEMA

Engleski i ja

NASTAVNA JEDINICA

Learning can be easy

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

MEĐUPREDMETNE TEME Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.3., D.3.2.

Uporaba informacijske komunikacijske tehnologije

A.3.1., A.3.2., A.3.3., C.3.1., C.3.3., D.3.1., D.3.3.

UDŽBENIK

Str. 8. -9.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Let students try to remember some of the learning strategies they have used in the previous year. • Discuss with students the ways in which the learning strategies have helped them.

• In pairs, they discuss why it is important to know the answers to the questions before they start working on the project. Give them some time to think about the answers. • Discuss the answers as a class. ANSWER KEY Students’ answers.

FINDING SOURCES Exercise 3, p. 8 Step 1 • Distribute the photocopiable reliable sources lists to students (Resource Bank, Resource 2, pp. 406-412). • Help students write which sources are trustworthy for finding information for their projects. • Discuss students’ ideas as a class. • If possible, go online and show some of the websites students have mentioned. Step 2

• Refer students to the title Study smart! and discuss its meaning with them.

• In pairs, students look at the list of sources, circle the ones they use most often and explain their choices.

STUDY SMART!

• Discuss students’ answers as a class.

SPEAKING

Step 3

Exercise 1, p. 8 • In groups, students read the instructions to the exercise and study the project. • Students discuss and explain the most difficult part of working on the project. • Let volunteers share their ideas with the class. ANSWER KEY Students’ answers.

MAIN PART PART I GETTING STARTED

• Have students think what they can do if they do not understand some words or phrases from the sources written in English. • Let volunteers share their ideas with the class. • You may want to remind students of some online dictionaries they could use to check the meaning of the words or phrases. • Suggested online dictionaries: https:// www.oxfordlearnersdictionaries.com/, https://www. macmillandictionary. com/, https://www.collinsdictionary. com/dictionary/english, https://www. e-rjecnik.net/

KNOWING YOUR TASK Exercise 2, p. 8 • Let students look at the questions first.

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ANSWER KEY Students’ answers.

HELLO, WORLD!

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LEARNING CAN BE EASY STUDY SMART! 1

SPEAKING You have probably already done a report or a project on some topic, both in English and in other lessons. Work in groups, and look at the project below. When you are assigned a similar project, what is the most difficult part of working on it? Why? getting started finding sources working on the sources organising information using IT to present your assignment

the English language itself presenting your work in class

Which capital of the English-speaking countries would you like to visit? Follow the steps below, and do the task. Step 1 Choose a capital, and find information about it. Cover the following topics: general information history bits and pieces places to visit

things to do

Step 2 Prepare a short speech and a presentation with pictures and captions. Step 3 Present your work to the rest of the class.

Part I GETTING STARTED KNOWING YOUR TASK

2

Look at the questions below. Why is it important to know the answers to them before you start working on your project? 1 What is the task about? How much do I already know about it? 2 If I have further questions or need more input, who can I ask for help? 3 Why am I doing this task? What is the final product that I have to create?

FINDING SOURCES

3 Discuss the questions below. 1 Where can you find reliable sources for your project? Write a list of some trustworthy sources, and put it somewhere where you can check it when you need it. 2 Which sources do you use most often to find information for your projects? Circle and explain your choices. websites

textbooks from other school subjects

school or public library people videos/documentaries 3 What can you do if you do not understand some words or phrases in sources written in English?

Part II ACTIVE READING 4 5

1

LISTENING What is active reading, and why is it important? Discuss in groups, then listen and check your ideas.

a) READING Read the text on the opposite page. Which... 1 strategies have you used so far? 2 strategies do you think are useful? 3 strategies would you like to try out?

b) Are there any other strategies you have used? What are they? How do you use them?

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UNIT 1

STARTING UP

PART II ACTIVE READING

ANSWER KEY

LISTENING

Students’ answers.

Exercise 4, p. 8 • In groups, students discuss what ‘active reading’ is and why it is important.

• Refer students to the STOP AND THINK! section. Discuss with students what skimming and scanning are. Have them think about what they focus on when using these reading strategies. Elicit their ideas.

• Students listen and check their ideas. 1

• Play Track 1. Check answers as a class. TRICKS OF THE TRADE

Track 1 Have you ever read a text and then had to go back and read it again because you couldn’t remember what it was about? If this has happened, it means that you haven’t read the text actively. The best way to check your understanding is to ask yourself a simple question: Can I describe or retell what I have just read? Active reading is a skill that takes some time and practice to master. It means that you, a reader, engage with a text. You use various strategies to find the most important information, and you read critically and analytically. If you practise active reading, you will save time and won’t have to go back and re-read the text over and over again. Why is it important to learn how to read actively? Soon you’re finishing primary school, and every new education level comes with its challenges. The texts will get longer, and there will be more individual research and reading expected from you. And one way to become more successful is to try out active reading strategies and find some that work best for you.

ANSWER KEY Active reading is a reading skill in which a reader engages with a text and reads the text critically and analytically.

Exercise 5 a), p. 8 • Students read the text on page 8 first. • Have them answer the questions. • Check answers as a class. ANSWER KEY Students’ answers.

Exercise 5 b), p. 8 • In pairs, students answer the questions.

Skimming is reading rapidly to get a general overview of the material. Scanning is reading rapidly in order to find specific facts. PART III PRESENTING YOUR PROJECT Exercise 6, p. 9 • Go through the steps with students and discuss the tips as a class. • Explain to students that they are going to use these steps in preparing a project. ENDING THE LESSON Exercise 7, p. 9 • Although students are going to do the task for homework, go through the task as a class. • Instruct students to choose one of the capitals of the English-speaking countries they would like to visit. • Let students study Exercise 1 and the described project. • Go through the steps together with your students again. Make sure they understand what they need to do. Remind them to use the tips they have learned about in this lesson. • Have students present their work at the beginning of the next lesson. HOMEWORK Student’s Book, p. 9, Exercise 7

• Brainstorm and discuss students’ answers as a class.

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HELLO, WORLD!

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IES ACTIVE READING STR ATtheEG empty spaces

1 SKIMMING THE TEXT

ce, ask yourself Before you choose a text as your sour for you to be whether or not that’s the right text save you time looking at. Skimming the text first can at the title and and effort before you even start. Look you. Read the headings. Images, if any, can also help captions below them.

2 READING FOR GENERAL INFORMATION

a text you want Now that you’ve made sure this is before you to work on, read the whole text once get a basic ll start taking any notes. This way, you’ understanding of it.

3 NOTE-TAKING

> Margins are at both sides of the printed Do you rem page. They can be used for skimming ember what writing key words, comments are? What and scanning or questions to summarise on when u do you focus sing e writ you If h. grap para the these read each of in strategies? g the main points of the text in them, you can hide the text and use your notes for , or revising. If you don’t want to write in them y notes. stick use ys alwa can you are not allowed to, diagrams and > Graphic organisers, such as charts, the text while on mind maps, are great ways to work re working you read. Carefully read the task you’ ion you have on, and see what pieces of informat of your choice, to find. Prepare a graphic organiser and take notes while you read.

ng to decide Writing in itself is a type of learning. Havi king about thin what you want to write down means rent ways of 4 ANALYSING YOUR NOTES what you have just read. There are diffe reading? Look How successful were you at active taking notes: s to practise note ul your ing is a usef away from the text, and use > Highlighting or underlining while read If you can . read lve writing out talking about what you have technique. Although it doesn’t invo questions, the have found successfully retell the text or answer words or phrases, it points out that you t should wha important than it means you’ve done a good job! But a piece of information which is more t it can help you do if you don’t know what to say abou a note? the surrounding text. If done properly, just make Go back and re-read the part of the text that the note you focus on relevant parts of the text: e the whole refers to. Add to your notes, or re-write them, and sure you don’t highlight or underlin here. Do you try to use them again. text! You can also use colour-coding remember what that is?

Part III PRESENTING YOUR PROJECT 6

You’re almost there! Consider these three important things when organising your notes into the final product you have to prepare. STEP 2 STEP 1

CHECK

Check that you have included all the ne ce ssary information.

T

TURN YOUR NOTES INTO TEX

nise • For a writing assignment, orga your notes into text. are • For a speaking assignment, prep or , tion enta pres a note cards, visuals that will help you stay on track and deliver your speech.

STEP 3

BE FAIR!

• Do not copy the text! Use your notes to retell it in your own words. If you want to include par ts of the original text, quote them and list your sources at the end . • Find free images to use in your project.

IT’S YOUR TURN NOW!

7

Look at Exercise 1, and prepare the project described there. Follow the steps you have learned about in this lesson. Good luck!

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STARTING UP

UNIT 1

Lesson 3

FUTURE ME

SPEAKING

NASTAVNA TEMA

Engleski i ja

NASTAVNA JEDINICA

Future me

PREDVIĐENI BROJ SATI

1

Exercise 1, p. 10 • Have students look at the questions and think about the categories.

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C. 8.3, C.8.4.

• Write the categories on the board and brainstorm students’ ideas.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Glagolsko vrijeme present simple; modalni glagoli would, could, should

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Čitanje, razumijevanje i pisanje kratke poruke, traženje i davanje savjeta

MEĐUPREDMETNE TEME

country city family job hobbies ANSWER KEY Students’ answers.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2.

MAIN PART

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.3., D.3.2.

READING

Poduzetništvo

A.3.3.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem

UDŽBENIK

Str. 10. -11.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

Exercise 2, p. 10 • Ask students if they can guess what the Big Sibling Youth Programme is. • Let them read the text about the Big Sibling Youth Programme and answer the questions. • Check answers as a class.

STARTING THE LESSON • Have students present the projects they have done that you assigned for homework. • Play a Matching game (see Games and Activities on pp. 394-398) with students. • Write the names of the people on one side of the board and the jobs on the other. Divide students into two teams. Teams take turns matching the people with the correct job. The team with the most correct matches is the winner. • Suggested people and their jobs: Yuri Gagarin – an astronaut, Jamie Oliver – a chef, JacquesYves Cousteau – an oceanographer, Ernest Hemingway – a writer, Florence Nightingale – a nurse, Amal Clooney – a lawyer, Frederic Chopin – a composer, Michael Schumacher – a car racer, Alexander Fleming – a biologist, Steve Wozniak – a computer scientist.

ANSWER KEY 1 The Big Sibling Youth Programme offers support to young people who need help with deciding about their future. 2 They target teenagers (13 – to 19-yearold children). 3 The programme assigns a mentor who helps the teenager decide which school to enrol in and answers questions about a school or future career path.

READING Exercise 3 a), p. 10 • Explain to students that they are going to meet six young people who will be their guides through the book. • Students read the instructions and skim the texts to find out what kind of decisions these six young people are trying to make. • Check answers as a class. ANSWER KEY The six young people are trying to make decisions about their future jobs and schools.

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HELLO, WORLD!

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FUTURE ME 1 SPEAKING How often do you think about your future? Where do you see yourself as a 30-year-old? Think about the categories below. country

city

family

job

hobbies

2 READING Read the text about the Big Sibling Youth Programme, and answer the questions below. 1 What is the programme about?

2 What age group do they target?

3 How does the programme work?

ABOUT US We are a non-profit organization whose mission is to help young people realise their full potential. We offer one-to-one support by providing a Big Brother or a Big Sister for teenagers who need help with deciding about their future. If you’re not sure which school to enrol in or what your future career might be, or if you simply have questions about a school and career path you’re interested in, contact us. One of our volunteers will become your mentor: they will answer all your questions and make your decision easier!

3 a) READING These six young people will be your guides through this book. They all have one thing in common: they are all taking part in the Big Sibling Youth Programme. Skim the texts, and find out what kind of decision all of them are trying to make.

14

13

YEARS OL D

Freddie London, U K

YEARS OLD

Diego New York, USA

Hi! My name is Diego, and I’m from New York, in the USA. I’m only 14 years old, but I’ve already started thinking about my future career. Although I have a lot of different options to choose from, I would like to do a job that involves working with people. All my classmates and teachers say my people skills are great. I also volunteer a lot; I love helping my peers. I’d like to get some advice on my possible future jobs from you. Thanks!

Hello! My name is F reddie, an London, in d I’m from the UK. M y favourite subject has school always bee n his my friends or family sh tory. None of ares my p for it, so I assion would like to talk to so who could meone give me so me ideas ab what scho out ol to atten d. People be a histo tell me to ry teacher , but I don would enjo ’t think I y the job. Could I talk someone who shares to my fascinat ion with past times , please?

b) Read the texts again. For each teenager, answer the questions below. 1 What is their area of interest? 2 How certain are they about their future career?

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UNIT 1

STARTING UP

Exercise 3 b), p. 10 • Let students read the text again and answer the questions. • Distribute the photocopiable Future me tables to students (Resource Bank, Resource 3, pp. 406-412) and have them complete the first two rows with the missing information for Diego, Freddie, Amelia, Lota, Luka and Charlotte. • You may want to ask students to complete the last column in the table with the missing information about themselves. Discuss students’ ideas as a class.

WRITING Exercise 5 a), p. 10 • Have students imagine they are members of the Big Sibling Youth Programme. • Draw students’ attention to the prompts and let them think about them. • Distribute the photocopiable short message templates to students (Resource Bank, Resource 4, pp. 406-412). • Students write a short message asking for advice regarding their future career. • Give them enough time and help if necessary.

• Check answers as a class. ANSWER KEY ANSWER KEY

Students’ answers.

Diego

Freddie

Amelia

Area of interest

working with people, volunteering

history

tourism, marketing, modern technologies

How definite are they about their future career?

quite sure

quite sure

definite

Lota

Luka

Charlotte

Area of interest

further studies

cooking

exploring the natural world, medicine

How definite are they about their future career?

not sure

definite

indecisive

ENDING THE LESSON SPEAKING Exercise 5 b), p. 10 • In pairs, students read their partner’s message and offer some advice. • You may want to turn this activity into a Guess the classmate game (see Games and Activities on pp. 394-398). Collect all the messages from students and read them randomly to the class. Students try to guess who wrote the message and offer advice for each message. • Monitor students and help them if necessary.

SPEAKING Exercise 4, p. 10 • In pairs or small groups, students discuss the jobs that might suit the interests of Diego, Freddie, Amelia, Lota, Luka and Charlotte. • Ask students to complete the last row in the table for the six children and finally for themselves. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

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HELLO, WORLD!

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4 SPEAKING For each student, think of some jobs that

YEARS OLD

might suit their interests. Explain your choices.

Lota and Luka Sydney, Australia

14

YEARS OLD

14

YEARS OLD

Amelia Jamaica

Greetings from Jamaica! I’m Amelia. I live in Montego Bay, a world-famous tourist destination. My parents run a tour company, and they expect me to join them when I finish my studies. I like the idea of working with tourists, but I’d like to do it differently. I’d like to learn about tourism and marketing, and work with modern technologies and ideas. Is there someone I could talk to about my ideas? Really appreciate your help!

Charlotte

Hi from Sydney, Australia! We are Lota e up and Luka, and we’re twins. Luka mad quite do to like he’d what t his mind abou a chef. a while ago; he decided to become yet. ed decid n’t I, on the other hand, have ing look I’m so y, ersit univ I’d like to go to for me are prep will that ol scho a for to further studies. Our family is moving both for t grea be ld wou Croatia soon, so it ing of us to talk to someone local. Look forward to hearing from you!

Wyoming, USA

HI! I’m Charlotte. I live in the USA, in the state of Wyoming. I live in a relatively small town, so there aren’t that many career options to ch oose from. My state is famous for its natur al beauty and uniqu e geography. I’m intere sted in exploring the natural world, but I’m really indecisive: I’m also thinking of be coming a doctor. I’d like to talk to some one and find out wh ich would fit better wi th my skills and personality. Many tha nks in advance.

5 a) WRITING Imagine you are a member of the programme. Write a short message asking for advice regarding your future career. Think about the prompts below. your interests

your skills

your personality

your strengths

your weaknesses

b) SPEAKING Work in pairs. Read your partner’s message, and offer some advice. Then switch roles.

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UNIT 1

Lesson 13

UNIT 1 WHAT IS THE CITY BUT THE PEOPLE READY, SET, GO! NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

MAIN PART

NASTAVNA JEDINICA

Ready, set, go! / Kick-off! / Learning by doing!

Video 1

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3.

Exercise 1, p. 12 • Ask students if they remember where Diego is from.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

boroughs, Brooklyn, Manhattan, the Bronx, Queens, Staten Island, Times Square, Broadway, Little Italy, Chinatown, Greenwich Village, SoHo, Central Park, Smorgasburg, cosmopolitan city, go on a spree, bagels, pastrami, pretzel, stoop

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o New York Cityju

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.3., B.3.2., B.3.4., C.3.3., C.3.4.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., C.3.2., C.3.3., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.1., C.3.2., C.3.3.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem Geografija New York City, označavanje znamenitosti na mapi New York Cityja

UDŽBENIK

Str. 12. -13.

RADNA BILJEŽNICA

Str. 8. -9.

DIGITALNI SADRŽAJ IZZI

Video Meet Diego!

STARTING THE LESSON • Discuss the title of the unit with your students. Ask them to try to explain the meaning of the phrase what is the city but the people. • In small groups, students leaf through the unit, read the titles of the lessons and look at the pictures. Students give their ideas about the topics in the unit. TRICKS OF THE TRADE “What is the city but the people? ” is a quote from Coriolanus, a tragedy written by William Shakespeare. The tragedy is based on the life of the legendary Roman leader Caius Marcius

28

Coriolanus. The meaning of the phrase is that the people living in the cities are what make great cities, not the buildings.

MEET DIEGO!

• Students close their eyes and think about New York City for a few moments. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 5, pp. 406-412) and distribute it to students. Students fill the mind maps with the things they have pictured and already know about New York City. • At the end of the lesson, you may want to use the mind map and let students add the new information they have learned in the lesson, using another colour. • In small groups, they compare their mind maps with their classmates. Let students report back their ideas to the class. ANSWER KEY Students’ answers.

Exercise 2, p. 12 • Before playing the video, instruct students to check their mind maps about New York City while watching the video. Play Video 1. Check answers as a class. 1• country Video 1 Hola! Me llamo Diego y soy de Nueva York. Soy puertorriqueño: like many other people from all over the world, my family came to New York from Puerto Rico in search of a better life, dreaming of making it big. Together with other nations and cultures, our Puerto Rican heritage has helped build and shape the City of New York as we know it today. If you ask me, it is this mix of different people and cultures that makes NYC great. But this cosmopolitan city is not familiar to New Yorkers only: many of its streets and places are famous all over the world. With a population of over 8

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2

3 1 2 3 4 5 6 7 8

WHAT IS THE CITY BUT THE PEOPLE? RE ADY, SET, GO!

> Read the title of the Unit. What does it mean? > Leaf through Unit 1. Read the titles of the lessons, and look at the pictures. What will you learn about?

things from your list are mentioned?

1 Watch the video about NYC. Which of the

1 a) Match the locations to the correct information. Watch the video again and check.

Puerto Rico Brooklyn, Manhattan, the Bronx, Queens, Staten Island Manhattan Times Square Broadway SoHo, Little Italy, Chinatown, Greenwich Village Smorgasburg Tokyo

Curious me! NYC has got lots of nicknames, but the most famous one is certainly the Big Apple. Find out how New York got it!

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b) SPEAKING Work in pairs. Use the terms from Exercise 3 a) to make sentences, and talk about Diego and New York City.

boroughs food market Hiro Diego’s family neighbourhoods the Crossroads of the World the City theatre district

Diego is from New York City. Close your eyes, and think about New York for a few moments. Then write down places and things that you’ve pictured. Compare your thoughts with your classmates’.

MEET DIEGO! 1

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ARE YOU PEOPLE SAVVY?

patience

honesty

flexibility supportiveness

trustworthiness

KICK O F F !

1 Look at some people skills below. Which ones do you possess? Explain why you think so.

Do you thrive when you are surrounded by people? Are you happiest when in a large crowd? Do people love being in your company? If the answer to all these questions is ‘yes’, then you have all the signs that you’re a people person!

empathy

active listening skills

psychologist

teacher

salesperson

youth counsellor

2 Many jobs depend on human interaction. Look at the ones below. Which one would be best for you? Why? Think of some other professions for people persons.

social worker

human-rights lawyer

LEARNING BY DOING! PROJECT 1: FAREWELL, BUT NOT GOODBYE

2 Don’t forget about other important people in your education and how they have influenced the whole process. Your families, teaching and support staff most definitely deserve a page or two, too!

Get into teams! Distribute the workload according to your skills and preferences. Photographers, writers, artists, editors… Each student can choose what they do best. Don’t forget to set the deadline: will it be a short project, or will you turn it into an ongoing project throughout your final year?

13

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When you’ve collected all the precious moments you want to cherish, decide how you want to record them. There’s a printed yearbook: this could be expensive, so why not find sponsors? Alternatively, you could make a scrapbook, or you could use your IT skills and keep your memories in the clouds.

3

> Congratulations! You’re in the final year of your elementary education! Year 8 will soon enough come to an end, so you’d better start capturing the spirit of your class for the years to come. What better way to look back on memorable moments than a class yearbook?

4

1 A yearbook doesn’t have to be a simple collection of photos and quotes. Take some time to create an unforgettable treasure box. You can leave space for autographs and messages, or collect student blunders and achievements. Why not go outside the classroom walls and record what made the year special in your community and the world? The ideas are there for the picking!

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READY, SET, GO!

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UNIT 1

UNIT 1

million people, making it the most populous city in the US, New York attracts over 60 million visitors a year! It truly is the city that never sleeps. I live in a brownstone rowhouse in Brooklyn. Brooklyn is one of the five boroughs that make up the city of New York. The other four are Manhattan, the Bronx, Queens and Staten Island. Manhattan, or the City, as New Yorkers call it, is the smallest borough, but millions of tourists go there for its unique sights and tastes. You name it, Manhattan has it! Times Square, also called the Crossroads of the World, is full of neon-lit billboards, stores, entertainers and people. From there, you can go to Broadway and check out its many theatres and shows. Culture lovers can enjoy the world-famous museums and galleries. And those interested in shopping can go on a spree on Fifth Avenue! If you’d like to try out your business knowledge, the Financial District with the famous Wall Street is the right place for you. With so much to see and do, you’ll definitely get hungry. Why not have a hot dog on the go? For a taste of New York’s staple foods, you can also try bagels, pastrami on rye, or pretzels. If you have a sweet tooth, don’t miss out on New York cheesecake or the black-and-white cookie! You can also enjoy ethnic food in many delis and restaurants across the neighborhoods of Little Italy, Chinatown, Greenwich Village and SoHo. Or pop over to Brooklyn and join the thousands who visit Smorgasburg, NYC’s largest weekly open-air food market. When you get tired of the concrete jungle, relax in Central Park, New York’s famous green oasis. You can also grab a cab, take the train or walk across the Brooklyn Bridge and enjoy the view of New York’s iconic skyline. If you’re feeling adventurous, take a helicopter tour or one of the ferries on the Hudson and East Rivers to admire the city from a different perspective. Catch a breath after all this excitement and chill on stoops: one of my favorite places to be. Talking to family, friends and my neighborhood Brooklynites: nothing beats that. And this fall I’m welcoming Hiro, a Japanese exchange student from Tokyo, to join my family. But that’s not all: I’m also getting a Japanese dog, a Shiba Inu pup! I’m looking forward to learning about Japanese culture and showing them the places and the people that make up this great city. We’ll visit other places, as well. Upstate New York has lots to offer, too. And Washington, DC, Philadelphia and Boston are just a ride away. Nevertheless, for me it’s all about my city.

ANSWER KEY Students’ answers.

• If available, prepare a map of New York City or show it via an OHP. Ask students to find the places mentioned in the video. Exercise 3 a), p. 12 • Students match the locations to the correct information.

• Check answers as a class. ANSWER KEY 1 Diego’s family, 2 boroughs, 3 the City, 4 the Crossroads of the World, 5 theatre district, 6 neighborhoods, 7 food market, 8 Hiro

• Explain any new vocabulary. Suggested vocabulary: heritage, cosmopolitan city, populous, rowhouse, packed, neon-lit, go on a spree, bagels, pastrami, pretzel, have a sweet tooth, concrete, skyline, exchange student, stoop. • You may want to discuss the difference between neighbourhoods and boroughs with students. TRICKS OF THE TRADE A neighbourhood is a geographically localised community within a larger city, town, suburb or rural area. A borough is a town that has its own government. It also can be a part of a big city but has powers of self-government. When a borough is a part of a big city, it represents a more formal division than just a neighbourhood. When you move from one borough to another, you might notice different tax rates or different parking regulations. (Source: Wikipedia, Vocabulary. com) Exercise 3 b), p. 12 • In pairs, students use the terms from Exercise 3 a) to make sentences. They talk about Diego and New York City to their partners. • Let volunteers share their ideas. ANSWER KEY Students’ answers.

CURIOUS ME! Explain to students that New York City has got a lot of nicknames, but that the most famous one is “the Big Apple”. If available, have students research how New York City got that nickname. Have them report what they have found out. This task can also be assigned for homework.

• Play Video 1 again. Students check their answers.

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WHAT IS THE CITY BUT THE PEOPLE

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The nickname “the Big Apple” was popularised in the 1920s by a newspaper reporter named John Fitz Gerald. He was writing about horse racing, and once, in New Orleans, he heard stable workers using “the Big Apple” when talking about going to New York City’s major race tracks. Gerald used the nickname several times in his articles and the name took on a life of its own. It was officially adopted as thecity’snickname in 1971 when it was used in an ad campaign to attract tourists.

! go t, se

TRICKS OF THE TRADE

READY, SET, GO! CANADA

UNITED STATES OF AMERICA Ottawa

1

Read Diego and Hiro’s plans for their trips outside New York City. Look at the map, and complete these sentences with the missing names.

2

Although New York City is the biggest city in the USA, the state of New York isn’t its biggest state. However, it is one of the 13 original colonies and states, represented by the 13 stripes on the US flag. It lies in the north-eastern USA. Its capital is not New York City, as you might think, but (1) ___________________. The state extends into two of the five Great Lakes: (2) _____________________ and (3) _____________________. New York State borders the country of (4) _____________________ in the north; we’ve made plans to visit Toronto and the Canadian capital, (5) _____________________. The state of New York also borders five other US states. We don’t have time to explore them all, but we’ve decided to spend a few days in (6) _____________________, the capital of Massachusetts. We are also going to visit (7) _____________________, also known as Philly, the biggest city in Pennsylvania. I have some relatives there. Finally, we’ll travel to the US capital, (8) _____________________. Would you like to come along?

• Distribute the photocopiable city nicknames worksheets to students (Resource Bank, Resource 6, pp. 406-412). Have students match the cities to their nicknames.

2 2

• They look at the map and complete the sentences with the missing words. • Check answers as a class. ANSWER KEY 1 Albany, 2 Lake Erie, 3 Lake Ontario, 4 Canada, 5 Ottawa, 6 Boston, 7 Philadelphia, 8 Washington

Exercise 2 a), p. 8 • Draw students’ attention to the meaning of the word borough. • Have students read the clues on the opposite page and match them to the boroughs of NYC. • Check answers as a class. ANSWER KEY 3 Manhattan, 4 Brooklyn, 2 Queens, 5 the Bronx, 1 Staten Island

5

borough noun, American English /ˈbʌrə/ part of a county (or a city) that has its own local government

3 1

Curious me!

WORKBOOK PRACTICE Exercise 1, p. 8 • Students read about Diego and Hiro’s plans for their trips outside New York City.

a) Read the clues on the opposite page, and match them to the boroughs of NYC. The compass at the top of the page can help you.

2 1

Boston, Philadelphia and Washington, DC are cities with interesting history and lots of tourist attractions. Look them up on the Internet, and decide which one you’d like to visit. Explain your choice.

4 1

1 1

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Exercise 2 b), p. 9 • Students read the questions at the end of each paragraph and answer them. Brainstorm their ideas of where they could look up the answers if they don’t know them. • Check answers as a class. ANSWER KEY 1 Empire State Building, One World Observatory, the High Line, the Metropolitan Museum of Art, Chrysler Building; 2 Brooklyn Bridge, 3 John F. Kennedy International Airport, 4 The New York Yankees, 5 The Statue of Liberty

Exercise 3 a), p. 9 • Students complete the sentences with the words first. • Then they match the sentences to the pictures.

CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about Boston, Philadelphia and Washington, DC. Let them decide which city they would like to visit and explain their choice.

• Check answers as a class. ANSWER KEY 1 billboards, 2 neighborhoods, 3 delis, 4 stoops, 5 avenues, 6 cabs / 5, 3, 1, 6, 4, 2

READY, SET, GO!

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UNIT 1

Exercise 3 b) p. 9 • Ask students to explain the meaning of the remaining words.

ANSWER KEY Students’ answers.

• Encourage students to try to explain them in their own words. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class.

ANSWER KEY A rowhouse is one of a row of similar houses that are joined together by both of their side walls. Pastrami is strongly seasoned smoked beef. A subway is an underground railway. (Source: Collins Dictionary)

Brooklyn is the most populous borough, and lies southeast of Manhattan. Thanks to Coney Island’s beaches and the country’s oldest amusement park, as well as many other features, it attracts millions of visitors every year. In 1883 it was connected to Manhattan by a bridge. What is its name?

The Bronx is the northernmost borough of NYC. It is home to one of the largest US zoos, the Bronx Zoo, and the New York Botanical Garden. Yankee Stadium, where baseball is played, is located in the Bronx. What is the name of the team that plays there?

Students’ answers.

b) Read the questions at the end of each paragraph, and answer them. Where can you look up the answers you donʼt know?

3 a) Complete the sentences with the words below, then match them to the pictures. There are three

ENDING THE LESSON

words you do not need.

neighborhoods

cabs

stoops

avenues

subway

1 _____________________ are large advertising boards on the outside of buildings or at the sides of roads.

LEARNING BY DOING!

Brightly lighting Times Square, they give it its recognisable look. 2 Manhattan is the most famous borough, with its picturesque _____________________, such as Little Italy, SoHo, Chinatown and the Village.

PROJECT 1: FAREWELL, BUT NOT GOODBYE

3 NYC is known for its _____________________. These shops sell cooked meat and cheese, as well as other NYC staple food and food items from other countries. 4 Many New Yorkers love spending time on their _____________________, which are raised areas with stairs

• Have students read the introduction to the project.

leading to the door of the house. 5 Manhattan is known for its grid layout: there are 220 streets that run east-west and 12 _________________ that run north-south. 6 NYC is famous for its iconic yellow _____________________. They are a popular way to get around the city along with other means of transport, such as the subway and the buses.

• Go through the instructions together with students. Help with any unknown vocabulary if necessary.

b) What do the remaining words mean? Explain them in your own words, or look them up in a dictionary.

9 Hello World 8 RB 2021.indb 9

KICK-OFF!

Exercise 2, p. 13 • In small groups, students discuss the jobs that would be best for them and explain why.

ANSWER KEY

Staten Island is connected to Brooklyn by a bridge, but if you want to go to Manhattan, you have to take the Staten Island Ferry. This free commuter ferry is also a popular tourist attraction. Once on board, you can enjoy the view of Manhattan and Ellis Island. Which statue can you see on nearby Liberty Island?

pastrami

Students’ answers.

• You may want to write their ideas on the board.

Queens is the largest and the most ethnically diverse borough. It is situated north and east of Brooklyn, on Long Island. It is the home of the New York Mets baseball team. The two busiest NYC airports are located in Queens: La Guardia and which other well-known airport?

delis

ANSWER KEY

• Let them think about some other professions for people.

Manhattan is the smallest borough, but certainly the most popular one. It’s also the most crowded borough in New York. Itʼs located in the northwest of the city. It’s famous for its skyscrapers, and for landmarks such as Times Square and Central Park. Which other sights can you see there?

billboards

• Monitor students and help them if necessary. • Have volunteers share their ideas with the class.

• Check answers as a class.

rowhouses

Exercise 1, p. 13 • In small groups, students look at some people skills and explain which ones they possess and why they think so.

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Are you people savvy?, p. 13

• If necessary, explain the meaning of the world savvy to students. • In small groups, students read the questions and answer them.

• Distribute photocopiable yearbook ideas templates (Resource Bank, Resource 7, pp. 406-412) that can help students create their class yearbook. • Help students form teams and think about what information they should include in their yearbooks as well as its design. Students should also assign themselves the roles on their teams according to their skills and preferences and set the deadline for the yearbook.

• Discuss the answers as a class.

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WHAT IS THE CITY BUT THE PEOPLE

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y, ad Re ! go t, se

• Finally, they decide on presentation options – a scrapbook, a printed yearbook or an online yearbook. Talk about their preferences and the equipment and/or software they might need for it.

READY, SET, GO!

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UNIT 1

1A ME, MYSELF AND I Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Me, myself and I (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

wise, outgoing, ambitious, easy-going, passionate, serious, immature, chatty, bossy, impolite, self-conscious, reliable, moody, lazy, hardworking, disrespectful, honest, responsible

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

The expression me, myself and I refers to the explanation: only me, me alone, me without companionship. “Me, Myself and I” is one of the great classic songs of Billie Holiday, and the expression stuck in the language. It was published by Irving Gordon, Allan Roberts and Alvin Kaufman on June 15, 1937. SPEAKING Exercise 1, p. 14 • In small groups, students discuss the questions and the topics they usually talk about with people they have just met. • Discuss students’ answers as a class.

Opisivanje osobina

ANSWER KEY Students’ answers.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.2. Hrvatski jezik Čitanje s razumijevanjem, opis osobina

MEĐUPREDMETNO POVEZIVANJE

TRICKS OF THE TRADE

UDŽBENIK

Str. 14. -15.

RADNA BILJEŽNICA

Str. 10. -11.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON

MAIN PART Exercise 2 a), p. 14 • Explain to students that Hiro, an exchange student from Japan, is going to stay with Diego’s family for six months. • Have students look at Hiro’s questions for Diego and add two more questions they would ask. • Check students’ ideas as a class. ANSWER KEY

• Check homework as a class. • If you have assigned the Curious me! section for homework, have students report how New York City got the nickname “the Big Apple” and share which city they would like to visit and why – Boston, Philadelphia or Washington, DC. • Discuss the meaning of the title of the lesson with students. • Ask them to try to guess what the lesson is about. ANSWER KEY Students’ answers.

34

Students’ answers.

READING Exercise 2 b) p. 14 • Students read the text and tick the questions from Exercise 2 a) that Diego answers. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: goofy, backing vocal, outgoing, easy-going, pet peeves, guilty pleasure, cheesy. ANSWER KEY What are your family members like? What are your pet peeves or guilty pleasures? Where will I stay in your home? How big is your family?

WHAT IS THE CITY BUT THE PEOPLE

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on ss Le

1 1 I can describe a person’s character.

1A ME, MYSELF AND I

films

games

music

sport

weather

school

SPEAKING Do you like meeting new people? Why (not)? What topics do you usually talk about with people you have just met?

What are your pet peeves or guilty pleasures?

What are your family members like?

What school do you go to?

_____________________________________________

_____________________________________________

How big is your family?

Where will I stay at your home?

a) Hiro, an exchange student from Japan, is going to stay with Diego’s family for six months. Look at his questions for Diego, and add two questions that you would ask.

What do you like doing in your free time? b) READING Read the text, and tick the questions from Exercise 2 a) that Diego answers.

You’ll probably like my grandma best. She’s very wise and always gives great advice. At the same time, she is very goofy and fun to be around. She moved to New York from Puerto Rico when she was young, and she used to sing backing vocals in many famous New York clubs. Her voice still sounds amazing! I, on the other hand, can’t sing at all, but that’s what makes our weekend karaoke nights even more fun. My parents are very outgoing and cheerful, too. They are also very hardworking, so I don’t see them as much as I’d like to. But when the whole family is together, I love every minute of it. Our conversations can be quite loud, but don’t worry: we never fight – it’s just how we talk!

My brother is leaving for college soon, so you’ll be staying in his bedroom. He is really passionate about baseball: the walls of his room are covered in posters of his favorite team, the New York Mets. They are my favourite team, too. I think I’ve read somewhere that baseball is very popular in Japan, as well. I hope that you’re a fan and that you’ll like your new room! My sister’s room is just across the hall, but we probably won’t be spending too much time with her, either. She’s got a boyfriend, so she is spending a lot of time with him. She can be very bossy at times. I guess that’s what all big sisters are like. And me? I’m really chatty, as you can tell. I’m also very helpful and caring, or at least that’s what my friends say. I’m very modest, too, even though it doesn’t really sound like it when I talk so much about myself! Although I’m pretty easy-going, there are some things that I find very annoying. For example, my dad is always commenting on what we’re watching together: that’s definitely on the top of my pet-peeves list. In fact, as I’m typing this I can hear him in the other room, discussing what happens next in the movie and ruining it for my brother. Ugh! But I’m sure he’s also annoyed at some things I do. He always yells at me when he catches me drinking juice straight from the carton. I can’t help myself: that and eating chocolate before dinner are guilty pleasures of mine. However, I’d say the biggest one is definitely dancing to some cheesy pop music in my room... Luckily, nobody has seen me doing that so far! So, now that you know more about me and my family, you know what you can expect when you come over. I hope you’ll enjoy staying with us! c) Read the text again. What are Diego’s answers to Hiro’s questions in Exercise 2 a)?

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et me introduce myself. I’m Diego and I live in Brooklyn, the best part of New York – or at least that’s what I think. When you get here, you’ll see why! Here’s what you should know before you come to stay with us. There are six of us in the house: my parents, my older brother and sister, my grandma and me.

L

2

1

on ss Le

14 Hello world 8 UDZB 2021.indb 14

3

4

wise

outgoing

ambitious hardworking

bossy lazy

chatty

easy-going

passionate

honest

self-conscious

disrespectful

impolite

serious

reliable

responsible

I think people who are serious don't make time for fun activities.

a) SPEAKING Look at the adjectives below. What do they mean? What are people that these adjectives describe like?

moody

immature

b) Which of the adjectives would people you know use to describe you? Think of your parents, grandparents, siblings, friends and teachers. Explain why you think so and whether you agree with them. Start like this: My parents would probably say that I am…, because…

2 _____________________ sings beautifully.

1 _____________________ is leaving for college.

7 _____________________ is spending a lot of time with her boyfriend these days.

6 _____________________ loves baseball.

5 _____________________ work hard every day.

Which of Diego’s family members is each sentence about? Complete the sentences. Then scan the text on the previous page to check your answers.

3 _____________________ is always commenting on films. 4 _____________________ is talking to Diego’s brother as we speak.

Present simple vs present continuous

Read the seven sentences in Exercise 4, and discuss.

My... GRAMMAR!

Grammar summary → pp. 122-123

Present simple a state or condition statements with stative verbs, e.g. hate, love, like, need, want, sound, think habits, repeated actions and timetables

1 Which sentences are in present simple? Which are in present continuous? 2 What sort of activity does each sentence express? Write numbers 1–7. Present continous action in progress annoying habits fixed arrangement for the future activity happening around now

Let’s practise more! → WB, p. 12

5 Read one more of Diego’s answers to Hiro. Choose the correct option.

In my free time, I (1) like / am liking reading superhero comics. My favorite superhero is Spider-Man, but this week I (2) read / am reading a comic about Daredevil. I also (3) volunteer / am volunteering in a local youth club a few times a week. I’ll tell you more about it when you arrive in New York. I love languages. I (4) speak / am speaking Spanish and English, and I am fluent in American Sign Language. This week I (5) learn / am learning some Japanese, too. I’ll be able to say at least ‘Hi!’ to you when you visit us! Right now, I (6) listen / am listening to some Japanese pop music on my stereo. Hopefully, it will make learning the language easier!

class.

15

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6 SPEAKING Make notes following the questions below, and prepare a short talk about yourself. Present it to your

1 What qualities do you like in people? Include at least five adjectives. 2 What do you think are your best qualities?

3 What are some of your pet peeves? Think of the habits people are always annoying you with.

4 Have you got any guilty pleasures? If you have, share at least one with your classmates.

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35

1A ME, MYSELF AND I

UNIT 1

Exercise 2 c), p. 14 • Students read the text again and find Diego’s answers to Hiro’s questions in Exercise 2 a). • In a lower-ability class, you may want to instruct students to underline the answers to the questions in the text.

answers and whether they agree with them or not. • Remind students to start using the prompt sentences in the exercise. • Let volunteers share their answers and ideas with the class.

• Check answers as a class. ANSWER KEY 1 My grandma is wise, goofy and fun to be around. My parents are outgoing and cheerful. They are also hardworking. My brother is really passionate about baseball. My sister can be very bossy at times. I’m really chatty. I’m also very helpful and caring. I’m very modest, too. I’m pretty easy-going. 2 My guilty pleasures are drinking juice straight from the carton, eating chocolate before dinner and dancing to some cheesy pop music in my room. 3 You’ll be staying in my brother’s bedroom. 4 There are six of us in the family: my parents, my older brother and sister, my grandma and me.

• At this point, you can GO DIGITAL and practise reading aloud. SPEAKING Exercise 3 a), p. 15 • In pairs, students look at the adjectives and answer the question and explain their choices. • Draw their attention to the sentence in the speech bubble they should use when answering the questions. • Discuss students’ answers as a class. • In a lower-ability class, you may want to pre-teach the following vocabulary: immature, chatty, self-conscious, reliable, moody, disrespectful. ANSWER KEY Students’ answers.

SPEAKING Exercise 3 b), p. 15 • In small groups, students think about the adjectives people they know would use to describe themselves. They explain their

36

ANSWER KEY Students’ answers.

WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 10 • Students go through the list of adjectives and match them to the definitions. • Check answers as a class. ANSWER KEY 1 outgoing, 2 immature, 3 self-conscious, 4 moody, 5 disrespectful, 6 impolite, 7 ambitious, 8 chatty, 9 passionate, 10 reliable, 11 easy-going, 12 responsible

Exercise 1 b), p. 10 • Instruct students to write the missing definitions for four adjectives using a monolingual dictionary. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • In a stronger-ability class, you may want to challenge the students to try to write their own definitions. • Check answers as a class. ANSWER KEY bossy – always telling people what to do; lazy – unwilling to work or be active; doing as little as possible; honest – always telling the truth and never stealing or cheating; hardworking – putting a lot of effort into a job and doing it well. (Source: Oxford Learner’s Dictionaries)

Exercise 2 a), p. 10 • Students match the adjectives to their opposites from Exercises 1 a) and b). • Check answers as a class.

WHAT IS THE CITY BUT THE PEOPLE

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on ss Le

ANSWER KEY

1 ambitious, 2 honest, 3 immature, 4 impolite, 5 disrespectful, 6 responsible

6, 2, 3, 1

b) Correct the mistake in every sentence. Use adjectives from Exercise 2 a).

Le ss on

1

1A ME, MYSELF AND I VOCABULARY

1

self-conscious

1 He sometimes behaves like a child. He’s so mature!

___________________

2 Iʼm very irresponsible; I always complete my tasks on time.

___________________

3 She is very disrespectful of older people. She always gives them her seat on the bus.

___________________

4 I think it was very polite of you to talk back at your mum like that yesterday.

___________________

5 My sister is so ambitious that when she comes home from school she just lies

a) Match these adjectives to their definitions. There are four adjectives you do not need. ambitious

1

ANSWER KEY

chatty moody

disrespectful easy-going

bossy responsible

immature honest

passionate impolite

on the couch and watches TV.

lazy

outgoing

of breaking the kitchen window.

hardworking

1 ____________________________ enjoys talking to and meeting people

3

2 ____________________________ behaves in a silly, childish way 3 ____________________________ worried about other people’s opinion of oneself 4 ____________________________ likely to experience unpredictable changes of mood

___________________

6 Diego’s brother wasn’t being dishonest with his parents when he accused Diego

reliable

___________________

a) READING Read four letters from exchange students participating in the same exchange programme as Hiro. What are their interests? Match the interests to the right person. There are two words you do not need. 1 mechanics

5 ____________________________ doesn’t respect other people or things

2 film

3 music

4 photography

5 sport

6 volunteering

6 ____________________________ rude, and doesn’t behave nicely Hi! My name is Elea, and I’m from Finland. I love spending time in nature, but what I

7 ____________________________ wants to achieve something; wants to be successful 8 ____________________________ enjoys talking a lot

love even more is helping others. I often help my friends with homework. These days, I’m

9 ____________________________ shows intense interest or enthusiasm

spending my free time in a children’s home. I’m helping the children study and get better

10 ____________________________ capable of being trusted or relied on

marks. Sometimes, it’s more than just tutoring someone: it’s helping them believe in themselves. They really like it when I pay them a visit. I enjoy it, too!

11 ____________________________ not easily upset, relaxed 12 ____________________________ a person who takes their obligations seriously

Picture this: it’s a dark, gloomy night. Suddenly, you see a bat coming towards you. It turns into a vampire, and you start running for your life... And then you

b) Use a monolingual dictionary, and write the four definitions that are missing.

hear: “Cut!” Well, that’s what I’ve always wanted to do. My imagination runs wild from

1 ____________________________________________________________________________________________________

time to time, as you can tell. Oh, I’ve almost forgotten – I’m Andrei, from Romania. You

2 ____________________________________________________________________________________________________

know, the country Count Dracula comes from!

3 ____________________________________________________________________________________________________

Hola! I’m Catalina, and I come from Argentina. Have you ever been there?

4 ____________________________________________________________________________________________________ c) Complete these sentences with adjectives from Exercises 1 a) and b). There are eight adjectives you do not need. 1 Diego’s parents are very ________________. Because of their jobs, they aren’t home as much as Diego would like them to be.

It’s really something. My favourite thing about my country is that you can hear someone playing the guitar or singing in the street wherever you go. You can also see people dancing to the music. There are so many places I’d like to tell you about and lots of different musicians I’d love to show you! I wish more teenagers in India wanted to do the things I want to do when I

2 Since Diego’s parents work such long hours, he and his siblings have always had to be ________________ and independent.

grow up! It’s nothing special, really, but I like it very much. My name’s Varun, and I always

3 There are days when Diego is really ________________ and doesn’t feel like doing anything at all. But that’s alright; everybody has days like that.

help my dad repair all kinds of different bike or car parts, so it won’t be long before I get to

4 It’s not always easy being with ________________ people – sometimes there’s not much you can talk about.

day and ask me to help you out!

do major repairs. I hope I’ll start repairing cars soon. Who knows – you might visit me one

5 Even adults can be ________________. A lot of them don’t act their age. 6 The opinions Diego gets from his grandma are always ________________. She has no problem telling him that his singing skills aren’t his best feature.

2 2

b) Think about the students, and use different adjectives to describe them. Explain why you think so.

7 Diego says that his older sister is ________________, because she’s always telling him what to do. And often not in a polite way.

Example: I think that Elea is..., because...

8 Diego thinks that he is pretty ________________, because things rarely stress him – although there are some things about his family that annoy him.

______________________________________________________________________________________________________

______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

a) Match the adjectives below to their opposites from Exercises 1 a) and b). 1 unambitious

______________________

4 polite

______________________

2 dishonest

______________________

5 respectful

______________________

3 mature

______________________

6 irresponsible

______________________

11

10

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Exercise 2 b), p. 11 • Have students read the sentences first and find the mistakes. • Students correct the mistakes using the adjectives from Exercise 2 a). • Check answers as a class. ANSWER KEY 1 immature, 2 responsible, 3 respectful, 4 impolite, 5 unambitious, 6 honest

READING Exercise 3 a), p. 11 • Students read the instructions for the exercise. Make sure they understand what they need to do.

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ENDING THE LESSON • To further revise the vocabulary, play a version of Ball game (see Games and Activities on pp. 394-398) with the key vocabulary from the lesson. Suggested questions: What does someone who is ________ do? or How can you tell that someone is _________? Use the following adjectives: wise, outgoing, ambitious, easy-going, passionate, serious, immature, chatty, bossy, impolite, self-conscious, reliable, moody, lazy, hardworking, disrespectful, honest, responsible, annoyed. HOMEWORK WB pp. 10–11, Exercises 1 c) and 3 b)

• Students match the interests to the right person. • Check answers as a class. 1A ME, MYSELF AND I

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UNIT 1

Lesson 2

resent simple vs present P continuous

NASTAVNA TEMA9

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Me, myself and I (2. sat)

PREDVIĐENI BROJ SATI

2

• Instruct students to read the seven sentences in Exercise 4 again.

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.

• In groups, students discuss the questions.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Glagolska vremena present simple i present continuous

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje radnji u sadašnjosti, opisivanje osobina

MEĐUPREDMETNE TEME

• Refer students to the My... GRAMMAR! section.

• You may want to ask students to underline the tense in each sentence. • They write the numbers of the sentences in Exercise 4 next to the explanation of the activity each sentence expresses.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3.

• Discuss answers as a class.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje sadašnjosti, opis osobina

UDŽBENIK

Str. 15.

RADNA BILJEŽNICA

Str. 12.

• Tell students that they have a detailed explanation of when to use the present simple tense or the present continuous tense in the Grammar Summary on pages 122 and 123 of their Student’s Books.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework. • Play Sentence building (see Games and Activities on pp. 394-398) with students to revise the text from the previous lesson. Students should make sentences with the given words about Diego’s family. Suggested vocabulary for word slips: goofy, backing vocal, outgoing, conversations, baseball, boyfriend, bossy, chatty, pet peeves, guilty pleasures. MAIN PART Exercise 4, p. 15 • Have students complete the sentences about Diego’s family members without looking at the text. • Let students scan the text and check their answers. • Check answers as class. ANSWER KEY 1 Diego’s brother, 2 Diego’s grandma, 3 Diego’s dad, 4 Diego’s dad, 5 Diego’s parents, 6 Diego’s brother, 7 Diego’s sister

38

My... GRAMMAR!

• At this point, you can GO DIGITAL and further practise present simple and present continuous. ANSWER KEY Sentences in the present simple tense: 2, 5, 6. Sentences in the present continuous tense: 1, 3, 4, 7.

Exercise 5, p. 15 • Students read one more of Diego’s answers to Hiro and choose the correct option. • They check their answers in pairs before checking as a class. • Discuss with students what helped them choose the correct tense. ANSWER KEY 1 like, 2 am reading, 3 volunteer, 4 speak, 5 am learning, 6 am listening

WORKBOOK PRACTICE Exercise 5, p. 12 • Students read an exchange student’s letter and circle the correct form of the verb. • In pairs, students swap their notebooks and correct mistakes, if any. Check answers as a class.

WHAT IS THE CITY BUT THE PEOPLE

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ENDING THE LESSON

• Check answers as a class. ANSWER KEY

SPEAKING

1 gets, 2 love, 3 is organising, 4 are singing, 5 is filming, 6 are helping

Exercise 6, p. 15 • Let students read the questions first.

Exercise 6, p. 12 • Students complete the message Hiro has sent to Diego using the present simple or the present continuous form of the verbs in the brackets.

• Students make notes following the questions and prepare a short talk about themselves.

• This task can be used for formative assessment to check how well students use and understand the difference between the present simple and the present continuous. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 love, 2 find, 3 read, 4 is making, 5 uses, 6 am cleaning, 7 finish, 8 don’t have, 9 am working, 10 are learning, 11 says, 12 listen

My...

4

• Distribute an analytic rubric for peer assessment (Resource Bank, Resource 8, pp. 406-412). Discuss it with students and explain that they will need it for two purposes: first for planning their talk and second for assessing their peers’ talks later. • Monitor students and help if necessary. • Ask individual students to present their speeches by providing answers to the questions in the exercise. • While students are presenting themselves, make sure the others are paying attention and evaluating the students’ speeches using the peer assessment rubric. After each student, ask the others to provide feedback and say what the strong and weak points of the speech were. HOMEWORK

GRAMMAR! Present simple vs present continuous There are two mistakes in each set of sentences. Find and correct them. 1 I always trying to help my friends when I sees them struggling. __________________________________________________________________________________________________

WB p. 12, Exercise 4

2 Diego’s little cousin catchs insects all day long. Her brother, on the other hand, running away from them all the time. __________________________________________________________________________________________________ 3 Our parents goes on a trip every year. This year, their staying home. __________________________________________________________________________________________________ 4 My sister currently talking to her classmate. He need help with homework. __________________________________________________________________________________________________ 5 You really listening to me? I’m not so sure about that! See? Your still doing it. __________________________________________________________________________________________________ 6 While Diego’s brother helping with housework, his sister are hanging out with her friends. __________________________________________________________________________________________________

5

Diego is participating in an international exchange programme. Read an exchange studentʼs post on the programme website, and circle the correct form of the verb. Hi, whoever (1) gets / is getting to read this! I’m Kaleo, and I’m from Hawaii, a truly beautiful place for people who (2) love / are loving nature. Even though drawing is my thing, I’m also a big fan of singing. These days, our local youth community centre (3) organises / is organising a party to celebrate the end of the international “Clean the Beaches” eco-project. My friends and I (4) sing / are singing at the opening, and our school video team (5) films / is filming a short video clip for students from all over the world to show them what we’ve achieved. We’ve learned that being eco-friendly doesn’t take much time, and we are glad we (6) help / are helping the community and the planet! I’ll upload the video here, so you can see it, too. What about you? Are there any eco-projects you’re participating in? Let me know in the comments below!

6

Complete the message Hiro has sent to Diego on the programme website. Use the present simple or the present continuous form of the verbs in the brackets. Hi, Diego! I (1) _______________ (love) superhero comics, too! When we have some free time at school, I usually (2) _______________ (find) a spot somewhere and (3) _______________ (read) about my favourite superheroes’ adventures. The Japanese are all about heroes and villains. There are a lot of manga, comic and book clubs in Japan, and Spider-Man (4) _______________ (make) a big comeback here. However, my favourite superhero is the Green Lantern. He (5) _______________ (use) a very special ring to defeat his enemies. I (6) _______________ (clean) my room this week: when I (7) _______________ (finish) cleaning it, I’ll take a few photos of the Green Lantern posters I have on my bedroom walls and send them to you. I (8) _______________ (not have) much free time these days, because I (9) _______________ (work) on a school magazine. I’m very glad to hear that you (10) _______________ (learn) Japanese! I also love learning new languages, and my teacher (11) _____________ (say) I’m good at them. Oh, and Japanese pop music is great! I often (12) ______________ (listen) to it with my friends. Bye for now!

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1A ME, MYSELF AND I

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UNIT 1

1B WHAT MAKES ME... ME Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

What makes me... me (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

sound familiar, a problem shared is a problem halved, opposites attract, gather the courage

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o ljudima i mjestima u svom životu

ANSWER KEY Students’ answers.

SPEAKING Exercise 1 b), p. 16 • Have students look at the questions first. • In pairs, students answer the questions using the categories from Exercise 1 a). • Draw their attention to the sentence in the speech bubble they should use when answering the questions. • Invite volunteers to share their answers with the class. ANSWER KEY

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2.

Students’ answers.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.2.

MAIN PART

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem, opisivanje ljudi i mjesta

UDŽBENIK

Str. 16.

RADNA BILJEŽNICA

Str. 14.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Play Chinese whispers with your students (see Games and Activities on pp. 394-398). Suggested messages: Being disrespectful is something I find very annoying. This week I am volunteering at a local animal shelter. I’m very reliable, even though my parents wouldn’t say that. Binge-watching TV series is one of my guilty pleasures. My brother is passionate about superheroes, as far as I can tell. Exercise 1 a), p. 16 • In pairs, students look at the words below and try to explain them to one another. • Instruct students to look up the words they do not know in the word list. • Let volunteers share their explanations with the class.

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READING Exercise 2 a), p. 16 • Explain to students that Diego is writing about the things that are important to him. • They read the text and choose the topic and the main idea. • Check answers as a class. • In a lower-ability class, you may want to pre-teach the following words and expressions: sound familiar, a problem shared is a problem halved, opposites attract, gather the courage. ANSWER KEY Topic: b) My people. Main idea: a) The people I spend time with make me who I am.

Exercise 2 b), p. 16 • Students read the text again and answer the questions. • Check answers as a class. ANSWER KEY 1 his siblings, 2 Chloe, 3 Melosa, 4 Jake, Luis and Leona; 5 Chloe, 6 Jake, Luis and Leona; 7 his siblings, 8 his siblings

WHAT IS THE CITY BUT THE PEOPLE

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1

16

1

2

1

5

10

15

20

I can talk about people and places in my life.

1B WHAT MAKES ME… ME

parents

siblings

grandparents

classmates

neighbours

relatives

5 6 7 8

want to share some good news? don’t feel well? have no milk left at home? don’t know what’s for homework?

friends

I usually call my best friend when I feel lonely, because...

acquaintances

a) Work in pairs. Look at the words below, and explain them to one another. Look up the words you do not know in the word list.

need advice? have a problem at school? want to have fun? feel lonely?

b) SPEAKING Work in pairs. Use the categories from Exercise 1 a). Who is important to you when you... 1 2 3 4

MAIN IDEA a) People I spend time with make me who I am. b) Always be yourself, no matter what others say. c) It is important to be surrounded by lots of people, so you never feel bored.

a) READING Diego is writing about the things that are important to him. Read the text, and choose the topic and the main idea. TOPIC a) My interests b) My people c) My personality

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My friends are important to me as well. Jake, Luis and Leona are my best buddies. We spend a lot of time together joking, hanging out and catching up. We’ve all been friends since kindergarten, so I’m pretty sure they are here to stay. Chloe used to be part of our group too, but she moved to Boston two years ago, so we rarely see each other anymore. It’s difficult to keep in touch with someone and stay close friends over long distances. I do miss her, though. I remember that I had a crush on her in the first grade. You never forget your first crush, do you?

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W ha t’s th e differenc e betwee n th e w ords 'nurse and 'kinde ry' rgarten'? Can you think of so me more examples ?

STOP AND THINK!

Speaking of crushes, there is a girl in my class that I like. Her name is Melosa, or just Mel for short. She’s very smart and funny. She’s into lacrosse. I’m not a sporty type at all, but opposites attract, as they say. I think she likes me too, but I’m still gathering the courage to ask her out. Jake is celebrating his 14th birthday next week, so I think I’ll try then. The only problem is that he has been sick lately: I hope he doesn’t call off the party!

miss hanging out with? know from nursery? help when they have problems? rely on when he needs help?

30

From the moment I wake up, I’m always in touch with the people I love, be it on my phone or computer, or in real life. Don’t get me wrong: I don’t mind being alone from time to time, but I’m at my happiest when I’m surrounded by people. You could say they shape me. I love hanging out with them, talking to them, and learning new things from them. If this sounds familiar to you, then you might call yourself a people person, too.

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5 6 7 8

When you have siblings, you can be sure to have at least one friend for life. They are the people most likely to stick with you, even if everybody else leaves. I’m lucky enough to have my brother and sister, who I can always rely on. My siblings are the ones I can always turn to and share my problems with. As they say, a problem shared is a problem halved! Talking to them has inspired me to start volunteering at an anti-bullying center for teens. I’m happy to be there for them, helping them cope with whatever they are going through.

share his problems with? not have contact with any more? have a crush on? spend time hanging out with?

b) Read the text again. Who does Diego... 1 2 3 4

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3

4

5

6

VOCABULARY Phrasal verbs

When learning phrasal verbs, don't focus on single words, but learn the verb as a whole. Focus on the context to get the meaning of the verb.

Study tip! VOCABULARY

a) Look at the underlined verb in the text. It is a type of verb called a phrasal verb. Read the text again, and underline the phrasal verbs that have the same meaning as the explanations below. line 1 to stop being asleep line 5 to spend (a lot of) time with someone line 11 to stay close to someone line 13 to trust someone to do what you expect of them line 18 to deal successfully with a difficult situation line 22 to learn or talk about the latest news line 36 to invite somebody somewhere to start a romantic relationship with you line 38 to cancel an event

b) Look at the verbs that you have underlined, and answer the questions below. 1 How are these verbs different from most verbs you have learned so far? 2 Can you guess the meaning of the phrasal verbs you have underlined just by looking at the individual words?

MoMA

Listen again. Make notes in your notebook about what Diego says about each place in Exercise 4 a).

Carnegie Hall

Easy-peasy

Think about your friends and your favourite hang-outs. Why did you choose these people to be your friends? How do you agree on a place where you hang out? Why is this place important to you? Prepare short notes, practice your speech at home and present it to your classmates.

No picnic

stoops

17

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Think about the place where you live. What places and activities do teenagers lack there? What would you like to see where you live that would make the lives of teenagers better? Prepare a short talk.

Down to work!

Has your class seen a film, an exhibition, or a play lately? Include a ticket in your yearbook, and write whether you liked it or not.

PROJECT TIP!

Coney Island

LISTENING Diego is skyping Hiro. Listen, and put the places in the pictures into the correct order (1–3) as Diego mentions them. There is one picture you do not need.

Choose four phrasal verbs from the text, and use each of them in a sentence. Write the sentences down in your notebook. a) 1.1

b) 1.1

c) Work in pairs. Compare your notes, and talk about Diego’s favourite hang-outs.

Write a short text, and present your most important people and your favourite hang-outs. Choose an interesting layout to present your information, e.g. a top-five list, a poster or an infographic.

SPEAKING AND WRITING Choose a task.

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1B WHAT MAKES ME... ME

UNIT 1

• At this point, you can GO DIGITAL and practise reading aloud. • Refer students to the STOP AND THINK! section. Students explain the difference between the words nursery and kindergarten. • In groups, students think about some more examples. • Check answers as a class. TRICKS OF THE TRADE A nursery in British English is a kindergarten in American English. WORKBOOK PRACTICE READING Exercise 5 a), p. 14 • Let students read the paragraphs and match them to the headings.

of Carnegie Hall are offered from September through July. 4 This historic landmark dates back to the early 1890s. 5 It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. 6 “Yes, practise! ” 7 In the Rose Museum, you will hear insider stories about musical stars, see their signed posters and learn many amazing facts about the 130 year-long history of the hall.

ENDING THE LESSON Exercise 5 c), p. 14 • This exercise can be used as an exit ticket activity to check what students have learned about Carnegie Hall. • Students write three facts, name two musicians who have performed there, and write one unusual piece of information in the corresponding circles. • Allow enough time for students to complete the task. • If time allows it, let students share some interesting answers or, alternatively, do so at the beginning of the following lesson.

• In a lower-ability class, you may want to pre-teach the following vocabulary: passer-by, prestigious, gifted, historic landmark, insider. • Check answers as a class.

ANSWER KEY Students’ answers.

ANSWER KEY

4

2, 3, 1

a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb. Base verb Phrasal verbs

Study tip! READING

b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own.

• Refer students to the Study tip! READING section before starting Exercise 5 b) and remind them that when having to look for different pieces of information, they should underline each sentence in a different colour.

______________________________________________________________________________________________________ ______________________________________________________________________________________________________

5

1 Walls Filled with Stories

3 Who, When, Where?

4 Why Was It Built?

Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than 50,000 concerts and other events have taken place in the hall. For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and learn many interesting facts about the 130-year-long history of the Hall. b) Read the text again. Underline the sentence that says...

• Check answers as a class.

1 who has played in Carnegie Hall.

5 who paid for its construction.

2 where it is located. 3 when you can take a guided tour.

6 what, according to a rumour, gets you to Carnegie Hall.

4 when it was built.

7 where you can hear insider stories.

Study tip! READING When having to look for different pieces of information, underline each sentence in a different colour.

c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have performed there, and write one unusual piece of information.

ANSWER KEY

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2 Among the Best

According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z.

Exercise 5 b), p. 14 • Students read the text again and underline the sentences that give the answers to the questions in the exercise.

1 This prestigious hall has welcomed many worldclass musicians, from Tchaikovsky, George Gershwin, Judy Garland, Frank Sinatra, the Beatles, Pink Floyd to Jay-Z on its three stages. 2... this is a place you should definitely visit in New York City. 3 Guided tours

a) READING Match these headings to the paragraphs. There is one heading you do not need.

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WHAT IS THE CITY BUT THE PEOPLE

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• If you wish to explore the topic further, distribute the photocopiable People in my life mind maps to students (Resource Bank, Resource 9, pp. 406-412). • Instruct students to go back to Exercise 2 b) in their Student’s Books on page 16 and think about the answers to the questions for themselves. • Students complete the mind map with the names of important people in their lives. • When they are finished, in pairs or small groups, students discuss the reasons why the people in the mind map are important to them. • Let volunteers share their mind maps and ideas. • Alternatively, you can assign this task for homework. ANSWER KEY Students’ answers.

1B WHAT MAKES ME... ME

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UNIT 1

Lesson 2 NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

What makes me... me (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

stick with, rely on, cope with, catch up, call off

GRAMATIKA

Frazalni glagoli

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o ljudima i mjestima u svom životu

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.4.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Zdravlje

B.3.1. A, B.3.1. B

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem, opisivanje ljudi i mjesta Geografija New York City

UDŽBENIK

Str. 17.

RADNA BILJEŽNICA

Str. 13. -14.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • If you have assigned the People my life mind maps for students to complete for homework, let volunteers share their mind maps and ideas. • Play a version of the Translation game (see Games and Activities on pp. 394-398) to revise the vocabulary from the previous lesson. Say some sentences in Croatian and instruct students to find them in the text in their Student’s Books on page 16 and translate them into English. Suggested sentences: Dovoljno sam sretan što imam brata i sestru na koje se uvijek mogu osloniti. (I’m lucky enough to have my brother and sister, whom I can always rely on.) Sretan sam što sam tu za njih, pomažući im da se nose s problemima koje trenutno imaju. (I’m happy to be there for them, helping them to cope with whatever

44

they are going through.) Provodimo puno vremena šaleći se, družeći se i nadoknađujući propušteno. (We spend a lot of time joking, hanging out and catching up.) Mislim da se i ja njoj sviđam, ali još uvijek skupljam hrabrost da je pozovem van. (I think she likes me too, but I’m still gathering the courage to ask her out.) • You may want to write one of these sentences on the board and underline the phrasal verb in it. I’m happy to be there for them, helping them to cope with whatever they are going through. • Explain to students that the underlined verb is a phrasal verb. MAIN PART Exercise 3 a), p. 17 • Draw students’ attention to the underlined verb in the text in Exercise 2 a). • Explain to them that we call this type of a verb a phrasal verb. • If necessary, explain what a phrasal verb is. • Instruct students to read the text again and find and underline the phrasal verbs that have the same meaning as the explanations. • Check answers as a class. ANSWER KEY line 1 – wake up, line 5 – hang out, line 11 – stick with, line 13 – rely on, line 18 – cope with, line 22 – catch up, line 37 – ask out, line 39 – call off

TRICKS OF THE TRADE A phrasal verb is a phrase that consists of a verb with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts. (Source: Cambridge Dictionary) Exercise 3 b), p. 17 • In groups, students look at the verbs that they have underlined and answer the questions. • Discuss the answers as a class.

WHAT IS THE CITY BUT THE PEOPLE

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Study tip! VOCABULARY • Refer students to the Study tip! VOCABULARY section and discuss the tip together with students. Remind them that when learning phrasal verbs, they shouldn’t focus on single words, but learn the verb as a whole and focus on the context to get the meaning of the verb. • At this point, you can GO DIGITAL and further practise phrasal verbs. Exercise 4, p. 17 • Students choose four phrasal verbs from the text and use each of them in a sentence. Remind them to write the sentences down in their notebooks.

• Students complete the sentences with the missing phrasal verbs from Exercise 1. • Remind them to use the correct form of the verbs. • In pairs, students swap their notebooks and correct the mistakes, if there are any. • Check answers as a class. ANSWER KEY 1 catch up, 2 wakes up, 3 ask out, 4 cope with, 5 stick with, 6 rely on, 7 call off, 8 hang out

1B WHAT MAKES ME... ME VOCABULARY

1

Complete these phrases to make phrasal verbs. wake

rely

catch

stick

call

ask

hang

cope

2 out

1 with

• Ask students to share their examples with the class. • Give short feedback to each student.

1

2 a) Students’ answers. 2 b) Students’ answers.

3 up 5 off

4 on

2

a) Match the phrasal verbs to the illustrations they represent. There are two phrasal verbs you do not need. 1 wake up

2 hang out

5 catch up

ANSWER KEY Students’ answers.

6 stick with

A

3 rely on

4 cope with

7 ask out

8 call off

B

C

WORKBOOK PRACTICE D

VOCABULARY

E

F

b) Illustrate the two phrasal verbs remaining in Exercise 2 a).

Exercise 1, p. 13 • Students complete the phrases to get the phrasal verbs. • Check answers as a class.

3

Complete these sentences. Use the correct forms of phrasal verbs from Exercise 1. 1 I always find time for myself and my friends to ______________________. I love hearing whatʼs new! 2 At weekdays, Diego ______________________ early, but he’s rarely out of bed before 10 a.m. at weekends. 3 Leona: Remember that boy I was telling you about? What should I do about him? Diego: He seems nice. I think you should _________________ him _________________! 4 It’s much easier to ______________________ your problems when your friends are there to help you. 5 When you find a friend you can trust, ______________________ them. They will always be there for you. 6 I can always ______________________ my best friend to help me out with everything. 7 My favourite cousin can’t come to my birthday party this weekend. I think I’ll _________________ it _________________; I don’t want to celebrate it without him.

ANSWER KEY 1 stick, cope, 2 ask, hang, 3 wake, catch, 4 rely, 5 call

Exercise 2 a), p. 13 • Have students look at the illustrations. • They match the phrasal verbs to the illustrations. • Check answers as a class. ANSWER KEY A 6, B 3, C 4, D 2, E 5, F 8

Exercise 3, p. 13 • Let students go through the sentences first.

8 When my friend and I ______________________, we usually spend hours together just talking and walking round the town.

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Exercise 4 a), p. 14 • Instruct students to choose one of the verbs: give or look. • Students should use a dictionary to find several phrasal verbs with the chosen verbs. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • You may want to let students work in pairs or small groups.

1B WHAT MAKES ME... ME

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UNIT 1

• In a higher-ability class, ask students to think of some of their own examples of phrasal verbs with give or look. • Check students’ ideas as a class. ANSWER KEY Students’ answers.

4

a) Choose a base verb: give or look. Use a dictionary to find several phrasal verbs with the chosen verb. Base verb Phrasal verbs

b) Now choose two phrasal verbs from Exercise 4 a). Use them in sentences of your own. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

5

a) READING Match these headings to the paragraphs. There is one heading you do not need. 1 Walls Filled with Stories

2 Among the Best

3 Who, When, Where?

4 Why Was It Built?

According to a rumour, a passer-by stopped Jascha Heifetz, a violinist, in the street and asked him the following question: “Could you tell me how to get to Carnegie Hall?” Heifetz replied: “Yes, practise!” This prestigious hall has welcomed many world-class musicians on its three stages: from Tchaikovsky and George Gershwin, through Judy Garland, Frank Sinatra, the Beatles and Pink Floyd, to Jay-Z. Even if you are not a gifted musician, but just a fan of music, Carnegie Hall is a place you should definitely visit in New York City. This historic landmark dates back to the early 1890s. It is named after Andrew Carnegie, an industrialist and sponsor who funded its construction. Over the years, more than 50,000 concerts and other events have taken place in the hall. For those who are not lucky enough to see a show at the Hall, it is still possible to visit it and explore its interior and the beautiful architecture. Guided tours of Carnegie Hall are offered from September to July. In the Rose Museum, you will hear insider stories about music stars, see signed posters of them, and learn many interesting facts about the 130-year-long history of the Hall. b) Read the text again. Underline the sentence that says... 1 who has played in Carnegie Hall.

5 who paid for its construction.

2 where it is located. 3 when you can take a guided tour.

6 what, according to a rumour, gets you to Carnegie Hall.

4 when it was built.

7 where you can hear insider stories.

Study tip! READING When having to look for different pieces of information, underline each sentence in a different colour.

c) What have you learned about Carnegie Hall? Write three facts, name two musicians who have performed there, and write one unusual piece of information.

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LISTENING Exercise 5 a), p. 17 • Explain to students that Diego is Skyping with Hiro. • You may want to discuss with students if they have ever Skyped someone. • Students listen and put the places in the pictures in the correct order. 1.1.

ANSWER KEY

• Play Track 1.1.

2, –, 1, 3. Carnegie Hall is not mentioned.

• Check answers as a class.

Exercise 5 b), p. 17 • Instruct students to make notes in their notebooks about what Diego says about each place in Exercise 4 a).

Track 1.1 Diego: Hi, Hiro! It’s great to finally see you! Hiro: Hello, Diego! It’s great to see you, too! I’m very excited about the trip. I’ve made a list of things I’d love

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to see in New York when I arrive. Could you tell me something about your favourite places in the city? Diego: Sure! The city is so big that I know just a tiny part of it. I’ll definitely take you to Coney Island. It’s in Brooklyn, not far from my house, and it’s a place where you can have loads of fun. There’s a beach I go to for a swim with my brother. There’s also an amusement park with lots of different rides. I hope you’re not afraid of heights, because you can’t skip a ride on the Wonder Wheel! Hiro: Oh, I’m not. Sounds fun! The amusement park is actually on my list; I love going on roller-coaster rides. Diego: Great! Then I was thinking of taking you to my favorite place in New York. It’s not in Brooklyn but in Manhattan, so we’ll need to take the subway. It’s the Museum of Modern Art, or MOMA, as people usually call it. I’m really into art, and some of the paintings by Andy Warhol are displayed there. He’s my favorite artist! Hiro: Oh, I’d love that! I only know his work from what I’ve seen on the Internet; I can’t wait to see it in person. Are there any other places worth visiting? Diego: I’m a big fan of everything relating to superheroes, and New York City is quite famous for the locations where superhero movies have been filmed. Maybe we could go on a themed tour? My sister and I are really into movies in general, so we often go to see them together. There’s a cinema just a few blocks from my house. We can go there, as well, if you want. Hiro: Sure, that would be great! I like movies, too. One of my favorites is ‘Godzilla’. It’s about a Japanese monster that almost destroys New York. Have you ever seen it? Diego: I sure have, and I loved it! I didn’t enjoy seeing my city getting destroyed, though! Hiro: Yeah, I’m sure you didn’t! Look, I also like to go for a jog in the morning. Is there a park nearby with some good routes? Diego: Sure there is. There’s Prospect Park, a huge park in Brooklyn where I often hang out with my friends. It’s very nice and pretty quiet, since it’s not as popular with tourists as Central Park. We can go for a run or ride a bike or skateboard there together! Hiro: Deal! Wow, we’re going to do so many different things! Diego: That’s the beauty of New York: there’s something for everyone here, and it never gets boring. Oh, and I forgot to tell you about another hang-out I love. It’s the stoops right in front of my house. It’s a New York thing. I often sit there with my friends; we chat and have fun. Seeing and hearing the buzz of the city can be very relaxing. Hiro: I think I’ll like it in New York City!

• Play Track 1.1 again.

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Exercise 5 c), p. 17 • In pairs, students compare their notes and talk about Diego’s favourite hang-outs. • Let volunteers share their notes about Diego’s favourite hang-outs with the class. ANSWER KEY Coney Island is in Brooklyn, you can have loads of fun there and there’s a beach Diego goes to for a swim with his brother and an amusement park with lots of different rides. MOMA is where some of the work by Andy Warhol is displayed. There are stoops in front of Diego’s house, he often sits there with his friends and chats and has fun with them.

PROJECT TIP! • Discuss the Project tip! section with students. If there is time, let students name the films, exhibitions or plays they have seen. Encourage them to include the tickets in their yearbooks and write their opinion of them. ENDING THE LESSON WRITING Exercise 6, p. 17 • Go through the tasks with students and instruct them to choose one of them. • Distribute the photocopiable infographic/ poster templates (Resource Bank, Resource 10, pp. 406-412) to students who have chosen to do the Easy-peasy task. • Allow enough time for students to finish the task. Monitor and help if necessary. • Have students present their work. HOMEWORK WB pp. 13–14, Exercises 2 b) and 4 b)

1B WHAT MAKES ME... ME

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UNIT 1

Lesson 2

2A FRIENDS WILL BE FRIENDS Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Friends will be friends (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

stand up for, fall out, make up, work out, put up with, confide in

GRAMATIKA

Frazalni glagoli

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o prijateljstvu

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.,

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Zdravlje

B.3.1. A, B.3.1. B

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem

UDŽBENIK

Str. 18. -19.

RADNA BILJEŽNICA

Str. 15. -16.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Divide students into groups and have the groups find at least five things that they all have in common.

• Students look at the list of qualities and rate them from the most (1) to the least (3) important for them. • Have students explain their choices in groups. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

MAIN PART READING Exercise 2 a), p. 18 • Students read the instructions to the exercise and take the quiz. • Tell them not to pay attention to the empty boxes yet. • Have students check their results. ANSWER KEY Students’ answers.

SPEAKING Exercise 2 b), p. 19 • In small groups, students discuss the results and answer the questions. • Discuss students’ results and answers as a class. • Together with students, you may want to make a class list of the most important friendship skills. ANSWER KEY

• Discuss the things students have in common.

Students’ answers.

• Ask students to tell you who the person is in their lives they have most in common with. Is it their sibling? Best friend?

READING

SPEAKING Exercise 1, p. 18 • Let students think about what they value most in a friend.

Exercise 3, p. 19 • Draw students’ attention to the highlighted phrasal verbs in the text. • Students read the text again and match the verbs to their explanations. • Check answers as a class.

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2

2

1

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2

2A FRIENDS WILL BE FRIENDS 2A FRIENDS WILL BE FRIENDS I can talk about friendships.

has a good family background.

is someone you can share your secrets with.

is very intelligent and gets good marks.

SPEAKING Think about what you value most in a friend. Look at the list of qualities, and rate them from the most (1) to the least (3) important for you. Explain your choices. A true friend… has the same interests as you. is honest and always tells the truth.

is reliable and always there for you. is popular and good-looking. is funny and makes you laugh.

5 Your friend has won a competition. How do you feel? A It’s time to celebrate! B I can’t put up with it! For once, I want to be the centre of attention. C I’m very proud of my friend and happy about their success!

4 You have started going out with someone. How do you treat your best friend? A I spend most of my time with my girlfriend or boyfriend and very little time with my friend. B My friend? Who? C Friends come first. They’re always there for you, especially if relationships don’t work out.

a) READING Diego has taken an online quiz about friendship. Try it out. Circle the options that are true for you, then check your result.

TRUE OR FAKE? Take the test to discover what kind of friend you are! 1 You have just heard someone gossiping about your best friend. You: A Join in. B Say nothing. C Stand up for your friend. fallen out and stopped 2 Two of your friends have talking to each other. You: A Don’t care as long as they both get on well with you. B Ignore the problem. C Talk to them both so they can make up.

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Cs: Have you ever won a medal for being a true friend? You definitely deserve it! You value your friends, and you make them feel comfortable and safe when they are with you. You are supportive and always on their side no matter what decision they make. They can rely on you through the good times and the bad.

6 Have you ever thought about your definition of friendship? Friendship is: A Having someone you can have fun with. B Hanging out with the popular kids. C Having somebody you can confide in.

Bs: Have you heard of toxic friendship? Not all friendships are positive, and it seems that you are in a negative relationship. You can sometimes be a little self-centred: if you don’t want to hurt your friends, you need to start paying attention to their feelings and to what they are telling you.

3 A friend has shared a juicy secret with you. What do you do? A Text everyone you know. B Use it against them next time they refuse to do something for you. C Keep it to yourself. If your answers are mostly… As: Has anyone told you that there is more to life than just having a good time, and that you should take it more seriously? You are surely fun to be around, but your friends need you to be more responsible, supportive and trustworthy. Have you thought about slowing down and working on your listening skills?

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3

4

5

b) Do you agree with the results and what they say about you? Why (not)? Which friendship skills could you improve to be a better friend? Discuss in class.

VOCABULARY Phrasal verbs

2 trust somebody enough to share your secrets with them

1 tolerate or accept something

6 happen or develop in a particular way (usually good)

5 argue with someone and stop being friends

4 defend someone who is being criticised

Read the text again. Look at the highlighted phrasal verbs in the text. Match them to their explanations below.

3 become friends again

Present perfect simple

Read the examples, and complete the rules for using the present perfect tense. Circle the correct word.

1 We use the present perfect when we are concerned with the past / present effects of an action. Two of your friends have fallen out. (Are they feeling friendly towards each other now?)

2 We use the present perfect tense to talk about actions that happened at a specific / non-specific time in the past. Your friend has won a competition. (It’s not stated ‘when’.)

3 We use the present perfect to talk about our routines / experiences. Have you ever won a medal for being a true friend? (At any time in your life.)

Grammar summary → pp. 125-126

Remember! We use the present perfect simple with these time expressions: just, yet, already, ever, never, for, since...

Let’s practise more! → WB, pp. 16-17

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a) 1.2 Hiro and Diego are talking about friendships. Complete their dialogue. Use the present perfect simple tense of the verbs in brackets. Listen and check.

Diego: I (1) ________ never _____________ (be) a troublemaker. However, ever since I started working as a volunteer at a help centre for teenagers, I (2) ____________________ (meet) a lot of kids whose friends were a bad influence. Hiro: I understand... In Japan, I had a friend who had a really bad influence on me. (3) ________ you ever _____________ (let) your friends copy the homework you (4) ____________________ (work) hard on? (5) ________ you _____________ (skip) school or your sports practice? I (6) ____________________ (do) it all. I suppose I was worried he would make fun of me and stop hanging out with me. I don’t know. Anyway, we (7) ____________________ (fall out) and I (8) ____________________ (not speak) to him for months. Diego: But things (9) ____________________ (work out) really well for you, I see! Hiro: Yeah, I (10) ____________________ (learn) an important lesson, too: never do things against your will. True friends support you no matter what.

b) What has Hiro done to please his friend? Have you ever done anything similar? If yes, what?

4 How do you feel in their company? 5 Have you ever fallen out, and, if so, why? 6 How has that affected your friendship?

SPEAKING Prepare a short talk about friendship. The questions below will help you. 1 What makes a good friend? 2 Have you found it in someone? 3 How has this person influenced you?

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2A FRIENDS WILL BE FRIENDS

UNIT 1

ANSWER KEY 1 put up with, 2 confide in, 3 make up, 4 stand up for, 5 fall out, 6 work out

• At this point, you can GO DIGITAL and practise reading further.

Exercise 2 b), p. 16 • Students read the text again and answer the questions, writing E for Ethan, L for Lisa, and J for Jenny. • Check answers as a class. ANSWER KEY

WORKBOOK PRACTICE

1 Jenny, 2 Ethan, 3 Lisa, 4 Jenny, 5 Lisa, 6 Jenny, 7 Ethan, 8 Lisa

READING Exercise 2 a), p. 15 • Students read the text about what Diego’s friends say about friendship.

b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny. Who says that… 1 some friends criticize you publicly? 2 they have a true friend to whom they can speak freely, without being judged? 3 having someone to talk to and share secrets with is very important to them? 4 some friends say things about you when you’re not there? 5 they don’t make decisions easily? 6 they have stopped tolerating their friends’ unkind behaviour? 7 a person can’t have a lot of good friends? 8 they had an argument with a friend?

• Have them choose the correct answer: A, B or C. • Check answers as a class.

My...

3

ANSWER KEY

GRAMMAR! Present perfect simple Put the words in the correct order to make sentences in the present perfect simple. 1 with / I / have / fallen out / my / never / best friend ______________________________________________________________________________________________________ 2 yet / I / met / my / haven’t / boyfriend’s family ______________________________________________________________________________________________________ 3 always / has / confided / me / She / in ______________________________________________________________________________________________________ 4 you / to / ever / the USA / Have / been / ? ______________________________________________________________________________________________________ 5 mum / anything / has / My / posted / never / online ______________________________________________________________________________________________________ 6 just / he / at me / Has / waved / ? ______________________________________________________________________________________________________

1 C, 2 B, 3 C, 4 A, 5 B, 6 C, 7 B, 8 A

TRICKS OF THE TRADE You may want to draw students’ attention to the words advice and advise and stress the difference a single letter makes. Explain that advice is a noun and advise is a verb.

4

Complete the sentences with the time expressions below. There are two time expressions you do not need. already

yet

still

ever

never

always

just

for

since

recently

1 I’m proud to say that I have _____________________ lied to my best friend. 2 Iʼve seen this film three times _____________________. 3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like. 4 They haven’t visited us _____________________ last Easter holidays. 5 He hasn’t finished his science project _____________________. 6 We’ve known each other _____________________ eight years. 7 I’ve started hanging out with some new friends _____________________.

on ss Le 2

2A FRIENDS WILL BE FRIENDS

8 Sit down and join me. The film has only _____________________ started.

5

1 ____________________________________________________________________________________________________? Unfortunately, no; we’ve never tried Thai food. 2 ____________________________________________________________________________________________________? No, I haven’t seen Mary for weeks. 3 ____________________________________________________________________________________________________? She’s been here since early in the morning. 4 ____________________________________________________________________________________________________? Yes, I once won a silver medal in a running competition. 5 ____________________________________________________________________________________________________? Yes, I’ve had lunch at work.

VOCABULARY

1

a) Match the two parts of each phrasal verb. Then match the phrasal verb to its translation. 1 2 3 4 5 6

out with up for out up with up in

put confide work fall stand make

Write questions in the present perfect simple for these answers.

posvađati se s kim riješiti se zauzeti se za povjeravati se pomiriti se trpjeti, podnositi

16

b) Complete the sentences with the correct forms of the phrasal verbs from Exercise 1 a). 1 I used to _____________________ with my best friend a lot when we were younger. Luckily, we’ve stopped

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fighting over silly things. 2 When you _____________________ what you believe in, you build up your self-confidence.

ENDING THE LESSON

3 When you feel that everything is falling apart, don’t despair. Things always ____________________ in the end. 4 I’ve got a lot of friends to talk to, but when I have a secret to share, my sister is the first person I _____________________.

• Distribute the photocopiable phrasal verbs wordsearch (Resource Bank, Resource 11, pp. 406-412) to students to revise the phrasal verbs from this and the previous lesson.

5 Nothing’s good enough for him; he’s always complaining. I won’t _____________________ it any longer! 6 I had a fight with my boyfriend, but we _____________________ this morning. We had a talk, and I realised it was all just a big misunderstanding.

2

a) READING Diego’s friends are talking about friendship. Read what they say. Choose the correct answer: A, B or C. Ethan: I’d say that friends really are the family you choose. They accept you for who you are and make you feel safe. It’s only when I can speak my mind without being judged that I’m sure I have a real friend. You can’t be that relaxed with everyone. Friends need to be (1) _____ and (2) _____. And I don’t believe in having a bunch of best friends. You can’t be friends with everybody. I’m lucky I have one friend I can always rely (3) _____.

ANSWER KEY

Lisa: Friendship is very important to me. Having someone who listens to you and who you can confide (4) _____ means the world to me. I’m often indecisive, so I turn to my friends for help. We (5) _____ each other and talk openly and honestly. I’ve fallen (6) _____ with my best friend only once, and it didn’t last long. We soon realised that our friendship is too valuable for us to quarrel over different opinions.

1 ask out, 2 call off, 3 catch up, 4 confide in, 5 cope with, 6 fall out, 7 hang out, 8 make up, 9 put up with, 10 rely on, 11 stand up for, 12 stick with, 13 wake up, 14 work out

Jenny: Choose your friends wisely! I’ve learned that the hard way. There are friends who embarrass you in front of others and make you feel insecure. They’re very (7) _____; they only care about themselves. They talk about you behind your back and refuse to admit when they do something wrong. I used to put (8) _____ with such behaviour, until I finally realised that such toxic friends aren’t really worth keeping around. 1 2 3 4

A trusty A supported A after A in

B trust B supportive B at B at

C trustworthy C supporting C on C on

5 6 7 8

A advice A down A self-centring A up

B advise B in B self-centred B on

C advices C out C self-centre C in

HOMEWORK 15

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WB p. 15, Exercises 1 a) and b)

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NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Friends will be friends (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Glagolsko vrijeme present perfect simple

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o prijateljstvu

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

Zdravlje

B.3.1. A, B.3.1. B

• You may want to remind students of the examples they have shared in the Never have I ever game and discuss which rule refers to those sentences. (Rule 3 – we use the present perfect simple tense to talk about experience). • Draw students’ attention to the Remember! section and discuss the time expressions we use with present perfect simple with students. • Tell students that they have a detailed explanation of the present perfect simple in the Grammar Summary on pages 125 and 126 of their Student’s Books. • At this point, you can GO DIGITAL and further practise the present perfect simple tense.

Hrvatski jezik Izricanje prošlosti

MEĐUPREDMETNO POVEZIVANJE UDŽBENIK

Str. 19.

RADNA BILJEŽNICA

Str. 16. -17.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework. • Play the Never have I ever game (see Games and Activities on pp. 394-398) with students. MAIN PART

My... GRAMMAR!

• Since the present perfect simple tense has been mastered in the previous school year, this activity should be quite easy.

ANSWER KEY 1 present, 2 non-specific, 3 experiences

LISTENING Exercise 4 a), p. 19 • Students read the dialogue and complete it, using the present perfect simple tense of the verbs in brackets. 1.2.

• Play Track 1.2. • Check answers as a class.

Present perfect simple

• Refer students to the My... GRAMMAR! section. • Instruct them to read the examples and think about the rules. • In groups, students circle the correct words to complete the rules for using the present perfect simple tense. • Have volunteers explain the answers. • Ask students to think of some more examples of sentences for the three rules in the GRAMMAR! section.

Track 1.2 Diego: I’m so happy that you have come to stay with us and that we’re getting on well! Hiro: Yes, me too! You’re not the kind of person who would get me into trouble. My parents were extremely worried about that, because I made some really bad decisions during the last school year. Diego: I have never been a troublemaker. However, ever since I started working as a volunteer at a help centre for teenagers, I have met a lot of kids whose friends were a bad influence. Hiro: I understand... In Japan, I had a friend who had a really bad influence on me. Have you ever let your friends copy the homework you have worked hard on? Have you skipped school or your sports practice? I have done it all. I suppose I was worried he would make fun of me and stop hanging out with me. I don’t know. Anyway, we have fallen out and I haven’t spoken to him for months. 2A FRIENDS WILL BE FRIENDS

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UNIT 1

Diego: But things have worked out really well for you, I see! Hiro: Yeah, I have learned an important lesson, too: never do things against your will. True friends support you no matter what. Diego: That’s true! Have you ever visited a help centre? Why don’t you come with me one day and share your experience with teenagers who are having the same problems? Hiro: Sure, why not? I’d be happy to help!

b) Read the texts again, and answer the questions below. Write E for Ethan, L for Lisa and J for Jenny. Who says that… 1 some friends criticize you publicly? 2 they have a true friend to whom they can speak freely, without being judged? 3 having someone to talk to and share secrets with is very important to them? 4 some friends say things about you when you’re not there? 5 they don’t make decisions easily? 6 they have stopped tolerating their friends’ unkind behaviour? 7 a person can’t have a lot of good friends? 8 they had an argument with a friend? My...

3

GRAMMAR! Present perfect simple Put the words in the correct order to make sentences in the present perfect simple. 1 with / I / have / fallen out / my / never / best friend ______________________________________________________________________________________________________ 2 yet / I / met / my / haven’t / boyfriend’s family ______________________________________________________________________________________________________ 3 always / has / confided / me / She / in ______________________________________________________________________________________________________ 4 you / to / ever / the USA / Have / been / ? ______________________________________________________________________________________________________ 5 mum / anything / has / My / posted / never / online ______________________________________________________________________________________________________ 6 just / he / at me / Has / waved / ? ______________________________________________________________________________________________________

ANSWER KEY 1 have been, 2 have met, 3 have let, 4 have worked, 5 have skipped, 6 have done, 7 have fallen out, 8 haven’t spoken, 9 have worked out, 10 have learned

4

Complete the sentences with the time expressions below. There are two time expressions you do not need. already

yet

still

ever

never

always

just

for

since

recently

1 I’m proud to say that I have _____________________ lied to my best friend. 2 Iʼve seen this film three times _____________________.

Exercise 4 b), p. 19 • In pairs, students answer and discuss the questions.

3 Have you _____________________ fallen in love with someone at first sight? I wonder what thatʼs like. 4 They haven’t visited us _____________________ last Easter holidays. 5 He hasn’t finished his science project _____________________. 6 We’ve known each other _____________________ eight years. 7 I’ve started hanging out with some new friends _____________________. 8 Sit down and join me. The film has only _____________________ started.

5

• Check the answer as a class and let volunteers share their answers.

1 ____________________________________________________________________________________________________? Unfortunately, no; we’ve never tried Thai food. 2 ____________________________________________________________________________________________________? No, I haven’t seen Mary for weeks. 3 ____________________________________________________________________________________________________? She’s been here since early in the morning. 4 ____________________________________________________________________________________________________? Yes, I once won a silver medal in a running competition. 5 ____________________________________________________________________________________________________? Yes, I’ve had lunch at work.

ANSWER KEY Hiro has let his friend copy the homework he has worked hard on, and he has skipped school and sports practice. / Students’ answers.

WORKBOOK PRACTICE Exercise 4, p. 16 • Students complete the sentences with the time expressions. • Check answers as a class. ANSWER KEY 1 never, 2 already, 3 ever, 4 since, 5 yet, 6 for, 7 recently, 8 just

Write questions in the present perfect simple for these answers.

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Exercise 6, p. 17 • Students read the e-mail Hiro is writing to his mum. They complete it with the present perfect simple of the verbs in brackets. • This task can be used for formative assessment to check how well students use and form the present perfect simple. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 have had, 2 have unpacked, 3 haven’t sorted out, 4 have known, 5 have even organised, 6 have you ever met, 7 have never been, 8 have never laughed, 9 haven’t been, 10 haven’t read

Exercise 7 b), p. 17 • Students read the sentences in Croatian and translate them into English. • Remind students to pay attention to the placement of the time expressions.

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• In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.

6

Hiro is writing to his mum. Complete his e-mail with the present perfect simple of the verbs in brackets. Hi Mum, I (1) ________________________ (had) a great day today! I (2) ________________________ (unpack), but I still (3) ________________________ (not sort out) my things and clothes. The room I’m staying in is just perfect. I even have my own bathroom! You don’t have to worry; the Serranos are really friendly. I feel as if I (4) ________________________ (know) them all my life. They (5) ________________________ (even/organise) a big family lunch to welcome me. (6) _____________ you _____________________ (ever/meet) a Puerto Rican? I

ANSWER KEY 1 My friend and I have known each other for ten years. 2 I’ve just heard some juicy gossip. 3 How long has Diego lived in New York? 4 Have you ever been proud of your friend? 5 I have always liked reading comics.

(7) ________________________ (never/be) with so many talkative people. They all speak at the same time. You should hear that, itʼs like on film! It’s going to take a while for me to get used to it. But I (8) ________________________ (never/laugh) so much in my life! I can already see that this is going to be a wonderful experience. We (9) ________________________ (not be) out yet, but I picked up some travel-guide brochures when I was at the airport. I (10) ________________________ (not read) them, though; I’ll do that later. What about you? How are you and Dad? Miss me already? Talk to you soon!

7

a) Translate these sentences into Croatian. 1 I’ve already made a decision.

_______________________________________________________

2 Sheʼs fallen out with her best friend.

_______________________________________________________

3 I’ve never witnessed bullying.

_______________________________________________________

4 We’ve just arrived home from the airport.

_______________________________________________________

5 Have you ever stood up for a friend?

_______________________________________________________

b) Translate these sentences into English. 1 Prijateljica i ja poznajemo se već deset godina. _______________________________________________________

Exercise 8, p. 17 • Have students read the instructions to the exercise.

8

2 Upravo sam čula sočan trač.

_______________________________________________________

3 Koliko dugo Diego živi u New Yorku?

_______________________________________________________

4 Jesi li ikada bio ponosan na prijatelja?

_______________________________________________________

5 Uvijek sam voljela čitati stripove.

_______________________________________________________

SPEAKING Work in pairs. Read the rules, and play a game of Noughts and Crosses. Step 1

Step 2

Step 3

Decide who is going to write Xs, and who is going to write Os.

Take turns choosing a square. On a yellow square, talk about the topic. On a green square, read the answer and ask the correct question.

If you have answered correctly, you may claim the square. The winner is the first person to complete three squares across (→), down (↓) or diagonally ( )!

• Go through the steps together with students and make sure they understand the rules. • In pairs, students play the Noughts and Crosses (see Games and Activities on pp. 394-398) game.

SPEAKING

No, I’ve never been to NYC.

No, I’ve never gossiped about my best friend.

how long you’ve known your best friend

something you’ve experienced this week

the best time you’ve ever had

the silliest thing you’ve done

something interesting you’ve read

I’ve had this mobile phone since last summer.

One thing I’ve done that I’m not proud of is lying to my parents.

17

• Monitor students and help if necessary. Hello World 8 RB 2021.indb 17

• Let volunteers share their answers. ANSWER KEY 1 Have you ever been to NYC? 2 Have you ever gossiped about your best friend? 3 Students’ answers. 4 Students’ answers. 5 Students’ answers. 6 Students’ answers. 7 Students’ answers. 8 How long have you had this mobile phone? 9 What is one thing that you have done that you are not proud of?

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ENDING THE LESSON SPEAKING Exercise 5, p. 19 • Explain to students that they will prepare a one-minute talk about friendship. • Have them read the questions and think about the answers. • In pairs, students give their talk about friendship. • Invite volunteers to give their talk to the class. ANSWER KEY Students’ answers.

HOMEWORK WB pp. 16–17, Exercises 3, 5 and 7 a)

2A FRIENDS WILL BE FRIENDS

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UNIT 1

2B TAKING A STAND Lesson 1

• Brainstorm their ideas about the situations when it is important to take a stand. TRICKS OF THE TRADE

NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Taking a stand (1. sat)

PREDVIĐENI BROJ SATI

2

The meaning of the idiom to take a stand is to express one’s opinion and/or to defend one’s point of view or beliefs. (Source: MerriamWebster Dictionary, YourDictionary. com)

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.3., B.8.4., C.8.1., C.8.2., C.8.3., C.8.4.

MAIN PART

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

SPEAKING

VOKABULAR

Idiomi: get to the bottom of, easier said than done, fed up with, drive up the wall, face the music

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o nasilničkom ponašanju

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Zdravlje

B.3.1. A, B.3.1. B, B.3.2. B, B.3.2. C

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem, idiomi

UDŽBENIK

Str. 20. -21.

RADNA BILJEŽNICA

Str. 18. -19.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

Exercise 1, p. 20 • Students read and discuss the questions in groups first. • Have a class discussion about the questions. • Encourage students to speak in English but accept the expressions in Croatian. ANSWER KEY Students’ answers.

READING Exercise 2 a), p. 20 • Explain to students that Diego is volunteering at the Stop Bullying Center for teenagers. • Students read the messages and match them to the types of bullying. • Check answers as a class.

STARTING THE LESSON • Check homework as a class. • Play a version of the Give me five game (see Games and Activities on pp. 394-398). Divide students into groups and assign each group five time expressions used with the present perfect simple tense. Set up a time limit and instruct students to write down sentences using the given time expressions at least once each. When the time is up, have group representatives read out their sentences. Give a point for each correct sentence. Suggested time expressions: ever, never, already, just, yet, for, since, recently, lately, this week/month/year, etc.

ANSWER KEY 2, 4, 1, 3

Exercise 2 b), p. 20 • Students read the messages again and answer the questions. • Check answers as a class. • You may want to explain any new vocabulary, if necessary. Suggested vocabulary: nasty rumours, trip, passive bystander, student council, election campaign, hurtful, conduct a poll. • At this point, you can GO DIGITAL and practise reading aloud.

• Discuss the title of the lesson with students.

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2

20

1

2

2B TAKING A STAND I can talk about bullying. SPEAKING How can you recognise bullying? How is it different from arguing or fighting? How do you think a person who has been bullied feels? Discuss with your classmates.

cyberbullying

social bullying

physical bullying

a) READING Diego works as a volunteer at the Stop Bullying Help Centre for teenagers. Read the messages he has just received, and match them to the types of bullying. verbal bullying

4 I’m running for president of the school’s student council, and I’ve posted my election campaign posters on social media. Some mean students keep writing hurtful comments from fake accounts. They’ve even conducted an insulting Internet poll about me. It’s driving me up the wall. I see this position I’m running for as a chance to make a change, but I’m starting to lose hope... (Tanisha, 16)

3 Who do I turn to? A group of boys at school are making one boy’s life a living hell. They keep hitting and tripping him and throwing his things in the toilet. He sprained his ankle on the stairs today while trying to get away from them. Is it OK to be a passive bystander? I’m fed up with watching it and doing nothing. I feel guilty. (Adrian, 13)

2 I often take traditional Indian food, cooked by my mum, to school for lunch. Zoey says it looks like pig food. She calls me names and tells me Indians stink. My friends tell me to ignore it. I’ve tried, but it’s easier said than done. I’m so annoyed, I feel like throwing the food in her face. I’ve never had such negative feelings about anyone, but I really can’t help it now. (Bahar, 13)

NEED HELP? OUR TRAINED TEENAGE VOLUNTEERS ARE HERE FOR YOU! 1 Someone has spraypainted an embarrassing message about me on the wall of the school playground. I’d like someone to get to the bottom of it. I think a boy from my class has done it. He keeps spreading nasty rumours about me, and I can’t stand it anymore... I’m having trouble sleeping, and I’m losing my appetite. What can I do to stop it? I feel depressed. I’m crying as I write this. (Janine, 14)

1 a bully who teases and uses insults to hurt another person?

4 a person who wants to make a difference in their school community?

b) Read the messages again. Which one tells us about...

2 shaming someone online?

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5 a person whose family background is being insulted? 6 a person who feels bad about witnessing bullying?

3 a person with emotional and health problems?

idiom (n) /ˈɪdɪəm/ a phrase with a mea ning different from the liter al meaning of the ind ividual words

VOCABULARY Idioms 3 One idiom has been coloured in each message. Match them to their explanations below. 1 when you are annoyed, or bored with a situation that has existed for a long time 2 when something makes you very frustrated or angry 3 to find out the explanation or cause of a bad situation 4 when something seems like a good idea, but it’s difficult to do

Hello world 8 UDZB 2021.indb 20

don’t face the bully /

record evidence of bullying /

Tanisha

3

stand up for yourself

4

Adrian

a) 1.3

4 SPEAKING Work in groups. Discuss the teenagers’ problems. What advice would you give them? 5

Bahar

LISTENING Diego is doing his best to help these teenagers who are going through a rough time. Listen, and match his advice to the teenagers’ names.

turn to adults for help

remain calm and under control /

Janine b) 1.3

be a silent bystander /

take a photo of the bully

Listen again. What advice does Diego give to each of the teenagers? Tick. Then compare his advice to yours. How different are they? 1

report your friends 2

Expressing present time

PAST

the present simple tense: the present continuous tense: the present perfect simple tense:

1

NOW

FUTURE

I often take traditional Indian food to school for lunch. I’m running for president of the school’s student council. I’ve never had such negative feelings about anyone.

Look at the sentences and the timeline, and explain when we use each tense. Match the use to the tense.

My... GRAMMAR!

2 3

Let’s practise more! → WB, pp. 20-21

Use present simple, present continuous or present perfect simple of the verbs in brackets.

6 Diego is writing about bullying in NYC schools for the help centre’s website. Complete the text.

Easy-peasy

Create an anonymous questionnaire for your classmates to check their experience of bullying. Come up with at least 8 questions in the present perfect tense. Collect the answers, and present the results to the class.

No picnic

Down to work!

In pairs, organise an antibullying day dedicated to promoting kindness and tolerance at your school. Write a programme with a list of activities and events, and write short descriptions of each. Present your programme to the rest of the class.

13.7.2021. 16:40:43

21

Bullying is a serious problem. It (1) _______________ (affect) teens around the world every day. In NYC schools it (2) _______________ never _______________ (be) worse. Eighty-two percent of teens report that they (3) _______________ (witness) their peers being bullied at some point. One student in five (4) _______________ (not feel) safe in and near school. Every day, thousands of students (5) _______________ (stay) home to avoid their bullies. And even there, they aren’t safe. At home, they (6) _______________ (struggle) with cyberbullying. It often (7) _______________ (happen) at night and causes emotional problems, such as anxiety and having trouble sleeping. Most students (8) _______________ (not tell) their parents when they are cyberbullied, which is a big problem. So far, our school (9) _______________ (do) its best to prevent cyberbullying. At the moment, they (10) _______________ (celebrate) kindness and acceptance as part of the Respect for All week.

Make an anti-bullying poster with your antibullying message(s). You can include drawings, writing, images and more. Why not use poster-making apps and websites to make your poster visually attractive?

7 WRITING AND SPEAKING Choose a task.

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55

2B TAKING A STAND

UNIT 1

ANSWER KEY 1 Message 2, 2 Message 4, 3 Message 1, 4 Message 4, 5 Message 2, 6 Message 3

VOCABULARY Idioms Exercise 3, p. 20 • Draw students’ attention to the meaning of the word idiom. • You may want to give students a few examples of idioms in Croatian. Suggested idioms: glava u oblacima, nemati ni glavu ni rep, slagati se kao pas i mačka, ići kao po loju, etc. • Let students find the coloured idioms in the messages in Exercise 2 a). • Students read the explanations and match them to the idioms. • Check answers as a class. ANSWER KEY 1 fed up with, 2 It’s driving me up the wall. 3 get to the bottom of it 4 it’s easier said than done

SPEAKING Exercise 4, p. 21 • In groups, students discuss the teenagers’ problems and think about the advice they would give them. • Monitor students and help if necessary. • Let the representatives of the groups share their advice for the teenagers’ problems.

• Check answers as a class. • In a lower-ability class, you may want to explain the new vocabulary. Suggested vocabulary: harass, handful, confront, offender. Track 1.3 1 Dear beep, I understand that you’re fed up with it, but bullying back is not the answer. That would just give the mean girl more reason to pick on you. Have you tried answering calmly, saying something like “Want some? It’s delicious” and pretending that you don’t care? Get support from your friends, too. They shouldn’t just be silent bystanders. Bullying usually stops when peers intervene. And if it doesn’t, report it to your teacher, and the bully will have to face the music. 2 Hi, beep! Talking about it is definitely a step in the right direction, and you should feel proud of yourself for doing it. Being a passive witness is almost as bad as being the bully. If you feel safe to do so, you can stand up for the boy next time they harass him. And if you’re afraid to do that, talk to an adult who can help. If you help to stop this from happening ever again, you’ll feel much better about yourself! 3 Dear beep, first of all, block and report anyone who is bullying you online. Also, keep records of any online bullying by saving messages or taking screenshots. And, most importantly, don’t let a handful of envious people discourage you from reaching your goal. Have you considered turning what they’ve done to your advantage? Show your fellow students that you will do everything to stop that kind of behaviour if they vote for you. The bullies might end up regretting what they’ve done. 4 Hey, beep! Chin up! What you’ve just described is a very sneaky way of bullying. People who gossip and do things behind your back are, in fact, really insecure and often feel very bad about themselves. They pick on other people to make themselves look better. Have you tried confronting the boy? Be confident. It might make him lose his power. And report the graffiti to the school authorities. They should find the cause of the problem and deal with the offender.

ANSWER KEY Students’ answers.

1 Bahar, 2 Adrian, 3 Tanisha, 4 Janine

LISTENING

LISTENING

Exercise 5 a), p. 21 • Students read the instructions to the exercise. Make sure they understand what is expected of them.

Exercise 5 b), p. 21 • Students read the advice Diego gives to each teenager.

1.3.

• Play Track 1.3.

• Students match Diego’s advice to the teenagers’ names.

56

ANSWER KEY

• They listen to the track again and tick the correct advice. • Play Track 1.3 again.

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• In groups, students compare Diego’s advice to theirs. • Discuss the differences as a class.

• In pairs, students think about some other acts of bullying for the categories and add them under the headings in Exercise 2 a). • Monitor students and help if necessary. • Check answers and discuss students’ ideas as a class.

ANSWER KEY 1 report your friends, 2 turn to adults for help, 3 record evidence of bullying, 4 stand up for yourself

ANSWER KEY

Exercise 2 a), p. 18 • Students read the explanations and copy the types of bullying next to their explanations.

1 cyber bullying: posting insulting photos, setting up fake accounts, conducting offensive internet polls, 2 physical bullying: tripping, hitting, stealing, 3 verbal bullying: teasing, name-calling, insulting, 4 social bullying: spreading rumours, leaving someone out, gossiping

• Check answers as a class.

/ Students’ answers.

WORKBOOK PRACTICE

ANSWER KEY 1 cyberbullying, 2 physical bullying, 3 verbal bullying, 4 social bullying

ANSWER KEY

VOCABULARY a) Match the two parts of the phrases. 1 to lose

2 to stand up somebody names rumours

3 to spread

4 to feel

a passive bystander depressed

5 to call

Exercise 3 a), p. 19 • Have students match the sentence halves to get full sentences. • Check answers as a class.

2B TAKING A STAND 1

2

• Check answers as a class.

6 to be

for yourself

your appetite

b) Copy the phrases from Exercise 1 a) next to their explanations. 1 ____________________________________ to say rude, insulting things to a person 2 ____________________________________ to watch what is happening, but choose to ignore it 3 ____________________________________ to be unhappy and without hope 4 ____________________________________ not to have the same desire to eat as you used to 5 ____________________________________ to tell (a lot of) people a piece of news that might be true or invented 6 ____________________________________ to be confident and defend yourself c) Complete the sentences with the appropriate forms of some of the phrases from Exercise 1 a). Make all the necessary changes. Then use the two remaining phrases in sentences of your own.

1 If you get to the bottom of something, you discover the reasons why something happens. 2 If something is easier said than done, it looks like a good idea, but it’s not easy to achieve. 3 If you drive someone up the wall, you make them very frustrated. 4 If you’re fed up with something, you’ve had enough of it. 5 If you face the music, you admit what you’ve done and take punishment for it. / 3, 5, 1, 2, 4

1 I think that people who _______________________________ about others actually don’t feel good about themselves. 2 When you choose _______________________________, you choose to ignore the situation rather than try to help. 3 No matter how much I dislike someone or how angry I get, I never ________________ them ________________. 4 When you don’t get the respect you deserve from others, don’t be afraid to ______________________________. 5 ______________________________________________________________________________________________________ 6 ______________________________________________________________________________________________________

2

• Instruct them to draw their own illustration of the remaining idiom from Exercise 3 a).

a) Match the types of bullying to their explanations. verbal bullying 1 _______________________ (using digital technology to deliberately harass or humiliate)

cyberbullying

2 _______________________ (any bullying that hurts someone’s body or damages their possessions)

social bullying

physical bullying

3 _______________________ (the act of saying unkind and hurtful things to a person)

Exercise 3 b), p. 19 • Students match the idioms from Exercise 3 a) to the illustrations.

4 _______________________ (bullying behind someone’s back and encouraging others to turn against them)

• Check answers as a class and let volunteers show their illustrations. ANSWER KEY A 5, B 4, C 2, D 3 / Students’ illustrations.

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Exercise 2 b), p. 19 • Students go through the acts of bullying and copy them under the correct headings in Exercise 2 a).

Exercise 4 a), p. 19 • Explain to students that Diego has received a message from another upset teenager. • Students read the message and complete the text with the correct form of the idioms from Exercise 3 a). 2B TAKING A STAND

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UNIT 1

• Check answers as a class.

• You may want to have a class exhibition of students’ drawings and choose the best illustrations.

ANSWER KEY 1 easier said than done, 2 fed up with, 3 driving me up the wall, 4 get to the bottom of, 5 face the music

Exercise 4 b), p. 19 • Let students think about what advice they would give to Alyssa.

• Alternatively, you can organise charades and have groups act out the idiom of their choice, while the class tries to guess the idiom shown. ANSWER KEY 1 b), 2 a), 3 b), 4 c), 5 a), 6 b), 7 c), 8 c), 9 b), 10 a)

• They write a reply to her message. Remind them to use at least one of the idioms from Exercise 3 a).

HOMEWORK

• Give students enough time.

WB p. 18, Exercises 1 a), b), and c)

• Have volunteers read out their advice. ANSWER KEY Students’ answers.

b) Sort these acts of bullying under the correct headings in Exercise 2 a). Add at least two more examples. teasing

tripping somebody

setting up fake accounts gossiping

3

insulting

posting insulting photos

hitting somebody name-calling

stealing

spreading rumours leaving someone out

conducting offensive polls on social media

a) Match the sentence halves to form full sentences. 1 If you get to the bottom of something,

you make them very frustrated.

2 If something is easier said than done,

you admit what you’ve done and take punishment for it.

3 If you drive someone up the wall,

you discover the reasons why something has happened.

4 If you’re fed up with something,

it looks like a good idea, but it’s not easy to achieve.

5 If you face the music,

youʼve had enough of it.

b) Match the idioms from Exercise 3 a) to the illustrations. Draw your own illustration of the remaining idiom in Exercise 3 a).

A 1

C D

B

4

a) Diego has received a message from another upset teenager. Complete the text with the correct form of the idioms from Exercise 3 a). A boy at my school keeps picking on me. He’s always teasing me and calling me names. My parents advise me not to talk back, but that’s (1) ___________________________________. I wish it were that simple! I’m so (2) __________________________________ it! On top of that, the other day, someone conducted an embarrassing Internet poll about me, asking a question about my physical appearance. My life has become a nightmare; I can’t sleep, I can’t eat, I keep thinking about who it was. Itʼs really (3) _______________________________. I can’t tell whether it’s this boy, but I definitely want to (4) ___________________________________ it. How can I find out? Can you help me, please? I just want that person to (5) ___________________________________, apologise and stop doing it! (Alyssa, 13) b) What advice would you give Alyssa? Write a reply to her message. Make sure you use at least one of the idioms from Exercise 3 a). Dear Alyssa, ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

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ENDING THE LESSON • Distribute the photocopiable idioms quiz templates to students (Resource Bank, Resource 12, pp. 406-412). Students do the quiz and illustrate two idioms of their choice.

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Lesson 2

My mum and dad always watch documentaries in the evening.

NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Taking a stand (2. sat)

Mike’s sister doesn’t drink coffee late in the day.

PREDVIĐENI BROJ SATI

2

Helen is coming to Daniel’s party next Friday.

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.

Are they having a meeting on Thursday?

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

Have you ever tried Mexican food?

GRAMATIKA

Izricanje prošlosti, sadašnjosti i budućnosti pomoću glagolskih vremena present simple, present continuous i present perfect simple

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o nasilničkom ponašanju

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B. 3.3, B.3.4., C.3.1., C.3.2., C.3.3.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., B.3.1., B.3.2., C.3.1., D.3.1., D.3.3.

Zdravlje

B.3.1. A, B.3.1. B, B.3.2. B, B.3.2. C

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem, izricanje prošlosti, sadašnjosti i budućnosti

UDŽBENIK

Str. 21.

RADNA BILJEŽNICA

Str. 20. -21.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Play a version of the Cut up sentences game (see Games and Activities on pp. 394-398) with students. Distribute the photocopiable cut up templates to students (Resource Bank, Resource 13, pp. 406-412). • Once all the groups have rearranged the sentences, write them on the board.

We have lived in this house since 2017.

• Underline the verbs in the sentences and ask students to tell you the tense used in each sentence. • Have students think about the situations in which we use the tenses. ANSWER KEY 1, 2 present simple; 3, 4 present continuous; 5, 6 present perfect simple

MAIN PART

My... GRAMMAR!

Expressing present time

• Refer students to the My... GRAMMAR! section. • Students read the sentences first. • Instruct students to look at the timeline and have them explain when we use each tense. • Encourage students to speak in English but accept the expressions in Croatian. • Students match the use to the tense. • Discuss the answers as a class. • At this point, you can GO DIGITAL and further practise expressing present time. ANSWER KEY 2 the present simple tense, 1 the present continuous tense, 3 the present perfect simple tense

Exercise 6, p. 21 • Explain to students that Diego is writing about bullying in NYC schools for the help centre’s website.

2B TAKING A STAND

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UNIT 1

• Students complete the text, using the present simple, present continuous or present perfect simple of the verbs in brackets.

My...

5

Have you ever...

• In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.

1 made fun of others?

6

Exercise 7, p. 20 • Students read an e-mail from Diego’s friend Leona and choose the most suitable answer, A, B or C, to complete the sentences. • Check answers as a class. ANSWER KEY 1 B, 2 B, 3 C, 4 C, 5 A, 6 A, 7 B, 8 B, 9 B, 10 A, 11 C, 12 B, 13 A, 14 B

_______________________

6 felt pressure to do something because everyone else does it?

_______________________

Circle the correct answers. Then tick the sentences that are true for you.

4 I’ve never / yet / usually posted insulting photos of my friends on social media. 5 I at the moment / every day / sometimes feel pressured into gossiping. 6 The amount of time I’m spending looking at a screen since / these days / often is alarming.

7

Diego has received a text message from his friend Leona. Choose the most suitable answer – A, B or C – to complete the sentences. Hi Diego, I (1) ____ a great time here at the youth camp in Greece! I (2) ____ for one more week. People (3) ____ really nice since the first day, and I (4) ____ some friends that I’ll keep in touch with afterwards. I like our timetable at the camp. We (5) ____ lessons every morning, and then we usually (6) ____ some sport. But that’s not the plan for today! Today we (7) ____ to the gym; we (8) ____ on a day trip to Athens. We (9) ____ the Acropolis Museum. I can’t wait to see the Parthenon, I’m so excited! And, by the way, we have already visited the ancient site of Delphi. I know how you (10) ____ the story about the Delphi fortune tellers, so I (11) ____ you a postcard of the site. I (12) ____ home next Sunday; my plane (13) ____ at 7 a.m. We’ll see who gets home first – me or the postcard. Have to run now, I can hear the teacher; she (14) ____ us! See you soon! 1 2 3 4 5 6 7 8 9 10 11 12 13 14

SPEAKING

Students’ answers.

_______________________

5 posted a hurtful comment?

3 I never feel depressed, but sometimes / already / today I’m feeling really sad because I got an F in a test.

WORKBOOK PRACTICE

ANSWER KEY

_______________________

2 One of my classmates has today / recently / yet told me that he’s moving abroad.

1 affects, 2 has (never) been, 3 have witnessed, 4 doesn’t feel, 5 stay, 6 struggle, 7 happens, 8 don’t tell, 9 has done, 10 are celebrating

• When they are finished, have them report to the class what they have or haven’t done.

_______________________

3 done something just to be liked or to fit in?

1 I ever / now / always feel bad after I say unkind words to my friends when we get into an argument.

ANSWER KEY

• They write down short answers to the questions.

_______________________

2 spread rumours? 4 made hurtful graffiti?

• You may want to discuss the tenses used in each sentence with students. Have them explain why they have used a particular tense.

Exercise 5, p. 20 • Students read the questions first.

GRAMMAR! Expressing present time SPEAKING Write down short answers to these questions. Report back to the class on what you have or haven’t done. Explain your answers.

A have A stay A are A already make A have A do A don’t go A go A visit A love A already send A fly A leaves A calls

B B B B B B B B B B B B B B

am having am staying are being am already making are having are doing aren’t going are going are visiting are loving am already sending am flying is leaving is calling

C C C C C C C C C C C C C C

have had have stayed have been have already made have had have done haven’t gone have gone have visited have loved have already sent have flown has left has called

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Exercise 9 a), p. 21 • Students complete the text, using the present simple, present continuous or present perfect simple. • This task can be used for formative assessment to check how well students understand expressing present time and the use of present simple, present continuous and present perfect simple. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 becomes, 2 harm, 3 becomes, 4 aren’t looking for, 5 starting, 6 don’t stand/aren’t standing, 7 affects, 8 Have (you ever) been, 9 have (you ever) made, 10 have ever done, 11 have/‘ve hurt, 12 respect

Exercise 9 b), p. 21 • Students read the text again and answer the questions. • Check answers as a class.

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WRITING AND SPEAKING

1 A permanent public record is everything we post/put on the internet. It becomes a part of our digital footprint so everyone can see it (our future employer, a new boyfriend/girlfriend). 2 It’s easier to hurt people online because it’s much easier to be bold and rude when you aren’t standing face to face with the person. 3 You should admit that you have done something that you’re not proud of and apologise to the person you’ve hurt.

8

Exercise 7, p. 21 • Although students are going to do the task for homework, go through the tasks with students. Instruct students to choose one of them. • Suggest some of the poster-making apps and websites to the students who have chosen to do the Easy-peasy task. • Suggested poster-making apps and websites: canva. com, adobespark. com.

Read the situations, then write sentences in present simple, present continuous or present perfect simple using the prompts in the brackets. 1 Diego sees his neighbours go out. Minutes later, a delivery man comes to their door.

• You may want to remind the students who have chosen the No picnic task to use the present perfect tense in their questionnaire.

Diego tells him: ___________________________________________________________________. (they / just / go out) 2 Diego is at Grand Central Terminal. He wants to know when the train from Boston arrives. He asks: ___________________________________________________________________________? (the train / arrive) 3 Diego is meeting his friend Jake. Jake’s arm is in plaster. Diego asks: ________________________________________________________________________________? (happen) 4 Diego’s dad is temporarily out of job. Someone asks him where he works. He says: _________________________________________________________________ at the moment. (I / not work) 5 Hiro wants to know how often Melosa has her lacrosse practice. He asks: ________________________________________________________________________________? (you / have)

• In a lower-ability class, you may want to instruct students to work in groups.

6 Hiro has borrowed a book from Diego’s friend Luis. Luis asks him whether he’s finished reading it. Hiro answers: ______________________________________________________________________. (I / not read / yet)

9

2

ANSWER KEY

a) Complete the help centre’s teen bullying brochure. Use present simple, present continuous or present perfect simple.

HOMEWORK

Have you ever posted a hurtful comment or shared something unkind about someone else? Do you know that everything you post (1) _________________ (become) part of a permanent public record? That way, you (2) ____________________ (harm) not just the online reputation of the person being bullied; you also harm your own. Whatever you put on the Internet (3) ____________________ (become) part of your digital footprint

B pp. 20–21, Exercises 6 and 8 W Student’s Book, p. 21, WRITING AND SPEAKING, Exercise 71

and might hurt you later. Maybe you’re not aware of it right now, because you (4) _________________________ (not look for) a job or (5) ____________________ (start) a new relationship at the moment. But it might have negative consequences in the future. It’s much easier to be bold and rude when you (6) ____________________ (not stand) face to face with the person. People are sometimes unaware how unkind some of the messages they send in the virtual world are. Real or virtual, they hurt the same. Think about how your everyday behaviour (7) ____________________ (affect) other people. (8) ___________ you ever __________________ (be) mean to someone or (9) ___________ you ever __________________ (make) fun of the way they look or speak? Take the first step, and be honest to yourself. If you (10) ____________________ (ever / do) something that you’re not proud of, now is the time to admit it and apologise to the person you (11) ____________________ (hurt). It’s really rewarding, you’ll see. People (12) ____________________ (respect) those who are nice and kind to them. b) Read the text again. Answer these questions. 1 How can a permanent public record harm you? ________________________________________________________________________________________________________ 2 Why is it easier for people to hurt others online? ________________________________________________________________________________________________________ 3 What should you do if you hurt someoneʼs feelings? ________________________________________________________________________________________________________

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ENDING THE LESSON • Make enough copies of the 3-2-1 Exit ticket (Resource Bank, Resource 14, pp. 406-412) to check how well students have understood the use of present simple, present continuous and present perfect simple. • If time allows it, check what students have written or, alternatively, do so at the beginning of the following lesson. If necessary, explain the use of the tenses one more time.

2B TAKING A STAND

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UNIT 1

Lesson 3

3A A SUPER-CITY Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

A super-city (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

stunts, villains, fictional, skyscraper, storey, featured, ape, get across, tramway, nemesis, bustling, landmark, record holder, awesome, brilliant, enormous, recognisable, fictional, thrilling, bustling, legendary

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje znamenitosti grada

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.3., B.3.2.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.3., C.3.3., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem Geografija New York City

UDŽBENIK

Str. 22. -23.

RADNA BILJEŽNICA

Str. 22. -23.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Students present their anti-bullying posters, the results of their bullying questionnaire or the programmes for an anti-bullying day. • While students are presenting their work, make sure the others are paying attention. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • You may want to revise the usage of tenses for expressing present time, so

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distribute the photocopiable Expressing present time worksheets to students (Resource Bank, Resource 15, pp. 406-412). ANSWER KEY 1 What are you drinking? 2 Correct. 3 Her back hurts because she has worked in the garden every day for the last two weeks. 4 How long has he known about it? 5 I am busy because I’m studying for my English test tomorrow. 6 Correct. 7 We haven’t planned our holiday yet. 8 He usually helps his mother in the kitchen. 9 He hasn’t called Susan today, so he doesn’t know where she is. 10 How often do you go to the cinema?

• Draw students’ attention to the title of the lesson and let them explain the meaning of the phrase super-city. ANSWER KEY Students’ answers.

TRICKS OF THE TRADE A super-city: 1 a very large city, with a population in the millions; 2 a vast urban area, often incorporating several smaller cities. (Source: Collins Dictionary) MAIN PART SPEAKING Exercise 1, p. 22 • Have students read the instructions and go through the list of guided tours. • Write the following places on the board and ask students to try to match them to the tours. Monteleone bakery  the Empire State Building  Brooklyn, the Bronx and Queens  the Statue of Liberty  Central Park  the Audubon Mural Project  Carnegie Hall  the World Trade  Center/One World Trade Center • In small groups, let students think about which of the tours they would be most interested in and what they would expect to see, hear and taste there.

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3A A SUPER-CITY I can make, accept and refuse suggestions.

1

SPEAKING Visiting New York can be a challenging task. Luckily, there are numerous guided tours to help you! Which of the tours below would you be most interested in? What would you expect to see, hear and taste there? NYC Culinary Tour

‘Outer Boroughs’ Tour

‘Movie&TV Sites’ Tour

2

‘History of NYC’ Tour

‘Green NYC’ Tour

Discover Street Art NYC

‘Music of NYC’ Tour

9/11 Tour

a) READING Diego is writing an article for Hiro’s school magazine. Scan the text, and answer the questions. 1 What is he writing about?

2 Why has he chosen that title?

3 Which sites does he mention?

MARVE L-OUS NYC superheroes have in common? They fly, swing, What do Spider-Man, the Avengers, and other legendary from terrifying villains, of course. But there’s fight and perform other awesome stunts to save the day : New York City. The brilliant Marvel writer one more character that plays a key role in all their stories c. Unlike fictional cities such as Gotham or realisti Stan Lee said that he chose it to make his stories more ns from Marvel movies and comics. locatio ee must-s . So let me take you to some of my Metropolis,

1

Can you imagine Spider-Man without enormous buildings to swing between? New York is home to some of the most elegant and recognizable skyscrapers in the world. Built in 1930, the 102-storey Empire State Building earned the title of the world’s tallest building. Soon the movie industry decided to feature it in its work. One of my favorite movie scenes is when a giant ape climbs to the top of the building in the 1933 classic King Kong. The Empire State Building held the title for almost 40 years, . Unfortunately, two of the towers, known as the Twin Towers, were destroyed in a terrorist attack on September 11, 2001.

The bridges of New York have also had their moments to shine in pop culture. The most popular way to get across the East River must be the Brooklyn Bridge. It’s one of NYC’s most recognizable sights. But my favorite is the Queensboro Bridge, . I enjoy riding the aerial tramway: it takes you to Roosevelt Island and gives you a great view of both the bridge and the city. It’s also the setting of a thrilling scene from Spider-Man, when he saves his crush, Mary Jane, along with tramway passengers, from his nemesis, the Green Goblin. Even though the Queensboro Bridge is not as famous as the Brooklyn Bridge, it is featured in lots of movies, !

3

2

There are two places that are central for New Yorkers, visitors and superheroes alike. Grand Central Terminal is one. It’s more than a bustling train station: lots of movie and comic scenes take place at this famous landmark. But the real record holder is Central Park. This huge public park (but only the fifth-largest in NYC!) has appeared in hundreds of movies and TV shows, ! Its various landscapes, sculptures and architecture have surely captured the imagination of the movie industry. They are also the reason why New Yorkers and tourists love spending their free time here. My favorite part of the park is the romantic Bow Bridge, . Even superheroes get hurt sometimes!

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UNIT 1

• Brainstorm students’ ideas as a class. ANSWER KEY

• Refer students to the STOP AND THINK! section. Discuss with students where they can look up a word if they don’t understand it from context.

3A A SUPER-CITY

NYC Culinary Tour – Monteleone bakery, ‘Outer Boroughs’ Tour – Brooklyn, the Bronx and Queens, ‘Green NYC’ Tour – Central Park, Discover Street Art NYC – the Audubon Mural Project, ‘Movies & TV Sites’ Tour – the Empire State Building, ‘History of NYC’ Tour – the Statue of Liberty, ‘Music of NYC’ Tour – Carnegie Hall, 9/11 Tour – the World Trade Center/ One World Trade Center / Students’ answers.

READING Exercise 2 a), p. 22 • Have students read the instructions as well as the questions. • Students scan the text and answer the questions. • Check answers as a class. ANSWER KEY 1 Hiro is writing about New York and some of its famous locations from films and comics. 2 He has chosen that title because New York City plays a key role in Marvel Comics stories about Spider-Man, the Avengers and other superheroes, all written by Marvel writer Stan Lee. 3 He mentions the Empire State Building, the Twin Towers, the Brooklyn Bridge, the Queensboro Bridge, Roosevelt Island, Grand Central Terminal and Central Park.

ANSWER KEY Students’ answers. Suggested answers: In the Student’s Book, in an online or a print dictionary.

• You may want to divide students into groups and instruct them to go online and find the sites mentioned in the text in Exercise 2 a). • Suggested sites: the Empire State Building, the Twin Towers, the Brooklyn Bridge, the Queensboro Bridge, Roosevelt Island, Grand Central Terminal, Central Park. • If that is not possible, display a map online via an OHP and find the places together with students. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 22 • Students read the definitions first and then match them to the adjectives. • Check answers as a class. ANSWER KEY

Exercise 2 b), p. 22 • Let students read the missing sentence parts first.

8, 3, 7, 6, 5, 4, 1, 2

• Students then read the article carefully and complete it with the missing sentence parts.

• Refer students to the Study tip! VOCABULARY section and remind them that it is easier to remember new words if they put them in a context they can relate to. Let students think of something they find awesome, brilliant or thrilling. Discuss students’ ideas as a class.

• Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: stunts, villains, fictional, skyscraper, feature, ape, get across, tramway, nemesis, bustling, landmark, record holder. • At this point, you can GO DIGITAL and practise reading aloud.

Study tip! VOCABULARY

ANSWER KEY Students’ answers.

ANSWER KEY C, E, A, D, B, F

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b) Read the article again, and complete it with the missing sentence parts below. E until the first World Trade Center tower was built

A which connects Manhattan with Queens B and is the most-filmed location in the world C NYC is real and relatable, both to readers and to writers D and even has a catchy song written about it

3

F where poor old Spidey gets his heart broken by Mary Jane

a) 1.4 LISTENING Diego and Hiro are planning their Spider-Man Tour. Listen, and put the pictures in the correct order (1–3). There is one picture you do not need.

STOP AND THINK! If you don’t u a word from nderstand of the text the context ,w you look ithere can up?

b) 1.4 Listen again. Where does... 1 Uncle Ben say the popular quote from Spider-Man?

3 Peter Parker become a superhero?

2 Peter Parker earn money by selling his photos?

4 Peter Parker grow up?

My... EVERYDAY ENGLISH! Here are some useful phrases to help you accept or decline suggestions in a polite way. Add some more to each column.

4

Making suggestions You / We could… Let’s… What / How about…? Why don’t you / we…? Why not…? Shall we…?

Accepting suggestions Great idea! Perfect! Sure! Why not? It sounds / looks… That’s fine by me! Yes, let’s! I’d love to! Yes, I feel like…

Declining suggestions That’s a good idea, but… I’m not sure. I’d rather (not)… I’m not (that) keen on… I’d prefer… I’d love to, but… I don’t feel like…

Who is Miles Morales? How is his story different from Peter Parker’s? Find out, and decide which story you prefer and why.

WRITING Work in pairs. Choose a situation, and write a dialogue. Follow the instructions your teacher will give you. 1 You and your friend are deciding what to do in the evening.

5

Making, accepting and declining suggestions

Curious me!

2 You are talking to your parents about where to travel in summer.

3 You and your friend want to go to the cinema. Agree on which film to see.

SPEAKING New York City has a lot to offer to people of various interests. Work in groups. Follow the steps below, and do research. Step 1

Step 2

Step 3

Step 4

Choose a tour from Exercise 1 on the previous page. Find out what you could see and do there.

Prepare a short presentation about the sites on the tour. Explain what each of them is, and include fun facts and photos.

Present your work to the rest of the class. Your classmates will use a rubric that your teacher will give them to evaluate your work.

As a class, choose the most interesting tour. Discuss what you would like to visit first if you went to NYC on a school trip.

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3A A SUPER-CITY

2

Complete the texts with the words below. There are three words you do not need. story skyscraper

VOCABULARY

1

a) Match the adjectives to their definitions. 1 awesome

2 legendary

5 fictional

6 thrilling

3 enormous 7 bustling

record holder landscape

featured title

tramway

landmarks

scenes

villains

stunts

go across

ape

New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known (1) _____________________ every day. The movie and comic industries have certainly played a role here; many popular stories are set in this thrilling city. Writers and directors choose New York City for their heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.

4 recognizable 8 brilliant

extremely clever or bright

from a story, not real or true

very large, huge

easy to know or identify

busy, full of people and activity

extremely good

exciting and a lot of fun

very famous and talked about a lot, like a hero in a traditional story

Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also held the (5) _____________________ of the world’s longest suspension bridge for twenty years. Its construction wasn’t an easy one; at least 20 people, including its designer, John A. Roebling, died building this masterpiece. It was finally completed by Roebling’s daughterin-law, Emily. She was the first person to (6) _____________________ the bridge. However, New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants crossing it to show them it was safe! Today, it still dominates New York City’s (7) _____________________.

Study tip! VOCABULARY It’s easier to remember new words if you put them in a context you can relate to. For example, think of something that you find awesome or consider brilliant. What is thrilling for you? b) Complete these sentences with adjectives from Exercise 1 a). 1 In 1962, Stan Lee had a _____________________ idea: creating a superhero story with a teenager as the main character. That’s how Spider-Man, one of the best-known superheroes of all time, was born. 2 We went sky-diving last summer and had lots of fun. I was so excited to try it out; it was a ________________ experience! 3 It’s difficult to say what the most _____________________ structure in NYC is; there are so many of them that are famous around the world. 4 New York City is one of the most _____________________ cities in the world, because there are over eight million people living there and many more visiting it every year.

The Chrysler Building is considered by many to be the most elegant (8) _____________________ in NYC. It was the world’s tallest building when it was completed in 1930, but not for long. The Empire State Building became the new (9) _____________________ just a year later. Nevertheless, this romantic 77-story building still inspires many writers and movie directors. Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper is (10) _____________________ in many other famous movies and TV shows.

My...

3

5 The characters in this novel and all the events are entirely _____________________. The story takes place in NYC. 6 You can get an _____________________ view of the Statue of Liberty if you take the Liberty Island ferry. 7 Skyscrapers in NYC are absolutely _____________________. You really can’t imagine their size until you see them with your own eyes. 8 Many _____________________ artists have lived in New York City and used it as inspiration for their work.

EVERYDAY ENGLISH! Making, accepting and declining suggestions Match the suggestions to the responses. 1 Let’s go shopping today.

That’s a great idea; the weather is just perfect!

2 Why don’t you ask someone to help you?

I’d love to play, but I have to do my homework first.

3 Shall we meet at half past seven?

Oh, yes; I could use a new T-shirt!

4 We could go to the beach today.

I don’t think I’ll be able to make it by then.

5 How about booking a hotel for our holiday?

I’d prefer to sleep outdoors, under the stars.

6 Let’s play basketball!

I’d rather not; I’d like to do it myself.

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Exercise 2, p. 23 • Students read the text and complete it with the missing words. Remind them that there are three words they do not need. • Check answers as a class. ANSWER KEY 1 landmarks, 2 stunts, 3 villains, 4 scenes, 5 title, 6 go across, 7 landscape, 8 skyscraper, 9 record holder, 10 featured

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ENDING THE LESSON • To further revise the vocabulary, play Music action with students (see Games and Activities on pp. 394-398) with the key vocabulary from the lesson. Suggested vocabulary: stunts, villains, fictional, skyscraper, storey, featured, ape, get across, tramway, nemesis, bustling, landmark, record holder, awesome, brilliant, enormous, recognisable, fictional, thrilling, bustling, legendary. HOMEWORK WB p. 22, Exercise 1 b)

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NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

A super-city (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

Expressions for making, accepting and declining suggestions: How about...? Shall we...? It sounds... That’s fine by me! I’d rather... I’m not keen on... I’d prefer...

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Izražavanje, prihvaćanje i odbijanje prijedloga

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3.

Učiti kako učiti

A.3.1., A.3.2., B.3.1., B.3.2., B.3.3., B.3.4., C.3.3., D.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem, izražavanje, prihvaćanje i odbijanje prijedloga Geografija New York City

UDŽBENIK

Str. 23.

RADNA BILJEŽNICA

Str. 23. -24.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • You may want to play the Noughts and crosses game (see Games and Activities on pp. 394-398) to do a comprehension check of the text students have read in the previous lesson. • Suggested questions: 1 Who wrote the stories about Marvel superheroes? 2 How many storeys are there in the Empire State Building? 3 When was the Empire State Building built? 4 When were the Twin Towers destroyed? 5 Which bridge connects Manhattan with Queens? 6 What is the name of Spider-Man’s nemesis? 7 What is the name of the big train station in New York City? 8 Where is Bow Bridge located? • 9 How big is Central Park in comparison to other parks in New York City?

3

Lesson 2

MAIN PART LISTENING Exercise 3 a), p. 23 • Explain to students that Diego and Hiro are planning their Spider-Man tour. • Brainstorm what students already know about Spider-Man. • Ask them if they can guess which places they are going to visit on the tour and name the sites in the pictures. 1.4.

• Play Track 1.4.

• Students listen and put the pictures in the correct order. • Check answers as a class. Track 1.4 Diego: I’ve finished writing the article for your school magazine. Phew! It wasn’t an easy job, I have to say. There’s so much to choose from, and so little space on one page. Hiro: That’s true. I’m googling all the Spider-Man sites in New York I’d like to see, but it seems that putting myself in the shoes of my favorite superhero will take time. Diego: You’re staying here for six months, so we’ll have enough time to see everything. Well, almost everything. I’m not sure anybody has ever discovered the whole of New York. Let’s start planning, what do you say? Hiro: Yes, let’s! What did you have in mind? Diego: How about starting small? Some of my favorite buildings here are not skyscrapers at all. We must take a selfie at the New York Public Library. You must meet Patience and Fortitude, the Library Lions. They’re among New York’s most popular statues! Hiro: Is that where Peter’s uncle, Ben, gives that famous quote: “With great power comes great responsibility”? Diego: Yeah, right there! And then we could visit the Flatiron Building. It’s really unusual – skinny and triangular – so you can’t miss it. The Daily Bugle, the newspaper that Spider-Man works for and sells his photos to, has its headquarters there. Or we could go to Columbia University, where the story starts when Peter is bitten by a radioactive spider. I’d like to study at Columbia, too. Hiro: This all sounds fantastic, but why don’t we go back to the real beginning, before the spider bite, and start where Peter grew up: at Queens, in Forrest Hills? Diego: I’d love to! I’ve never been there. OK, so let’s start our tour in Queens and then visit the other places after. We can take the Queensboro Bridge tramway on our way to Forrest Hills. Hiro: Cool! And when we’re done with the Peter Parker tour, we can start all over again – only this time right here in Brooklyn, with Miles Morales, the second Spider-Man!

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UNIT 1

ANSWER KEY

• At this point, you can GO DIGITAL and practise making, accepting and declining suggestions further.

2, 1, –, 3

Exercise 3 b), p. 23 • Let students read the questions first. • Play Track 1.4 again.

ANSWER KEY Students’ answers.

WORKBOOK PRACTICE

• Students listen and answer the questions. • Check answers as a class. ANSWER KEY 1 Next to the Library Lions, in front of the New York Public Library. 2 At The Daily Bugle newspaper, which has its headquarters at the Flatiron Building. 3 At Columbia University. 4 In Forrest Hills in Queens.

• To further check listening comprehension, ask students the following questions: What does Diego suggest first? What is Hiro’s alternative offer? What do they finally agree on?

Exercise 3, p. 23 • Students match the suggestions to the responses. • Check answers as a class. ANSWER KEY 4, 6, 1, 3, 5, 2

2

Complete the texts with the words below. There are three words you do not need. story skyscraper

Diego suggests visiting the New York Public Library first. Hiro’s alternative offer is starting in Queens, in Forest Hills. They finally agree on taking the Queensboro Bridge tramway to Queens.

Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about Miles Morales and how different his story is from Peter Parker’s story. Let them decide which story they prefer and explain why and have them report about it at the beginning of the next lesson.

featured title

tramway

landmarks

scenes

villains

stunts

go across

ape

New York City is one of the most recognizable cities in the world. Thousands of people visit its well-known (1) _____________________ every day. The movie and comic industries have certainly played a role here; many popular stories are set in this thrilling city. Writers and directors choose New York City for their heroes to perform amazing (2) ___________________, fight (3) ___________________ and save the day – and the city. Below are two landmarks that have been featured in many movie and comic (4) ________________.

ANSWER KEY

CURIOUS ME!

record holder landscape

Opened in 1883, the Brooklyn Bridge was the world’s first steel-wire suspension bridge. It also held the (5) _____________________ of the world’s longest suspension bridge for twenty years. Its construction wasn’t an easy one; at least 20 people, including its designer, John A. Roebling, died building this masterpiece. It was finally completed by Roebling’s daughterin-law, Emily. She was the first person to (6) _____________________ the bridge. However, New Yorkers had to be convinced that the bridge wouldn’t collapse. It took 21 elephants crossing it to show them it was safe! Today, it still dominates New York City’s (7) _____________________. The Chrysler Building is considered by many to be the most elegant (8) _____________________ in NYC. It was the world’s tallest building when it was completed in 1930, but not for long. The Empire State Building became the new (9) _____________________ just a year later. Nevertheless, this romantic 77-story building still inspires many writers and movie directors. Although King Kong chose to climb the rival Empire State Building, this beautiful skyscraper is (10) _____________________ in many other famous movies and TV shows.

My...

3

EVERYDAY ENGLISH! Making, accepting and declining suggestions Match the suggestions to the responses. 1 Let’s go shopping today.

That’s a great idea; the weather is just perfect!

2 Why don’t you ask someone to help you?

I’d love to play, but I have to do my homework first.

3 Shall we meet at half past seven?

Oh, yes; I could use a new T-shirt!

4 We could go to the beach today.

I don’t think I’ll be able to make it by then.

5 How about booking a hotel for our holiday?

I’d prefer to sleep outdoors, under the stars.

6 Let’s play basketball!

I’d rather not; I’d like to do it myself.

My...EVERYDAY ENGLISH!

Making, accepting and declining suggestions • Draw students’ attention to the My... EVERYDAY ENGLISH! section and the table there. Explain to students that they can use these phrases for making, accepting and declining suggestions. • In groups, students read the phrases and think about some more examples they could add to each column.

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Exercise 4, p. 24 • Students read the dialogues and circle the correct options. • In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class.

• Discuss students’ ideas as a class.

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ENDING THE LESSON

1 go, let’s; 2 Why don’t, How about; 3 We could, by; 4 Why don’t you, but, prefer

Exercise 5, p. 24 • Students read the dialogue and translate it into English. • Check answers as a class. • You may want to instruct students to practise reading the dialogue in pairs. Let volunteers role-play the dialogues. Suggested answers: Diego: Hi Hiro! What are you doing? / What’s up? Hiro: Nothing much / special. And you? Diego: I’m bored. Why don’t we go out? Hiro: Sure, great! What did you have in mind? Diego: How about visiting the Coney Island Museum? Hiro: I’m not that keen on visiting an amusement park museum. I’d prefer to / rather go to the amusement park itself. Diego: That’s fine by me! Hiro: Great! When do we go? / When are we going?

Circle the correct answer in the dialogues. 1 A: Let’s go / to go / going to the cinema tonight. B: Yes, do / let’s / go! Which film would you like to watch? A: I don’t know; you choose!

3 A: I’ve just finished my homework. How about / Why donʼt / We could play some video games. B: That’s fine by / of / from me! But I think Mum expects us to help her prepare dinner. A: Oh, of course. We can play after dinner, then. 4 A: I have to go to the shopping centre. Shall / Let’s / Why don’t you come with me and choose a new pair of trainers? B: I’d love to, because / but / and I have to work on my project. A: Do you need some help? B: Thanks, but I’d rather / prefer / not to finish it by myself. I’m almost done, anyway. Translate the dialogue into English.

Diego: Bok, Hiro, što radiš?

Hiro: Ništa posebno. Ti?

Diego: Dosađujem se. Zašto ne izađemo malo?

Hiro: Može, super! Što si planirao? Diego: Možda bismo mogli posjetiti Coney Island Museum?

Exercise 4, p. 23 • Have students read the instructions. Make sure they understand what they need to do. • In pairs, students first choose one of the three situations. • Distribute the photocopiable dialogue templates to students (Resource Bank, Resource 16, pp. 406-412). • Remind them to use the phrases from the My... EVERYDAY ENGLISH! section as help. • Give students enough time. Monitor them and help if necessary. • Let volunteers read out their dialogues to the class. ANSWER KEY Students’ answers.

Exercise 5, p. 23 • Although you are going to assign this task for homework, go through the task as a class. • In groups, students choose one of the tours from Exercise 1 on page 22.

2 A: I’m bored! We could / Why donʼt / Letʼs we go for a walk? B: I’m not in the mood for a walk, sorry. A: OK. How about / Let’s / Shall playing cards? B: Sure, why not?

5

WRITING

• Students then write their dialogues.

ANSWER KEY

4

3

ANSWER KEY

• Go through the steps together with your students. Make sure they understand what they need to do. • Distribute the photocopiable assessment rubrics to students (Resource Bank, Resource 17, pp. 406-412).

________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

• Have groups present their speeches at the beginning of the next lesson.

________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

HOMEWORK Student’s Book, p. 23, Exercise 5

________________________________________________ Hiro: Ne zanima me baš razgledavanje muzeja o

________________________________________________

zabavnim parkovima. Radije bih išao u sâm

________________________________________________

zabavni park.

________________________________________________ ________________________________________________

Diego: Može što se mene tiče!

Hiro: Odlično! Kad krećemo?

________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________

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3A A SUPER-CITY

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UNIT 1

3B BEHIND THE MASK NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Behind the mask

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

VOKABULAR

skilled hacker, martial arts, lack in, be exposed to, posses, muscular, healing powers, regeneration powers, get provoked, a bit of a stretch, barely, mighty, yield

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje superjunaka

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.2.

Uporaba informacijskokomunikacijske tehnologije

A.3.1., A.3.2., B.3.2., C.3.1., C.3.2., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik, Čitanje s razumijevanjem, izražajno čitanje pjesme Likovna kultura Motivi kulture pop-arta

UDŽBENIK

Str. 24.

RADNA BILJEŽNICA

Str. 25. -26.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje gramatike na digitalnoj platformi IZZI

• Give short feedback to each student on their work. MAIN PART SPEAKING Exercise 1, p. 24 • In small groups, students discuss how much they know about superheroes and think about their names and alter egos, superpowers, personality, costume and gear and nemeses. • In a lower-ability class, you may want to help students by giving them an example for each of the categories (e. g., SpiderMan: name – Peter Parker, alter ego – Spider-Man, superpowers – superhuman strength, ability to stick to and climb walls, uses web-shooters, special “Spider-Sense”; personality – genius intellect specializing in chemistry and invention, costume and gear – blue suit with red gloves, boots, and mask, a black spider in the centre of the chest plate, nemesis – the Green Goblin). • You may want to distribute the photocopiable superhero templates (Resource Bank, Resource 18, pp. 406-412) and have students complete them with the missing information.

STARTING THE LESSON

• Monitor students and help them if necessary.

• Check homework.

• Discuss students’ ideas as a class.

• Students present the speeches you have assigned for homework. • While groups are giving their speeches, make sure the others are paying attention and are evaluating the students’ speeches using the presentation assessment rubric you gave them in the previous lesson (Resource Bank, Resource 17, pp. 406-412). • After each group, ask students to provide feedback and say what the strong and weak points of each speech were.

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• You may want to use this exercise as formative assessment.

ANSWER KEY Students’ answers.

CURIOUS ME! Have students read the Curious me! section and draw their attention to the illustrations of the sound effects on the page. Discuss their meaning with students and the reason why these illustrations are necessary in comic strips and books.

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3B BEHIND THE MASK I can understand an authentic text. 1

name and alter ego

2

Curious me!

SPEAKING Work in groups. How much do you know about superheroes? While discussing, think about the following: superpowers

personality

costume and gear

nemesis

a) READING Read the title of the poem. What do you think it is about? Then read the poem, and check your guesses. b)

1.5 Read the poem again. Fill in the blanks with the names of superheroes.

There are two names you do not need. Listen and check. Spider-Man Superman

Black Widow

Captain America The fantastic four

the Incredible Hulk

Elasti-Girl

Before coming to the big screen, superheroes were featured mostly in comic strips and books. Look at some sound effects on this page. What do they mean?

Wolverine

If I Could Be a Superhero by Steve Lazarowitz

3

I don’t think I could be (1) _________________ I’m sort of scared of heights I’d sort of like to be (2) _________________ But I’m afraid of spider bites

Maybe though I could be Reed And lead the other three Well maybe Reed’s a bit of a stretch I can barely take care of me

I suppose I could be (3) _________________ But I’m afraid people would stare I’d consider being (4) _________________ But radiation’s bad for your hair

(6) _________________, him perhaps I love his mighty shield But I fear I’m not brave enough When things get rough, I yield

(5) _________________, now there’s a thought But I’m not sure that’s for me Ben’s too ugly, Johnny too hot And Sue I just can’t see

If I could be a superhero I wonder which I’d be Or maybe it’s time I tried to find The hero inside me

SPEAKING Work in pairs. Answer the questions. 1 If you could be a superhero, which one would you be? Why?

I write

Write your version of the poem If I Could Be a Superhero. Think of superheroes you would and wouldn’t like to be, and explain why.

I create

2 What is the message of this poem?

Create a new superhero. What is their mission? What do they look like, and what are their superpowers? Who is their nemesis?

I illustrate

Read the poem once more. Choose one or more verses and illustrate them. How does the author feel about each superhero? Include captions, and speech and/or thought balloons. Use sound effects, too!

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3B BEHIND THE MASK

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UNIT 1

TRICKS OF THE TRADE The illustrations of sound effects in comic strips and books mimic the sound, so the reader can experience the story fully. READING Exercise 2 a), p. 24 • Write the title of the poem on the board and brainstorm students’ ideas on what the poem is about. If I Could Be a Superhero • Students read the poem and check their guesses. • Check answers as a class. ANSWER KEY The author of the poem imagines himself as various superheroes, but he knows that he is too scared and not brave enough to become one. In the end, he questions if it is time to consider finding the strength to become a superhero on his own, without emulating any other fictional superhero.

Exercise 2 b), p. 24 • Have students look at the names of the superheroes. Ask them if they recognise any of them. • Students fill in the blanks with the names of the superheroes. 1.5.

• Play Track 1.5. • Students listen and check their answers.

• Check answers as a class. Track 1.5 If I Could Be a Superhero by Steve Lazarowitz I don’t think I could be Superman I’m sort of scared of heights I’d sort of like to be Spider-Man But I’m afraid of spider bites I suppose I could be Wolverine But I’m afraid people would stare I’d consider being the Incredible Hulk But radiation’s bad for your hair The fantastic four, now there’s a thought But I’m not sure that’s for me Ben’s too ugly, Johnny too hot

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And Sue I just can’t see Maybe though I could be Reed And lead the other three Well maybe Reed’s a bit of a stretch I can barely take care of me Captain America, him perhaps I love his mighty shield But I fear I’m not brave enough When things get rough, I yield If I could be a superhero I wonder which I’d be Or maybe it’s time I tried to find The hero inside me

ANSWER KEY 1 Superman, 2 Spider-Man, 3 Wolverine, 4 The Incredible Hulk, 5 The Fantastic Four, 6 Captain America

• If necessary, explain any new vocabulary. Suggested vocabulary: a bit of a stretch, barely, mighty, yield. • At this point, you can GO DIGITAL and practise reading the poem further. TRICKS OF THE TRADE Superman: He’s the grandfather of all superheroes and his character was created by cartoonists Jerry Siegel and Joe Shuster in 1933. Superman was born on the planet Krypton and was given the name Kal-El at birth. As a baby, his parents sent him to Earth in a small spaceship moments before Krypton was destroyed in a natural cataclysm. His superpowers include super-speed, superstrength, supervision, superhearing, superbreath, flight and invulnerability — although kryptonite blocks his powers. Spider-Man: Spider-Man was created in 1962 and is still the most famous Marvel character. American teenager Peter Parker was bitten by a radioactive spider and that gave him the superpowers allowing him to be Spider-Man. He can stick to walls and sense danger before everyone else; he can also fire cobwebs to block his opponents. He neglects his girlfriend, as his great feeling of responsibility prevails over everything else. Wolverine: He is a mutant who possesses animal-keen senses, enhanced physical capabilities, a powerful regenerative ability known as a healing factor, and three retractable claws in each hand. Wolverine is a member of the X-Men, young mutants with

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SPEAKING Exercise 3, p. 24 • In pairs, students answer the questions. • Discuss students’ answers as a class. ANSWER KEY 1 Students’ answers. 2 The message of the poem is that you should let go of your fears, have confidence in yourself and try to find the hero inside you.

ANSWER KEY

3

supernatural abilities. The Incredible Hulk: When scientist Bruce Banner accidentally gets exposed to massive amounts of gamma radiation, something unusual happens to him. When he gets angry, he turns into a big green monster called the Hulk. Hulk is not very smart but is extremely strong. Once Banner learns to control the Hulk, he becomes a useful superhero. The Fantastic Four: The Fantastic Four are a group of heroes with different skills acquired by travelling to outer space: Reed, or Mister Fantastic, is extremely flexible; Susan, the Invisible Woman, can become invisible and create force fields; her brother Johnny, the Human Torch, can control fire and fly; and Ben, the Thing, is the stone muscleman. Together they save humanity. Captain America: In 1941, Captain America was created as a patriotic super-soldier fighting against the Nazis. He’s a fighting machine whose only weapon is a near-indestructible shield. Thanks to a serum developed by the military, Captain America’s strength, endurance and reflexes are amplified. (Source: Wikipedia, Deutsche Welle)

1 boots, 2 cape, 3 costume, 4 mask, 5 gloves, 6 armour, 7 helmet, 8 shield

Exercise 1 b), p. 25 • Have students think of some more words or expressions connected with the superhero costume and gear and write them down. • Check answers as a class. ANSWER KEY Students’ answers.

Exercise 2 a), p. 25 • In small groups or pairs, students discuss superheroes’ superpowers and complete the mind map with the missing verbs. • Check answers as a class. ANSWER KEY 1 to have, 3 to read, 4 to move, 5 to climb/crawl, 6 to change

Exercise 2 b), p. 25 • Instruct students to illustrate the superpowers in Exercise 2 a). • Monitor them and let volunteers show their illustrations. ANSWER KEY Students’ answers.

WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 25 • Let students think about the costume and the gear of a superhero and look at the pictures. • Students unscramble the letters to get the words. • Check answers as a class.

3B BEHIND THE MASK

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UNIT 1

TRICKS OF THE TRADE

3B BEHIND THE MASK

Comic-Con is an event with a primary focus on comic books and comic-book culture. During the event, comic book fans gather to meet comic creators, experts and each other. International Comic-Con takes place in San Diego, California every year, usually in July. It lasts for three days, and visitors can attend seminars and workshops with comic book professionals and see previews of upcoming films and video games. In the evenings, you can attend awards ceremonies, take part in the annual Masquerade costume contest and visit the Comic-Con International Independent Film Festival.

VOCABULARY

1

a) What would a superhero be without a costume and gear? Look at the pictures, and unscramble the letters to get words.

1 TSOBO

2 PACE

3 CSTOMUE

4 KSAM

5 VGOLSE

6 RAOMRU

7 HLETME

8 HLEISD

b) Add some more words or expressions to the list. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

2

a) What superpowers do superheroes have and what can they do? Complete the mind map with the missing verbs. supersight

superspeed

X-ray vision 1

superstrength

6 shape

healing powers

SUPERPOWERS

on walls 5

2

3

invisible to be

1 This superhero is not of earthly origin: he was born on the planet Krypton and named Kal-El. His parents sent him to Earth in a small spaceship just moments before their planet was destroyed. He grew up on a farm in Smallville with his human parents. As a child, he discovered his superpowers: superstrength, supersight and superhearing, the ability to fly, and more. He moved to Metropolis so his alter ego, Clark Kent, could find work as a journalist.

3 minds 4 objects with their mind

2 This superheroine comes from Russia, and her alter ego is Natasha Romanoff. At first she worked as a Russian spy, but later she moved to the USA. There, she joined S.H.I.E.L.D. and became a member of the superhero team called the Avengers. Although it doesn’t seem so, she has many superpowers. Like some other superheroes, she ages slowly. She can speak lots of languages, and she is a skilled hacker and an expert in various weapons, as well as in martial arts.

b) Illustrate the superpowers in Exercise 2 a).

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a) READING Read, and guess the superhero.

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3 This superhero doesn’t have any superpowers, but this doesn’t mean he’s not super! What Bruce Wayne lacks in superpowers, he makes up for in other things: detective skills, scientific and engineering knowledge, intelligence, creativity, athletic fitness – and lots of money to invent all sorts of useful gadgets. He lives in the fictional Gotham City, which is full of villains to fight. His best-known nemesis is the Joker.

READING Exercise 3 a), p. 26 • Students read the texts and guess the superheroes.

4 This superhero came to life when a physicist, Dr Robert Bruce Banner, was accidentally exposed to gamma rays from a bomb that he had developed. As a result, this brilliant scientist transforms into a being that’s green-skinned, muscular and very strong every time he gets angry or provoked. Besides limitless physical strength, the creature possesses healing and regeneration powers. If you wonder just how strong he is, the answer is simple: the angrier he is, the stronger he gets!

• Check answers as a class.

b) Read the texts again, and... 1 underline the superheroes’ superpowers.

• Explain any new vocabulary. Suggested vocabulary: skilled hacker, martial arts, lack in, be exposed to, possess, muscular, healing powers, regeneration powers, get provoked.

2 circle the names of their alter egos.

If you’re into superheroes, Comic-Con is the event to attend! When and where does it take place? What can you see and do there?

c) Answer the questions. Which superhero... 1 hasn’t always lived on Earth?

_________________________________

2 is also a successful scientist?

_________________________________

3 has a famous enemy?

_________________________________

4 is a member of a superhero group?

_________________________________

5 changes colour when angry?

_________________________________

6 has had their superpowers since an early age?

_________________________________

d) WRITING Choose a superhero, and write a similar paragraph for your classmates to guess who it is.

ANSWER KEY 1 Superman, 2 Black Widow, 3 Batman, 4 The Incredible Hulk

Curious me!

______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

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CURIOUS ME!

ENDING THE LESSON

If possible, have students research what ComicCon is and answer the questions.

Creative me!, p. 24

• Check answers as a class.

• As a class, go through the activities. Explain what students should do in each activity.

• Alternatively, you can assign this task for homework.

• In groups, students choose the activity they would like to do. • Distribute the photocopiable verse templates (Resource Bank, Resource 19, pp. 406-412) to

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groups who have chosen to do the I illustrate activity. • Remind students who have chosen the I create activity to use the superhero templates (Resource Bank, Resource 18, pp. 406-412) as help. • Allow enough time for students to prepare. • Monitor students and help if necessary. • When they have finished, each group presents what they have worked on. • Give your own feedback to each group. Focus on their correctness, fluency and confidence. ANSWER KEY Students’ answers.

HOMEWORK WB p. 26, Exercises 3 b), c) and d)

3B BEHIND THE MASK

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UNIT 1

3C THE POWER OF LISTENING

MAIN PART

NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

The power of listening

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., B.8.1., B.8.2., C.8.1., C.8.2., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje

KOMUNIKCIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje osobnog iskustva

SPEAKING

Exercise 1, p. 25 3B BEHIND THE MASK • In small groups, students discuss the questions.

• When they are finished, have the groups report their answers. • Discuss the answers as a class.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.3., D.3.2.

Uporaba informacijskokomunikacijske tehnologije

A.3.1., A.3.2., B.3.3., C.3.1.

Zdravlje

B.3.1. B

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem

UDŽBENIK

Str. 25.

RADNA BILJEŽNICA

Str. 27.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students report what they have found out about Comic-Con. • You may want to play a Guessing game with students (see Games and Activities on pp. 394-398). Say some fun facts about superheroes and let students try to guess which superhero you are talking about. • Suggested fun facts: He doesn’t need to eat or breathe air as he can live off solar energy alone (Superman). He speaks over 40 different languages (Batman). He can see ghosts (The Incredible Hulk). He was born on the 4th of July, Independence Day (Captain America). He can be killed by drowning (Wolverine). His parents were spies and died in a plane crash (SpiderMan).

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ANSWER KEY 1 Active listening is listening with full concentration and understanding, responding and then remembering what is being said, not just passively ‘hearing’ the message. 2 A good listener doesn’t interrupt, accepts other people’s opinions, asks the right questions, doesn’t get distracted easily and is curious. 3 Students’ answers.

LISTENING Exercise 2, p. 25 • Let students look at the questions first. Remind them to use the active listening techniques you have discussed in the previous exercise. 1.6.

• Play Track 1.6.

• Students listen to the track and make notes. Track 1.6 Brandon Stanton is a New York photographer and chronicler of street life. His photoblog and books are famous all over the world and have millions of fans. In 2010, he decided to start a photography project and create a catalogue of 10, 000 New Yorkers. He would stop a random person in the street, take their photo and start a conversation with them. That’s how Humans of New York, or HONY for short, started. People often wonder why complete strangers open up to him. He says it’s because he is really interested in what they have to say. He actually takes time to listen to them, which is something many of us don’t do that often in our busy everyday lives. And the questions he asks are simple, but they really make you think. Lots of people around the world have started similar blogs in their cities and local communities. We have recently started one at our school, and it’s a big hit!

• Check answers as a class. • If necessary, explain any new vocabulary. Suggested vocabulary: chronicler, random person, open up, genuinely.

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3C THE POWER OF LISTENING I can talk about personal experiences. 1 SPEAKING Discuss the questions below. 1 What is active listening?

2

1.6

2 What are the qualities of a good listener?

3 Are you a good listener? Why (not)?

LISTENING Listen, and answer the questions.

1 Who is Brandon Stanton?

2 How and when did HONY start?

3 Why do people open up to him?

3 a) READING Read the interviews. Match them to the photos. 1 Moving to NYC wasn’t what I expected. Movies and sitcoms often paint an unrealistic picture of the city. The noise and the crowds are really annoying. Some parts of the city are dirty and unsafe. I get homesick sometimes. But I do like lots of things: hundreds of little freedoms, choices and opportunities you have when living in NYC. I guess they’re more important than bumping into people and stepping in dog poo. I’m learning to love the good and tolerate the bad. (Jack, 16)

2 There was a time when I did everything just to fit in with my classmates. I listened to music I didn’t really like, I skipped school, and I desperately wanted to lose weight. I was so hungry at times! But the more I tried, the unhappier I got. One day, I just stopped pretending to be somebody else. I learned to love everything that makes me who I am. So the answer is: change nothing, and learn to love and accept yourself for who you are. (Johnnie, 14)

3 I lived in six different foster homes before I was eleven. I was feeling sad and lonely, and sometimes even angry. And then the Browns came along and completely changed my life. The word ‘family’ got a new meaning for me. They’re not perfect, of course: nobody is. But they do their best, and I finally feel I have a real home. I never call them my foster family anymore. They’re my family in the fullest sense of the word. (Brenda, 14)

b) Read the interviews again. What do you think were the questions asked? Write them above each of the interviews. c) SPEAKING How would you answer the same questions? Share your answers with your classmates.

4 Choose a task. 1 Visit Brandon Stanton’s photoblog, Humans of New York, and browse through the photos. Choose a story, and explain why you’ve chosen it. Describe what is going on in the photos and why they drew your attention. What question do you think Brandon Stanton asked? 2 Think of your own Humans of... project, and set it up. It could be limited to your class or school, or you could include your local community or town. Your questions can be random, or you can choose a topic and work on a single theme.

PROJECT TIP! Learn more about your classmates before you start high school. Think of some questions you would like to ask them, and include your stories in the yearbook.

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UNIT 1

• At this point, you can GO DIGITAL and practise listening skills further. ANSWER KEY 1 Brandon Stanton is a New York City photographer and chronicler of street life. 2. HONY started when Brandon would stop a random person in the street, take their photo and start a conversation with them. 3 People open up to him because he is genuinely interested in what they have to say, he takes time to listen to them and the questions he asks are simple.

• Students read the article and circle the answers that are true for them. • Go through the results and the explanations together with students. ANSWER KEY Students’ answers.

SPEAKING Exercise 2 b), p. 27 • In pairs, students discuss the questions.

READING Exercise 3 a), p. 25 • Explain to students that they are going to read Brandon’s interviews with the people of New York City. • Students read the interviews and match them to the photos. • Check answers as a class. ANSWER KEY 3, 1, 2

• Monitor them and help if necessary. • Discuss students’ answers as a class and have them choose the top pieces of advice for becoming a better listener. • You may want to write the chosen pieces of advice on the board. ANSWER KEY Students’ answers.

Exercise 3 b), p. 25 • Students read the texts again. • In pairs, students think about the questions asked and write them above each of the interviews. • Discuss students’ answers as a class. ANSWER KEY Students’ answers.

WORKBOOK PRACTICE READING Exercise 1, p. 27 • Students read the text about Brandon Stanton and choose the correct answers to complete it. • Check answers as a class. ANSWER KEY 1 B, 2 A, 3 A, 4 C, 5 C, 6 A, 7 B, 8 C

Exercise 2 a), p. 27 • Explain to students that they are going to do a short test to find out if they are good listeners or not.

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ENDING THE LESSON Exercise 4, p. 25 • Although this task is going to be assigned for homework, go through the task as a class. • Students choose one of the tasks. • Go through the instructions together with your students. Make sure they understand what they need to do. • You may want to write the internet address of Brandon Stanton’s blog on the board so students can explore it at home: https://www.humansofnewyork.com. • Have students present the story they have chosen or their Humans of... project at the beginning of the next lesson.

PROJECT TIP! • Draw students’ attention to the PROJECT TIP! section and let them think about the questions they would like to ask their classmates before they start secondary school. Encourage them to include the stories in the yearbook. HOMEWORK Student’s Book, p. 25, Exercise 4

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UNIT 1

Lesson 4

4 SUPERHERO, ME

MAIN PART

NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

Superhero, me

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.3., B.8.4., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Veznici

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje izmišljenog lika

• Students work in pairs and explain their choices. • Check answers as a class and have students explain their answers. ANSWER KEY

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2.

1 Superman, 2 Spider-Man, 3 Batman, 4 Aquaman, 5 the Incredible Hulk, 6 Professor X, 7 Catwoman, 8 Ironman, 9 Thor / Students’ answers.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

READING

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem, opisivanje lika

UDŽBENIK

Str. 21.

RADNA BILJEŽNICA

Str. 28. -29.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

MEĐUPREDMETNE TEME

STARTING THE LESSON • Check homework as a class. • Students present the stories they have chosen from Brandon Stanton’s photoblog or their own Humans of... projects. • While students are presenting their stories, make sure the others are paying attention. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • Play the Pictionary game (see Games and Activities on pp. 394-398) with students. • Divide students into groups. Members of the groups take turns at the board and draw symbols associated with the assigned words. Suggested words: Wolverine, Batman, Black Widow, Wonder Woman, Daredevil, Ant-Man, Captain America, the Incredible Hulk, Ironman.

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Exercise 1, p. 26 • Instruct students to look at the emojis and guess the superheroes.

Exercise 2 a), p. 26 • Explain to students that Diego has created his own superhero. • Students read the text and answer the question. • Check the answers as a class. • Explain any new vocabulary, if necessary. Suggested vocabulary: regular, offensive, roam, overalls, passer-by, daily commute. ANSWER KEY Art-Man has night vision and super-speedy painting skills, and he can become invisible.

Exercise 2 b), p. 26 • Students read the text again. • Instruct students to draw a mind map in their notebooks and include the information about Diego’s superhero’s basic information and his alter ego, superpowers, costume and cause. • You may want to help students by drawing a mind map on the board.

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SUPERHERO, ME I can write a character description.

1 Work in pairs. Your teacher will give you a list of 12 superheroes. Look at the emojis below, and guess which superheroes from the list they represent. Explain your choices. 3

1

7

2

6

5

4

8

9

2 a) READING Diego has created his own superhero. Read the text. What superpowers does he possess? My name is Art-Man, and I live in New York City. I may look like a regular teenager, but I have a special skill that nobody else knows about.

At night, I roam the streets of Brooklyn, looking for offensive graffiti. With the help of my night vision, I can spot hateful messages that appear on building walls. Then I use my super-speedy painting skills to paint inspiring murals to cover the graffiti. When I started, I used to wear my superhero costume, but I stopped wearing it because I thought I looked ridiculous in it. Now I just wear overalls, so I don’t get covered in paint. It’s exhausting to make up new lies for my mom about what has happened to my clothes. I have another great skill: I can become invisible at the first sign of passers-by or the police. Although I am not doing anything wrong, I don’t want to be uncovered. I like reading the news when people are guessing who the creator of the latest mural is. I may not have any world-saving superpowers, but I believe that what I do really matters. After all, what do we prefer seeing on our daily commute to school or work: hateful messages or something beautiful and inspiring?

b) Read the text again. In your notebook, draw a mind map and include the following information about Diego’s superhero: basic information and his alter ego, superpowers, costume and cause.

3 Look at the highlighted words in the text. What do they mean, and when do we use them?

Pencil, paper, go!

Check and tick.

Linking words Match the linking words from the text to their use. _________ - to show result or consequence _________ - to connect two similar things _________ - to express that the action in one of the statements is surprising

ONE MORE LOOK!

_________ - to show the reason _________ - to contrast two statements _________ - to express time _________ - to express choice

Writing bank → pp. 110-111

4 WRITING Think about your own superhero, and prepare a mind map similar to the one in Exercise 2 b). Use the information from your mind map to write a text about what type of superhero you would like to be.

I have written three paragraphs. I have covered all the topics from the mind map. I have used at least four different linking words. I have used capital letters and punctuation correctly. I have checked my spelling.

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• Instruct students to match the linking words from the text to their use. basic information

superpowers Diego’s superhero

alter ego

• Check and discuss the answers as a class. ANSWER KEY

cause costume

• In a lower-ability class, you may want to let students work in pairs. • Give students some time to complete the mind map and help them if necessary. • Check answers as a class. ANSWER KEY Basic information: a regular teenager, lives in New York City. Alter ego: Art-Man, at night roams the streets of Brooklyn looking for offensive graffiti, paints murals. Superpowers: night vision, superspeedy painting skills, invisible. Costume: used to wear a costume but looked ridiculous in it; wears overalls. Cause: paints inspiring murals to cover offensive graffiti and hateful messages.

Exercise 3, p. 26 • Have students go through the highlighted words in the text. • In groups, students think about the meaning of the linking words and when they are used. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

• At this point, you can GO DIGITAL and further practise reading.

Pencil, paper, go! Short report • Draw students’ attention to the Pencil, paper, go! section.

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• Help students, if necessary.

so – to show result or consequence, and – to connect two similar things, although – to express that the action in one of the statements is surprising, because – to show the reason, but – to contrast two statements, when – to express time, or – to express choice

WORKBOOK PRACTICE READING Exercise 1 a), p. 28 • Explain to students that they are going to read about one of Diego’s favourite artists, Banksy. • Brainstorm students’ ideas about Banksy to find out what they already know about him. • Students read the paragraphs and put them in the correct order. • Check answers as a class. ANSWER KEY 2, 3, 1

Exercise 1 b), p. 28 • Have students read the questions and match them to the paragraphs. • Remind them to underline the answers in the text. • Check answers as a class. ANSWER KEY 1 Paragraph 2: His graffiti usually sends messages of love and hope and stands against war and greed. 2 Paragraph 1: We also know that he started his work by spraying graffiti on the walls in his hometown in the late 1990s. 3 Paragraph 3: Balloon Girl – or Girl with Balloon, as it is also called – is one of the most important pieces of graffiti by Banksy. 4 Paragraph 1: Another piece of information that is certain is that he was born in Bristol, in the southwest of England, in 1974.5 Paragraph 1: Since then, he has made graffiti all round the world, from New York and through Vienna and London to Jerusalem. 6

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Paragraph 1: His fans don’t really want to know his true identity, because this mystery is what makes him so fascinating.

3

Join the sentences to write about Spider-Man. Use and, so, but, because, when, or and although. 1 His real name is Peter Parker. He lives in New York. ___________________________________________________________________________________________________ 2 Spider-Man got his superpowers. A radioactive spider bit him. ___________________________________________________________________________________________________ 3 He can shoot webs from his wrists. He can use web shooters.

Le ss on

4

SUPERHERO, ME 1

___________________________________________________________________________________________________ 4 He can hang from ceilings or buildings. He can shoot spider webs. ___________________________________________________________________________________________________ 5 He is a superhero. He still lives with his uncle and aunt. ___________________________________________________________________________________________________

a) READING Read about one of Diego’s favourite artists. Put the paragraphs into the correct order.

6 He has sharp animal senses. He can feel when danger is near. ___________________________________________________________________________________________________

His graffiti usually sends messages of love and hope, and stands against war

7 Spider-Man has remained popular. New superhero characters appear in comics and films all the time.

and greed. There is a huge amount of graffiti round the world, but nobody can

___________________________________________________________________________________________________

ever claim Banksy’s artwork as their own, no matter how hard they might try. When the time comes, he always announces it – anonymously, of course.

4

Chances are, at one point in your life, you have seen the image of a little girl holding a red heart-shaped balloon. Balloon Girl – or Girl with Balloon, as it is also called – is one of the most important pieces of graffiti by Banksy. And Banksy is one of

a) Think up your own superhero, or choose one from Exercise 1 in your Student’s Book. Complete the mind map below with the missing information. Superpowers Basic information

the most influential street artists of today, although nobody knows who he actually is. This graffiti master, painter, activist and filmmaker has kept his identity a secret. His fans don’t really want to know his true identity, because this mystery is what makes him so fascinating. So what do we know about him? Once he posted a picture

Costume

of himself with a paper bag over his head, so we know that he is male. Another piece of information that is certain is that he was born in Bristol, in the southwest of England, in 1974. We also know that he started his work by spraying graffiti on

Alter ego

the walls in his hometown in the late 1990s. Since then, he has made graffiti all round the world, from New York, through Vienna and London, to Jerusalem.

Causes

b) Read the text again, and match the questions to paragraphs. Underline the answers in the text. 1 What does Banksy’s art represent?

4 Where was he born?

2 Where did his graffiti first appear?

5 Where can you find his graffiti?

3 What is the name of one of his

6 Do people who appreciate his art want

best-known pieces of graffiti?

2

to know who Banksy is?

b) WRITING Use the mind map in Exercise 4 a), and write a short description of your superhero.

Banksy was the inspiration behind Diego’s superhero, Art-Man. What are the similarities and differences between the two graffiti artists? Complete each sentence with the correct linking word. Use and, or, but, so, because, when and although.

Banksy vs Art-Man 1 Banksy often paints inspiring graffiti, _____________ Art-Man does the same. 2 Art-Man used to wear a superhero costume, _____________ he stopped wearing it, _____________ he thought he looked silly. _____________ he has once worn a paper bag on his head to hide his identity, Banksy has never worn a costume. 3 Art-Man claims that he can become invisible _____________ passers-by or the police are near him. _____________ Banksy wants to hide from the police, he wears various costumes _____________ that he can stay anonymous. 4 Art-Man _____________ Banksy: who is the better graffiti artist? It’s difficult to say, _____________ both are trying to do something positive through art.

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Exercise 3, p. 29 • Let students read the sentences about SpiderMan first. • Students then join the sentences with the correct linking word. • You may want to instruct students to swap their notebook in pairs and check the answers before checking them as a class. • Check answers as a class. ANSWER KEY 1 His real name is Peter Parker and he lives in New York. 2 Spider-Man got his superpowers when a radioactive spider bit him. 3 He can shoot webs from his wrists, or he can use web shooters. 4 He can hang from ceilings or buildings because he can shoot spider webs. 5 He is a superhero, but he still lives with his uncle and aunt. 6 He has sharp animal senses so he can feel when danger is near. 7 SpiderMan has remained popular although new superhero characters appear in comics and films all the time.

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WRITING BANK CHARACTER DESCRIPTION READY? (pre-writing) Exercise 1 a), p. 110 • Students read the list of superpowers they would like to have. • Have them correct the spelling mistakes. • Check answers as a class. ANSWER KEY 1 telepathy, 2 teleporting, shapeshifting, 4 X-ray vision, 5 immortality, 6 superstrength, 7 invisibility, 8 flight, 9 time travel, 10 superspeed

Exercise 1 b), p. 110 • Let students choose three superpowers from the list in Exercise 1 a) and complete the sentences. • In pairs, students read out the sentences to their partners. Their partners try to guess which superpower each sentence is about.

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UNIT 1

• Remind students to keep the sentences logical but not too easy to guess. • Invite volunteers to read out their sentences.

1 CHARACTER DESCRIPTION

READY? (pre-writing) 1

ANSWER KEY Students’ answers.

TOP TEN SUPERPOWERS – OOPS LIST

a) The following is a list of superpowers we might like to have. Each of the words has a spelling mistake. Put on your supersight, and correct it. b) Choose three superpowers from the list in Exercise 1 a), and do the task below. Then pair up, read the sentences, and have your partner guess which superpower each sentence is about. Keep it logical, but don’t make it too easy to guess!

SET Exercise 2 a), p. 110 • Before reading the superhero text, have students match the paragraphs with their content.

TOP TEN SUPERPOWERS – UPGRADED LIST

1 telepaty 2 telleporting 3 shapeshipping 4 x-ray wision 5 imortality 6 superstrenght 7 unvisibility 8 fligth 9 time trawel 10 superspead

1 Superpower: If I had this superpower, I could ____________________________________________________________________________. 2 Superpower: If I had this superpower, I would ____________________________________________________________________________. 3 Superpower: If I had this superpower, people would ______________________________________________________________________.

SET... 2

• Students then read the text on the opposite page to check.

a) Before you read our superhero text, let’s see what information there should be in each paragraph. Match the paragraphs with their content. Then read the text on the opposite page, and check. 1 Introduction cause the character is fighting for

2 Body

3 Conclusion

real name and basic information

alter ego, superpowers and costume

b) Pretend you are our superhero, and answer these interview questions for the ISN (Interplanetary Social Network). Complete the dialogue using information from the text.

• Check answers as a class.

ISN: Dear secret superhero, thank you for agreeing to reveal your identity to us! Can you tell our followers what your real name is and how old you are? Emerald: __________________________________________________________________________________________________

ANSWER KEY

ISN: Thank you. We knew you were young, but to be that young and that brave... Wow! And how about your superpowers? Can you fly? Can you read minds?

3, 1, 2 / 1 real name and basic information, 2 alter ego, superpowers and costume, 3 cause the character is fighting for

Exercise 2 b), p. 110 • Students pretend they are the superhero from the text and answer the interview questions, completing the dialogue using the information from the text. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: reveal, levitate, telekinesis, telepathically, awake, turquoise, flaming, truce, still, habitat, teleport. ANSWER KEY 1 My real name is Ginny and I’m thirteen years old. 2 I can levitate and control things using telekinesis. I can also telepathically communicate with species. 3 My supersuit is chameleon-like; it can change its colour and material to fit the environment. It also contains a cooling skin gel. 4 I try my best to stop any creatures from destroying their habitat or from destroying each other.

Emerald: __________________________________________________________________________________________________ ISN: Ginny... No, sorry, I must call you Emerald. Every superhero has a supersuit. What can yours do? Emerald: __________________________________________________________________________________________________ ISN: That makes you almost invisible! Fantastic! And tell us – what do you try to achieve? Emerald: __________________________________________________________________________________________________ ISN: Basically, you are saving all worlds. What else can we say, then, but – thank you?

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ENDING THE LESSON WRITING Exercise 4, p. 26 • One more writing task is provided in Exercise 3 on page 111 in the Student’s Book. You may want to assign it for homework or include it in the writing task in this lesson. • Instruct students to think about their own superhero and prepare a mind map similar to the one they drew in their notebooks. • Distribute the photocopiable mind map templates to students (Resource Bank, Resource 20, pp. 406-412). • Students write a text about what type of superhero they would like to be using the information from the mind map. • Refer them to the Pencil, paper, go! section on page 26 as well as the writing guide on page 111. Remind students again to organise their texts in three paragraphs, cover all the topics from their mind map and use at least four different linking words.

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• Go round the class and provide help where needed. • Draw students’ attention to the ONE MORE LOOK! section. Ask them to go back to their writing and check whether they have completed the task correctly. • Divide students into pairs or small groups. Have them check each other’s work. They tick the checklist for their classmates’ work as well. Encourage them to provide feedback to their peers. They write two compliments and one suggestion on how to improve the report. • Students go back to their work and make the necessary corrections. • If you decide to use this task for summative assessment, there is a detailed analytic rubric (Resource Bank, Resource 21, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them in the advance of the assignment. HOMEWORK WB pp. 28–29, Exercises 2 and 4 a) and b)

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UNIT 1

Lesson 5

5 THE AMERICAN DREAM NASTAVNA TEMA

Drugi i drugačiji / Slobodno vrijeme / Književnost za djecu i mlade

NASTAVNA JEDINICA

The American dream

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., B. 8.2, B.8.3., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

immigrant, opportunity, melting pot, gateway, port of entry, inspection, bundles, cultural diversity

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o imigraciji i imigrantima

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.4.

Učiti kako učiti

A 3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Građanski odgoj i obrazovanje A.3.1., A.3.3., A.3.4. MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem Povijest Društvene promjene i migracije

UDŽBENIK

Str. 27.

RADNA BILJEŽNICA

Str. 30.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

• Check homework as a class. • Do a short USA trivia quiz with your students. • You can divide students into two groups and turn it into a competition. • Suggested questions: 1 What is the second most spoken language in the USA? 2 Which explorer discovered America? 3 What is the national animal of the USA? 4 The Statue of Liberty was a gift from which country? 5 Who was the first American to land on the moon? 6 How many stars are on the flag of the USA? 7 What is the longest river in the United States? 8 What was New York called before it became New York? ANSWER KEY 1 Spanish. 2 Christopher Columbus. (Christopher Columbus was the first European explorer to discover America in 1492, although there is evidence that some five hundred years before Columbus, Vikings, led by Leif Eriksson, set foot in North America and established a settlement. And

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long before that, some scholars say, the American continents seems to have been visited by seafaring travellers from China and possibly by visitors from Africa and even Ice Age Europe.) 3 American Bison. 4 France. 5 Neil Armstrong. 6 50, one for each of the 50 US states. 7 Missouri. 8 New Amsterdam.

• Draw students’ attention to the title of the lesson and discuss its meaning. TRICKS OF THE TRADE The American dream is the ideal that every citizen of the United States should have an equal opportunity to achieve success and prosperity through hard work, determination and initiative; the belief that America offers the opportunity of a good and successful life achieved through hard work to everyone. (Source: Oxford Learner’s Dictionaries) MAIN PART SPEAKING Exercise 1, p. 27 • In pairs, students read the questions and discuss the answers. • Check students’ ideas as a class. • You may want to name some of the famous immigrants to the USA. Suggested immigrants: Natalie Portman (Israel), Arnold Schwarzenegger (Austria), Sergey Brin (Russian Federation), Albert Einstein (Germany), Jackie Chan (Hong Kong, China), Nikola Tesla (Croatia), Sofia Vergara (Colombia). ANSWER KEY Students’ answers.

READING Exercise 2 a), p. 27 • Let students look at the headings and the pictures first. • Explain to students that they are going to read a text about immigration and the way immigrants arrived to the USA. • If necessary, explain the meaning of the expression melting pot.

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THE AMERICAN DREAM

5

I can talk about immigration. 1

SPEAKING Answer the questions. 1 Who or what is an immigrant? 2 What are the reasons that make people leave their country?

2

a) READING Read the text, and match the headings to the paragraphs. There is one heading you do not need. 1 The Journey

2 The Statue of Liberty

4 The Isle of Hope or Tears

3 The American Dream

5 The Melting Pot

For more than a century, people have looked at America as the land of opportunity. New York, especially, has always attracted people from all over the world. They have seen the Big Apple as a place where dreams come true ever since 1892, when it officially became a gateway for millions of immigrants. Ellis Island was one of the most important ports of entry into the United States. When steamships replaced sailing ships, the journey to America became much faster and easier. The first- and second-class ticket owners could go to NYC without a visit to Ellis Island. However, most people had a third-class ticket and spent the journey in the unclean crowded bottom parts of the steamship. But what they all had in common was the feeling of being lost, confused and scared of the new beginning and what awaited. The majority of them would never see their home country again. With the last day of the journey came hope in the shape of ‘Lady Liberty’. The last step was the inspection at Ellis Island. The place was jammed with people and their heavy bags and bundles. After a short medical check-up came a two-minute interrogation. The inspectors checked whether the person was a threat to their society. Finally, those who didn’t pass the inspection were sent back to their countries, while the lucky ones could start chasing their American dreams. The USA is a nation of immigrants. All those people who have gone to the US have taken their culture, customs and languages with them. They have all contributed to what America is today: a multicultural society. Today, Ellis Island is a symbol of immigration and the cultural diversity of the nation. It still inspires both the immigrants and the US citizens, who believe their country will always keep its doors open to anyone in search of a better life.

b) Read the text again. Are the sentences are true (T), false (F) or it doesn’t say (DS)? Explain your answers. 1 Ellis Island was the only port of entry into America. 2 All passengers from steamships had to go through Ellis Island. 3 Most immigrants went back to visit their home land. 4 People had to leave their luggage for inspection. 5 Not everyone passed the inspection. 6 The US is a place where different cultures come together.

3

Curious me! Which country was the Statue of Liberty originally designed for? Find out how it ended up in the USA!

SPEAKING Imagine packing your whole life into a bag. What would you take with you, and why? Make a list, then give a short talk.

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UNIT 1

• Students then read the text and match the headings to the paragraphs.

ANSWER KEY 1, 4, 2, 7, 5, 6

• Check answers as a class. • Explain the new vocabulary. Suggested vocabulary: opportunity, gateway, port of entry, inspection, bundles, cultural diversity. ANSWER KEY 3, 1, 4, 5

TRICKS OF THE TRADE A melting pot – a place or situation in which large numbers of different people, ideas, etc. are mixed together; a place where many different people and ideas exist together, often mixing and producing something new. (Sources: Oxford Learner’s Dictionaries, Cambridge Dictionary)

Exercise 2, p. 30 • Instruct students to skim the immigrants’ stories and the missing sentences first. • Students then read the stories carefully and complete them with the missing sentences A–H. • Remind them that there are two sentences they do not need. • Check answers as a class. • Explain any new vocabulary, if necessary. Suggested vocabulary: deck, rough sea, foreigner. ANSWER KEY 1 G, 2 C, 3 H, 4 F, 5 A, 6 D

THE AMERICAN DREAM

• Check answers as a class and have students explain their answers.

Le ss on

5

Exercise 2 b), p. 27 • Students go through the text one more time and decide whether the sentences are true, false or it doesn’t say.

READING

VOCABULARY

1

• Remind students to underline the parts of the text that give them the answers.

1 port of entry

3 immigrant

4 journey

5 inspection

6 cultural diversity

7 opportunity

chance to do something

act of travelling from one place to another

activity of looking at something carefully, examination

society where many different people and cultures mix together as one

existence of many different customs and beliefs within a society

b) Complete the sentences with the words and expressions from Exercise 1 a). 1 The American Dream is the belief that everyone, no matter where they come from, has an equal _______________________ for success.

1 F, 2 F, 3 F, 4 DS, 5 T, 6 T / Students’ answers.

2 The _______________________ across the ocean was extremely long and uncomfortable. 3 In the past, New York City was a major _______________________ into the USA, as were some other US cities such as Baltimore, Boston, Philadelphia and New Orleans.

• At this point, you may use the digital content for further reading practice.

4 After arriving by ship, the passengers had to pass both a medical ______________________, and a legal one. 5 The USA is rich in _______________________; you can meet people there from all over the world and learn about lots of different cultures. 6 The USA is a _______________________ of different cultures that have shaped the country as it is today.

2

CURIOUS ME!

READING Complete these immigrants’ stories with missing sentences A–H. There are two sentences you do not need. The journey lasted for fourteen days: the longest two weeks of my life. We were on the lowest deck, and we couldn’t go upstairs. (1) ____ There was no air conditioning back then, and the smell was really bad. The sea was rough. You could hear the waves crashing against the ship. (2) ____ My wife and I were really worried. And then, one morning, loud cheers and clapping woke us up. Seeing the Statue of Liberty marked the new beginning for our family. (Antoni, who migrated from Poland in 1920 at the age of 34)

Refer students to the Curious me! section and assign it as optional homework. Encourage students to find out more about the Statue of Liberty – which country it was originally designed for and how it ended up in the USA. Have them report about it at the beginning of the next lesson.

Exercise 1 a), p. 30 • Students match the words and expressions to their definitions.

2 melting pot

place where a person enters a country, a gateway

ANSWER KEY

WORKBOOK PRACTICE

a) Match the words and expressions to their definitions. There is one word you do not need.

They inspected our eyes with a small hook. (3) ____ They made sure that people didn’t have any diseases. We had to be healthy and without a criminal record, so we could get a job and support our families. There was a woman whose hair was very big and curly, and they cut it to check whether her head was clean. It was a price she had to pay to reach the land of opportunity. (4) ____ And for those who were rejected and had to travel back home, it was the Isle of Tears. (Ulla, who migrated from Denmark in 1922 at the age of 25) Learning the language was the hardest part. The plan was to start my own business as an ice-cream maker. (5) ____ Getting up early in the morning, going to work and not understanding a word they were saying, was pretty difficult. (6) ____ It took years before I finally realized my dream and opened a small shop selling hand-made gelato. It was clear I was a foreigner every time I opened my mouth, but I didn’t mind. Cultural diversity is actually what I love most about my new home country. (Enzo, who migrated from Italy in 1921 at the age of 21)

30

A However, I ended up making shoes at a factory. B We had to leave our luggage in a room near the entrance. C My son was seasick for the whole journey. D I was lost, and I often regretted coming to America.

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• Check answers as a class.

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ENDING THE LESSON WRITING AND SPEAKING Exercise 3, p. 27 • Go through the task with students and make sure they understand what they should do. • Distribute the photocopiable My whole life in a bag templates (Resource Bank, Resource 22, pp. 406-412) to students. • Let students write their lists first. • In small groups, students share their lists and explain why they would take the things on their lists. Monitor and help if necessary. • Have volunteers share their lists and reasons with the class. HOMEWORK WB p. 30, Exercise 1 b)

5 THE AMERICAN DREAM

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UNIT 1

Revision

UNIT 1 REVISION

ANSWER KEY

NASTAVNA JEDINICA

Unit 1 Revision

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.5.

DJELATNOST (I) U FOKUSU

Slušanje, čitanje

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., B.3.2., B.3.3., B.3.4., C.3.2., D.3.1., D.3.2.

UDŽBENIK

Str. 28. -29.

RADNA BILJEŽNICA

Str. 31. -33.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za ponavljanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. WORD LIST, pp. 82–83 • In groups, students play the Definition game (see Games and Activities on pp. 394-398). Instruct students to go through the list of words. In each group, a student chooses a word or expression and tries to define it or describe it to their group members. The rest of the group tries to guess the word. • Monitor and provide help if needed. LANGUAGE MATTERS, p. 29 Exercise 1, p. 29 • Draw students’ attention to the words pronounced in American and British accents. • In pairs, students read out the words, trying to pronounce them in both accents. • Monitor students and help if necessary. Exercise 2, p. 29 • In small groups, students discuss the questions and try to think of some more examples similar to the ones in Exercise 1. • If students cannot think of the examples themselves, give them some examples of your own. Suggested examples: neither, privacy, vase, garage, advertisement, record, dynasty. • Discuss students’ ideas and answers as a class.

90

Students’ answers.

MAIN PART ORKBOOK PRACTICE W REVISION: LISTENING TRICKS OF THE TRADE This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class. Exercise 1, p. 31 • Allow enough time for students to read the instructions and the sentences. Make sure they understand what is expected of them. 1

• Play Track 1. Students listen and tick the correct person. • If necessary, play the track once more.

Track 1 Hi! I’m Hiro, and I’m from Tokyo, the world’s most populous city. Tokyo is a lot like New York; it’s a city that gives you an unlimited choice of things to do and see. My grandparents live just a 90-minute ride away from Tokyo by express train. I always enjoy the ride, because the scenery is breathtaking. Spending time with my grandparents is equally interesting. My grandpa is the most intelligent person I know. He’s the person I always turn to when I need a piece of advice. He is also very traditional. I’ve never seen him argue with anybody, even when he knows the other person is wrong. He believes that pushing your own beliefs on other people is disrespectful. This is exactly what he taught me: to respect others. He is not very talkative; he speaks only when he has to. (laughing) I wish I could say the same about my grandma! When I was younger, she would tell me fun stories she’d invented. She still makes me laugh every time I visit! My grandparents are both very hardworking, and they’ve passed that trait on to my dad. He is also very responsible, and he never jokes about work. He takes it very seriously. He’s like that at home, too. Mum is the exact opposite, though: she’s cheerful all the time, and she never stresses about things. They both work a lot, and we don’t have much time to spend together during the week, but that’s why we make our weekends all about us. We love discovering new things together, and Tokyo is a paradise for foodies like us! We either choose one of the many restaurants and streetfood stands, or we stay at home and order takeaway. My dad and I always eat from the takeaway plastic boxes, which is probably on the top of my mum’s pet-peeves list. She hates it when we do that. ‘Respect your food!

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bagel blunder borough cab cherish cosmopolitan crossroads district savvy concrete jungle human-rights lawyer

Lesson 1

on the go people person shopping spree youth counsellor

1A ME, MYSELF, AND I annoy bossy chatty college disrespectful easy-going goofy immature impolite modest moody outgoing pet-peeve reliable self-conscious backing vocals guilty pleasure

pecivo pogreška gradski okrug taksi njegovati, štovati kozmopolitski križanje, raskrsnica okrug vješt betonska džungla odvjetnik za ljudska prava s nogu, usput društvena osoba kupovina savjetnik za mlade

Lesson 2

Ready, set, go!

WORD LIST confide in fall out with get on well gossip honest influence make up put up with self-centered stand up for supportive trustworthy witness work out make a decision toxic friendship

2B TAKING A STAND

iritirati, smetati šefovski (nastrojen) brbljav viša škola neobazriv otvoren šašav, smotan djetinjastog ponašanja, nezreo nepristojan skroman sklon promjenama raspoloženja, ćudljiv otvoren stvar koja te iritira pouzdan niskog samopouzdanja, pun sumnji u sebe prateći vokali slatki grijeh

anxiety be fed up with bullying confront cyberbullying discourage envious handful harass hurtful insulting intervene mean nasty offender pick on sneaky tease turn to witness conduct an Internet poll do things behind one,s back drive up the wall easier said than done face someone face the music fake account get to the bottom of passive bystander sprain your ankle spread rumours turn something to your advantage

Lesson 3

1B WHAT MAKES ME... ME

acquaintance poznanik ask out pozvati van buddy prijatelj buzz gužva, vreva call off odgoditi, otkazati catch up nadoknaditi propušteno cope with nositi se (s čime) crush simpatija display prikazati distance udaljenost lately u posljednje vrijeme rely on osloniti se (na) stick with biti uz koga subway podzemna željeznica turn to obratiti se anti-bullying center centar protiv nasilja gather the courage skupiti hrabrost have a crush on someone biti zaljubljen u koga keep in touch ostati u kontaktu

2A FRIENDS WILL BE FRIENDS

3A A SUPER-CITY aerial ape capture catchy feature

povjeravati se komu posvađati se s kime slagati se ogovarati, tračati iskren, pošten utjecaj pomiriti se podnositi, trpjeti sebičan, egocentričan zauzeti se za koji pruža podršku pouzdan, vjerodostojan posvjedočiti riješiti se, ostvariti donijeti odluku nezdravo prijateljstvo tjeskoba zasititi se čega zlostavljanje suočiti se, suprotstaviti se virtualno nasilje obeshrabriti zavidan, ljubomoran šačica maltretirati, uznemiravati štetan, škodljiv uvredljiv, pogrdan umiješati se, posredovati podmukao, zao neugodno, neprijatno počinitelj, prijestupnik maltretirati, uznemiravati podao zadirkivati, izazivati obratiti se svjedok provesti anketu na internetu raditi komu iza leđa izluđivati lakše reći nego učiniti suočiti se s kim snositi posljedice lažni profil saznati, riješiti pasivni promatrač uganuti gležanj širiti glasine okrenuti nešto u svoju korist zračni čovjekoliki majmun uhvatiti lako pamtljiv istaknuti, prikazati u glavnoj ulozi

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Use a plate! ’ she yells. I don’t like it when she gives us orders. That’s my pet peeve! Although, when I think about it, I miss it a little now that I’m in New York.

ANSWER KEY 1 Grandpa, 2 Grandpa, 3 Grandma, 4 Grandma, 5 Dad, 6 Mum, 7 Mum

Exercise 2 a), p. 31 • Have students look at the pictures. Make sure they understand what is expected of them. 2

• Play Track 2. Students number the sites in the correct order.

Track 2 Jake: I often visit the iconic places of New York, and I can never get enough! I don’t mind the crowds, the tourists or their selfie sticks. One of my favorite landmarks is the Brooklyn Bridge. Walking across the pedestrian walkway and taking pictures of the city through the steel wires is one of my favorite things to do. You can even see the Statue of Liberty from the Bridge. I’ve visited Liberty Island a couple of times: going there is always a day well spent! However, if I had to choose just one landmark, it would most definitely be the Top of the Rock open-air observatory, from which you can get an amazing view of Manhattan with the Empire State Building in the centre. Finding rooftops with nice views and taking photos of the city skyline is my favorite pastime. Leona: I enjoy every part of New York, but I’d say that my favorite place is right in the heart of Manhattan. I love the fact that you are in the middle of the city and there’s no skyscraper in sight, and no traffic. I feel very peaceful and calm there. I always bring a packed lunch and sit on a bench looking out across the lake. My number-one spot is definitely near the picturesque Bow Bridge; it’s so romantic! I love the colour of the trees in autumn. I could spend hours lost in Central Park. But when I get tired of the peace and quiet that the park offers, I take a subway and go to Coney Island. In summer, my friends and I head for the beach to swim in the ocean and joke around. I never go on a roller-coaster ride, though. Heights make me sick; I prefer staying firmly on the ground. Luis: I love how New York changes all the time, but it also gives you the sense of belonging to a place – and to the world! When I find myself in Time Square, I can understand why they call it the Crossroads of the World. With all those flashing lights and billboards, it definitely feels as if you’re in the centre of the universe! And if you like exploring different cultures and trying different food, you should definitely visit Brooklyn’s food festival, called Smorgasburg. It’s full of surprises for the senses, and, to me, it smells like home. There’s an area in the middle where you can even spread out a picnic blanket. It’s located on the waterfront, so you can eat your ramen burger while enjoying the killer skyline views. I love how the market is both a meeting place for people and a melting pot of cultures!

ANSWER KEY First row: 6, 4, 7, 2. Second row: 5, 1, –, 3

Exercise 2 b), p. 31 • Students read the sentences first. There are two pieces of information that you do not need. • Play Track 2 again. Students match the information to the correct name, writing the numbers in the boxes. • Remind students that there are two pieces of information they do not need. ANSWER KEY Jake: 3, 6: Leona: 2, 5; Luis: 4, 8

TRICKS OF THE TRADE Both the listening and the reading parts should be checked with students by focusing on what they did correctly as well as where and why they made mistakes. You can do it as a whole-class activity upon completion of each of the revision areas or you may want to collect students’ workbooks and correct the work yourself. If doing so, make sure to comment on students’ work and emphasise what areas need more work. It could also be discussed at the beginning of the following lesson.

REVISION: LISTENING 1

Hiro is talking about the members of his family. What are they like? Listen, and tick the correct person.

1

Who is...

Mum

Dad

Grandpa

Grandma

1 wise? 2 respectful? 3 chatty? 4 funny? 5 serious? 6 easy-going? 7 bossy? ______ /

2

a)

2

Times Square

Bow Bridge

Smorgasburg

Statue of Liberty

Coney Island

Brooklyn Bridge

Flatiron Building

Top of the Rock observatory ______ /

b)

2

7

Diego’s friends, Jake, Leona and Luis, are describing their favourite places in NYC to Hiro. Number the sites in the correct order. There is one picture you do not need.

7

Listen again. Match the information to the correct name. Write the numbers in the boxes. There are two pieces of information that you do not need. Jake

Leona

Luis

1 doesn’t like the smell of the outdoor market 2 likes to get away from the buzz of the city 3 enjoys being in high places 4 appreciates the cultural diversity of the city 5 is afraid of heights 6 doesn’t stay away from tourist attractions 7 has lunch at a restaurant in Central Park 8 has a special interest in food

______ /

6

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fictional giant headquarter landmark landscape nemesis recognizable relatable skinny storey stunt terrifying thrilling villain

3B BEHIND THE MASK alter ego gear lead stare widow

izmišljeni divovski, ogroman sjedište znamenitost krajolik, pejzaž suparnik, neprijatelj prepoznatljiv s kojim se može poistovjetiti mršav, uzak kat vratolomija, akrobacija zastrašujuć uzbudljiv zlikovac drugo ʻjaʼ oprema voditi zuriti udovica

LAN G MAT UAGE TER S

Tomayto, tomahto

1 Try to read the following words with an American accent and then a British one. bird car war start

John boss rock pop

kitten atom vitamin Betty

can’t ask bath past

café locate frustrate adult

3C THE POWER OF LISTENING

Lesson 5

Lesson 4

catalogue chronicler genuinely homesick bump into somebody draw your attention foster family foster home

SUPERHERO, ME cover exhausting hateful mural offensive overall passer-by ridiculous roam spot make up a lie

THE AMERICAN DREAM bundle contribute gateway immigration interrogation jammed majority threat cultural diversity medical check-up melting pot port of entry

katalog kroničar iskreno komu nedostaje dom naletiti na koga privući pozornost udomiteljska obitelj udomiteljska kuća prekriti iscrpljujuće prepun mržnje oslikani zid uvredljivo kombinezon prolaznik smiješan lutati zamijetiti izmisliti laž svežanj, zavežljaj doprinijeti ulaz, prolaz useljavanje ispitivanje krcat, prepun većina prijetnja, opasnost kulturna raznolikost liječnički pregled lonac za taljenje ulazna luka

2 Stop and think. 1 What differences do you notice? 2 Try to think of more examples similar to the ones in Exercise 1. 3 Which accent do you prefer when you speak English? Why?

Here are some questions you can ask yourself before, during and after learning about the topics in this Unit. Before: What is the topic? / What do I already know about it? / Why do I need to learn about this? During: What is new to me? / What is easy? / What is confusing? After: What was most interesting? / What can I explain without help? / What do I need to continue working on? What other questions could you ask before, during and after learning? How can they help you learn new things or revise the things you already know?

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REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 32 • Have students read the instructions and the topics first. • They scan the texts and match them to the topics. Tell them not to worry about the gaps at this point. ANSWER KEY

Exercise 2, p. 33 • Before doing the task, remind students to read both the instructions and the interviews to get a general idea of what they are about. • Students match the interviews with the questions asked. ANSWER KEY 5, 3, 2

Exercise 3, p. 33 • Students scan the text first. • They complete the text with the missing sentence parts. • Remind them to read each sentence and the text carefully.

1 interests, 2 friendships, 3 going places, 4 pet peeves

ANSWER KEY

Exercise 1 b), p. 32 • Students read the texts again and choose the correct answer, A, B or C, to complete the sentences. ANSWER KEY

1 D, 2 G, 3 A, 4 E, 5 C, 6 F

• At this point, you can GO DIGITAL and further practise reading and listening. 2

Read the interviews. Match them to the questions asked. There are two questions that you do not need. 1 What was the happiest moment of your life?

1 B, 2 A, 3 C, 4 C, 5 A, 6 B, 7 C, 8 A, 9 C, 10 C, 11 B, 12 A

3 Who’s influenced you most in your life?

2 What are you most afraid of?

4 What life event has shaped you the most?

5 What’s the best decision you’ve ever made? That would probably be when I moved away from the city. I hated the noise and the crowds and the feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside where I know everybody, and I’m a member of the community. My neighbours and I do lots of things together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving. (Shelly, 42)

REVISION: READING 1

For most people, their parents have had a huge impact on their lives. And that’s perfectly understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was just a little baby, and it was my grandma who raised me and helped me become who I am today. She has always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me the importance of getting back up after you fall. When I think about what she’s been through, I have nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever be my role-model. (Christine, 26)

a) Four people are talking about what matters to them. Read the texts, and match them to the topics below. There are two topics that you do not need. Do not worry about the gaps at this point. family

interests

pet peeves

going places

friendships

bullying

1 I’m very (1) ____ about sport. I’ve been doing karate since I was 6 years old. I’m also very (2) ____, and I never skip training. I’ve never used karate outside the gym, and I would never use it to hurt anybody. However, lots of kids challenge me to a fight or ask me to demonstrate breaking boards. But karate is much more than that. It’s much more than learning how to defend yourself. It’s about discipline and respect. It’s a way of life. I know that becoming a professional karate athlete takes a lot of training, but that’s my plan. I’m really (3) ____; I won’t give up until I succeed. (William, 14)

I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14)

2 Recently, I read a quote that went ‘find your tribe, and love them hard’. I believe I’m one of the lucky ones: I’ve found the right people. We trust each other and rely (4) ____ each other: through the good times and the bad, I can count on them. Whenever I have a problem or a secret to share, my girls are the ones I confide (5) ____. We sometimes have arguments, but it’s never anything serious; we’ve never fallen (6) ____. I think it’s very important to surround yourself with people who you can be honest with, people who support you, and accept and love you for who you are. (Zoe, 17)

______ /

3

When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the chance, I would try to make up for the pain I caused them. I even have this dream that comes back again and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____.

3 I’m a real New Yorker; I’m always (7) ____ the go. I mostly walk to where I need to be, and I walk very fast. That’s how you can distinguish a local from a tourist: locals are always in a hurry to get to their destination. I take every chance to hang (8) ____ with my friends. We’re very (9) ____, we like meeting new people! During warmer months we spend a lot of time on the riverbank in Brooklyn Bridge Park or at outdoor rooftop parties. In winter, we like to spend time going to Lower East Side comedy clubs together. We always laugh our heads off and have a great time there! (Bella, 25) 4 I met an old friend from high school the other day, and we decided to grab lunch together to (10) ____ up. What a mistake that was! He talked extremely loudly, which made me very (11) ____. I can’t stand it when people are loud in public. I could swear the couple sitting at the next table were whispering something about us! On top of that, I counted the times he used ‘literally’ in his speech. I tried to ignore it, but it was hurting my ears. Literally! He was saying it for the 21st time when my phone rang. The timing was perfect! I couldn’t cope (12) ____ it anymore, so I made an excuse and ran away without finishing my meal. (Jaden, 32) ______ /

4

b) Read the texts again, and choose the correct answer: A, B, or C. B passionate

7 A at

B in

C on

B responsibility C irresponsible

8 A out

B on

C in

3 A unambitious

B ambition

9 A ongoing

B upgoing

C outgoing

4 A of

B in

C passionately C ambitious C on

10 A hold

A B C D

they never got to the bottom of it they felt bad about being a witness it’s easier said than done how badly I behaved in elementary school

E F G H

was driving him up the wall to stand up for himself and others they were probably fed up with my behaviour don’t face the bully ______ /

1 A passion 2 A responsible

B take

3

Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H. There are two sentence parts that you do not need.

6

33

C catch

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B at

C of

11 A self-confident

B self-conscious C self-centred

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B out

C at

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C on ______ /

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ENDING THE LESSON LANGUAGE MATTERS, p. 29 • Draw students’ attention to the third part of the LANGUAGE MATTERS section. • Go through it and discuss the questions and tips on learning together with students. • In groups, students think about what other questions they could ask before, during and after learning and how these questions can help them learn new things or revise the things they already know. • Brainstorm students’ ideas as a class. • You may want to write students’ ideas on the board.



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UNIT 2

Lesson 1

UNIT 2 LONDON CALLING READY, SET, GO!

Students’ answers.

NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

Ready, set, go! / Kick-off! / Learning by doing!

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.5., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

chime, conquer, consultant, crumble, district, drawbridge, fair, fortress, genealogist, raven, reign, residence, spare, the Great Plague, the Romans, the Normans, the British Isles, the Houses of Parliament, the Tube

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o Londonu. Govorenje o prošlosti.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

Učiti kako učiti

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4. A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Poduzetništvo

A.3.3.

Održivi razvoj

C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Geografija Geografski položaj Engleske i Ujedinjenog Kraljevstva; označavanje geografskih pojmova na karti Ujedinjenog Kraljevstva Povijest Povijest Engleske i Londona

UDŽBENIK

Str. 30-31.

RADNA BILJEŽNICA

Str. 32-33.

DIGITALNI SADRŽAJ IZZI

Video Meet Freddie.

STARTING THE LESSON • Discuss the title of the unit with your students. Ask them if they understand the title phrase London calling. Point them to the Curious me! section to brainstorm their answers. • You may wish to ask them to look it up online using their mobile phones or tablets.

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ANSWER KEY

CURIOUS ME! London Calling is the third studio album by the English rock band the Clash. It was originally released in 1979. The album was a big success and its lead single, London Calling, topped the charts. Also, the phrase This is London calling... was used by the BBC World Service during WWII as part of its broadcast to occupied countries. • Divide students into pairs or small groups. Allow some time for students to flip through the unit and look at the lessons and topics. Ask them what they find most interesting and what they are looking forward to reading and learning about. Check as a class. • Students give their ideas and expectations about the topics in the unit. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 23, pp. 406-412) and distribute it. Students fill it with everything they already know about London. • At the end of the lesson, they will come back to the mind map and, using another colour, add new information they have learned in the lesson. MAIN PART READY, SET, GO! MEET FREDDIE! Video 2 Exercise 1, p. 30 • Introduce the new character, Freddie. Students look at the picture of Freddie and describe what he looks like. They describe what they see in the background. • Next, they look at the words given in the exercise, and they try to explain what each of those words represents. • You can show your students a map of the UK (Resource Bank, Resource 24, pp. 406-412) either a physical copy or via an

LONDON CALLING

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UNIT 2

LONDON CALLING > What does the title of the Unit mean? > Flip through the Unit. What topics are you going to learn about? > What do you know so far about the topics?

RE ADY, SET, GO!

MEET FREDDIE!

1

Let’s test your geography knowledge! What are the differences among the names below? Great Britain

the United Kingdom Ireland

the British Isles

2

England

2 Freddie is from London. How are the expressions

below connected with his hometown? Discuss. Then watch the video, and check. Londinium

the Tower of London

London Bridge the London Eye

3

Big Ben

William Shakespeare Camden

2 Are the statements below true (T), false (F) or it doesn’t say (DS)?

1 The Romans were the first people to live in the area of modern London. 2 The Normans conquered Britain in 1066, making this the year of its last successful invasion. 3 There usually are seven resident ravens in the Tower of London: the six that are required, and one spare. 4 In the 17th century, London was struck by the Great Plague and the Great Fire of London. 5 Buckingham Palace is the Queen’s favourite home. 6 The Houses of Parliament were built in the reign of Queen Elizabeth I. 7 ‘London Bridge’ is a nickname for the famous drawbridge, Tower Bridge.

30

Curious me!

that London calling has to do with two things: the BBC and the Clash. Find out how, and report to your classmates. Why not listen to the song?

8 The Tube is the oldest underground railway system in the world.

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READY, SET, GO!

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UNIT 2

OHP. Ask volunteers to come to the map and show what the names represent. ANSWER KEY

LONDON CALLING

England is a country. Great Britain is the island on which England is situated. Ireland is the neighbouring, smaller island. The British Isles are a group of islands in the North Atlantic, consisting of the islands of Great Britain, Ireland, the Isle of Man, the Hebrides and over six thousand smaller islands. Together, the island of Great Britain, the northern part of Ireland and the smaller islands around them make up the United Kingdom, also called the UK.

Exercise 2 a), p. 30 • Students read the expressions and try to guess their connection to Freddie’s hometown, London, and make notes in their notebooks. ANSWER KEY Students’ answers.

Play Video 2. Students watch the video and check if their ideas were 1 country correct. They correct their notes where necessary. • Allow a few minutes for students to compare their answers before checking as a class. Video 2 Freddie: Alright, mates? I’m Freddie, and I’m from London. This cosmopolitan city on the River Thames is the capital of England, and of the UK. It’s also the biggest city there! What I like most about it is its rich history and how that has shaped what the city is today. So let me tell you something about how London came to be! Even though people were attracted to this area as long ago as the Bronze Age, London first started writing its history within the Roman Empire. The Romans built Londinium, as well as the first bridge across the Thames. The city continued to change and develop, especially after 1066. This was when the Normans made the last successful invasion of Britain. They brought about lots of changes in politics and life in general, and also in English language and architecture. For instance, they built the Tower of London; at first it served as a royal residence and fortress, then a prison, and now it’s a museum. But I’d say the most interesting thing about it is the ravens that live there. The legend says that, if they leave, the Tower will crumble, and the kingdom will fall. Scary, don’t you think? London continued to grow and expand in both size and importance. Did you know that the world’s greatest playwright, William Shakespeare, lived there and wrote for the Globe Theatre? However, the city has seen some hard times, too. In 1665, the Great Plague killed about

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100, 000 people. Just a year later, in 1666, the Great Fire of London destroyed most of the city’s wooden buildings. The city was rebuilt, and many famous buildings were constructed after the fire. The most popular ones would surely be Buckingham Palace, where the Queen stays when she’s in London, and St. Paul’s Cathedral. Have you ever heard of them? The city began to take its recognisable shape in the 19th century, during the reign of Queen Victoria. Many landmarks were completed then, such as the Palace of Westminster, better known as the Houses of Parliament, which includes Big Ben. Did you know that ‘Big Ben’ is the name of the massive bell inside the tower, and not the whole tower? Make sure you catch its chime every hour on the hour! Tower Bridge was completed in the same century. Lots of people confuse it with London Bridge, which is, well, just a regular, plain bridge. The 19th century is also when the world’s first underground railway was opened! Can you imagine life in London without it? I most certainly can’t! The Tube, as we call it, is a great way to find your way around town, besides the somewhat pricy black taxis and the famous red double-decker buses. With so much to see and do in London, it’s difficult to choose. If you’re in a hurry, get a glimpse of London from the London Eye, a huge observation wheel. Or start your day with a large English breakfast, or the Full Monty, to give you energy for a walking tour around London’s historic centre. Even though London is big, it’s easy to explore its attractions on foot: Piccadilly Circus, Hyde Park, and Trafalgar Square – with Nelson’s Column, celebrating victory over Napoleon – are just some of the sights you mustn’t miss! History buffs will enjoy the city’s free museums and galleries. My favourite is the British Museum, where you can learn about the history of humankind. But there’s more to London than history and the centre itself. Its trendy districts offer something for everyone’s taste, so make sure you visit Soho, Notting Hill, Little Venice or Camden, where I live. Wherever you choose to go, I’m sure you’ll have a lot of fun discovering London’s past, or guessing what the future might bring.

ANSWER KEY Suggested answers: Londinium – the old Roman name for London; the Tower of London – a museum; William Shakespeare – a famous British playwright, lived in London; Big Ben – the nickname for the Great Bell of the striking clock in Elizabeth Tower; London Bridge – a drawbridge over the River Thames; the London Eye – a huge observation wheel; Camden – Freddie’s neighbourhood

Exercise 2 b), p. 30 • Check students’ understanding of new vocabulary from the video. Suggested vocabulary: chime, conquer, consultant, crumble, district, drawbridge, fair, fortress,

LONDON CALLING

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KICK-OF F!

HISTORIA EST MAGISTRA VITAE

1 Look at the Latin proverb in the title. Find out what it means and translate it into English. Do you agree with it? What can history teach us?

2 History may be boring for some, but it’s more than just memorising years and events. It offers many different aspects to be studied. Which of the things below would you be interested in? Why?

mythology

scandals

royalty

dinosaurs

people

discoveries

music and art

wars

ogress technological pr

3 Look at the list of jobs for history buffs. Think of a short definition for each: what do you do, and where do you do it? Can you think of more career options for history lovers?

museum curator

archivist

archaeologist

tour guide

librarian

documentary filmmaker

genealogist

film consultant

LEARNING BY DOING! PROJECT 2: HISTORY COMING TO LIFE > Have you ever wondered what it was like to live in ‘days gone by’? Would you like to try and walk in the shoes of people from the past? If your answer is yes, then this is the project for you. It’s time to dig in and bring history to life! 1

Choose a historical period or event you would like to re-enact. There’s a lot of work to be done, so designate different roles in groups: researching the period you’d like to cover, writing and proofreading scripts, making props, costumes and artefacts, directing and rehearsing... There’s something for everyone’s taste!

2

Re-enactment can be a challenging task, so you’re most likely going to need all the help you can get. History teachers are an obvious choice, but are there others who could help? What other subject knowledge might come in handy? Science, Art, D&T, perhaps? Can you get help beyond school and ask your local museums, galleries or theatre companies for help?

3

Medieval Fair, Day 1

Now that you’re all set, think about presenting your work, and find your stage. Re-enactments, just like other theatre performances, need their audience. Why not organise a history fair at your school? Is there a similar history event in your town? Showcase your work, invite others to join in and become somebody else for a day.

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UNIT 2

genealogist, raven, reign, residence, spare, the Great Plague.

2

1 What was the happiest moment of your life?

• You can instruct students to look up the meaning of words in the word list at the end of the unit on page 46.

3 Who’s influenced you most in your life?

5 What’s the best decision you’ve ever made?

For most people, their parents have had a huge impact on their lives. And that’s perfectly understandable. However, my hero is my grandma. My parents died in a terrible car accident when I was just a little baby, and it was my grandma who raised me and helped me become who I am today. She has always made sure I feel loved, and she has taught me to appreciate what I have. She has also taught me the importance of getting back up after you fall. When I think about what she’s been through, I have nothing but admiration for her. I’m lucky to be her granddaughter. She is a true survivor and will forever be my role-model. (Christine, 26)

• Ask students to read the statements and decide if they are true or false.

• Allow some time for students to compare their answers in pairs. Finally, check as a class. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 DS, 6 F, 7 F, 8 T

WORKBOOK PRACTICE Exercise 1 a), p. 33 • Ask students to look at the pictures and name those they recognise. • Students read the clues and match them to the places on the map. Check as a class. ANSWER KEY 1, 10, 7, 5, 8, 2, 4, 3, 9, 6

Exercise 1 b), p. 33 • Students answer the questions in pairs. Check as a class. • You can turn this activity into a game of Noughts and crosses (see Games and Activities on pp. 394-398) or a quiz played by teams of three to four students. ANSWER KEY 1 From the Celtic word for river. 2 The Holy Trinity (the Father, the Son and the Holy Ghost). 3 A red dragon. 4 Sheep’s intestines cooked in its stomach. 5 Daffodil. 6 The Union Jack. 7 A unicorn. 8 The Tudor rose. 9 They were built to protect people from violence in a 30-year-long conflict between Protestants and Catholics, known as the Troubles. 10 On the flag of Scotland.

2 What are you most afraid of?

4 What life event has shaped you the most?

That would probably be when I moved away from the city. I hated the noise and the crowds and the feeling of being all alone among thousands of people. I lived in a neighbourhood where there were a lot of robberies, and I didn’t feel safe walking around alone after dark. I didn’t talk to my neighbours. People didn’t help each other; it was pretty much every man for himself. Now I live in a village in the countryside where I know everybody, and I’m a member of the community. My neighbours and I do lots of things together. We feel a strong connection, and we’re always there for each other. I’ve never regretted moving. (Shelly, 42)

• For further vocabulary practice, you can GO DIGITAL.

• Play Video 2 again. Students watch and check their answers.

Read the interviews. Match them to the questions asked. There are two questions that you do not need.

I’m starting high school next year, and I’m very anxious about it. What if I don’t make a good first impression on students and teachers? What if I don’t fit in? There will be tons of new faces around, and I’m often too shy to start a conversation. Right now, I can’t think of anything scarier than walking into the school cafeteria for the first time. My mum tells me everything will turn out fine. There’s nothing to worry about, she says. But I think that’s easier said than done. I know it’s always difficult to turn over a new leaf and make a fresh start, but I’ve never been more frightened in my life! (Leo, 14) ______ /

3

3

Jake’s dad is talking about bullying. Read the text, and complete it with the missing sentence parts A–H. There are two sentence parts that you do not need. When I think about it now, I don’t feel good about myself. I’m so embarrassed by (1) ____ it’s going to bother me for the rest of my life! Most of the time I thought I was being funny, but what I didn’t realise was that the kids I was playing jokes on didn’t think that way. On the contrary, (2) ____. Once, I glued one boy’s books and notebooks to his desk and laughed so hard when he couldn’t pick them up! I remember how upset and stressed out he was. The other time, I spray-painted his bike. He reported it to the school authorities, but (3) ____: he didn’t have any evidence against me, and I denied everything. I believe the whole thing (4) ____. I realise now that I was a bully and that my actions hurt a lot of people. If I had the chance, I would try to make up for the pain I caused them. I even have this dream that comes back again and again. In it, my parents keep telling me to go back to school and apologise to every kid that I’ve hurt. I really want to, but (5) ____; I’m so ashamed, I can’t even move. I’ve read somewhere that unpleasant events from the past can often stay in your memory and cause emotional problems. I’ve definitely learned my lesson, and I’m trying to be a better person today. I have a son now, and I see things from a different perspective. I couldn’t stand seeing anyone hurt him. And I always teach him to treat others with the same respect that he wants to be treated with. I tell him never to poke fun at anybody, and (6) ____. A B C D

they never got to the bottom of it they felt bad about being a witness it’s easier said than done how badly I behaved in elementary school

E F G H

was driving him up the wall to stand up for himself and others they were probably fed up with my behaviour don’t face the bully ______ /

6

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• At this point, students should go back to the mind map and, using another colour, add new information they have learned in the lesson.

KICK-OFF! Historia est magistra vitae, p. 31 Exercise 1, p. 31 • Students read the title and try to guess the language it is in and its meaning. TRICKS OF THE TRADE Historia est magistra vitae is a well-known Latin proverb, meaning History is the teacher of life. It means that we should always learn from past events and avoid repeating the same mistakes. • Students discuss the saying, agree or disagree, and explain why. Encourage your students to give examples of the lessons that history can teach us. ANSWER KEY Students’ answers.

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LONDON CALLING

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• They choose three aspects of history they would like to study, and three they think would be boring. They make two lists in their notebook. • Give students some time to compare the lists in pairs, then discuss them together. ANSWER KEY Students’ answers.

Exercise 3, p. 31 • Students look at the words in the task and explain those they are familiar with. Those that they are unsure about, they can look up in a dictionary or an online dictionary, if available. • In a lower-ability class, you can translate the words and then elicit short definitions. ENDING THE LESSON LEARNING BY DOING! PROJECT 2: HISTORY COMING TO LIFE • Discuss the title of the project. Ask your students how they could bring history to life.

group, help students practise distributing the workload and make it possible for higherability students to help the lower-ability ones. Groups of similar abilities are a good idea if you decide on tasking the lower-ability groups with simpler tasks, so they can feel successful, too, and the higher-ability groups more difficult tasks to challenge them. You can also form random groups by using various random choice methods (numbers, letters, different coloured straws, etc.). And, lest we forget, when in a hurry, you can always group students into groups of three or four according to their seating arrangement.

! go t, se

Exercise 2, p. 31 • Students look at the different aspects of history in the task.

• Brainstorm possible ways of preparing and presenting their re-enactment: as a video, live in the classroom, as an animation. Let students suggest what equipment they would need and whose help they could enlist. • Let students suggest where and how they could showcase their re-enactments. • Finally, create or share a rubric (Resource Bank, Resource 25, pp. 406-412) for either formative or summative assessment. HOMEWORK WB p. 33, Exercise 2

• Allow some time for students to go through the project. Help with any unknown vocabulary if necessary. • In a lower-ability class, you may want to pre-teach the following words: re-enact, proofreading. • Help students form groups. TRICKS OF THE TRADE For group work, you can form groups in different ways, depending on the task and the class itself. Sometimes, it is a good idea to let your students form groups themselves. It is always more fun to work with friends! But, for some tasks and projects, more variety can help. Here are some suggestions for teacherformed groups: Mixed abilities groups, where there are both higher – and lower-ability students in the same READY, SET, GO!

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UNIT 2

1A THE GOOD OLD DAYS Lesson 1 NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

The good old days (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., B.8.1., C. 8.1, C.8.2., C.8.3., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje

VOKABULAR

act, blast out, chunky, coal decade, fossil-fuel, illegal, patterned, rebellious, sequin, split up, brand new, fall ill, flared trousers, hit the shops, Prime Minister, respiratory problems, shoulder pads, shut down, tiny waist, top the charts, vivid colour

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK

Govorenje o prošlosti. The Internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

Građanski odgoj i obrazovanje A.3.1., A.3.3. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3. D.3.1.

Održivi razvoj

C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće

UDŽBENIK

Str. 32. -33.

RADNA BILJEŽNICA

Str. 36-38.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Check homework with students. • Revise the previous lesson by playing a game of Noughts and crosses (see Games and Activities on pp. 394-398). You can give students a minute to prepare by revisiting their mind maps (Resource Bank, Resource 23, pp. 406-412).

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• You can play the game as a whole-class activity by dividing the class into two teams and have different team representatives for each question. Alternatively, you can split the class into smaller groups of three to five students, where one student is the game master, and the other two students or pairs compete against each other. For this arrangement, you need to prepare a Game master question and answer sheet (Resource Bank, Resource 26, pp. 406-412) with questions and correct answers for the game master. The players play the game as usual, and the game master is the one who reads the questions, checks the answers and awards the points. • Suggested questions and tasks: 1 Who were the first people to live in the area of London? 2 How many resident ravens are there in the Tower of London? 3 Name three famous people from London. 4 Name three famous London sights. 5 When were the Houses of Parliament built? 6 Name two big catastrophes that have hit London in the past. 7 Who lives in Buckingham Palace? 8 What is Big Ben? 9 Name two London neighbourhoods. MAIN PART SPEAKING Exercise 1, p. 32 • Have students read the task, discuss the title and answer the questions. ANSWER KEY Students’ answers.

TRICKS OF THE TRADE The phrase the good old days refers to a period of time in the past that a person thinks was pleasant and better than the present time. “In the 1960s, everything seemed possible. Those were the good old days. ” (Source: MerriamWebster Dictionary)

LONDON CALLING

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on ss Le

1

2

1

on ss Le

32

1

1A THE GOOD OLD DAYS I can talk about past habits.

SPEAKING Look at the title of the lesson. Have you ever heard anyone refer to the past as ‘the good old days’? Do you think that life was better in the past? Why (not)?

Stereos were blasting out pop music as boy bands and girl groups topped the charts. The Spice Girls spread girl power globally. Oversized shirts and chunky boots were a big thing. Britain got closer to Europe when the Channel Tunnel opened. The Game Boy hit the shops. Harry Potter mania began. The World Wide Web became available to people, and the Internet became widely used. Pop art was born in Britain. The air-pollution disaster known as the ‘Great Smog’ hit London. The Clean Air Act was introduced afterwards. Queen Elizabeth II was crowned in 1953. People watched the event live on blackand-white TVs. Tiny waists and long, full-circle skirts were very fashionable. People danced the jive and listened to rock and roll on their gramophones.

2 fashion

3 technology

It was all about glam rock and punk, with David Bowie and the Sex Pistols in the lead. Flared trousers, sequins, nail polish, colourful hairstyles and platform shoes were fashionable for men as well as women. The era of colour television and cassette recorders started. The nation celebrated the Queen’s 25th year on the throne. Britain had its first woman Prime Minister.

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Why not choose a decade from 20th-century Britain for re-enactment? There are plenty of ideas here to choose from!

PROJECT TIP!

The wedding of the century took place; Prince Charles married Lady Di. Leggings, a high waist and massive shoulder pads were a must, as well as a big, messy hairstyle. It was a great decade for British comedy, with Only Fools and Horses topping the list, and an even better decade for British music. People listened to Queen, George Michael, Eurythmics and Depeche Mode on their Walkmans.

a) READING Freddie is writing a history column called The Interesting Side of History for his school’s online magazine. He has made a timeline for Britain in the second half of the 20th century. Read the texts, and match them to the correct decades.

The sound of the Beatles and the Rolling Stones was in the air. Transistor radios became available. Pirate radio stations played pop music; Radio Caroline was the most popular one. Women wore miniskirts. Young people loved psychedelic designs and vivid colours. The English football team was on top of the world. Monty Python made people laugh themselves to death.

1 music

b) Read the texts again. How did the following change through the decades?

c) SPEAKING Which decade do you like the most, and which one do you like the least? Why?

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3

the 60s

1 Albert

the 70s

2 Melanie

Albert

Melanie

the 80s

3 Harriet

Harriet

the 90s

a) 2.1 LISTENING Freddie has collected people’s real-life stories about three of the decades mentioned in his text. Study the timeline on the previous page. Then listen to the people speak, and match them to the decades they talk about (1–3). There are two decades you do not need.

the 50s

b) 2.1 Listen again. Tick the correct person. Who… 1 experienced a dangerous environmental problem? 2 used to listen to the sounds of illegal radio stations? 3 cried after a band split up? 4 used a fossil-fuel heating system? 5 would go on a family trip abroad? 6 went against the standard dress code of the time?

Talking about the past

TV

music

Grammar summary → pp. 123-124

stories

clothes

food

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Go through your parents’ or grandparents’ things to find real objects mentioned in the text. Flip through a family photo album, as well. Use authentic objects and photos to learn new vocabulary. They might come in handy for your presentation, too.

toys and games

Step 3 Present your findings to the rest of your class. Why not prepare a digital presentation with pictures and audio? Have your classmates guess the decade.

Study tip! VOCABULARY Step 2 Interview an older person (a family member, a neighbour etc.) about their habits back then. What did they use to do, wear, watch and listen to?

WRITING AND SPEAKING Prepare a short presentation about Croatia. Follow the steps below.

Work in pairs. Look at the topics below. Talk about the habits you had when you were a child. Use would and used to. Report on your partner’s habits to the rest of the class.

Let’s practise more! → WB, pp. 37-38

Be careful! We do not normally use would to refer to past states: we use past simple or used to instead. My dad was a car mechanic. or My dad used to be a car mechanic. NOT My dad would be a car mechanic.

I would spend hours in front of the mirror pretending I was one of the Spice Girls. Did you know that, back then, we used to listen to pirate radio stations?

2 We can use ____________ and ____________ to describe regular habits and routines in the past.

That day, the bus didn’t come.

Music defined the 1960s, and it defined us as well.

1 When we talk about something that was completed at a particular time in the past, we use the __________________________ tense.

Look at the examples below, and complete the rules.

My... GRAMMAR!

4

5

Step 1 Choose a decade. Do some research on it, and draw a timeline with important events. Include music, sport, news, fashion or anything else that you associate with the decade.

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1A THE GOOD OLD DAYS

UNIT 2

READING Exercise 2 a), p. 32 • Ask students if they read online magazines. Let them name the ones they read or explain why they don’t read them. • Write the word column on the board. Students try to explain it.

Exercise 2 b), p. 32 • Divide students into three groups. Assign one category to each group – music, fashion or technology. • Students read the texts again and make notes about changes over time. • Check as a class. ANSWER KEY

TRICKS OF THE TRADE The word column is a homonym. It has several different meanings: among others it can be a pillar, a vertical section of a page, and a special type of a newspaper article. A newspaper column is usually written by the same author, called the columnist, in the same format, on the same topic, which appears regularly in the paper and usually expresses the author’s opinion on the topic.

SPEAKING Exercise 2 c), p. 32 • In small groups, students choose a favourite and a least favourite decade. • Groups share their thoughts and ideas with the rest of the class.

• Students read the task, study the timeline pictures and describe them.

PROJECT TIP!

• Pre-teach the following words: act, blast out, sequin, flared trousers, hit the shops, Prime Minister, psychedelic designs, shoulder pads, tiny waist, top the charts, vivid colours.

• Discuss the PROJECT TIP! section with your students. Suggest choosing a decade from 20th-century Britain as the topic of their reenactment.

• Ask students to try to predict in which decade each word will appear. They draw five columns in their notebooks and sort the words out. Warn the students that some columns will contain more words than the others. • Students read the text and check their predictions. They correct their tables. ANSWER KEY the 50s: act, tiny waist; the 60s: psychedelic designs, vivid colours; the 70s: flared trousers, sequins, Prime Minister; the 80s: shoulder pads; the 90s: blasting out, top the charts, chunky, hit the shops.

• Next, students read the texts again and match them to the pictures. Ask them to read the parts of the text that support their choice. ANSWER KEY the 60s, the 90s, the 60s, the 80s, the 70s

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Students’ answers.

LISTENING Exercise 3 a), p. 33 • Explain to students that Freddie has interviewed three people – Albert, Melanie and Harriet – about their life in the decades mentioned in his text. Students should listen to and match the texts to the corresponding decades. Remind them that they will use only three decades of the suggested five. 2.1.

• Play Track 2.1. • You can play the track twice if needed. • Check as a class. TRICKS OF THE TRADE

Always remind students to carefully read the task in order not to miss important instructions. They often rely on their teacher to explain the task in detail and at the same time skip reading the task completely. The role of the teacher is to help the students and clarify the task

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ANSWER KEY 1 Albert – the 60s, 2 Melanie – the 90s, 3 Harriet – the 50s

Track 2.1 1 Albert: Those were the days! People were full of hope and optimism. To a young person such as myself, everything seemed shiny and brand new. Music defined the decade, and it defined us as well. I would spend hours listening to the Beatles and later the Rolling Stones on my pocket transistor radio. Did you know that, back then, we used to listen to pirate radio stations? They played music from ships in international waters to challenge BBC radio, which was dominant at the time. They would play pop music all day long, while the conservative BBC played it only for a couple of hours a week. We were rather rebellious, and we dressed that way, too. We wore clothes that went against the strict rules of the time. Miniskirts became the big thing back then, and almost all the girls wore them. As for the boys, we loved wearing patterned shirts. You’d probably laugh at them now, but they were a huge hit back then! 2 Melanie: I have extremely fond memories of this decade. I grew up playing Game Boy, which was a sort of video-game console, and listening to pop music on the stereo. Britpop, a type of rock music that first started in the UK, was very popular. However, I didn’t really listen to it: I had a serious ‘girl power’ phase. The Spice Girls were the biggest British pop success since the Beatles. I would spend hours in front of the mirror pretending I was one of them, and I cried for days when they split up. Imagine that! Hmm, what else happened? Oh, yeah, the Channel Tunnel opened and got us closer to the rest of Europe. Every spring, Dad would take us on a day trip to Paris, because it was just a two-hour ride away. Another very important thing at the time was the Internet. Going online wasn’t as easy as it is today, but it was very exciting! 3 Harriet: I was a child then, so I don’t remember much about the decade, but what I do remember is how foggy it was when I woke up one December morning. It soon became clear that the thick fog that covered the whole city was something quite unusual. My dad used to work at a car factory. That morning, the bus didn’t come, so he had to go to work on foot. When he returned, he was having trouble breathing. Outside, the smog was so thick that you couldn’t see what was in front of you. Everything stopped: the entire city was shut down for five days. Why did it happen? Well, back then, we used to burn coal to heat our homes. With no wind, the smoke from the chimneys got trapped over the city, creating terrible atmospheric pollution. Thousands of people died from respiratory problems, and thousands fell very ill. We have problems with air pollution today as well, so I feel like we haven’t learnt anything from the past.

Exercise 3 b), p. 33 • Instruct students to read the six sentences in the table. • Play Track 2.1. • Check as a class. ANSWER KEY Albert: 2, 6. Melanie: 3, 5. Harriet: 1, 4.

TRICKS OF THE TRADE Windows, Android and iOS offer an mp3-player function, which allows you to manipulate the playback speed and slow down or speed up the track. If your students are struggling to gather all the necessary information from the text, you can opt to use that feature, especially for detailed listening, in order to make listening tasks less troublesome and frustrating. ENDING THE LESSON WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 36 • Students look at the pictures and match the objects with their names. They compare their answers with their neighbour. ANSWER KEY First row: 11, 1. Second row: 6, 10. Third row: 12, 7, 8. Fourth row: 2, 3, 5.

1A THE GOOD OLD DAYS

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1

while also helping students to develop their independence.

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UNIT 2

Lesson 2

1A THE GOOD OLD DAYS VOCABULARY

1

a) Match the words and phrases to the pictures on the timeline. There are two words you do not need. 1 leggings

2 gramophone

6 transistor radio

7 cassette recorder

10 Walkman

50s

3 platform shoes

11 miniskirt

4 shoulder pads

8 chunky boots

5 the Game Boy

9 flared trousers

12 full-circle skirt

70s

60s

90s

80s

b) Freddieʼs cousin Lauren is talking about fashion and music in the past. Read the text, and complete it with words from Exercise 1 a). There are four words you do not need. Make the nouns plural where necessary.

NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

The good old days (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.3., A.8.4., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

GRAMATIKA

Glagolsko vrijeme past simple – jesni i niječni oblik

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Pisanje o događajima iz prošlosti.

FUNKCIONALNI JEZIK

The internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.

MEĐUPREDMETNE TEME

I’m a fashion lover, and if I had to choose the decade when fashion was at its best, I’d say it was the 50s. I love the (1) ____________________ women wore back then, going just below the knee. My great-grandma looked so lovely and classy wearing hers! The music was nice then, as well. I still have some of my great-grandmaʼs records, and I sometimes play them on her (2) ____________________. Although it’s old, the

Osobni i socijalni razvoj

A.3.1., A.3.3., A.3.4., B.3.2., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

sound is still incredible. Looking at photos of my Granny when she was young, I see that she played with different trends. She’s not happy when I say that 70s clothes seem like carnival costumes to me! I don’t like the (3) ____________________ she wore; I prefer skinny jeans. And those (4) ____________________! I can’t imagine how she walked with those horrible things on her feet. In some photos from the later years, she has a strange device in her hands and small headphones on her ears. I think they called it a (5) ____________________. It was revolutionary to be able to walk and listen to music at the same time. I can see she often wore (6) ____________________, but she doesn’t like it when I wear them today. ‘They’re too tight! Put on a longer top to cover them up!’ she says. At least I donʼt wear fluorescent ones. She also doesn’t like seeing me in a (7) ____________________ in summer. ‘You’re going out like that? It’s too short’, she says. She, however, still enjoys listening to her old mixtapes on a (8) ____________________ with me. Music from the

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70s is the best ever!

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SPEAKING • Divide students into groups of four. One member of the group thinks of a decade and gives hints, e.g., They listened to rock music then. The rest of the group guesses which decade it is. HOMEWORK WB p. 36, Exercise 1 b)

A.3.1., A.3.2., A.3.4., A.3.5. Građanski odgoj i obrazovanje C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće

UDŽBENIK

Str. 32. -33.

RADNA BILJEŽNICA

Str. 36. -38.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework. • Play Definition battle (see Games and Activities on pp. 394-398) to revise the vocabulary from the previous lesson. Suggested words and definitions: decade – ten years; blast out – listen to music very loudly; fossil-fuel – coal, oil, gas; illegal – against the law; shut down – turn off; hit the shops – go to the stores; respiratory problems – difficulties breathing; fall ill – get sick.

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LONDON CALLING

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My... GRAMMAR!

Talking about the past

• Students go back to the questions in Exercise 3 b), underline the verbs and say which tense the verbs are in. • Write example sentences on the board: Harriet experienced a dangerous environmental problem. Melanie cried after the band split up. Albert went against the standard dress code of the time. • Ask students to remember the rule for forming the past simple of regular and irregular verbs. We form the past simple of regular verbs by adding the endings – ed or – d to the base form of the verb. If the verb ends in a consonant + –y, we change the – y into – i and add the ending – ed. Irregular verbs must be learned by heart. • Make the sentences negative and write them on the board: Albert didn’t experience a dangerous environmental problem. Harriet didn’t cry after the band split up. Melanie didn’t go against the standard dress code of the time. • Elicit the changes that have happened. In the negative form, we put the auxiliary verb did and the word not in front of the main verb, which stays in its base form. • Students read and complete the My... GRAMMAR! section on page 33. ANSWER KEY past simple, would, used to

• Instruct students to compare the following sentences: Albert used to listen to illegal radio stations.

1

MAIN PART

• Ask students how long these actions have lasted and which of them was a constant or lasted for a longer period of time and which was repeated regularly. TRICKS OF THE TRADE We use the modal verb would for past activities that were repeated many times, and the verb used to for activities that have continued for a longer period of time. • Direct your students to the Be careful! section of My... GRAMMAR! and remind them that the modal verb would is generally not used with stative verbs such as: like, love, hate, think, know, see, taste, hear, etc. TRICKS OF THE TRADE Stative verbs are verbs that describe a state rather than action. They are usually not used in a continuous form. They are often verbs that express feelings (like, love, dislike, hate, want, prefer, wish, etc.), senses (see, hear, look, feel, be, smell, taste, etc.), opinions (think, know, mean, believe, remember, understand, etc.). Some verbs can be both stative and action verbs, depending on the context: have (I’m having a great time. / I have a younger sister.), see (I’m seeing someone. / Cats see in the dark.), think (I’m thinking of you. / I think you’re the best.), etc. • Tell your students that they have a detailed explanation of the past simple tense in the Grammar Summary on pp. 123–124 of their Student’s Books. • Direct your students’ attention to the list of irregular verbs on pages 120–121, which they can use as reference when needed. WORKBOOK PRACTICE

My... GRAMMAR!

Talking about the past

Exercise 4, p. 37 • Students rewrite the sentences using used to and would. • They compare their answers in pairs.

Melanie would go on family trips abroad.

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UNIT 2

ANSWER KEY

ANSWER KEY

1 I used to play the guitar all the time. 2 I used to have long hair. 3 We would go to the same restaurant all the time when I was a child. 4 I never used to need help with my maths homework when I was at school. 5 My grandpa used to live in Cambodia when he was in his 20s. 6 Every morning, our grandma would make breakfast and we would eat it in a hurry.

1 A, 2 A, 3 B, 4 A, 5 C, 6 B, 7 C, 8 A, 9 C, 10 B

5

Complete the sentences with the words below. use

played

didn’t

went

would

find

wear

used

1 We __________________________ to Paris for lunch on the day the Chunnel opened. 2 I __________________________ to listen to music on my Walkman all the time. 3 Did you use to __________________________ shoulder pads when you were young, Mum? 4 Mum __________________________ always give us tea and biscuits before going to sleep. 5 I __________________________ use to wear skirts and dresses when I was in high school, but now I do. 6 Didn’t he __________________________ to work with our dad at the factory? 7 On Sundays, my parents would __________________________ the best picnic spots in the countryside. 8 I have great memories from that one time I __________________________ records at a school dance.

6 My...

2

GRAMMAR! Talking about the past

When I was a child, I (1) ____ visit my grandparents every weekend. They (2) ____ to live in a village in Essex, and my mum and I always (3) ____ the bus to get there. I loved talking to my grandad. I (4) ____ spend hours just listening to his stories about his youth, or the ‘good old days’, as he would call it. He loved talking about his twenties. He (5) ____ to be a drummer in a band. They (6) ____ the popular music of the time, and performed in local pubs and clubs. That’s how he met Grandma. Every weekend, she would (7) ____ with her friends to listen to them perform. ‘I was very cool and handsome. I didn’t (8) ____ to wear suits. I wore a leather jacket on our first date. She (9) ____ take her eyes off me for the entire evening’, he would say. I remember Grandma giggling at his comments. She (10) ____ always serve us a cup of tea and a sponge cake when we visited. Even now, I can remember the taste of it.

Read what Freddieʼs old neighbour says about her childhood. Complete the text with the past simple forms of the verbs below. There are two verbs you do not need.

2

spend

fly

sing

grow up

not manage

be (2x)

see

play

listen

go

Freddieʼs dad is talking about his childhood. Choose the correct answer – A, B or C – to complete the text.

drive

I (1) ____________________ in a town just outside London. I (2) ____________________ my free time with my friends. We often (3) ____________________ records on a record player and (4) ____________________ to our favourite bands. The Beatles (5) ____________________ very popular then. (6) ‘_______ you ________________ them in the famous rooftop concert in 1969?’ my kids often ask. Unfortunately, I (7) ____________________ to see them play live. At the age of 13, I (8) ____________________ in an aeroplane for the very first time. It

1 2 3 4 5

(9) ____________________ very exciting. We (10) ____________________ on our first family holiday outside England: to the island of Jersey, where I now live.

3 Choose the correct verb form.

A A A A A

used used take would would

B B B B B

would use took use use

C C C C C

6 7 8 9 10

use would use used used

A A A A A

play going use wasn’t used

B B B B B

played went would doesn’t would

C C C C C

playing go used didn’t use to

2

7

1 When I was a child, I used to play / playing on a Game Boy. 2 We didn’t used / use to have video games back in the 50s.

SPEAKING Work in pairs. Read the rules, and play the game.

3 I use / used to listen to boy bands when I was a teenager.

Step 1

Step 2

Step 3

Step 4

4 Did you use / used to play outside until dark when you were a child?

Use a rubber, sharpener or other small object as a counter. You will need a coin, too.

Toss the coin. If you get tails, move one square forward; if you get heads, move two squares forward. Do the task in each of the squares.

If you have completed the task correctly, stay on your square. If not, go one square back.

The winner is the first person to reach the finish square. Good luck!

5 Mum never used to come / coming home from work late. 6 Going online in the 90s use / used to be very difficult, and it took a long time. 7 Did you use / used to spend most of your weekends listening to music when you were a teenager? 8 When we were younger, my parents used to sit / sat with us and talk about our day.

not, use used to. 1 I played the guitar all the time when I was younger. I don’t play it any longer. ___________________________________________________________________________________________________ 2 I had long hair, but now it’s short.

___________________________________________________________________________________________________

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4 I didn’t need help with my maths homework when I went to school. ___________________________________________________________________________________________________

_________________________________________________________________________

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What did you listen to when you were younger?

6 Make a sentence.

5 Make a sentence.

4 Answer the question.

Years ago, / we / go / ______________________________.

My parents / live / in ... / when I was born.

What was your favourite TV programme when you were ten?

7 Make a sentence.

8 Complete the sentence.

9 Complete the sentence.

I / wear / ________________________ / when I was 8.

When I was a little child, I would...

When I started school, my mum would always...

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Exercise 5, p. 38 • Students fill in the blanks using the given words. Check as a class. • You can use this task to revise the rules for forming negative and interrogative forms of the past simple. ANSWER KEY 1 went, 2 used, 3 use, 4 would, 5 didn’t, 6 wear, 7 find, 8 played

Exercise 6, p. 38 • Students choose between three verb forms to complete the sentences. • Have them swap their workbooks and check each other’s answers.

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3 Answer the question.

I didn’t use to ... when I was younger.

• Ask your students to give feedback on how much they understand. They use their thumbs to show you:

______________________________________________________________________________

_________________________________________________________________________

2 Complete the sentence.

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5 My grandpa lived in Cambodia when he was in his twenties.

STOP AND THINK! Which verbs in Exercise 4 are stative verbs? Circle them. Can we use ‘wo uld’ when we are talking abo ut past states ?

When I was five I used to...

FINISH

___________________________________________________________________________________________________ 3 We went to the same restaurant all the time when I was a child.

6 Every morning, our grandma made breakfast, and we ate it in a hurry.

1 Complete the sentence.

START

4 Write sentences about the past habits, or typical behaviour in the past, below. If possible use would. If

I can do this!

I’m getting there!

I need help!

• For additional practice, you can go DIGITAL. ENDING THE LESSON WRITING Exercise 4, p. 33 • In pairs, students discuss their past habits and make notes about their partner’s answers. • Volunteers report about their partner’s habits to the class.

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ANSWER KEY Students’ answers.

WORKBOOK PRACTICE Exercise 7, p. 38 • End the lesson by playing a short board game. Pair your students and let them play. • You can give a prize to the first student in the class to finish the game – for example, one homework-free pass is always a student favourite. ANSWER KEY Students’ answers.

HOMEWORK WRITING AND SPEAKING Exercise 5, p. 33 • Students research what a decade of their choice was like in Croatia. They should interview an older person about what they used to do, wear, watch and listen to back then. They can make notes and prepare a poster or a digital presentation. They should include music, sports, news, fashion of the decade and find photos and images connected to the period. • Remind students to bring their posters or presentations to the next lesson when they will present them to the class. • Remind students that a poster for a short presentation can be smaller in size, ideally in A3 format.

Study tip! VOCABULARY • Refer students to the Study tip! VOCABULARY section. Remind them that using authentic objects (realia) and photographs can make learning more memorable and facilitate remembering new vocabulary later on.

1A THE GOOD OLD DAYS

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UNIT 2

1B WHAT WERE YOU DOING...? NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

What were you doing...? (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

VOKABULAR

take place, line-up, raise money, opening ceremony, speedboat, parachute jump, declare, funeral service, modesty, nail-biting, stitched, devastated, mountain lodge, kneel, glitter

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o nesvršenim aktivnostima u prošlosti.

FUNKCIONALNI JEZIK

I was sleeping. We were all having fun. They were running around. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Održivi razvoj

C.3.4.

Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti

UDŽBENIK

Str. 34. -35.

RADNA BILJEŽNICA

Str. 39. -41.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework with students. Volunteers present their presentations/posters on various decades of the 20th century. • Students guess which decade their classmates are talking about. • Prepare a formative assessment rubric (Resource Bank, Resource 27, pp. 406-412) and distribute a copy to each student. Instruct

110

them to fill it out for each student who presents their work. This way you are making sure that they are paying attention to their classmates’ presentations. • In larger classes, you can divide students into groups of four for presenting. This way, more students can speak, and students apprehensive about public speaking will be more relaxed presenting in front of a smaller group. • Prompt students to give their feedback to each presenter. TRICKS OF THE TRADE Always remind students to be kind and constructive while giving feedback to their classmates. When giving peer feedback, encourage students to use the sandwich technique. First, they should start with praise and focus on the positive aspects of the presentation. Afterwards, they should say what needs improving and then finish with some more positive feedback. This method is good for boosting the confidence of the recipient because the negative remarks are sandwiched between the positive ones. MAIN PART • Students read the title of the lesson. Ask them if they know the meaning of the phrase and to explain when and why they would use it. TRICKS OF THE TRADE The title phrase What were you doing when...? is usually used when talking about very important events that are so important that people remember the exact moment they witnessed them or heard about them – like, for example, the Moon landing, the fall of the Berlin Wall, the start or the end of a war, the death of an important figure, etc. SPEAKING Exercise 1 a), p. 34 • Ask students to look at the four pictures and describe what they see.

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1

34

1

2

1B WHAT WERE YOU DOING...? I can talk about past events.

2 the Olympics

3 Diana’s crash

4 the World Cup

a) SPEAKING Look at the pictures, and describe them. Which memorable events do they represent? Match the names to the pictures. 1 Live Aid

b) 2.2 LISTENING Listen to four people talk about these events, and check your answers in Exercise 1 a). c) 2.2 Listen again, and write the dates of the events under the pictures in Exercise 1 a).

13.7.2021. 16:41:56

6 It was a day I’ll always remember. I was dancing in the opening ceremony among the other 70,000 volunteers. I was wearing glitter flares and platform shoes as a cast member of the 70s scene in Britain. People were clapping and cheering, and then David Beckham arrived, and I got to see him in person. I’m so glad I volunteered; nothing beats a live experience! (Bridget, 29)

5 I was staying with some friends in Italy at the time. We were sailing in the Mediterranean. It was early in the morning, and I was watching a cartoon with my son when we heard about the tragedy. What a shock! As I’m a journalist, I raced to get on the first plane back to London. (Harriet, 57)

4 It was the day the world rocked. I was lucky enough to be at Wembley. We sang and danced for ten hours, and it was all for a good cause. The best part of the day was when Freddie Mercury walked onto the stage with Queen; I was screaming like crazy. They definitely stole the show. Being there was one of the best moments of my life! (Stacey, 55)

a) READING Freddie’s family members are talking about their experiences. Which of the events in Exercise 1 are they talking about?

1 I can remember it clearly. I was sleeping, after a long night working on a project, when my pager woke me up. As I looked at the message, I couldn’t believe what I was reading. I really liked her, and I was devastated. I spent all day watching TV. It felt as if the whole nation was crying. (John, 49) 2 I was hiking in the Bavarian Alps on that day. I reached a mountain lodge where some local hikers were watching the game. I decided to join in. We were having a lot of fun until the very end, when they noticed the Union Flag stitched on my rucksack. One moment we were laughing, and the next they were running around and shouting at me. Such bad losers! (Paul, 76) It was my 15th birthday, and I was watching impatiently for the final result. For the last few minutes, I was kneeling in front of the TV and biting my nails. Soon after the final whistle, my family and I were crying with joy and hugging each other. I still remember how proud I felt as the captain was climbing the steps to take the trophy from the Queen’s hands. It was the best birthday present ever! (George, 70)

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b) Read the texts again. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 John first learned the news via e-mail.

2 Paul watched the match with supporters of the losing team. 3 Stacey is still a big fan of Queen.

4 Harriet was having a holiday when she heard the news.

5 Bridget says watching the ceremony on TV and being there are the same thing. 6 George had a birthday party after the match.

Past continuous

I / He / She / It We / You / They

Freddie: I called you yesterday evening, but you didn’t answer. What (1) _______ you ______________ (do)?

Be careful!

→ → → →

hike hiking clap clapping dance dancing run running

Grammar summary → p. 127

David: Yawn, boring! Anyway, why did you call?

Freddie: I (6) _____________________ (think) about my birthday party. I want to do something completely different this year. I (7) _____________________ (wonder) what you think about the idea...

when you first heard your favourite song

at 10 o’clock yesterday morning

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35

WRITING Interview a member of your family, your neighbour or your friend. Choose one of the questions below, and ask them about their memories and feelings. Write down their stories. Use the past continuous where necessary.

at the end of the last school year

at 8 o’clock last night

Work in pairs. Ask and answer questions about what you were doing at the times below.

David: Sorry, I had a really busy day. I had to finish my science project, and I (2) _____________________ (work) on it all afternoon. Later on, I had a basketball match. You won’t believe what happened! I scored a basket with time running out and won the game for my team. As the final buzzer sounded, everybody (3) _____________________ (shout) and (4) _____________________ (clap). It was great!

Freddie: Wicked! I’m sorry I didn’t see it. I (5) _____________________ (watch) a historical documentary at the cinema with my history group. I couldn’t miss it.

Freddie is talking to a friend. Complete the dialogue. Use the past continuous of the verbs in brackets.

Let’s practise more! → WB, pp. 39-41

3 Read the texts on the previous page once more. Underline all the examples of past continuous that you can find.

We use the past continuous to say that somebody or something completed an action / was in the middle of an action at the given time in the past.

I was sleeping when my pager woke me up. I was staying with some friends in Italy when I heard the news.

2 When do we use past continuous? Look at the examples, and complete the rule. Circle the correct option.

was hiking in the Bavarian Alps. was screaming like crazy. were sailing in the Mediterranean. were clapping and cheering.

1 How do we form past continuous?

Look, think and discuss.

My... GRAMMAR!

3

4

5

1 What was the happiest moment in your life? What were you doing at the time?

2 What is your favourite memory of me? What was I doing at the time?

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111

1B WHAT WERE YOU DOING...?

UNIT 2

• Students try to match the photographs to the events they represent. Ask for their feedback and prompt them to explain what they have based their guesses on, but don’t tell them if they are right at this point. ANSWER KEY Students’ answers.

LISTENING Exercise 1 b), p. 34 • In a lower-ability class, you might want to pre-teach the following vocabulary: take place, line-up, raise money, opening ceremony, speedboat, parachute jump, declare, funeral service, modesty, nailbiting. • Additionally, you can ask students to try to guess which word is connected to which picture and check these predictions during the first listening. • Students listen to the text to check their predictions. 2.2.

• Play Track 2.2. • Check as a class. ANSWER KEY

3, 4, 2, 1

Track 2.2 1 Bob Geldof, an Irish singer and activist, brought together the biggest names in pop and rock to fight hunger in Ethiopia. Live Aid, the biggest concert ever held, took place in both London and Philadelphia on 13 July 1985. Almost 2 billion people all around the world watched the live concerts on their TVs and donated money. The UK line-up included Queen, Elton John, David Bowie, Sting, U2, Paul McCartney, the Who, and Bob Geldof with his band. Over $120 million was raised for Africa. 2 Those who watched the opening ceremony of the London Olympic Games in 2012 will certainly remember the spectacular show. It was held on 27 July 2012 in the Olympic Stadium. The show told the story of British history and culture, and included real and fictional historical figures, such as the Beatles, Mr Bean, Mary Poppins, Peter Pan, Voldemort and Alice in Wonderland. David Beckham arrived by speedboat carrying the Olympic torch, and Queen Elizabeth II declared the games open after apparently making a parachute jump with James Bond. 3 History is full of events that shook the world, but

112

there is one date that will stay for good in the memory of much of the British public. That’s 31 August 1997, the day Princess Diana died in a car crash in Paris. Most people remember where they were and what they were doing when they heard the shocking news. Her death was a trauma for many of them. They left over one million bouquets of flowers at Kensington Palace and Buckingham Palace, and millions around the world watched the funeral service. She will be remembered for her beauty and charity work, and celebrated as the People’s Princess because of her modesty. 4 The first and only time that the England football team won the World Cup was in 1966. Interestingly, the Cup was held in England, and only 16 teams competed. The Cup Final was played at Wembley Stadium on 30 July 1966 between England and West Germany. It was a nail-biting match. The score was 2-2 after 90 minutes, but Geoff Hurst scored two goals in extra time. It made him a national hero and put England on top of the world.

Exercise 1 c), p. 34 • Students listen to the text again and write the dates of the four events. Check as a class. • Play Track 2.2. ANSWER KEY 1 Diana’s crash – 31 August 1997.2 the World Cup – 30 July 1966.3 the Olympics – 27 July 2012.4 Live Aid – 13 July 1985.

TRICKS OF THE TRADE In British English, the dates are written in the following order: day – month – year. For example, we write the date as 13 July 1985 and read it in that order, the thirteenth of July. In American English, the month is written before the day: July 13, 1985. The date is then read: July the thirteenth 1985. Since, outside of the EFL classroom, students are exposed mostly to American English, many of them will find the later date format more comfortable. Both formats are acceptable and welcome when expressing dates; just remind students that they should try to use them consistently. • If possible, show your students some video clips of the events they are listening and reading about. Online video streaming services offer plenty of authentic videos you can use to enrich the coursebook material. • At this point, you can GO DIGITAL and practise vocabulary.

LONDON CALLING

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READING

ENDING THE LESSON

Exercise 2 a), p. 34 • Introduce Freddie’s family members – John, Paul, George, Stacey, Harriet and Bridget. Instruct students to read about how they experienced the events from the pictures. • Students read the texts and match them to the events they describe. ANSWER KEY 1 Live Aid – Stacey. 2 The Olympics – Bridget. 3 Diana’s crash – John, Harriet. 4 The World Cup – Paul, George.

• Write the new vocabulary on the board: stitched, devastated, mountain lodge, kneel, glitter.

WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 39 • Students pair the words to get meaningful phrases. Check as a class. ANSWER KEY 1 car crash, 2 opening ceremony, 3 charity work, 4 live experience, 5 mountain lodge, 6 extra time, 7 funeral service, 8 parachute jump

1B WHAT WERE YOU DOING...? VOCABULARY 1

a) Match the words to make meaningful phrases. 1 car

• Instruct students to find the words in the text and try to divulge their meaning from the context.

2 opening

service

3 charity

work

4 live

crash

5 mountain

jump

lodge

6 extra ceremony

7 funeral

8 parachute

experience

time

b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________.

TRICKS OF THE TRADE Students might be tempted to reach for a dictionary (or look at an online dictionary) for every unknown word, which might hinder their reading progress. Guessing the meaning from context is one of the reading strategies you should remind them of every now and then since it makes reading faster and facilitates reading comprehension. Exercise 2 b), p. 35 • Working in pairs, instruct students to read the sentences in the task and compare them with the text. • Remind them to use colour-coding and underline the information in the text using different colours. • Check as a class. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 F, 6 DS

• Students can GO DIGITAL and practise reading.

4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...

2

GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do

get

1 David ___________________ in front of the TV.

4 Henry ___________________ at his desk and ___________________ his

sit

make

have

kneel

2 Sara ___________________

sing

dance

3 The O’Briens

and ___________________

___________________

in her room.

dinner.

5 Ella ___________________ ready for a birthday party.

6 Freddie and his mum ___________________ plans for the next day.

homework.

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• In pairs or groups of three, students write sentences using each phrase. • You can turn the task into a competition. For each sentence in which the phrase is used in the right context, the group is awarded a point. If another group has the same sentence, each group gets only one point. If a group uses two phrases in the same sentence, they are awarded three points.

1B WHAT WERE YOU DOING...?

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UNIT 2

Lesson 2

1B WHAT WERE YOU DOING...? VOCABULARY 1

NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

What were you doing...? (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.3., A.8.4., A.8.6., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

GRAMATIKA

Glagolsko vrijeme past continuous

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje i pisanje o događajima iz prošlosti.

FUNKCIONALNI JEZIK

The internet became widely used. People listened to Queen. We used to listen to pirate radio stations. Etc.

a) Match the words to make meaningful phrases. 1 car

2 opening

service

3 charity

work

4 live

crash

5 mountain

jump

lodge

6 extra ceremony

7 funeral

8 parachute

experience

time

b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________. 4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...

2

GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do

get

1 David ___________________ in front of the TV.

4 Henry ___________________ at his desk and

sit

make

have

kneel

2 Sara ___________________

sing

dance

3 The O’Briens

and ___________________

___________________

in her room.

dinner.

5 Ella ___________________ ready for a birthday party.

___________________ his

MEĐUPREDMETNE TEME

6 Freddie and his mum

Osobni i socijalni razvoj

A.3.1., A.3.3., A.3.4., B.3.2., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje

A.3.1., A.3.2., A.3.4., A.3.5. C.3.1., C.3.2.

Poduzetništvo

A.3.3.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti Povijest Dvadeseto stoljeće

UDŽBENIK

Str. 34.

RADNA BILJEŽNICA

Str. 39. -41

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

___________________ plans for the next day.

homework.

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HOMEWORK WB p. 39, Exercise 1 b)

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STARTING THE LESSON • Check homework with students. • Play a game of Charades (see Games and Activities on pp. 394-398) using the topic What were you doing yesterday? in order to revise some activities and get students to start using the past continuous tense. You can write the activities on pieces of paper or whisper them to students. Suggested sentences: You were watching TV. You were dancing. You were sleeping. You were running. You were celebrating. You were reading. You were singing.

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LONDON CALLING

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TRICKS OF THE TRADE Jeremy Harmer’s boomerang model of teaching grammar (also known as EASA: Engage – Activate – Study – Activate) suggests getting your students to reproduce a new structure while still unaware of the rules as the first stage of teaching (Engage and Activate). In the second stage (Study), the structure is analysed and explained, and in the third stage (Activate) the students use it actively and fully aware of the rules. The boomerang model is a good idea for teaching structures that students are passively acquainted with. Also, by making students reproduce the structure, such as the past continuous tense in the game of Charades, they gain confidence in using it.

• Elicit the name of the past continuous tense by pointing out that the auxiliary verb to be is in the past tense. • Students read the first part of the My... GRAMMAR! section in the Student’s Books and try to form the rules. ANSWER KEY We use the past simple form of the verb to be (was/ were) and the present participle – ing form of the main verb.

• Students do the second part of the My... GRAMMAR! section to determine the use of the past continuous tense. ANSWER KEY

MAIN PART

My... GRAMMAR!

• You can write down a sentence in the present continuous at this point to contrast the difference in the auxiliary verb: I am sleeping vs I was sleeping. Ask students to compare the two and explain the difference.

was in the middle of an action

Past continuous

• Ask students to find verbs in the text in Exercise 2 on page 34. • To speed up this part, divide the class into three groups and assign each group two parts of the text. Alternatively, you can divide the class into six pairs/groups of three and assign each group just one part of the text. • Accept all the answers but write only a couple of examples of the past continuous tense that your students suggest on the board, e.g., I was sleeping. We were having a lot of fun. They were running around and shouting at me. • Ask students to analyse how the tense is formed. They will probably immediately recognise the auxiliary verb was/were and the ending – ing. • Now, ask them which tense this reminds them of. They will probably notice similarities with the present continuous tense.

• In the third task, students go back to the texts and underline the examples of the past continuous tense. • In pairs, they compare the underlined verbs. ANSWER KEY Students’ answers.

Exercise 3, p. 35 • In pairs, students complete the dialogue. Check as a class. ANSWER KEY 1 were doing, 2 was working, 3 was shouting, 4 clapping, 5 was watching, 6 was thinking

WORKBOOK PRACTICE

My... GRAMMAR!

Past continuous

Exercise 2 a), p. 39 • Students complete the sentences using the past continuous tense of the given verbs. Check as a class.

1B WHAT WERE YOU DOING...?

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1

• Encourage students to form sentences using the past continuous tense. Accept sentences formed in the past simple, although you may want to repeat the sentence using the past continuous, and the students should start using it by following your model.

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UNIT 2

ANSWER KEY 1 is kneeling, 2 is singing and dancing, 3 are having, 4 is sitting... and doing, 5 is getting, 6 are making

Exercise 3 b), p. 40 • Students rewrite the answers as full sentences.

VOCABULARY 1

a) Match the words to make meaningful phrases. 2 opening

service

3 charity

work

4 live

crash

5 mountain

jump

lodge

6 extra ceremony

7 funeral

8 parachute

experience

ANSWER KEY Students’ answers.

1B WHAT WERE YOU DOING...? 1 car

Exercise 3 a), p. 40 • In pairs, students interview each other.

time

ANSWER KEY

b) Complete the sentences with the phrases from Exercise 1 a). There are two phrases you do not need. 1 It was still 2-2 even after __________________________, so the match was decided by a penalty shootout. 2 I was in a __________________________ caused by another driver last year. Fortunately, I wasn’t injured, and I

Students’ answers.

didn’t have to pay for the repair. 3 While we were hiking in the Swiss Alps last summer, we stayed at a wonderful ___________________________. 4 Our school contributes a great deal to our community. We do __________________________ and volunteering. 5 I can’t think of anything more exciting than the __________________________ I made on my twentieth

Exercise 4 a), p. 40 • Practise making questions some more. Divide students into groups of three or four and let them make questions with the given words. Monitor what they are doing and offer help if needed.

birthday. It was such a thrill! 6 My sister was honoured to give a speech at the __________________________ of our new school gym. My...

2

GRAMMAR! Past continuous a) Look at the illustrations. What were Freddie and his friends doing at 8 o’clock yesterday evening? Write down sentences using the past continuous form of the verbs below. do

get

1 David ___________________ in front of the TV.

4 Henry ___________________ at his desk and

sit

make

have

kneel

2 Sara ___________________

sing

dance

___________________

in her room.

dinner.

5 Ella ___________________ ready for a birthday party.

___________________ his

• Check as a class.

3 The O’Briens

and ___________________

ANSWER KEY Questions: 1 Where was David standing? 2 What was he doing there? 3 What was the man doing there? 4 What was the man holding? 5 Who was driving the car? Answers: Students’ answers.

6 Freddie and his mum ___________________ plans for the next day.

homework.

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b) What were Freddie and his friends doing an hour later? Write sentences.

Exercise 2 b), p. 40 • In pairs, students write the sentences. Check as a class.

1 David / not kneel / in front of the TV / he / surf the Net. David wasn’t kneeling in front of the TV, he was surfing the Net. ____________________________________________________________________________________________________ 2 Sara / not sing and dance / in her room / she / lie on the bed. ____________________________________________________________________________________________________ 3 The O’Briens / not have dinner / they / play Pictionary. ____________________________________________________________________________________________________ 4 Henry / not sit and do homework / he / have a shower.

• At this moment, you might want to quickly go through the rules for forming negative sentences in the past continuous tense. Since students already know how to form the negative form of the present continuous tense, the analogy should be clear. Remind students that all the rules and examples are listed in the Grammar summary on page 127.

____________________________________________________________________________________________________ 5 Ella / not get ready for the party / she / eat cake. ____________________________________________________________________________________________________ 6 Freddie and his mum / not make plans / they / discuss a documentary. ____________________________________________________________________________________________________

3

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1 Were you eating a sandwich half an hour ago?

_______________________________________

2 Were your parents working two hours ago?

_______________________________________

3 Were you taking a shower at 9 o’clock last night?

_______________________________________

4 Were you having breakfast at 7 o’clock yesterday morning?

_______________________________________

5 Were you visiting your grandparents at 11 o’clock last Saturday? _______________________________________ b) Report your partnerʼs answers using full sentences. Example: Half an hour ago Eva was eating a sandwich. Half an hour ago Eva wasn't eating a sandwich, she was writing. 1 Half an hour ago ____________________________________________________________________________________ 2 Two hours ago ______________________________________________________________________________________ 3 At 9 o’clock last night ________________________________________________________________________________ 4 At 7 o’clock yesterday morning _______________________________________________________________________ 5 At 11 o’clock last Saturday ___________________________________________________________________________

4

ANSWER KEY 2 Sara was not singing and dancing in her room, she was lying on her bed. 3 The O’Briens weren’t having dinner, they were playing Pictionary. 4 Henry wasn’t sitting and doing his homework, he was having a shower. 5 Ella wasn’t getting ready for a party, she was eating a cake. 6 Freddie and his mum weren’t making plans, they were discussing a documentary.

a) Work in pairs. Ask your partner questions, and write down their answers. Use short answers.

a) David is talking to Freddie about what happened to him last week. Look at the picture. Write questions about it in the past continuous. Think of the possible answers, and write them down in your notebook. 1 Where / David / stand? ___________________________________________________________ 2 What / he / do / there? ___________________________________________________________ 3 What / the man / do / there? ___________________________________________________________ 4 What / the man / hold? ___________________________________________________________ 5 Who / drive / the car? ___________________________________________________________

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LONDON CALLING

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• In pairs, students swap their workbooks, check for mistakes and correct them. Check as a class. ANSWER KEY 1 was waiting, 2 were going, 3 was standing, 4 was smoking, 5 was looking, 6 was holding, 7 was trying, 8 was pulling up, 9 were driving, 10 were having, 11 were competing, 12 was miming

b) Now read the story about what actually happened. Complete the text with the past continuous of the verbs in the brackets. The strangest thing happened to me last Friday evening. I (1) __________________________ (wait) impatiently in front of our house for my mum to pick me up. We (2) _____________________ (go) to our friend’s house for a birthday party. A man (3) __________________________ (stand) close to me. He (4) __________________________ (smoke) and (5) __________________________ (look) around. He (6) __________________________ (hold) a big bag. Suddenly he spoke to me: ‘Hey, do you know who lives here?’ He explained that he (7) __________________________ (try) to find his old friend Mike’s house. ‘Only my mum and I live in this house, and I don’t even know anybody by that name in the street’, I replied. And, as my mum (8) __________________________ (pull up) in her car, he moved away. He disappeared while we (9) __________________________ (drive off). At the party, we (10) __________________________ (have) so much fun that I forgot about him completely. Then, at the end, the kids (11) __________________________ (compete) against the adults in a game of charades. My mum (12) __________________________ (mime) a word when her

• Alternatively, you can turn this into a writing and speaking activity by playing Steal the sentence (see Games and Activities on pp. 394-398). Each student writes four sentences using the prompts from the task and leaves their notebook open on their desk. Students take a pencil and a piece of paper and go around the classroom. They read other students’ sentences and “steal” four of them (each one from a different student). They write them down on their pieces of paper. They go back to their seats. Volunteers ask questions, e. g.: Who was riding in a car when they first heard their favourite song? and the rest of the class tries to remember in whose notebook they have read that sentence. Encourage students to use full sentences when answering, e. g., Ana was riding in a car when she first heard her favourite song.

1

Exercise 4 b), p. 41 • Students complete the story using the verbs in the brackets in the past continuous tense.

phone rang. It was our neighbour, who exclaimed: ‘Oh, Angela, I think your house has been burgled!’

ANSWER KEY

c) WRITING Write a short paragraph from the burglar’s point of view. Last Friday evening, ___________________________________________________________________________________

Students’ answers.

______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

5

HOMEWORK

a) Translate these sentences into Croatian. 1 At 6 o’clock yesterday evening, I was having dinner. ____________________________________________________________________________________________________

WRITING

2 What was he doing this time yesterday? ____________________________________________________________________________________________________ 3 Were you standing outside the house at 5 o’clock yesterday? ____________________________________________________________________________________________________

Exercise 5, p. 35 • Assign the writing task for homework. Students choose one question and do a short interview with a family member or a friend.

4 Davidʼs mum was driving us to the shopping centre at 10 o’clock last Saturday. ____________________________________________________________________________________________________ 5 They were working on the computer an hour ago. ____________________________________________________________________________________________________ b) Translate these sentences into English. 1 Doručkovao sam jučer u 9 ujutro. ____________________________________________________________________________________________________ 2 Što su su tvoji roditelji radili prošli vikend? ____________________________________________________________________________________________________ 3 Pisala sam domaću zadaću prije tri sata.

TRICKS OF THE TRADE

____________________________________________________________________________________________________ 4 Je li on govorio meni? ____________________________________________________________________________________________________ 5 Nije padala kiša jučer navečer. ____________________________________________________________________________________________________

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• For further practice of the past continuous tense, you may want to suggest to your students to GO DIGITAL. ENDING THE LESSON SPEAKING Exercise 3, p. 35 • Pair students off and let them ask and answer questions and then report about their partner’s answers.

It is important to practise writing and to practise it regularly. These writing tasks do not have to be especially long. The English language curriculum prescribes 80 words as the recommended length of a written and spoken text in Year 8, but it is better to practise writing shorter texts more often. Especially if the writing task is planned for formative assessment, the teacher has the autonomy to decide on its length. Shorter texts are easier to write and to give feedback on, but that doesn’t mean you have to limit the students who can and want to write longer texts. WB p. 41, Exercises 4 c), 5 a) and b)

1B WHAT WERE YOU DOING...?

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UNIT 2

Lesson 2

2A THE SPECKLED BAND

Activities on pp.). Use images of some objects that are characteristic of Sherlock Holmes: a pipe, a magnifying glass, a chequered cap, etc. Let students guess the person that connects these elements.

Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Književnost za mlade

NASTAVNA JEDINICA

The speckled band (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

observation skills, housekeeper, case, investigator, consult, commit a crime, stepfather, terrifying, whistle, speckled, vagabond, venomous, sign of violence, trembling voice, etc.

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje događaja u prošlosti

FUNKCIONALNI JEZIK

The doctor was sitting in the chair when Sherlock entered the room. Julia was lying when Helen found her. Etc.

• If your students don’t recognise Sherlock Holmes, you can give them an anagram to solve (for example, chrome elk slosh) or play a game of Hangman (see Games and Activities on pp. 394-398). • Ask students to tell you everything they can remember about Sherlock Holmes. MAIN PART READING AND LISTENING Exercise 1, p. 36 • Students read the questions and mark their answers. • In a lower-ability class, you might want to pre-teach the key vocabulary before the listening task: observation skills, housekeeper, case, investigator, consult.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2.,

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti, književnost

UDŽBENIK

Str. 36. -37.

RADNA BILJEŽNICA

Str. 42. -44.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Check homework with students. Students swap their notebooks, read each other’s interviews, correct mistakes and give feedback. • Show your students an image of Sherlock Holmes. You can choose an illustration or a scene from a film or a popular TV series about the famous detective and let them name the character. • If you want to gamify the introduction, you can play a game of Flashing dictation or Pictionary (see Games and

118

2.3.

• Play Track 2.3 and let students check their predictions. Check as a class. • After listening, ask students if they have watched a film or a TV series featuring Sherlock Holmes. Do they know the names of the actors who have played that role, have they liked them and why (not)? ANSWER KEY

1 a), 2 c), 3 b), 4 a), 5 c)

TRICKS OF THE TRADE Many actors have played the role of the world’s most famous detective from 221B Baker Street. There have been over one hundred different actors who have portrayed Sherlock Holmes in animated series, TV series, TV films and theatrical feature films. The most recent are Robert Downey, Jr. in two films, Sherlock Holmes in 2009 and Sherlock Holmes: A Game of Shadows in 2010; Will Ferrell in a 2018 comedy; Henry Cavill in the 2020 Enola Holmes film. The

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2 on ss Le 1 1

3

2

2

2A THE SPECKLED BAND I can make guesses about a crime story.

4

Sherlock’s address is...

a) Sir Arthur Conan Doyle. b) Agatha Christie. c) Edgar Allan Poe. a) Dr White. b) Dr Watson. c) Mr Dotson.

2

Sherlock Holmes lived in…

a) 221B Baker Street. b) 221B Oxford Street. c) 212B Baker Road.

a) the 18th century. b) the 18th and 19th centuries. c) the 19th and 20th centuries. 5

Sherlock describes himself as a… c) Consulting Detective.

b) Detective Advisor.

a) Private Investigator.

2.3 READING AND LISTENING Sherlock Holmes is Freddie’s favourite fictional detective. How much do you know about him? Do the quiz, and test your knowledge. Then listen and check.

Sherlock Holmes was created by…

The name of Sherlock’s assistant is…

a) READING Read Freddie’s favourite Sherlock Holmes story, The Adventure of the Speckled Band. First, read the questions under each paragraph and think of possible answers. Then read the paragraph and check.

and check.

2.4 LISTENING How do you think the story ended? Tick one or more answers that you think are true. Then listen

b) READING AND SPEAKING Think about Helen’s case. Who do you think the possible suspects are? Why do you think so? What kind of weapon do they plan to use? Read the story again, and provide evidence for your choices. Start like this: It must be... It could be... It can’t be...

3 a) 1 A ghost visited Helen’s room, and she died of a heart attack.

2 A venomous snake bit Julia while she was sleeping. That same snake killed Dr Roylott in the end. 3 One of the vagabonds broke into the house and killed Helen, just as he had killed Julia. 4 Dr Roylott found Sherlock and Watson in his room, shot them and escaped. 5 The wild cat entered Helen’s room and killed her while she was sleeping. b) 2.4 Listen again, and make short notes in your notebook. Use them to retell the ending of the story.

Past simple vs past continuous

When I woke up, Sherlock was standing beside my bed. “Hurry up, Watson! We’ve got a case!” shouted Sherlock. There was a woman waiting in the hall. Her name was Helen Stoner. She looked tired and unhappy, and her hands were shaking. “Mr Holmes, you’ve got to help me! I’m terrified I’m going to die soon!” said the woman. Sherlock took out his notebook and started making notes. 1 Who visited Sherlock Holmes? 2 Why did this person need Sherlock’s help?

7 Who else lived at Dr Roylott’s property?

“Julia complained about a terrible whistling sound followed by a metallic bang in the middle of the night,” said Helen. “She slept alone in her room, which was right next to our stepfather’s room. She always locked her door, so nobody could get in. Then, one night, I heard a terrifying scream. When I got out of my room, Julia was lying on the floor in the hallway. Her face was pale with terror. The last thing she said to me was ‘A speckled band!’. I’m afraid I have no idea what it was supposed to mean,” she added. Julia died soon afterwards, and the police found no culprits and no sign of violence. “Now my room is being renovated, and I’ve had to move into my sister’s room. I heard the same whistling sound last night... Please, please, help me!” cried Helen. 5 What made Julia feel afraid? 6 Who did the police arrest?

8 What did Sherlock find in the house?

That afternoon, Sherlock and I took the train and visited the Roylott House. When we arrived, we saw a group of vagabonds, who were living on the property. We also found out that a monkey and a wild cat were living there. Dr Roylott had brought them from India years ago. After that, we made sure that nobody could get into Helen’s room. While Sherlock was searching it, he saw a strange hole in the wall. It led to the stepfather’s room. Right next to it, we saw a rope hanging beside Helen’s bed. I saw that Sherlock was very curious about it. In the Doctor’s room, we found a metal box and a bowl with some milk in it. That was very odd, as there were no pets inside the house. “Quick, now! Miss Stoner, you are going to sleep in your old room tonight. Watson and I will spend the night in this room and solve the case,” said Sherlock. “So do you have a theory?” asked Helen. “Perhaps I do!” replied Sherlock.

Helen lived alone with her stepfather, Dr Grimesby Roylott, who was a very unpleasant man. He met and married Mrs Stoner, Helen’s mother, when he was a soldier in India. She died when they returned to England, leaving a large fortune to her two daughters if they got married. “My sister, Julia, died two years ago, just before her wedding. I’m getting married soon, too,” said Helen with a trembling voice. “I’m all ears: tell me everything about your sister’s death,” replied Sherlock. 3 What made Helen fear for her life? 4 Who was she afraid of?

4

a) A thief has broken into a shop and stolen ten boxes of very valuable Golden Chocolate Bars. Sherlock is interviewing a witness who saw what happened. Read the witness statement, and complete it using the past simple or past continuous form of the verbs.

My husband and I (1) _____________________ (watch) television yesterday evening, when it (2) __________________

(start) to get dark. I (3) _____________________ (get up) to close the blinds. It was then that I (4) _________________

mask, which I (7) _____________________ (find) very suspicious. He suddenly (8) ________________________ (say)

(see) a man who (5) _____________________ (stand) in front of the shop. He (6) ________________________ (wear) a Past continuous

(10) _____________________ (break) the window with his elbow and (11) _____________________ (go) into the shop.

Grammar summary → p. 128

whether it was a man or a woman. Oh, I’m terribly sorry...

b) SPEAKING Work in groups, and follow the steps below.

Step 1 Get into groups. Your teacher will give you role cards. Prepare your questions and alibis, and get ready to play the game.

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Step 2 Perform the interrogation in front of the class. The rest of the class vote on who the thief is.

I was in complete shock. Now that I think of it, I (12) _____________________ (not wear) my glasses, so I’m not sure

something to another man, who (9) _____________________ (sit) in a car the whole time. Then he

Past simple

The doctor was sitting in the chair when Sherlock entered the room. Julia was lying on the floor when Helen found her.

Let’s practise more! → WB, pp. 43-44

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We can use both tenses in the same sentence. We usually use while / when with the past simple tense, and while / when with the past continuous.

While he was searching the room, Sherlock noticed something strange. When Helen got out of her room, Julia was lying on the floor.

2 Look at the examples below. Then circle the correct option to complete the rule.

Sherlock sat on the bed and waited. Watson woke up early in the morning.

1 Which tense describes actions that were completed at the given time in the past? Which tense describes actions that were still in progress at the given time in the past?

Look, think and discuss.

My... GRAMMAR!

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UNIT 2

TV series Sherlock (2010–2017) starring Benedict Cumberbatch is also still very popular.

VOCABULARY

1

Track 2.3 Sherlock Holmes is a fictional detective created by the Scottish writer Sir Arthur Conan Doyle. He appeared for the first time in a novel entitled ‘A Study in Scarlet’, which was published in 1887. Altogether, Sherlock appears in four novels and fifty-six short stories. This brilliant mastermind, who lived in the late 19th and early 20th centuries, is famous for his great intellect and sharp observation skills. His adventures are told by his faithful companion, Dr Watson, who follows him and helps him solve the most unusual mysteries one can think of! The pair live in London at 221B Baker Street, with their housekeeper, Mrs Hudson. Sherlock Holmes is often invited by Scotland Yard, as the London police were called, to help them solve difficult cases. That’s why he refers to himself rarely as a private investigator, but rather as a consulting detective for the police. Sherlock Holmes has been popular from the very beginning, and has even made his way to the screen – have you ever seen a film or a TV series about him?

Choose the correct answer. 1 A detective’s assistant helps the detective

a) solve crime.

b) commit crime.

2 Your stepfather is your mother’s

a) new husband.

b) new boyfriend.

3 An unpleasant man is

a) nice to be with.

b) not nice to be with.

4 A trembling voice sounds

a) strong.

b) shaky.

5 A terrible whistling sound is like

b) a soft, low whisper.

7 A terrifying scream

a) a loud, high-pitched sound. a) of heavy-metal music. a) scares you to death.

8 A speckled band has got

a) spots.

b) stripes.

9 A group of vagabonds is

a) a local football team.

b) a group of travellers.

10 Your face becomes pale when you’re

a) not feeling well.

b) asleep.

6 A metallic bang is the sound

2

b) of a metal object hitting something. b) makes you laugh.

a) Match the words to make collocations. 1 leave on the property

2 solve the case

3 make

4 sign

married

5 live

of violence

6 get notes

a fortune

b) Complete these sentences using the collocations in Exercise 2 a). 1 She was just about to ___________________________ to the man of her dreams before she died. 2 After a long investigation, the police managed to ____________________________ and arrest the murderer. 3 Before his death, Hugh’s grandfather decided to change his will and _______________________________ to his housekeeper. 4 While he was interrogating witnesses, the police officer started to ______________________________. 5 The police found a dead body, but there was no ______________________________, and there was no murder weapon. 6 Some strange people _______________________________, so the detective will interrogate them as well.

3

Let’s see how much you remember about the story The Adventure of the Speckled Band. Fill in the report on the murder of Helen’s sister. Check your answers by scanning the text in the Student’s Book on pages 36 and 37. Victim: Killer:

WORKBOOK PRACTICE

Motive: How the victim was killed:

42

VOCABULARY

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Exercise 1, p. 42 • Use this task to pre-teach the vocabulary students will need for the reading comprehension task. • In pairs, students do the task. Check as a class. • In a lower-ability class, you might want to check the understanding of some key vocabulary: commit a crime, stepfather, terrifying, whistle, speckled, vagabond, venomous. Feel free to add some more vocabulary your students might find difficult, for example: sign of violence, trembling voice, etc. • For more vocabulary practice, you can GO DIGITAL at this point. ANSWER KEY 1 a), 2 b), 3 b), 4 b), 5 a), 6 b), 7 a), 8 a), 9 b), 10 a)

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READING Exercise 2 a), p. 36 • Tell students they will read Freddie’s favourite Sherlock Holmes story – The Adventure of the Speckled Band. Ask them to guess what the story could be about. • Write the first two questions on the board or display them using an OHP: 1 Who visited Sherlock Holmes? 2 Why did this person need Sherlock’s help? • Let students make predictions, and then read the first paragraph of the text on page 37 to check their predictions. Check as a class. • Write the next two questions on the board or display them using an OHP: 1 What made Helen fear for her life? 2 Whom was she afraid of? • Let students make predictions again, and then read the second paragraph of the text on page 37 to check their predictions. Check as a class.

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1 What made Julia feel afraid? 2 Whom did the police arrest? • Let students make predictions, and then read the third paragraph of the text on page 37 to check their predictions. Check as a class. • Write the last set of questions on the board or display them using an OHP: 1 Who else lived on Dr. Roylott’s property? 2 What did Sherlock find in the house? • Let students make predictions, and then read the last paragraph of the text on page 37 to check their predictions. Check as a class. • To check the understanding of the text on page 37, play a game of Where does it say? (see Games and Activities on pp. 394-398). Choose sentences or parts of sentences with key vocabulary. Suggested vocabulary: fortune, case, whistling, terrifying, vagabond, housekeeper, sign of violence, trembling voice, etc. TRICKS OF THE TRADE When possible, let students, especially the ones deemed higher ability, take over the role of the teacher/game master while playing various games. Games like Where does it say? often pose no challenge for such students, which can lead to them getting bored and restless or, alternatively, too eager to show their knowledge and not allow lower-ability students enough time to think. When you put higher-ability students in the role of the teacher, they can demonstrate their knowledge while at the same time give other students a chance to participate. ANSWER KEY 1 Helen Stoner. 2 She was afraid she would die soon. 3 She and her sister would inherit a fortune if they got married. Her sister died before her wedding, and she is getting married soon. 4 Her stepfather. 5 A strange noise in her room. 6. No one. 7 A monkey and a wild cat. 8 A strange hole in the wall which led to the stepfather’s room, a metal box and a bowl with some milk in it.

READING AND LISTENING Exercise 2 b), p. 36 • Divide students into groups of four and direct them to try to solve the case. Give them some time to read the text again, make guesses, create theories and find supporting evidence in the text. • Let the group representatives present the theories the group has agreed upon. Encourage students to use the phrases: It must be..., It could be..., It can’t be... • At this point, after they have heard all the theories, have students choose those that sound the most and least likely and which of them is most imaginative. Let students explain why they agree or disagree with the theories and find supporting evidence in the text. • You can GO DIGITAL to practise reading out loud. ANSWER KEY Students’ answers.

ENDING THE LESSON WORKBOOK PRACTICE Exercise 2, p. 42 • In pairs, students translate the sentences. Check as a class. ANSWER KEY 1 Last year, a venomous snake bit him. 2 She heard a terrible whistling sound. 3 His stepfather is an unpleasant man. 4 Dr. Watson is a detective’s assistant.

Exercise 3 a), p. 42 • Divide the class into groups of four. Make a copy of Collocation memory (Resource Bank, Resource 28, pp. 406-412) for each group and cut the individual words out. Let students compete within groups or as opposing teams. You can have a competition between members of individual groups, resulting in every group having its winner, or make it a team competition, where teams compete to match all the words into collocations first. 2A THE SPECKLED BAND

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• Write the third set of questions on the board or display them using OHP:

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UNIT 2

ANSWER KEY

Lesson 2

Suggested answers: leave

solve

a fortune notes

the case

make

sign

get

live

a fortune

of violence

married a fortune

on the property

notes

• As feedback, let volunteers write the collocations on the board. Exercise 3 b), p. 42 • Students fill in the blanks using the collocations from Exercise 3 b). Check as a class. • In a higher-ability class, you can prompt students to try to make new sentences using the same collocations. HOMEWORK

NASTAVNA TEMA

Drugi i drugačiji / Književnost za mlade

NASTAVNA JEDINICA

The speckled band (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

GRAMATIKA

Glagolska vremena past simple i past continuous – upotreba

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje događaja u prošlosti

FUNKCIONALNI JEZIK

The doctor was sitting in the chair when Sherlock entered the room. Julia was lying when Helen found her. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti, svršeni i nesvršeni glagoli, književnost

UDŽBENIK

Str. 36. -37.

RADNA BILJEŽNICA

Str. 42. -44.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje gramatike na platformi IZZI

WB p. 43, Exercises 4 a) and b)

STARTING THE LESSON • Check homework with students. • Revise key vocabulary from the previous lesson by playing a competitive variation of the Definition game (see Games and Activities on pp. 394-398). Divide students into small groups and distribute worksheets with target vocabulary definitions (Resource Bank, Resource 29, pp. 406-412) to each group. Groups try to write all the words as fast as they can. Have them swap their worksheets. Check the vocabulary together, either by writing the words on the board, by projecting them over an OHP or handing out the answer key. For each correct and correctly written word, award two points. If there is a spelling mistake, the

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• You can choose how to limit the duration of the game. Either stop the game after the first group has written all the words or give a fixed timeframe after which the game stops and the points are tallied. • In a lower ability class, you can do this as a matching game. Write the words in random order on the board and insert a few extra words, so as not to make it too easy. Suggested vocabulary: fortune, father, vagabond, investigator, cook, venomous, stepfather, terrifying, whistle, sing, evidence, fortune, happy, housekeeper, evidence, poor, culprit, castle, etc. ANSWER KEY 1 stepfather – your mother’s husband, someone who is not your birth father. 2 housekeeper – a person who manages someone’s household and takes care of their home. 3 fortune – a big amount of money. 4 vagabond – a person who has no permanent home but wanders from town to town. 5 venomous – trait of an animal that can poison you with its bite or sting. 6 investigator – a person who investigates a crime. 7 culprit – a person who has committed a crime: a criminal. 8 whistle – a highpitched sound that you make when calling a dog, for example. 9 terrifying – very scary. 10 evidence – proof.

MAIN PART LISTENING Exercise 3, p. 36 • Instruct students to read the suggested solutions of the case and choose the one they believe is most likely as the ending. • Have students read the text one more time to find supporting evidence for the answer they have chosen. 1.1.

• Play Track 2.4.

• Check as a class. Compare the solution of the case to those the groups have suggested.

• Play Track 2.4 one more time. This time prompt students to make notes that will help them explain how the murder was committed. Let volunteers present their notes. ANSWER KEY 2 A venomous snake bit Julia while she was sleeping. That same snake killed Dr. Roylott in the end.

Track 2.4 Sherlock and I sat quietly in the dark room for three hours, but nothing happened. Suddenly, we saw a flash of light and heard someone moving in the Doctor’s room. Soon, we heard a very quiet hissing sound. Sherlock took his stick and started hitting the rope with all his strength. “Can you see it, Watson? ” yelled Sherlock. But I saw nothing. Then we heard a terrible scream coming from the Doctor’s room, and everything went silent again. “It’s over now! ” said Sherlock. We went to the Doctor’s room. He was sitting in a chair. There was a snake wrapped around him. “A yellow speckled band! An Indian snake! It’s extremely venomous, so be careful, Watson! ” shouted Sherlock. He took the snake and put it in the metal box. “How did you know it was the snake that killed Julia? ” I asked him. “First, I thought it was the vagabonds who did it, but then I saw various animals from India, and I thought about an animal that could go through the hole in the wall, ” answered Sherlock. The doctor had apparently trained the snake to go to the room next door and come back whenever he made the whistling sound. The banging sound came from the metal box, in which he kept the snake. Night after night, the snake would go down the rope, until one night it finally bit Julia while she was sleeping. It’s a very rare snake, so the doctors couldn’t identify the venom. Soon after this case, Helen got married. She tried to forget the deaths of her sister and stepfather, but she could never forget the speckled band!

My... GRAMMAR!

ast simple vs past P continuous

• Divide the class into two groups. Instruct the first group to go through the text on page 37 and underline all the examples of the past simple tense they can find. The second group should underline the examples of the past continuous tense. • Draw a simple T-table on the board, writing Past simple in one column, and Past continuous in the other. Ask the students to read the sentences in which they have found examples of the two tenses. Write some of them in the appropriate column.

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group is awarded only one point. The winner is the group with the highest number of points.

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UNIT 2

Have students copy the sentences into their notebooks, too. Try curating the example sentences, avoiding the ones that contain both tenses at this stage, to get clearer examples. • Suggested example sentences: Past simple

Past continuous

Sherlock took out his notebook and started making notes. He met and married her mother.

There was a woman waiting in the hall. Her hands were shaking. Julia was lying on the floor in the hallway.

• Point students to the My... GRAMMAR! section and let them read and compare the sentences. Ask students to translate the sentences into Croatian and compare the duration of the action in each. • Remind them of verb aspects in the Croatian language, imperfective and perfective, and have them connect the past simple tense to the perfective aspect of a finished action and the past continuous tense to the imperfective aspect of an ongoing action. • Now use some examples of both tenses in the same sentence: When I woke up, Sherlock was standing beside my bed.

WORKBOOK PRACTICE

My... GRAMMAR!

ast simple vs past P continuous

Exercise 5, p. 43 • In pairs, students choose the right verb forms to finish the sentences. Check as a class. • Remind them to choose the tense according to the temporal conjunctions, if present. If not, they can translate the sentences into Croatian to check the verb aspect. ANSWER KEY 1 was wearing, 2 disabled, 3 tied up, 4 was sleeping, 5 opened, 6 stole, 7 left, 8 was putting, 9 looked, 10 left, 11 drove off, 12 was waiting, 13 didn’t have

Exercise 6, p. 43 • Practise the use of temporal conjunctions when and while. Tell students to always underline the verb in the temporal clause and choose the conjunction accordingly. Check as a class. ANSWER KEY 1 while, 2 while, 3 when, 4 while, 5 when, 6 when

4

a) READING Read these two texts. Each of them is connected with the novel A Study in Scarlet, but in what way? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

While Sherlock was searching it, he saw a strange hole in the wall.

‘Dr Watson, Mr Sherlock Holmes’: this is possibly the most famous introduction in the history of detective novels. It occurs in this novel, in which the eccentric character of Sherlock Holmes first sees the light of day. The pair go on a quest to solve the murder of an American man in London. They have the dead body, a wedding ring, cigar ash, a handkerchief and RACHE written in blood on the wall. But who’s the killer? Go on a journey with the two, and see Sherlock’s brilliant mind in action putting all the pieces together.

• Get students to notice that when is usually used with the past simple tense, and while with the past continuous tense.

Sir Arthur Conan Doyle (1859–1930) was a Scottish physician and writer, most famous for his stories involving the detective Sherlock Holmes. He wrote a number of science-fiction stories, detective and historical novels, and poems. His detective novels revolutionised the genre of crime fiction: he introduced assistant characters, such as Watson, and offered his readers interesting crimes, plenty of information about them, investigations, and the solution. This has been the typical plot structure of detective stories ever since! b) Read the texts again, and answer the questions below. 1 What makes the novel A Study in Scarlet so special?

TRICKS OF THE TRADE When teaching the difference between the past simple tense and the past continuous tense, it is always a good idea to use positive transfer between the English and the Croatian languages. The imperfective aspect of the past continuous tense is something that exists in the Croatian language, too, but not as a tense, like in English, but as a verb aspect: finished and unfinished actions (svršeni i nesvršeni glagoli).

______________________________________________________________________________________________________ 2 What clues do Sherlock and Watson have? ______________________________________________________________________________________________________ 3 How did the author change the genre of crime fiction? ______________________________________________________________________________________________________ My...

5

GRAMMAR! Past simple vs past continuous Choose the correct answer. 1 The police chased / were chasing the robber when he tripped / was tripping over the curb. 2 The police investigated / were investigating the suspect but let / were letting him go, because he had / was having a solid alibi. 3 A witness looked / was looking through the window when he saw / was seeing the burglary take place. 4 He didn’t hear / wasn’t hearing anything, because he listened / was listening to music on his headphones. 5 The detective found / was finding the knife while he searched / was searching the room. 6 A woman saw / was seeing a strange man in the street, so she called / was calling the police.

6

Complete the sentences. Use when or while. 1 I met a friend ________________________ I was walking down the street. 2 My mum was sleeping ________________________ I was watching TV. 3 I was sleeping in my bed ______________________ I heard the police sirens. 4 I saw the burglar _______________________ she was trying to get into the shop.

STOP AND THINK! Think about the way we use these verbs in Croatian. Are the actions finished (pa st simple) or ongoing (pa st continuous) ?

5 She was already gone ___________________________ I got home. 6 I was out with my friends ___________________________ I heard the news of his death.

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Exercise 4 a), p. 37 • In pairs, students choose the right verb forms to finish the sentences. Check as a class. • Remind them to choose the tense according to the temporal conjunctions, if present. If not, they can translate the sentences into Croatian to check the verb aspect. • To check how much your students have understood, use the Fist-to-five method: students raise their hands and use it as a scale to show their self-assessment. The closed fist means they don’t understand anything, five fingers that everything is crystal clear, and any number of fingers in between how much or little they understood.

2

• If you want to practise using the past simple tense and the past continuous tense some more, you can always GO DIGITAL!

ENDING THE LESSON Exercise 4 b), p. 37 • Divide students into groups of four. Make copies of the role cards (Resource Bank, Resource 30, pp. 406-412) and distribute them to students randomly. • In each group, one student is the detective, and they need to prepare a set of questions. The three suspects read their role cards and their backstories and prepare their alibis. • Each group role-plays the interrogation, and the rest of the class tries to guess who the culprit is. HOMEWORK WB pp. 41–42, Exercises 5, 7 and 8

I have no idea. I barely understand. I understand, but I need support. I understand most of it, but I am unsure if I can explain it to others. I understand and could do an adequate job of explaining it. I understand it completely and can easily explain it to others. • You can also use this task for formative assessment. When checking the answers, students use a different colour to correct their mistakes. ANSWER KEY 1 were watching, 2 started, 3 got up, 4 saw, 5 was standing, 6 was wearing, 7 found, 8 said, 9 was sitting, 10 broke, 11 went, 12 wasn’t wearing

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UNIT 2

2B WHODUNNIT?

MAIN PART

Lesson 1 NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

Whodunnit? (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje

VOKABULAR

commit a robbery, make an arrest, catch a culprit, protect a witness, provide an alibi, collect evidence, commit fraud, put on handcuffs

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK

Exercise 1, p. 38 • Introduce the target vocabulary by dividing the expressions into those done by the police and those done by the criminals. Check as a class, and check for understanding of the expressions. • In a lower-ability class, you might want to additionally explain or even translate some of the expressions or suggest students look them up in the word list at the end of the unit. ANSWER KEY

Rješavanje zagonetki. It was an easy case. Inspector Ridley solved the case easily. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Pridjevi i prilozi

UDŽBENIK

Str. 38. -39.

RADNA BILJEŽNICA

Str. 45. -46.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Start the lesson by checking homework with students. • Introduce the topic of the lesson by writing the title on the board. Ask if students know the meaning of the expression. If not, explain it. TRICKS OF THE TRADE

The police: make an arrest, catch a culprit, protect a witness, find a killer, question a suspect, collect evidence, put on handcuffs. The criminals: commit a robbery, commit a murder, provide an alibi, commit fraud.

WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p 45 • Students match the words to create phrases to reinforce the vocabulary. They swap workbooks to check each other’s answers. ANSWER KEY 1 fraud, 2 an arrest, 3 a culprit, 4 a witness, 5 handcuffs, 6 an alibi, 7 a suspect, 8 evidence

• At this point, you can GO DIGITAL and further practise vocabulary.

Study tip! READING • Refer students to the Study tip! READING section. Have them read the tip and suggest underlining or circling key words as they find them in the text. Key words can help identify the topic of the text and facilitate comprehension while reading.

Whodunnit is an elision of the expression “Who has done it? ” and signifies a detective story. The word was first used in 1930 by a book reviewer named Donald Gordon, and it caught on.

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2B WHODUNNIT? I can understand and solve mysteries. 1

Look at the phrases below. Which are done by the police, and which by criminals? Write P for the police or C for criminals. Explain why. commit a robbery find a killer

2

make an arrest

provide an alibi

catch a culprit

question a suspect

collect evidence

a) READING It was Freddie’s birthday last weekend. He prepared a theme party. Skim the texts and find out... 1 what the theme was.

protect a witness

2 which criminal activity each text is about.

commit fraud

commit a murder put on handcuffs

Study tip! READING Find the key words that relate to the topic. This will help you recognize what the text is about.

b) Freddie has prepared an Escape Room game for his friends. He has created a fictional character, Inspector Ridley, who can solve the most difficult cases. Are you as clever as he is? Play the game in groups. Solve each case, and get a number from your teacher. Use the four given numbers to crack the code.

Case 1 Mr Jones went to the police to report that his expensive watch was missing. He claimed that somebody had broken into his house and stolen it. When the police arrived, they carefully investigated the scene. The house was a mess. They found a broken vase on the floor. The window was broken, too, and there were muddy footprints on the floor. The police couldn’t work out what had happened, so they called Inspector Ridley for help. Ridley looked around for a few minutes and quickly concluded the investigation. He told the police to arrest Mr Jones for lying to them. How did Inspector Ridley solve the case so easily?

Case 2 It was a cold winter morning. Mark Simpson woke up early. It was snowing outside, and he was feeling bored. He decided to call his friends, Jessica, Matt and Erica, to come over at 10 a.m. When they arrived, they found Mark dead on the sofa. They immediately called the police, who determined that Mark had been killed at 9 a.m. The police officers questioned everybody about what they were doing at that time. This is what they found out: Jessica was sleeping late because she had a terrible headache, Erica was playing golf with her boyfriend, and Matt was studying hard for an exam. The police officers were confused, so once again Inspector Ridley jumped in. He finished the investigation fast and found the killer. How did he do it so quickly?

Case 3 James Baines was killed on a hot August afternoon. His body was found by his son, who called the police right away. The police officers found that Mr Baines had had three visitors that day: his friend Jack, his brother John and his neighbour Jude. The officers questioned all three suspects, but they all had solid alibis. They desperately tried to solve the case, but they couldn’t come up with any good theories. They decided to call Inspector Ridley. Ridley searched the house thoroughly and found a note under the desk. All the suspects watched Ridley nervously as he read the note. Were they all guilty? After a few minutes, Ridley solved the case. Who was the killer?

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2B WHODUNNIT?

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UNIT 2

dictionary, if available. Prepare enough copies of the case file (Resource Bank, Resource 32, pp. 406-412) for each student, which they fill out while reading. Set the time limit for this part of the task for 2 to 3 minutes.

2B WHODUNNIT? VOCABULARY

1

a) Match the two parts of the phrases. 1 commit

2 make

3 catch

fraud

4 protect

5 put on

an alibi

a culprit

a witness

6 provide

evidence

7 question

8 collect

handcuffs

a suspect

an arrest

b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need.

• After the case files have been filled out, it’s time to form new expert groups. This time, students should be grouped according to the colour of their cards. Each member of every newly formed group has read a different text, and they are the group expert on it. Group experts should report to the other group members about their case, and together they try to solve the case.

1 Criminals can _______________________________, murder or robbery. 2 When a crime takes place, the police _______________________________ at the crime scene to find clues about who the culprit might be. 3 The police usually _______________________________ to find out what they were doing when the crime was committed. 4 Culprits try hard to _______________________________ to convince the police that they were somewhere else when the crime took place. 5 The police cannot _______________________________ if they do not have enough proof that the person is guilty of a crime. 6 When they _______________________________, the police officers handcuff them and take them to a police station. My...

2

GRAMMAR! Adjectives vs adverbs of manner a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red. 1 David has successfully completed his school project.

_______________________________

2 Freddie’s family lives in a peaceful neighbourhood.

_______________________________

3 Freddie nicely asked his mum to close the door.

_______________________________

4 Freddieʼs mum is such a cheerful person!

_______________________________

5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat.

_______________________________

6 Freddie always helps his mum with heavy grocery bags.

_______________________________

7 There were some hard cases to solve.

_______________________________

8 Sara threw her paper plate away angrily.

_______________________________

b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of speech it is: a noun or a verb. c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner, write its counterpart in the table (e.g. loud – loudly).

Adjectives

Adverbs of manner

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Exercise 2 a), p. 38 • Ask students if they know what a theme party is. Elicit some examples of theme parties: space, Star Wars, Halloween, ‘80s, etc. • Remind students of the skimming reading technique. Instruct them to skim the texts and try to decide what the theme of Freddie’s birthday party could be. • Have them try to recognise which crimes were committed in each text. ANSWER KEY 1 Detective stories. 2 Case 1: burglary/fraud. Case 2: murder. Case 3: murder. Case 4: fraud.

Exercise 2 b), p. 38 • Now is the time for the students to try to solve the four mysteries. They should do it in groups, using the jigsaw strategy. Use the colourful number cards (Resource Bank, Resource 31, pp. 406-412) to divide the class into four groups: Group 1, Group 2, Group 3 and Group 4. • Each group reads only the text with their group number. They read it and look up the unfamiliar words in the word list or an online

128

• While the groups are working, put possible solutions for each case on the board (Resource Bank, Resource 33, pp. 406-412). When students agree on a theory, they send a representative to the board to find the answer most similar to their solution and write down the number next to it. These four numbers are their escape code. • If you have an uneven number of students, you can always have two students as experts on the same text in one group. • If you are short on time, you can always skip the jigsaw strategy and have students read the texts and do the task in the same groups of four. ANSWER KEY 1 The footsteps led from the door to the window and there was no broken glass inside, which meant that the window hadn’t been broken from the outside. (Code number: 8); 2 You can’t play golf in the snow. (Code number: 4); 3 “The first of June” means ‘the first letter of the month of June’. You get the letters J U D E. The neighbour is the killer. (Code number: 1); 4 Oliver was first holding the cane in his left hand, but, while he was leaving, he was holding it in his right hand. (Code number: 5)

TRICKS OF THE TRADE The jigsaw strategy is a complex strategy in which students practise reading, listening, speaking and cooperation at the same time. It is an excellent method for texts that can be divided into several parts, where first each group

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Case 4 Mrs Smith lived in a large villa that had a big garden at the back. She had a gardener named Oliver, who took care of the bushes, trees and flowers in it. He was a nice man, and he did his job well. Mrs Smith also had a beautiful, but somewhat aggressive, dog, Buddy. One day, Oliver arrived at Mrs Smith’s house, leaning on a cane, and claimed that her dog had bitten him. He asked for some money in compensation. Mrs Smith was very suspicious, so she called Inspector Ridley to help her. When Ridley arrived, he found the dog lying peacefully in the garden. Ridley asked to take a look at the front-door camera footage, and soon realised that Oliver was lying. How did he know?

c) 2.5 LISTENING Listen, and check your solutions. Have you got the right code?

3

a) Read the texts again. Complete the table with the missing adverbs.

Adjective

Adverb carefully

careful

Adjective

Adverb

hard

quick

thorough

easy

nervous

fast

peaceful

b) Look at the table. How do we form adverbs of manner in the English language?

My... GRAMMAR!

Adjectives vs adverbs of manner

Look at the sentences below. Then complete the rule with adjectives and adverbs of manner. We usually use _________________________ to say something about people or things, and we use _________________________ to say how something happens. Adjectives

Adverbs of manner

It was an easy case. The exam was hard.

Inspector Ridley solved the case easily. He studied hard.

Let’s practise more! → WB, pp. 45-46

4

→ →

quick quickly careful carefully BUT! good well hard hard fast fast

→ → →

Grammar summary → p. 128

Modify the sentences below. Copy them into your notebook, and use at least one adjective and one adverb in each sentence. 1 The cat sat on the mat.

4 Simon cried because he couldn’t find his phone.

2 The singer sang, and the audience enjoyed the show.

5 The thief ran into the alley.

3 The police officer searched the house until he found the key. 6 A boy was playing on the beach.

5

WRITING Choose a task.

Easy-peasy

Find different ways of writing coded messages. Write a message for your classmates, and see how fast they can crack it.

No picnic

Create your own fictional detective. Think of their name, looks and set of skills, and write a short story about them.

Down to work!

Think up a crime scene. Draw it, or create it and take photos of it, and make sure you include some clues and evidence. Write the story of what happened, but leave out the ending. Have your classmates find the culprit.

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2B WHODUNNIT?

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UNIT 2

of students, or a jigsaw group, reads a different part of the text, and afterwards new groups, or expert groups, are formed. Each expert group has one member from each jigsaw group, who is now an expert on the part of the text they have read. At this point, each expert teaches the rest of the group about their text, so the group can complete the task together.

ANSWER KEY Students’ answers.

HOMEWORK WB p. 45, Exercise 1 b)

Exercise 2 b), p. 38 • Students listen to Track 2.5 to check their theories and compare their codes to Freddie’s. Track 2.5 OK, everyone. Listen closely, and see how well you’ve done in these crime riddles. Crime number one wasn’t a difficult case at all. Inspector Ridley looked around the room and saw that the footsteps led from the door to the window, and not the other way round. Also, there was no broken glass inside, which meant that the window hadn’t been broken from the outside. If you got it right, your first number should be number 8. Let’s take a look at case number two. One alibi makes no sense at all. Take a look at the weather! It was snowing that morning; you can’t play golf in the snow! Erica needs to learn how to lie better. Or maybe she doesn’t, as she’ll spend many years in prison! Your second number is 4. Let’s see how Ridley cracked case number three. You must always investigate the crime scene carefully. Since the victim was afraid that the killer would find the note with his name on it, he wrote it in a secret code. “The first of June” means ‘the first letter of the month of June’. That’s how you get the letter J. If you do the same for the other three months, you get the letters J U D E, which means that the killer’s name is Jude. It was the neighbour! Did you manage to solve the mystery? If you did, your next number is 1. On to the last case: case number four! Not the easiest one, I admit. But not impossible to solve, if you look at the camera images carefully. Oliver was first holding the cane in his left hand, but, while he was leaving, he was holding it in his right hand. He was obviously faking the injury! Did you get it? If so, your last number is number 5. That’s it, everyone! Did you crack all the cases? If you got the 8415 code, then you have extremely sharp minds. Well done, Sherlocks!

ENDING THE LESSON • Discuss the cases with students. Suggested questions: Which case was the easiest, and which did you find most difficult? What has helped you find the right solution? Did any of the solutions surprise you? Why?

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NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

Whodunnit? (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Razlika između načinskih pridjeva i priloga

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA FUNKCIONALNI JEZIK

Opisivanje osoba i događaja. It was an easy case. Inspector Ridley solved the case easily. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Pridjevi i prilozi

UDŽBENIK

Str. 38. -39.

RADNA BILJEŽNICA

Str. 45. -46.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework with students. • Revise the vocabulary from the previous lesson by playing a game of Tick-tock-boom (see Games and Activities on pp. 394-398) with the topic of detective stories. MAIN PART Exercise 3 a), p. 39 • Pair students off. Have them go through the texts on pages 38–39 and complete the table with the adverb forms of the given adjectives. Check as a class. ANSWER KEY quickly, easily, fast, hard, thoroughly, nervously, peacefully

Exercise 3 b), p. 39 • Ask students how adverbs of manner are formed in the English language. Write some examples on the board. • Elicit the exceptions from students and write them down, too. ADJECTIVE + –LY → ADVERB quick + –ly = quickly peaceful + –ly = peacefully easy + –ly = easily BUT! hard – hard fast – fast ANSWER KEY An adverb is usually formed by adding the ending – ly to an adjective, except for irregular adverbs.

• If you want to practise the formation of adverbs some more, you can tell students to draw a simple T-table in their notebooks. Divide the class into four groups and have each group go through one of the texts on pages 38–39, underlining all the adjectives and adverbs in it. They should copy all the adjectives in the table and transform them into adverbs. After that, they should copy all the adverbs in the table and transform them back into adjectives. ADJECTIVE

ADVERB

expensive

expensively

muddy

muddily

cold

coldly

My... GRAMMAR!

djectives vs adverbs of A manner

• Point students to the My... GRAMMAR! section. They read example sentences and explain the rules for the use of adjectives and adverbs of manner. • Ask what part of speech an adjective refers to, and what part of speech an adverb of manner

2B WHODUNNIT?

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UNIT 2

refers to. Elicit from students that adjectives describe nouns, and adverbs of manner refer to verbs. • Point out the Be careful! section and explain that with sense verbs we always use adjectives. Ask for some more example sentences from students, with the verbs feel, taste, sound and smell. • Warn students of some more exceptions and irregular adverbs: good – well, late – late, early – early. • In a higher-ability class, you might want to point out the difference in meaning between the adverbs late and lately, as well as hard and hardly. • Direct your students’ attention to the Grammar summary on page 128, where they can find both English and Croatian rules and explanations for the formation and the use of adjectives and adverbs of manner. ANSWER KEY

Exercise 2 b), p. 45 • Students need to identify the words these adjectives and adverbs modify. They circle the nouns the adjectives modify in blue and the verbs the adverbs modify in red. • Have them compare answers in pairs. ANSWER KEY 1 completed, 2 neighbourhood, 3 asked, 4 person, 5 jumped, 6 grocery bags, 7 cases, 8 threw away

Exercise 2 c), p. 45 • Students sort adjectives and adverbs into the table and transform the adjectives into adverbs and vice-versa in the opposite column. • Check as a class. ANSWER KEY successful – successfully, peaceful – peacefully, nice – nicely, cheerful – cheerfully, quick – quickly, heavy – heavily, hard – hard, angry – angrily

adjectives; adverbs

• Ask your students to give feedback on how much they understand. They use their thumbs to show you:

2B WHODUNNIT? VOCABULARY

1

a) Match the two parts of the phrases. 1 commit

2 make

3 catch

fraud

4 protect

5 put on

an alibi

a culprit

a witness

6 provide

evidence

7 question

8 collect

handcuffs

a suspect

an arrest

b) Complete these sentences with phrases from Exercise 1 a). There are two phrases you do not need. 1 Criminals can _______________________________, murder or robbery. 2 When a crime takes place, the police _______________________________ at the crime scene to find clues about who the culprit might be. 3 The police usually _______________________________ to find out what they were doing when the crime was committed. 4 Culprits try hard to _______________________________ to convince the police that they were somewhere else when the crime took place.

I can do this!

I’m getting there!

I need help!

5 The police cannot _______________________________ if they do not have enough proof that the person is guilty of a crime. 6 When they _______________________________, the police officers handcuff them and take them to a police station. My...

2

WORKBOOK PRACTICE

My... GRAMMAR!

Adjectives vs adverbs of manner

Exercise 2 a), p. 45 • Students identify adjectives and adverbs in the sentences. They underline the adjectives blue and the adverbs red. Do this task as a whole class activity, so you can check how well students understand the difference.

GRAMMAR! Adjectives vs adverbs of manner a) Read these sentences. Underline all the adjectives in blue, and all the adverbs in red. 1 David has successfully completed his school project.

_______________________________

2 Freddie’s family lives in a peaceful neighbourhood.

_______________________________

3 Freddie nicely asked his mum to close the door.

_______________________________

4 Freddieʼs mum is such a cheerful person!

_______________________________

5 Freddie’s dog quickly jumped onto the sofa and grabbed the treat.

_______________________________

6 Freddie always helps his mum with heavy grocery bags.

_______________________________

7 There were some hard cases to solve.

_______________________________

8 Sara threw her paper plate away angrily.

_______________________________

b) Using the same colours, circle the word that the adjective or the adverb refers to. Write what part of speech it is: a noun or a verb. c) Sort the underlined words in Exercise 2 a) in the table below. For each adjective or adverb of manner, write its counterpart in the table (e.g. loud – loudly).

Adjectives

Adverbs of manner

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ANSWER KEY Adjectives: 2 peaceful, 4 cheerful, 6 heavy, 7 hard. Adverbs: 1 successfully, 3 nicely, 5 quickly, 8 angrily.

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• Ask students to explain their choice and identify the word the adjective or the adverb modifies. ANSWER KEY

Exercise 4, p. 46 • In this task, students need to choose between the adjective good and the adverb well. • Check as a class and ask students to explain their choice and identify the word the adjective or the adverb modifies. ANSWER KEY

Complete each of these sentences using either an adjective or an adverb. 1 easy / easily a) It wasn’t an ___________________________ task, was it? b) You could ___________________________ have forgotten to write your name on the test. 2 beautiful / beautifully a) The choir sang ___________________________ at the end-of-term concert. b) My mother wore a ___________________________ dress on her wedding anniversary. 3 slow / slowly a) The tortoise ___________________________ made its way through the garden. b) Freddie goes to school by bike, because he thinks public transport is very ___________________________. 4 quick / quickly b) Inspector Ridley ___________________________ announced he had solved the case. 5 hard / hard a) She studied ___________________________ for that grade. b) Not going on the school trip was a very ___________________________ decision to make.

Read about Freddie’s birthday party. Complete each sentence with either an adjective or an adverb of manner. Circle the correct option. Explain your choices. 2 Most of Freddie’s friends did good / well in the detective challenge. 3 Everything was going good / well until Freddie’s dog, Buster, ran into the birthday cake. 4 The food was delicious, especially the homemade pizza, which smelled really good / well. 5 David, Freddie’s best friend, felt really good / well about winning in the karaoke contest.

STOP AND THINK! What is the difference between sen tences 5 and Which one is about you 6? r mo and which one is about od your health? Ho w does it aff ect how we use adj ectives and adverbs?

6 Although he had a cold the day before the party, Freddie felt good / well during the party.

5

Inspector Ridley solved the case easily. I played a game. I played an interesting game. • Ask students to compare the sentences and explain the difference. Ask: Which sentence sounds more interesting and offers more complete information? Explain that it is the sentence modified with the adjectives and adverbs.

• You can turn this exercise into a little competition. Challenge students to add as many modifiers as they can in a single sentence or choose the best or the funniest modified sentence.

Students like to feel they are in charge and to feel they have a say in their learning process. By not requiring them to do all the tasks in a single exercise, you are handing them that power. Generally, higher-ability students will probably still do all the tasks, but lower-ability students won’t feel too overwhelmed.

Add at least three adjectives and three adverbs of manner to this text to make it more interesting.

HOMEWORK

Inspector Ridley was on a summer holiday. He was relaxing on the beach when he heard a lifeguard shouting. He went

Student’s Book, p. 39, Exercise 5

closer and saw that the guard had found a watch in the sand. Three men arrived, and each claimed that the watch was his. The guard looked at the men and tried to find the owner, but

WB p. 46, Exercise 6

he didn’t know who to believe. ‘Are you all right-handed?’ asked Ridley. All the men confirmed they were. A second later,

46

Exercise 4, p. 39 • Write sentences on the board:

TRICKS OF THE TRADE

a) When you’re racing against him, you can never be ___________________________ enough!

1 Everybody at the party had a good / well time!

ENDING THE LESSON

• Instruct students to choose at least four out of the six sentences in Exercise 4 and insert some adjectives and adverbs to make them more interesting.

1 good, 2 well, 3 well, 4 good, 5 good, 6 well

4

• For further practice of adjectives and adverbs of manner, you can always GO DIGITAL.

Inspector Ridley solved the case.

1 a) easy, b) easily, 2 a) beautifully, b) beautiful, 3 a) slowly, b) slow, 4 a) quick, b) quickly, 5 a) hard, b) hard

3

Inspector Ridley found the owner. Can you do the same?

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2

Exercise 3, p. 46 • In pairs, students choose the right form, an adjective or an adverb, of the given word. Check as a class.

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UNIT 2

Lesson 3

3A FROM RULE BRITANNIA TO COOL BRITANNIA Lesson 1 NASTAVNA TEMA

Drugi i drugačiji / Svijet znanosti i umjetnosti

NASTAVNA JEDINICA

From rule Britannia to cool Britannia (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.

MAIN PART

DJELATNOST (I) U FOKUSU

Govorenje, čitanje

SPEAKING

VOKABULAR

influence, indigenous, colonise, reign, legacy, identity, diversity, enrich, gradually, illiterate, trade, fall apart, get stuck, raw materials, the British Empire

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o Velikoj Britaniji u prošlosti i sadašnjosti.

Exercise 1, p. 40 • Form small groups and let students study the two pictures in Exercise 1. Ask group representatives to share their group’s conclusion with the rest of the class.

FUNKCIONALNI JEZIK

Many former countries have decided to join the Commonwealth. They joined the Commonwealth in the first half of the 20th century.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Održivi razvoj

C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti Povijest Velika Britanija kroz povijest Geografija Zemlje Commonwealtha

UDŽBENIK

Str. 40. -41.

RADNA BILJEŽNICA

Str. 47. -50.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Start the lesson by inviting students who have done the writing and speaking task to present their work.

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• Distribute the photocopiable K-W-L chart (Resource Bank, Resource 34, pp. 406-412) and instruct students to fill in the Know and Want to learn columns with information about Great Britain. • Bring a map of the UK to class and show it to students. Invite them to explain the difference between the UK and Great Britain.

ANSWER KEY Students’ answers.

TRICKS OF THE TRADE The British Empire represented the United Kingdom and all the countries, colonies, territories and dominions under its rule. The rise of the British Empire started in the 16th century, under the rule of Queen Elizabeth I, and, in the following centuries, it continued to grow. At its peak, the British Empire encompassed 24 % of the whole world’s territory. It had spread over all seven continents, and it was sometimes referred to as “the empire on which the Sun never sets”. The decline of the Empire started at the beginning of the 20th century, with all the colonies gaining their independence by the end of the century, and it officially ended in 1997, when Hong Kong was handed back to China. The Commonwealth of Nations is a political union of 54 states, almost all of which were once a part of the British Empire. It is a community of free and equal countries, which was formally founded in 1949. The head of the Commonwealth of Nations is Queen Elizabeth II, but the title is not hereditary. The Commonwealth of Nations is not to be confused with a Commonwealth realm. A Commonwealth realm is an independent state that still recognises Queen Elizabeth II as its head of state. There are sixteen Commonwealth

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3A FROM RULE BRITANNIA TO COOL BRITANNIA I can say a few facts about Britain in the past and today.

2 the Commonwealth, former colonies, independence

SPEAKING Work in groups. Look at the maps and the expressions below them. What do they show?

1 the British Empire, monarchy, colonies, trade

1 New Empire Within Britain

2 Rule, Britannia! Britannia, Rule the Waves!

3 God Save the Queen!

a) READING Read the texts, and match the headings to the paragraphs. There is one heading you do not need.

This line from the famous 18th-century patriotic song describes what Britain had achieved by the end of Queen Victoria’s reign: an enormous British Empire. It had more than 25 per cent of the globe under its rule! The colonies were very important for trade. Britain took raw materials such as sugar, rice, cotton and wood from these countries and sold them as products such as textiles and furniture. But what legacy has the Empire left behind? The English language has become a world language. It’s the mother tongue in nine countries, and many other countries use it as their official second language. It certainly makes communication easier, but some smaller countries have taken steps to protect their language from its influence. The Empire also brought a system of public education to indigenous people who were often illiterate. Some former colonies, such as Australia and New Zealand, still have similar school systems to Britain’s. Driving on the left, football, cricket and rugby are some other examples of how British culture and traditions have influenced these countries. Even some flags still show their shared history with Britain! However, this influence wasn’t a one-way street. British culture, in return, has become richer thanks to the people and traditions of the countries it used to colonise.

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Salman Rushdie, a well-known British-Indian author, has come up with this expression for the people from former colonies moving to Britain. The Empire started falling apart during the first half of the 20th century. Country after country welcomed its independence. For some, it was difficult to find their own national identity after years of British rule. Still, most of these countries have decided to join the Commonwealth of Nations. This group was founded within the Empire in 1931, but it now consists of 54 independent countries. Queen Elizabeth II has said that all the countries and the different traditions they bring to the Commonwealth make it a strong community. Since it was founded, thousands of people from former colonies have moved to Britain for work and education, and in search of a better life. They have brought their culture and traditions with them and have helped create a multicultural Britain. Fashion, food, music, festivals and different customs from around the globe have enriched British culture. If you want to explore the cultural diversity of the British, a good way to do so is to look at the food they eat. Forget about fish and chips: curry has become Britain’s national dish! You can also participate in various events all over the UK that show the many faces of the people that make up Britain as we know it today.

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5 The Commonwealth is a voluntary organisation.

4 The Empire fell apart gradually.

b) Read the text again. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 The British Empire began under Queen Victoria’s rule.

6 Fish and chips is Britain’s least-favourite food.

2 Britain colonised a quarter of the world. 3 Australia was the most important and valuable British colony.

Past simple vs present perfect simple

Australia joined the Commonwealth in 1926.

_________________________

Time of the action isnʼt important, but the result of the action in the present is (they are members of the Commonwealth now).

Many former countries have joined the Commonwealth.

_________________________

2 Hoa Hakananai,a

Step 2 Prepare a photo and a short speech about it.

Grammar summary → p. 126

Step 3 Present your findings to the rest of the class.

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Step 4 Write a short caption for your photo, and make a class display.

SPEAKING The British Museum is home to millions of artefacts with interesting stories to tell about the history of humankind. Work in groups. Follow the steps below, and do research.

b) 2.6 Listen again, and make short notes in your notebook. What does Freddie say about the artefacts?

1 Rosetta stone

a) 2.6 LISTENING Listen to Freddie’s column. Match the pictures of the artefacts to their names. There is one picture you do not need.

I (1) ______________________ (just/come) back from the British Museum. It’s definitely my favourite place to be in London. I (2) ______________________ (recently/start) working on my new column for our online school newspaper. In our last meeting, my editor (3) ______________________ (suggest) that I write about famous artefacts in the British Museum. I (4) ______________________ (begin) my research a few days ago, but got stuck. What better way to get inspired than to visit the museum and ‘feel’ the history? The exhibits and the artefacts on display are really spectacular! Did you know that lots of former British colonies (5) ______________________ (ask) the UK to return treasures taken from their countries under British rule? So far, the museum (6) ______________________ (refuse) to give them back. They say that the collections have to be preserved as a whole, and that more people can see them in London. What do you think?

Read Freddie’s e-mail to his friend. Complete the text with the past simple or the present perfect simple of the verbs in brackets.

Let’s practise more! → WB, pp. 48-50

2 Which time expressions do we use with past simple, and which with present perfect simple?

Time of the action is important, we say exactly when something happened in the past (it happened in 1926).

1 When do we use the past simple, and when the present perfect simple? Look at the examples below, and complete the table with past simple and present perfect simple.

Look, think and discuss.

My... GRAMMAR!

3

4

5

Step 1 Choose an artefact from the British Museum. Find out what it is and where it is from.

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UNIT 2

realms at the moment: Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Canada, Grenada, Jamaica, New Zealand, Papua New Guinea, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, the Solomon Islands, Tuvalu and the United Kingdom. WORKBOOK PRACTICE

Exercise 1 b), p. 47 • Have students further practise the vocabulary by completing the sentences. Remind them they will need to use capital letters in two sentences. • Check as a class. Ask students to explain why the Empire and the Commonwealth are capitalised.

VOCABULARY

ANSWER KEY

3A FROM RULE BRITANNIA TO COOL BRITANNIA VOCABULARY

1

a) Read the four dictionary entries. Complete them with the words below. monarchy

1

colony

_______________________,

noun

empire

_______________________, noun

BrE /ˈkɒləni/ NAmE /ˈkɑləni/

BrE /ˈempaɪə(r)/ NAmE /ˈɛmˌpaɪr/

(plural _______________________)

> a group of countries controlled by one ruler

> an area or country that is controlled by another country

_______________________,

noun

BrE /ˈkɒmənˌwɛlθ/ NAmE /ˈkɑmənˌwɛlθ/

TRICKS OF THE TRADE

ANSWER KEY

commonwealth 2

3

The royal families in Europe are: the SaxeCoburg and Gotha in Belgium, with King Philippe as the monarch; Denmark is ruled by the Glücksburg family and Queen Margarethe II; in Liechtenstein, there is Prince Hans-Adam II of the family Liechtenstein; the family NassauWeilburg is the royal family of Luxembourg, with the Grand Duke Henry as the sovereign; in Monaco, Prince Albert II Grimaldi is the head of state; King Willem Alexander of the OrangeNassau dynasty rules the Netherlands; in Norway, the ruler is King Harald V Glücksburg; the Bourbon family rules Spain, with King Felipe as the head of state; Sweden has got the Bernadotte dynasty and King Karl XVI Gustaf; and, of course, Queen Elizabeth II of the Windsor dynasty in the UK (their surname was originally Saxe-Coburg and Gotha but they changed it during the WWI because of the rising antiGerman sentiment in the country). There are also Andorra and the Vatican, which haven’t got hereditary but elective monarchies: the ruler of the Vatican State is the Pope, and Andorra has two heads of state simultaneously: the Bishop of Urgel and the President of France.

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• Ask students if they know who the other eleven royal families in Europe are and which countries they live in. Let them look it up online or assign it as homework. They can also research who the ruling monarch is, and how many kings and queens there are in Europe.

1 Empire, 2 monarchy, 3 colony, 4 Commonwealth on ss Le

Exercise 1 a), p. 47 • Students match the words with their vocabulary definitions. Check as a class.

> a group of countries that have the same political or economic interests

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_______________________, noun

BrE /ˈmɒnəki/ NAmE /ˈmɑnərki/ (plural _______________________) > a country or system of government with a king or queen at its head

b) Complete the sentences with the words from Exercise 1 a). Be careful: in two cases, you will need to use capital letters. 1 The Roman ___________________________ fell apart in the 5th century AD. 2 The Queen is famous all over the world as the current representative of the British ________________________. But did you know that there are eleven other royal families in Europe? 3 India was one of the most important British ___________________________: it was the source of various raw materials, soldiers and workers, as well as a big market to sell goods. 4 Member countries of the ___________________________ meet every two years to discuss the economy and progress, as well as democracy and human rights.

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Complete the sentences with the appropriate word. 1 reign / rule a) The British Empire was biggest during the ___________________________ of Queen Victoria. b) British ___________________________ over Hong Kong ended in 1997. 2 indigenous / illiterate a) The Aborigines are the ___________________________ people of Australia. b) In 1800, almost half of the British were ___________________________: they couldnʼt read or write. 3 independence / identity a) The Caribbean community in London is trying hard to preserve its cultural ___________________________. b) The USA gained its ___________________________ from Britain in 1776. 4 mother tongue / second language a) Chinese is Xiao’s ___________________________, but she’s also fluent in English, German and French. b) Jaya’s native language is Hindi, and English is her ___________________________.

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READING Exercise 2 a), p. 40 • First, ask students to look at the pictures and describe them. Then instruct them to skim both texts and try predicting which heading matches which text. • Let students read the texts and check if they were right. Remind them to ignore the boxes next to the words in colour as they are of no importance for this task. Check as a class.

1 empire, 2 colony, 3 commonwealth, 4 monarchy

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• In a lower-ability class, pre-teach the following words: trade, raw materials, influence, indigenous, colonise, reign, legacy, illiterate, identity, enrich, diversity, fall apart. TRICKS OF THE TRADE Sir Ahmed Salman Rushdie (born 19 June 1947) is a British American writer of Indian origin. He is the author of a dozen novels and the recipient of numerous literary prizes, including the prestigious Booker Prize in 1981. Because of his novel The Satanic Verses, about the Prophet Mohammad, his works were forbidden in many Islamic countries and a fatwa – an order for his execution – was even issued by Ayatollah Khomeini of Iran, which led to several attempts on Rushdie’s life. ANSWER KEY 1 Rule, Britannia! Britannia rule the waves! 2 New Empire within Britain

• To further check understanding of the text, play a game of Where does it say? (see Games and Activities on pp. 394-398). Choose a sentence from the text and say it in Croatian. Students look for it in the text and read it out loud. If possible, allow higher-ability students to take over moderating the game. Exercise 2 b), p. 41 • In pairs, students read the text one more time and mark the sentences as true, false or doesn’t say. Check as a class.

3

• In a higher-ability class, ask students to underline the parts of the text that have influenced their choice of headings.

technique not only for EFL but also other subjects. ANSWER KEY 1 F, 2 T, 3 DS, 4 T, 5 T, 6 F

• At this point, you can GO DIGITAL and practise reading and vocabulary. ENDING THE LESSON • Students go back to their K-W-L charts (Resource Bank, Resource 34, pp.). Instruct them to first go over the Know column and check if the information they have entered at the beginning is true and correct it if necessary. Next, they should tick those parts of the Want to learn column that this lesson has answered for them. Finally, they enter new and interesting information they have learned in this lesson in the Learned column. It is not important if they have already stated any new and interesting information in the W-column. • Form pairs or small groups. Encourage students to share their K-W-L entries and discuss the similarities and differences.

What I know

What I want to know

What I have learned

HOMEWORK WB pp. 47–48, Exercise 2

TRICKS OF THE TRADE Always ask students to read the part of the text that contains the required information. This way, the entire class can hear how they came to the right answer. Remind students that the best way to determine if a sentence is true, false or if it does not contain information mentioned in the text, is to go back to the text and find the corresponding sentence. Encourage students to use colour-coding, which is a useful reading

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UNIT 2

Lesson 2 NASTAVNA TEMA

Drugi i drugačiji / Svijet znanosti i umjetnosti

NASTAVNA JEDINICA

From rule Britannia to cool Britannia (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., C.8.1., C.8.2.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje

GRAMATIKA

Glagolska vremena past simple i present perfect simple

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o Velikoj Britaniji u prošlosti i sadašnjosti.

FUNKCIONALNI JEZIK

Many former countries have decided to join the Commonwealth. They joined the Commonwealth in the first half of the 20th century.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Održivi razvoj

C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Izricanje prošlosti, Povijest Velika Britanija kroz povijest Geografija Zemlje Commonwealtha

UDŽBENIK

Str. 40. -41.

RADNA BILJEŽNICA

Str. 47. -50.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework with students. • Revise the vocabulary by playing a game of Noughts and Crosses (see Games and Activities on pp. 394-398). Prepare a definition for each of the nine fields. Students have to say the word to win the field. Suggested definitions: 1 not able to read or write (illiterate), 2 to add something; to improve the quality of something (enrich), 3 the difference among a range of people or things (diversity), 4 the period during which a monarch rules

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(reign), 5 characteristics that determine who or what a person or thing is (identity), 6 traditions or problems that exist because of something that happened in the past (legacy), 7 a country or a system of government with a king or queen as its head (monarchy), 8 an area or a country that is controlled by another country (colony), 9 a group of countries that have the same economic and political interests (commonwealth). MAIN PART

My... GRAMMAR!

ast simple vs present P perfect simple

• Split the class into two groups. Instruct one group to find all the past simple forms in the two texts on page 40. The second group looks for all the examples of the present perfect simple in the texts. • Have students read their examples, and write some on the board. Suggested example sentences: The group was founded within the Empire in 1931. The English language has become a world language. • Compare the two sentences. Ask students to tell you when the action takes place in each sentence. They should recognise that we know the exact time in the first sentence, which is in the past simple tense. • Direct students to the My... GRAMMAR! section of the Student’s Book. They should identify the tenses in the pairs of sentences and notice the differences. Point out that we use the past simple when we know exactly when an action took place. Likewise, stress that we use the present perfect simple when the time of the action isn’t important, but the result of the action, which stretches into the present, is. ANSWER KEY 1 Past simple, Present perfect simple. 2 Past simple: in 1926. Present perfect simple: just, for, since...

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The present perfect simple tense is often a difficult concept for Croatian students to grasp because there is nothing similar in their mother tongue that they can connect it to. Sometimes, it helps to make it as simple as possible while explaining its form and function by using as creative and flexible examples as possible. For example, we can use the example sentence I broke my leg skiing last winter because it clearly shows the students that we know exactly when the leg was broken. Or: I have broken my leg recently and I’m still wearing a cast since it isn’t important when the leg was broken exactly, but the result is still present and affecting the speaker. It is also a good idea to practise translating the structures with students, because past simple is usually translated using the Croatian perfekt/aorist tenses, and for present perfect simple either prezent or perfekt/aorist tenses can be used. For further examples, use the My... GRAMMAR! section of the Student’s Book as well as the Grammar summary at the end of the Student’s Book (pp. 122–135), which offer examples and explanations in both English and Croatian. • Use the hand thermometer technique for formative assessment. Students raise their hands to indicate their level of understanding of the concept: I don’t get it.

3

TRICKS OF THE TRADE

WORKBOOK PRACTICE

My... GRAMMAR!

ast simple vs present P perfect simple

Exercise 3 a), p. 48 • Explain to students that there are some time expressions that indicate they should use the past simple, while others are more likely to be used with the present perfect simple. • Pair students off and instruct them to use the text on page 40 of their Student’s Books to sort the time expressions. • To check, draw two columns on the board and ask students to write the expressions in the right column. • Alternatively, you can print them out and have students sort the word cards on the board (Resource Bank, Resource 35, pp. 406-412). ANSWER KEY Present perfect simple: today, never, ever, yet, just, for three years, since 2005, this year, these days, this month. Past simple: last year, yesterday, last month, in 2005, a few days ago, when I was young, from 2010 to 2020.

Exercise 3 b), p. 48 • Ask students to remain paired up. Instruct them to first find the time expressions in each sentence and then choose which tense to use. • Check as a class. ANSWER KEY

I understand some of it, but it could be better.

1 a) have finished, b) read; 2 a) visited, b) haven’t visited; 3 a) has been, b) didn’t like; 4 a) worked, b) has worked; 5 a) published, b) has started

Everything is clear.

• If necessary, explain the rules of use one more time.

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UNIT 2

LISTENING

5 gradually / voluntary a) I do some ___________________________ work at the dog shelter. b) We thought it would never stop raining, but the weather started to improve ___________________________. 6 found / fall apart a) Following Brexit, some British are wondering whether or not the UK will ___________________________. b) When did the British settlers ___________________________ Sydney: in the 17th or the 18th century? 7 diversity / multicultural a) Britain has become a truly ___________________________ society in the last 50 years. b) Canada values its rich ethnic and cultural ___________________________. 8 enrich / influence a) Going to festivals that celebrate different cultures and traditions can _________________________ your life.

Exercise 4 a), p. 41 • Ask students if they now know what kind of exhibits they can see at the British Museum. Point out the three pictures and ask them to describe what they see. Let them guess the names of the artefacts.

b) British culture has changed under the _________________________ of its former colonies and immigrants. My...

3

2.6.

GRAMMAR! Past simple vs present perfect simple a) Sort the time expressions. never in 2005

last year since 2005

yesterday a few days ago

ever

just

last month

when I was young

past simple

yet

for three years

from 2010 to 2020

this month

present perfect simple

• Play Track 2.6 once. Students listen to check their predictions.

• Check as a class. ANSWER KEY: 1 Rosetta stone – Picture B. 2 Hoa Hakananai’a – Picture C.

b) Read the sentence pairs. Underline the time expressions in each. Then choose the correct tense. 1 a) I have just finished / just finished reading Freddie’s latest column. b) I have read / read Freddie’s latest column yesterday evening.

Track 2.6

2 a) We have visited / visited the British Museum last year. I loved it! b) We haven’t visited / didn’t visit the British Museum yet. We’re going there tomorrow. 3 a) My sister has been / was interested in history since she was a child. b) My sister hasn’t liked / didn’t like history when she was in elementary school. 4 a) He has worked / worked as a history teacher from 2012 to 2020. Now he works at the museum. b) He has worked / worked for the museum for twelve years now. He really enjoys his job. 5 a) Freddie has published / published two articles in the school magazine last month. b) Freddie has already started / already started writing his next article.

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Exercise 3, p. 41 • Ask students if they have ever heard of the British Museum. Let them guess what kind of museum it is and what you can see there. • Explain that Freddy, a history buff, loves museums, and that they will read his e-mail about the British Museum. • Students read the text and complete it with the appropriate tenses. Remind them to always look for a time expression first and, if there is none, try to decide if the action is finished in the past or still has consequences and results in the present. Check as a class. • Ask students if they think the British Museum is right to deny the return of the artefacts to the countries they were found in. Let them explain their opinion and encourage them to give arguments. • For additional practice of tenses, you can GO DIGITAL. ANSWER KEY 1 have just come, 2 have recently started, 3 suggested, 4 began, 5 asked, 6 has refused

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It’s never been easy for me to plan my visits to the British Museum. With over eight million objects that tell the story of human history, culture and art over a period of two million years, there’s always something new to discover. And this time I had to choose my favourite exhibits and talk about them... So let’s get started! The Rosetta stone is probably the most famous artefact. This ancient Egyptian stone has two languages on it: ancient Egyptian and Greek. This makes it an important artefact, because it helped scientists to translate the Egyptian hieroglyphs. Before that, nobody knew how to read them. The stone was discovered by French soldiers near the River Nile in the 18th century. When the British defeated Napoleon, it was shipped to England and has been in the museum ever since. The second-most amazing thing for me is the massive Easter Island moai statue. It’s called Hoa Hakananai’a, which means ‘hidden or stolen friend’. At just 2.5 metres tall, it’s one of the smaller moai statues, but its size is still very impressive. There are hundreds more found on the island, and they all represent the islanders’ ancestors. British soldiers took this statue during an expedition to Easter Island and gave it to Queen Victoria. It has been in the museum since 1869. Both Egypt and Easter Island have asked for their precious artefacts to be returned to their country of origin. There is a debate whether...

Exercise 4 b), p. 41 • Instruct students to make two columns in their notebooks and title them respectively The Rosetta Stone and Hoa Hakananai’a. Give them a minute to write down as much as they can remember about each artefact. • Instruct students to take short notes about both artefacts while listening to Track 2.6 again. • You can play Track 2.6 twice, if necessary.

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• Have students compare their notes with their neighbours, filling in anything they have missed. • Give them two to three minutes and then let volunteers report to the class about the artefacts. ENDING THE LESSON SPEAKING Exercise 5, p. 41 • Divide students into groups of three or four and instruct them to visit the British Museum webpage at www. britishmuseum. org. They should choose one of the artefacts, research it, find a photograph, caption it and prepare a short speech about it. • If time or technical equipment do not allow it, you can always assign this task for homework. TRICKS OF THE TRADE Instead of printing photos out, you can make a class exhibition using an online collaborative board. Simple applications include Jamboard, Padlet, Wakelet, Lino. it and others. HOMEWORK B p. 50, Exercises 4 and 5; p. 49, W Exercises 6 a) and b)

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UNIT 2

3B DIVERSITY, EQUALITY AND UNITY NASTAVNA TEMA

Drugi i drugačiji / Svijet znanosti i umjetnosti

NASTAVNA JEDINICA

Diversity, equality and unity

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

VOKABULAR

achievement, exception, gender, inequality, remarkable, slavery

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Razgovor o ljudskim pravima, zapisivanje biografskih podataka

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Građanski odgoj i obrazovanje

A.3.1., A.3.3., C.3.1., C.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Poduzetništvo

A.3.3.

Održivi razvoj

C.3.4.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Biografija Povijest Ljudska prava

UDŽBENIK

Str. 42.

RADNA BILJEŽNICA

Str. 51. -52.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework with students. • If you have assigned researching an artefact from the British Museum for homework, have students present their chosen artefacts and make a class display. • Play a game of Hangman (see Games and Activities on pp. 394-398) to introduce the lesson title. Play three rounds, one for each word: diversity, equality and unity. • Ask students to explain the meaning of the three words in the title.

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TRICKS OF THE TRADE Diversity involves the deliberate inclusion in a group or activity of people who are, for example, of different races, genders and religions. Equality is the same status, rights and responsibilities for all the members of a society, group or family. Unity is the state of different areas or groups being joined together to form a single country or organisation. When there is unity, people are in agreement and act together for a particular purpose. (Source: Collins English dictionary) Exercise 1, p. 42 • Divide the class into groups of four to five and have them discuss the three questions in the exercise. Group representatives report to the class. ANSWER KEY Students’ answers.

MAIN PART READING Exercise 2 a), p. 42 • Students read the text and find answers to the three questions from Exercise 1. Then, they compare the answers to their discussions. • Check as a class. ANSWER KEY 1 Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality or religion is. 2 Right to life and liberty, right to education and work, freedom from slavery, freedom of opinion, etc. 3 Women should have the same opportunities as men, but in many parts of the world and in many areas of life they still don’t.

• Check understanding of key vocabulary. Tell students a definition or paraphrase a word, and they should find it in the text. Ask the student who found it in the text to come and write it on the board. Suggested vocabulary: slavery, discrimination, gender, exception, inequality.

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3B DIVERSITY, EQUALITY AND UNITY I can talk about remarkable women. 1

SPEAKING Work in groups. Answer the questions below. 1 What are human rights? 2 Can you name some of them? 3 Do men and women have the same opportunities? Why do you think so?

2

a) READING Read the text. Find the answers to questions in Exercise 1. Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work, freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights, without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for example, are affected by inequality. However, it is especially difficult for women. Today, you can see women scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago, women had to fight for the right to vote. Things have changed for the better during the last century, but there is more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150 million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating women and men equally. b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?

3

a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment? b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.

MALALA YOUSAFZAI 1 Date and place of birth 2 Education 3 Achievements 4 Awards

4

42

MAE JEMISON birth 1 Date and place of 2 Education 3 Achievements 4 Awards

WRITING Find out more about remarkable women. Follow the steps below. Step 1 Think of a woman that has been an inspiration for you. Write a short biography. If possible, include the same biographical information as in Exercise 3 b).

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Step 2 Make a class display. Which biography did you find most interesting and would you like to know more about?

PROJECT TIP! Choose an important person from the past, and prepare a first-person account or an interview with them.

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3B DIVERSITY, EQUALITY AND UNITY

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UNIT 2

• In a lower-ability class, you can give students the Croatian translation of the words instead. Exercise 2 b), p. 42 • Ask students to make a 3-2-1 list in their notebooks. They should write down three things from the text they already knew, two things that were new for them and one thing that surprised them. • Pair students off and have them compare their lists. ANSWER KEY Students’ answers.

LISTENING Exercise 23 a), p. 42 • Prepare students for the listening task. They will hear a phone conversation between Freddie and his friend Lola. Ask them to try to guess what they will be talking about. Accept all answers and don’t correct them. 2.7.

• Play Track 2.7 and let students check their expectations. Check the topic of the conversation as a class. • You can expand this topic by asking students what date the International Women’s Day is celebrated on and if they know anything else about the holiday. ANSWER KEY

They are talking about a project for International Women’s Day and two extraordinary women – Malala Yousafzai and Mae Jemison.

Track 2.7 Freddie: Hi, Lola! What are you up to? Lola: Hi, Freddie. I’ve just finished my research for our school project for International Women’s Day. Freddie: It’s great that we’re doing a project about such an important topic. I can’t wait to see our collage with all the examples of remarkable women! Lola: I agree, it’s going to look great! Who have you written about? Freddie: I’ve signed up to write about Malala Yousafzai. Lola: Oh, I’ve heard of her, but I can’t say I know much. Freddie: I didn’t either, but when I started reading about her, I found out some fascinating things. She was born in Pakistan, in 1997. Her father was a teacher at a girl’s school. He was also an activist; he believed all

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girls should have the right to education. Then, in 2007, a group of extremists came to power in her home town. Girls weren’t allowed to go to school any more. They destroyed over 100 schools for girls across the country! That’s when Malala, at the age of eleven, gave her first speech. She demanded the right to education. The BBC and other TV stations around the world picked up her story, and they asked Malala and her father to write a blog about their life. In 2012, she was attacked and seriously wounded. Lola: That’s horrible! Freddie: Yes... But even this didn’t make her stop. Since then, she has established the Malala Fund, a charity to support education for girls all over the world. And in 2014 she became the youngest person to win the Nobel Peace Prize. That’s not the only award she’s won, either. And she’s recently graduated from Oxford University. She studied philosophy, politics and economics. Lola: She really is a remarkable woman! Freddie: And who have you written about? Lola: Mae Jemison. Have you heard of her? Freddie: No, I haven’t. Who is she? Lola: She’s the first African American woman to become an astronaut. She was born in 1956 in Alabama. She grew up at a time when NASA was sending lots of missions into space, and she was interested in science from an early age. She studied medicine and became a doctor, but in 1983 she decided to apply for NASA. Another two thousand people applied as well, but she was one of the 15 who got chosen! In 1992, she finally spent eight days in space orbiting Earth and made her dream come true. She has received lots of science awards for her work, and she’s been included in the National Women’s Hall of Fame in the USA. Since then, she has also started working on a programme to make space travel to another star possible in the next 100 years! Freddie: Wow, I’m really looking forward to completing the project; we’ll learn so much!

Exercise 2 b), p. 42 • Students take a look at the profile cards in Exercise 2 b) and write down important information about the two women. • Play Track 2.7 again. • If necessary, play the track three times and instruct students to use the third listening to fill in the information they have missed or check the information they have written down. • Have students compare their profile cards with their partners. • GO DIGITAL for additional reading and listening practice. ANSWER KEY Malala Yousafzai: 1 Pakistan, in 1997.2 Graduated in philosophy, politics and economics from Oxford

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3B DIVERSITY, EQUALITY AND UNITY I can talk about remarkable women. 1

SPEAKING Work in groups. Answer the questions below. 1 What are human rights? 2 Can you name some of them? 3 Do men and women have the same opportunities? Why do you think so?

2

a) READING Read the text. Find the answers to questions in Exercise 1. Human rights are basic rights that should belong to all human beings, no matter what their race, gender, nationality, language or religion is. Each one of us deserves the right to life and liberty, to education and work, freedom from slavery, freedom of opinion and many other freedoms. Everyone should have these rights, without discrimination. Unfortunately, it’s not always the case that they do. Both men’s and women’s rights, for example, are affected by inequality. However, it is especially difficult for women. Today, you can see women scientists, astronauts and prime ministers, but are they exceptions rather than the rule? Not so long ago, women had to fight for the right to vote. Things have changed for the better during the last century, but there is more that could be done. Recent research shows that two-thirds of illiterate people are female. In fact, of 150 million children who don’t attend school, 90 million are girls. Women generally get paid less than men. And there are still a lot of jobs that are dominated by men: in the UK, for example, women make up only 12.8 per cent of people in STEM jobs. These examples show us that we still have a lot to do before we start treating women and men equally. b) Read the text again. What piece of information in the text was new to you, and what surprised you most? Why?

3

a) 2.7 LISTENING Listen to Freddie and Lola. What are they working on at the moment? b) 2.7 Listen again. Complete the biographical information about Malala Yousafzai and Mae Jemison.

MALALA YOUSAFZAI 1 Date and place of birth 2 Education 3 Achievements 4 Awards

4

42

MAE JEMISON birth 1 Date and place of 2 Education 3 Achievements 4 Awards

WRITING Find out more about remarkable women. Follow the steps below. Step 1 Think of a woman that has been an inspiration for you. Write a short biography. If possible, include the same biographical information as in Exercise 3 b).

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Step 2 Make a class display. Which biography did you find most interesting and would you like to know more about?

PROJECT TIP! Choose an important person from the past, and prepare a first-person account or an interview with them.

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3B DIVERSITY, EQUALITY AND UNITY

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UNIT 2

University. 3 Established the Malala Fund, a charity to support education for girls all over the world. 4 Nobel Peace Prize in 2014. Mae Jemison: 1 Alabama, 1956.2 Studied medicine, became a doctor. 3 She was the first African American astronaut in space. 4 Included in the National Women’s Hall of Fame in the USA. The Interesting Side of History 1 February 2020

WORKBOOK PRACTICE

LONG LIVE THE QUEEN!

3B DIVERSITY, EQUALITY AND UNITY VOCABULARY

1

a) Match the words to their definitions. There is one word you do not need. gender

inequality

race

nationality

liberty

rights

discrimination

opinion

slavery

1 _______________________ the act of treating a person or a group of people less fairly than others 2 _______________________ your thoughts about something, not a fact 3 _______________________ a group of people sharing the same skin colour and other physical features 4 _______________________ the fact of being male or female, with reference to social and cultural differences, not biological 5 _______________________ the system of being owned by another person and forced to work for them without getting paid 6 _______________________ a situation in which people are not equal 7 _______________________ the freedom to think and behave in the way you want 8 _______________________ membership of a particular nation b) Complete the sentences with the words in Exercise 1 a).

VOCABULARY

1 Although lots of people support ___________________________ equality in the workplace, women often can’t get the same jobs as men or don’t earn the same as men who are doing the same job.

Exercise 1 a), p. 51 • Students match the words with their definitions. Check as a class. • You can turn this exercise into a competition. Divide the class into two or three groups. Write the words on the Study tip! GRAMMAR board. Read the definitions and the group representative to first touch the right word is awarded a point for their group. • You can erase or cross out the words after they have been used. Or, to make it more difficult, leave the words on the board. • In a high-ability class, you can add some more words as distractors. ANSWER KEY 1 discrimination, 2 opinion, 3 race, 4 gender, 5 slavery, 6 inequality, 7 liberty, 8 nationality

Exercise 1 b), p. 51 • Students use the words from Exercise 1 a) in sentences. • Check as a class. ANSWER KEY 1 gender, 2 nationality, 3 race, 4 inequality, 5 slavery, 6 liberty, 7 opinion, 8 discrimination

2 He’s British and she’s German, so their children have dual ___________________________. 3 The question of the same rights no matter what oneʼs ___________________________ is has been a very important issue in the USA for the past two centuries. African Americans are still fighting for equal treatment. 4 This book is about the ___________________________ between men and women in today’s society. 5 Many ancient civilisations, and some modern ones, were based on ___________________________. In the USA, it ended in the 19th century. 6 The right to ___________________________ is one of the most important human rights: nobody should have the right to take our personal freedom away from us. 7 In my ___________________________, we should work more on realising human rights, especially when it comes to the right to education. 8 __________________________ on the grounds of race, age, sex or anything else is not tolerated in our school.

Curious me! When and why have people started celebrating International Women’s Day?

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READING Exercise 2 a), p. 52 • Ask students to guess who a “Kid of the Year” could be. Accept all answers. • Students read the text and match the headings to the paragraphs. Tell them to ignore the blanks at this point. ANSWER KEY 1 Prestigious Magazine Award, 2 How It All Started, 3 Future Hopes and Plans

Exercise 2 b), p. 52 • Pair students and instruct them to complete the text in Exercise 2 a) with the most suitable answer: A, B or C. • Check as a class. ANSWER KEY 1 C, 2 C, 3 C, 4 C, 5 C, 6 B, 7 B, 8 C, 9 C, 10 B, 11 A, 12 A, 13 A, 14 A, 15 B, 16 C, 17 B, 18 B.

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HOMEWORK

2

a) READING Read the article. Match the headings to the paragraphs. There is one heading you do not need. Prestigious Magazine Award Living the American Dream Future Hopes and Plans

Student’s Book, p. 42, Exercise 4

How It All Started

• Instruct students to make a small poster and write a short biography of a famous woman of their choice.

TIME’S FIRST-EVER KID OF THE YEAR 1 Once a year, the world-famous American magazine Time prints an issue that features a person, a group or an idea that has influenced the events of that year. It (1) ____ awarding the ‘Man of the Year’ award in 1927. The name of the award (2) ____ to ‘Person of the Year’ in 1999. In 2019, Greta Thunberg, an environmental activist, (3) ____ the youngest person to be featured, at the age of 16. In 2020, Time (4) ____ awarding its ‘Kid of the Year’ award. A 15-year-old scientist and inventor Gitanjali Rao (5) ____ the first child to be chosen from 5,000 US-based nominees. 2 Gitanjali was born in Denver, in Colorado, in 2005. Her American-Indian parents (6) ____ her interest in STEM ever since she was little. She (7) ____ how she could use technology and science to make people’s lives better. At the age of 10, she (8) ____ she wanted to research technology to detect dangerous chemicals in water. That’s why she (9) ____ a device called Tethys, which sends water-quality information to your smartphone. Since then, she (10) ____ an app which detects cyberbullying. This service is called Kindly, and it (11) ____ artificial intelligence to detect words that could be considered bullying. If you (12) ____ in an unkind word or phrase, the app (13) ____ you if it might be considered bullying and (14) ____ you a choice: to change it or send it the way it is. 3 Thanks to these and other projects she’s currently working on, she (15) ____ the title of Kid of the Year and the place on the cover of the magazine. In her big interview, she (16) ____ there was one more thing she’d like to achieve: inspire others to make a change. She (17) ____ over 30,000 students so far and (18) ____ to create a community of young innovators. Her message is “If I can do it, you can do it, and anyone can do it.” b) Choose the most suitable answer – A, B or C – to complete the sentences. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

A begins A changes A becomes A starts A is A support A always wonders A decides A develops A also develops A uses A type A warns A gives A earns A says A mentors A begins

B has begun B has changed B has become B has started B has been B have supported B has always wondered B has decided B has developed B has also developed B has used B have typed B has warned B has given B has earned B has said B has mentored B has begun

C began C changed C became C started C was C supported C always wondered C decided C developed C also developed C used C typed C warned C gave C earned C said C mentored C began

Curious me! What other women have been named Person of the Year in Time magazine?

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ENDING THE LESSON WRITING Exercise 4 a), p. 42 • To prepare for their homework task, ask students to name some remarkable women who inspire them. They can be scientists, activists, historical figures or famous actors and singers. • Try directing students towards positive, healthy role-models and emphasise that money and fame are not the only things that matter in life.

PROJECT TIP!, p. 42 • Point students to the PROJECT TIP! section and suggest they include an important person from the period they are re-enacting. • Discuss the difference between talking about an important person and presenting this person in first person as well as the benefits of both methods.

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UNIT 2

3C HAPPILY EVER AFTER NASTAVNA TEMA

Drugi i drugačiji / Književnost za mlade

NASTAVNA JEDINICA

Happily ever after

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.1., C.8.1., C.8.2., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje, slušanje

VOKABULAR

Horrid, tough, yelp, helping, frightful, leer

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Čitanje autentičnog teksta

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Bajke, prepričavanje

UDŽBENIK

Str. 43.

RADNA BILJEŽNICA

Str. 53.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje čitanja, slušanja i vokabulara na digitalnoj platformi IZZI.

STARTING THE LESSON • Check homework with students. If you have assigned Exercise 4 on page 42 as homework, let volunteers present the inspirational women they have chosen for their posters. Make a class display of all the works presented.

• To make it more interesting, you can set a time limit, e. g., 30 seconds per round. SPEAKING Exercise 1, p. 43 • Put students into small groups and give them two discussion topics. Suggested topics: 1 Name all the fairy tales you can remember. 2 Retell a fairy tale of your choice. • Instead of just naming fairy tales, groups can make their top-five list of fairy tales, which they can compare. Allow groups to discuss the differences and similarities of their lists. • Groups report to the class. ANSWER KEY Students’ answers.

WORKBOOK PRACTICE Exercise 1, p. 53 • Use this exercise to further introduce the topic of Roald Dahl’s Revolting Rhymes. • Individually, students complete the text with the missing words. • Check as a class. ANSWER KEY 1 B, 2 C, 3 A, 4 B, 5 A, 6 A

• Play Pictionary (see Games and Activities on pp. 394-398) with your students to introduce the topic of the lesson: fairy tales. Divide students into two teams. Have team representatives come to the board. Whisper the phrase fairy tale. Both representatives try to draw it on the board while their team tries to guess what it is. Award a point to the team that guesses the phrase first. Repeat with the titles of some well-known fairy tales. • Suggested words: Cinderella, Snow White and the Seven Dwarfs, Jack and the Beanstalk, The Ugly Duckling, Three Little Pigs, etc.

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3C HAPPILY EVER AFTER I can understand an authentic text. 1

SPEAKING Work in groups. Answer the questions below. 1 Which fairy tales, classic or modern, do you know of? Which one do you like best, and why? 2 Choose one fairy tale, and retell it.

2

In his collection Revolting Rhymes, Roald Dahl takes six well-known fairy tales and rewrites them – with a twist. Do the tasks below. a) READING Read the first part of the tale. What is its title? Write it down in the empty space above the tale. How is it different from the classic version? b) 2.8 LISTENING Read the tale again. Fill in the missing rhyming words. The first letter of each word has been given. Listen and check.

As soon as Wolf began to feel That he would like a decent (1) m______________, He went and knocked on Grandma’s door. When Grandma opened it, she (2) s______________ The sharp white teeth, the horrid grin, And Wolfie said, ‘May I come (3) i______________?’ Poor Grandmamma was terrified, ‘He’s going to eat me up!’ she (4) c______________. And she was absolutely right. He ate her up in one big (5) b______________. But Grandmamma was small and tough, And Wolfie wailed, ‘That’s not (6) e______________! ‘I haven’t yet begun to feel ‘That I have had a decent (7) m______________!’

3

a) Look at the illustration. How do you think the story ends? b) 2.9 LISTENING Listen, and check your guesses.

4

He ran around the kitchen yelping, ‘I’ve got to have another (8) h______________!’ Then added with a frightful leer, ‘I’m therefore going to wait right (9) h______________ ‘Till Little Miss Red Riding Hood ‘Comes home from walking in the (10) w____________.’ He quickly put on Grandma’s clothes, (Of course he hadn’t eaten (11) t______________.) He dressed himself in coat and hat. He put on shoes and after (12) t______________ He even brushed and curled his hair, Then sat himself in Grandma’s (13) c______________. In came the little girl in red. (...)

SPEAKING Which version of this fairy tale do you like better: Roald Dahl’s or the traditional one? Why?

I read

Find the other five Revolting Rhymes tales online and read them. Which one do you like best? Why?

I write

Choose a fairy tale, and retell it in a brand-new way. Don’t forget the surprise twist!

GLOSSARY horrid = very unpleasant or unkind tough = difficult to cut or bite to yelp = to make a sudden, short, usually painful cry a helping = an amount of food given to somebodyat a meal frightful = very unpleasant a leer = an unpleasant look or smile

I perform

Do you dream of becoming an actor? Get some props, and act out the tale!

I debate

Hold a class debate. Should children read fairy tales? How do they influence boys and girls?

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3C HAPPILY EVER AFTER

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UNIT 2

LISTENING Exercise 2 b), p. 43 • Point students to the gaps in the text. Explain that the missing words rhyme with the line before. • In pairs, students fill in the missing words. • To check, play Track 2.8. ANSWER KEY 1 meal, 2 saw, 3 in, 4 cried, 5 bite, 6 enough, 7 meal, 8 helping, 9 here, 10 wood, 11 those, 12 that, 13 chair

Track 2.8

MAIN PART READING Exercise 2 a), p. 43 • Tell students they will read one of Roald Dahl’s Revolting Rhymes. Instruct them to read the text and try to recognise which fairy tale Dahl is retelling. • For new words and expressions, point students to the GLOSSARY, where there are definitions of key vocabulary. • Instruct students to ignore the gaps and try to decide how this version of the Little Red Riding Hood fairy tale differs from the classical one. Encourage discussion. ANSWER KEY Little Red Riding Hood. Roald Dahl’s version is in verse, but the first half of the fairy tale follows the original closely.

As soon as Wolf began to feel That he would like a decent meal, He went and knocked on Grandma’s door. When Grandma opened it, she saw The sharp white teeth, the horrid grin, And Wolfie said, ‘May I come in? ’ Poor Grandmamma was terrified, ‘He’s going to eat me up! ’ she cried. And she was absolutely right. He ate her up in one big bite. But Grandmamma was small and tough, And Wolfie wailed, ‘That’s not enough! I haven’t yet begun to feel That I have had a decent meal! ’ He ran around the kitchen yelping, ‘I’vegotto have another helping! ’ Then added with a frightful leer, ‘I’m therefore going to wait right here ‘Till Little Miss Red Riding Hood Comes home from walking in the wood. ’ He quickly put on Grandma’s clothes, (Of course he hadn’t eaten those.) He dressed himself in coat and hat. He put on shoes, and after that He even brushed and curled his hair, Then sat himself in Grandma’s chair. In came the little girl in red.

SPEAKING Exercise 3 a), p. 43 • Direct students’ attention to the illustration at the top of the page. Ask them to describe it and use it to form their presumptions. Discuss their ideas. • You can have students choose the best ending before listening to check the answer. ANSWER KEY Students’ answers.

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Exercise 2 b), p. 43 • To check students’ guesses, play Track 2.9. • Ask students to compare their hypotheses with Dahl’s ending. ANSWER KEY The Little Red Riding Hood shoots the Big Bad Wolf with a pistol and makes a fur coat out of him.

Track 2.9 She stopped. She stared. And then she said, ‘What great big ears you have, Grandma. ’ ‘All the better to hear you with, ’ the Wolf replied. ‘What great big eyes you have, Grandma, ’ said Little Red Riding Hood. ‘All the better to see you with, ’ the Wolf replied. He sat there watching her and smiled. He thought, I’m going to eat this child. Compared with her old Grandmamma She’s going to taste like caviare. Then Little Red Riding Hood said, ‘But Grandma, what a lovely great big furry coat you have on. ’ ‘That’s wrong! ’ cried Wolf. ‘Have you forgot ‘To tell me what BIG TEETH I’ve got? ‘Ah well, no matter what you say, ‘I’m going to eat you anyway. ’ The small girl smiles. One eyelid flickers. She whips a pistol from her knickers. She aims it at the creature’s head And bang bang bang, she shoots him dead. A few weeks later, in the wood, I came across Miss Riding Hood. But what a change! No cloak of red, No silly hood upon her head. She said, ‘Hello, and do please note ‘My lovely furry WOLFSKIN COAT. ’

ANSWER KEY 1 Was, 2 Were, 3 Did, 4 Did

3

LISTENING

• Divide the class into groups. You can assign tasks or let groups choose which one they would like to do. • Go around the classroom. Monitor and provide help where necessary. • Let students perform in front of the class: read the fairy tale they have changed, act out Dahl’s Little Red Riding Hood or debate about fairy tales. • You can always choose only one or two tasks for your class, depending on the size of the class and their interests. • For written assignments, collaborative writing in groups of three or four students might be a viable option. • If you decide on a debate, you can try holding a Paper debate (see Games and Activities on pp. 394-398). • Step 1 Each student has to write an affirmation argument and pass the piece of paper on. • Step 2 On the paper they have been passed on, each student writes a negation argument to counter the affirmation argument. Then they pass that piece of paper on. • Step 3 Students read both arguments on the last piece of paper they got. They make an impartial decision which argument is better. • Additionally, students can read the arguments they especially liked or disliked and discuss them further. TRICKS OF THE TRADE

SPEAKING Exercise 4, p. 43 • Divide students into small groups and give them a couple of minutes to discuss which version of the fairy tale they prefer – Dahl’s or the traditional one. ENDING THE LESSON WRITING AND SPEAKING

Creative me!, p. 43

There is an eponymous animated adaptation of Roald Dahl’s Revolting Rhymes. Filmed in 2016 for BBC 1, there are two thirty-minute-long CGI animated films of Dahl’s original work. The first part was nominated for an Academy Award for best short animated film in 2018 and won the British Academy Children’s Award for best animation. HOMEWORK WB p. 53, Exercise 2

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UNIT 2

Lesson 4

4 LIGHTS OUT!

SPEAKING

NASTAVNA TEMA

Drugi i drugačiji

NASTAVNA JEDINICA

Lights out!

PREDVIĐENI BROJ SATI

1

Exercise 1 b), p. 44 • In pairs, students try to answer the three questions:

ISHODI POUČAVANJA

A.8.1., A.8.5., A.8.6., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.

1 Why was this person the last man on Earth? What has happened to the rest of humankind?

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

abandoned, creak, gloomy, haunt, moonlight, nonsense, plot, shiver, spine

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Pisanje završetka priče.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

2 Who knocked on his door? 3 Do you think the man opened the door? What happened next? • Encourage volunteers to share their ideas with the rest of the class and compare their answers. • Ask students what genre they would characterise this piece of flash-fiction as. • Discuss their favourite literary genres, ask them why they like or dislike particular genres.

Građanski odgoj i obrazovanje A.3.1., A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Oblikovanje uradaka u kojima dolazi do izražaja kreativnost, originalnost i stvaralačko mišljenje na temelju usvojenih jezičnih vještina

UDŽBENIK

Str. 44., 112. -113.

RADNA BILJEŽNICA

Str. 54. -55.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Check homework with students. • If you have assigned any of the Creative me! tasks on page 43 for homework, let students demonstrate what they have prepared. Exercise 1 a), p. 44 • Pair students off. Tell them to first read the short story by Frederick Brown individually. Then, they should think about how the story made them feel and share their thoughts and ideas with their partners.

ANSWER KEY Students’ answers.

TRICKS OF THE TRADE When asking students a question, many teachers often wait a few seconds and then answer the question themselves or call out the first student who raises their hand. It can be easily forgotten that many students take time to process the question and think about the answer when they encounter a new topic. Instead of supplanting them with ready-made answers or favouring the same few students repeatedly, why not try counting to ten before asking someone to answer the question or saying the answer yourself. Although the sound of a silent classroom may be daunting at first, this short reprieve should actually allow students the time to think, which should help with student engagement and might enable better discussion.

ANSWER KEY Students’ answers.

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LIGHTS OUT! I can write an ending to a story.

1

a) Read this short story by Frederick Brown. How does it make you feel? The last man on Earth sat alone in a room. There was a knock on the door. b) SPEAKING Work in pairs. Think up answers to the questions below. 1 Why was this person the last man on Earth? What had happened to humankind? 2 Who knocked on the door? 3 Do you think the man opened the door? What do you think happened next?

2

a) READING Freddie is a big fan of horror stories. He has written one for his school magazine. Brainstorm some words or phrases that you would expect to hear in such a story. Then read the text, and check whether your guesses were correct. It was a gloomy, freezing evening as Charles walked towards his boarding school. All of a sudden, he saw a thick cloud of fog rolling down the street towards him. He began walking faster to keep warm, and soon he found himself in front of an old, abandoned castle. There were stories that the castle was haunted by ghosts, but he didn’t believe in such nonsense. ‘I have to go inside, or I’ll freeze to death,’ Charles thought. He gently opened the huge front door, which greeted him with a hair-raising creaking sound. Charles felt his heart pumping fast. The castle was dark inside, with only moonlight to see by. It shone on the portraits of long-dead people hanging on the walls. Charles felt all the eyes were on him. ‘Relax. Everything is going to be fine,’ whispered Charles to himself. A moment later, he heard a loud bang that came from the attic. ‘It must be the wind,’ thought Charles. But then he heard quiet footsteps coming down the wooden stairs and soon felt a soft breath on the back of his neck. Cold shivers ran down his spine. ‘Oh no!’ Charles cried, quietly.

Pencil, paper, go! The plot is the key to a good story. There are five elements of a good plot. Match them to their definitions. 1 Exposition 2 Rising action 3 Climax 4 Falling action 5 Resolution

the end of the story the problem or the conflict is introduced events leading to the end of the story the beginning of the story, where characters and setting are introduced the most exciting part of the story, the turning point

Writing bank → pp. 112-113 b) Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element.

3

WRITING Write the ending of Freddie’s story. Include the two parts that are missing.

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ONE MORE LOOK! Check and tick. I have included the missing elements of the story.

I have used direct speech.

I have used appropriate adjectives and adverbs.

I have checked my spelling.

I have used past tenses correctly.

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4

LIGHTS OUT!

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UNIT 2

MAIN PART WORKBOOK PRACTICE

VOCABULARY 1 a) Complete these mind maps with the correct words. Use evening, castle, sound and footsteps. There is one word you do not need. freezing

gloomy

VOCABULARY

1

2 creaking

hair-raising

Exercise 1 a), p. 54 • Ask students to guess what other literary genre, besides detective stories, Freddie likes. When they guess he likes horror stories, ask them what atmosphere horror stories have.

3

b) Match the two parts of the phrases. 1 thick shivers

door

4 quiet

5 wooden

fog

breath

6 soft

7 cold

bang

stairs

where the ghosts of past owners scared those who were brave enough to enter. One night... 2 As Tommy was walking home on a quiet winter night, he got the feeling that he was being followed. Then, suddenly, he could hear ________________________________ behind him. He turned round and saw... 3 Alex was spending the night at his grandparents’ old wooden house. Everybody had already gone to bed when Jude heard a ___________________________________ outside his bedroom door, as if someone was walking up and down the hall. He got up to check who it was and... 4 It was a beautiful summer day, and the sun was shining above the tiny town of Galway. Mark was walking home from school when, all of a sudden, the sunlight disappeared, and he saw ___________________________ rolling towards him. He felt scared, but... 5 Marie knocked on the ___________________________________, half expecting nobody to answer but it opened, and there he was – the scary-looking old man she had seen in her dreams. She said... 6 Zane was home alone, reading Edgar Allan Poe’s The Raven in his room. The poem was a bit spooky, but he wasn’t scared of horror tales. Then, all at once, the lights went out. And he could feel a ___________________________________ on the back of his neck. He slowly closed the book and turned...

2 a) How do the stories below end? Tick the correct type of ending for each story. happy ending

1 sound, 2 castle, 3 evening

1 thick fog, 2 huge front door, 3 loud bang, 4 quiet breath, 5 wooden stairs, 6 soft footsteps, 7 cold shivers

3 loud

footsteps

1 According to legend, the creepy old building on the top of the hill was a _________________________________

ANSWER KEY

ANSWER KEY

2 huge front

c) Complete these sentences with the correct phrases from Exercise 1 a) and b).

• For each word, ask students to provide a definition, an illustration or a synonym.

• You can ask students to try thinking of several other adjectives that collocate with each of the nouns.

dark

haunted

• Move on to Exercise 1 and use it to both activate the pre-existing knowledge about horror stories and introduce some new vocabulary.

Exercise 1 b), p. 54 • Students match the collocations. Check as a class.

abandoned

old

1

The Ugly Duckling

2

Romeo and Juliet

3

The Diary of Anne Frank

4

Charlie and the Chocolate Factory

5

The Secret Diary of Adrian Mole, Aged 13¾

6

The Adventures of Huckleberry Finn

7

The Boy in the Striped Pyjamas

8

The Little Prince

sad ending

open ending

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READING Exercise 2 a), p. 44 • Explain that Freddie is writing not only a column, but also a horror story for his school magazine. Instruct students to look at the illustration and ask them to brainstorm the words and expressions they would expect in such a story. • Let students read the text to check their expectations. Let students discuss the accuracy of their guesses. ANSWER KEY Students’ answers.

Pencil, paper, go! p. 44 • In a lower ability class, ask students to name the parts of a story in Croatian. • Draw students’ attention to the Pencil, paper, go! section. Have them read the five

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ANSWER KEY 5, 2, 4, 1, 3

Exercise 2 b), p. 44 • In pairs, students identify all five elements in Freddie’s story. They mark the beginning and the end of each element.

4

plot elements and connect them to their explanations. Check as a class.

TRICKS OF THE TRADE Different students can have opposing views on the type of endings in some of these stories. Some can, for example, say that The Diary of Anne Frank has an open ending, because it ends abruptly; others might feel that the ending of Adrian Mole is happy. Accept their perspectives, but always ask them to explain why they think so. This is also excellent practice for supporting their opinion with arguments.

• Remind them of the usefulness of colourcoding.

ANSWER KEY

• Check as a class and ask students which elements are missing.

Happy ending: 1, 4. Sad ending: 2, 3, 7. Open ending: 5, 6, 8.

ANSWER KEY Suggested answers: Exposition: It was a gloomy, freezing evening as Charles walked towards his boarding school. All of a sudden, he saw a thick cloud of fog rolling down the street towards him. He began walking faster to keep warm, and soon he found himself in front of an old, abandoned castle. There were stories that the castle was haunted by ghosts, but he didn’t believe in such nonsense. Rising action: ‘I have to go inside, or I’ll freeze to death, ’ Charles thought. He gently opened the huge front door, which greeted him with a hair-raising creaking sound. Charles felt his heart pumping fast. The castle was dark inside, with only moonlight to see by. It shone on the portraits of long-dead people hanging on the walls. Charles felt all the eyes were on him. ‘Relax. Everything is going to be fine, ’ whispered Charles to himself. A moment later, he heard a loud bang that came from the attic. ‘ Climax: ‘It must be the wind, ’ thought Charles. But then he heard quiet footsteps coming down the wooden stairs and soon felt a soft breath on the back of his neck. Cold shivers ran down his spine. ‘Oh no! ’ Charles cried, quietly.

WORKBOOK PRACTICE Exercise 2 a), p. 54 • Discuss the importance of story endings with students. Ask them to discuss which types of endings they can remember. Check for understanding of the term open ending. • In pairs, students decide which story has which type of ending.

• For further scaffolding, you can ask your students’ opinion on some other types of endings. Try organising a Four corners activity (see Games and Activities on pp. 394-398). Put signs in each corner of the classroom: I strongly agree. I agree. I disagree. I strongly disagree. Read sentences, and students head to the corner that aligns with their opinion on the subject. You can build up on this by allowing groups to discuss their opinions and having group representatives explain their stance. • Students need to decide if the sentences describe a good ending of a story. Suggested sentences: • 1 It leaves the reader with strong emotions, feeling either happy or sad. 2 It leaves the reader feeling indifferent. 3 It is predictable and obvious from the start. 4 It is very open and leaves you wanting more. 5 It has a plot-twist and leaves the reader surprised or shocked. 6 It makes no sense at all. • If you want to further practise reading and vocabulary, GO DIGITAL at this point! WRITING BANK PRE-WRITING Exercise 1 a), p. 112 • For activating the vocabulary they will need, students sort words into adjectives and adverbs.

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ba nk

TRICKS OF THE TRADE

READY? (pre-writing) 1

It is important to revise adjectives and adverbs with your students in the pre-writing phase, because using adjectives and adverbs can make their writing richer and livelier.

wonderful

1 2 3 4 5 6

• Point students to the four writing tips that follow the story and discuss them together. ANSWER KEY

lazily lonely

mysterious bravely

polite well

inspiring selfishly

generous fantastic

honestly

talkative

gloomy

carefully slowly

When Jake broke his brother’s new toy soldier, little Timmy shouted at him angrily / angry. The cat was stretching lazy / lazily on the bed, with no intention of ever moving away. The brave / bravely knight rode out to meet the furious dragon. The wizard kept all his magic spells to himself, selfish / selfishly hiding them from his apprentice. His grandmother was a very generous / generously lady. As a boy, he was always politely / polite and said ‘thank you’, ‘please’ and ‘sorry’.

SET... 2

a) Read the story, and answer the questions. 1 Who are the main heroes? 2 Who is the main villain? 3 Who are the minor (less important) characters?

4 Where does the action take place? 5 When does the action take place? 6 What is the atmosphere like?

STORM IN THE CITY

Exercise 1 b), p. 112 • To further practise the use of adjectives and adverbs, students choose between the two parts of speech to finish the sentences. Check as a class.

Exercise 2 a), p. 112 • Explain to students that they will read another story. In pairs, students read the story and answer the six questions.

angrily

b) Circle the correct adverb or adjective to complete each sentence.

Adjectives: wonderful, mysterious, polite, inspiring, generous, quiet, lonely, fantastic, talkative, gloomy. Adverbs: lazily, honestly, carefully, angrily, lonely, bravely, well, selfishly, slowly.

1 angrily, 2 lazily, 3 brave, 4 selfishly, 5 generous, 6 polite

a) Here is a list of words you can use in story writing. Sort them out into two categories: adjectives and adverbs. Circle the adjectives, and underline the adverbs.

quiet

ANSWER KEY

ANSWER KEY

2 THE ENDING OF A STORY

Wr iti ng

UNIT 2

• In a lower-ability class, check for understanding of the words.

112

1 It was a dark, stormy evening in Iron Valley. Three best friends – John, Eleanor and Marty – were on the edge of their seats, watching a horror film in Eleanor’s house. 2 Suddenly, a news report interrupted the film with live footage from their own town. The reporter shouted: “A giant robot is destroying the city! Take cover!” The trio froze, but before they could do anything, they heard a horrible noise outside. “It’s the robot! What can we do?” Marty cried, terrified. “Come on, Eleanor, you’re the genius. Think!” John whispered. Eleanor already had a plan: “Guys, the garage!” 3 Outside, the gigantic robot was smashing cars and roofs. All the neighbours were hiding. Covered by darkness, three small shadows came out of a garage, carrying large buckets. They quickly spilled something on the pavement, making it dark and slippery, and then disappeared back into the garage. The robot started walking towards Eleanor’s house, but it suddenly lost its balance and crashed to the ground. Everybody held their breath. 4 The robot didn’t move; it buzzed quietly for a few seconds and then shut down. John, Eleanor and Marty shouted: “Victory!”. Eleanor smiled and added: “Good thing Dad never threw away his old car oil!” 5 The next day, the children’s pictures were all over the media. The city needed repairs, but John, Eleanor and Marty became the neighbourhood heroes.

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ELEMENTS OF THE PLOT These are very important for any story and its structure, and they will help you organise your paragraphs. See Exercise 2 b) for further explanations.

GRAMMAR Make sure you use a proper verb tense. Use past simple for actions happening one after another. Don’t forget to use the combination of an action in past continuous interrupted by an action in past simple!

VOCABULARY

Make sure you use various adverbs and adjectives to create action and atmosphere, and use linking words to connect your storyline and paragraphs.

TOPIC POINTS

Don’t forget! You need interesting characters, scenes and atmosphere. Remember to include the characters’ point of view, if possible.

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Exercise 2 b), p. 113 • Ask students if they think they could identify elements of the plot in this story and retell each in only one sentence. Set it as a challenge. • Check as a class. • Have students choose the best retelling for each element.

1 John, Eleanor and Marty. 2 A robot. 3 A reporter, neighbours. 4 In the evening. 5 In Iron Valley. 6 Intense and action-packed.

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ELEMENTS OF THE PLOT

YOUR KEY SENTENCE BASED ON ‘STORM IN THE CITY’

1 Exposition Introduce the characters and place, and set the mood for the story. 2 Rising action Start building the suspense and the tension; this is where things begin to get complicated! 3 Climax This is the big moment; the most intense parts of the plot and action take place in this step. 4 Falling action Things are unravelling and beginning to settle down in this part. Pave the way to the end by solving the problems. 5 Resolution Wrap up the story; describe how it ends, and show the consequences of the climax.

…WRITE! 3

It’s story time! Complete this story by writing the falling action and the resolution. Once you decide how it ends, think up the title. The writing tips in the Set... section can help you plan and organise your writing. There is a checklist at the end of the page to help you make your story shine!

TITLE: ________________________ Peter was at school, sitting in the back row, right next to the window. He was biting his pencil, because he didn’t know one of the answers in his Maths test. Suddenly, he heard the sound of gigantic wings flapping outside. The classroom became dark, and everybody started shouting – even their Maths teacher. Something landed on the school playground and growled. They all hid under their tables, but Peter couldn’t help himself; he just had to take a peek. He crawled out from under his desk, grabbed the windowsill and started to get up. “Stop! You’ll get yourself killed!” the teacher warned him. But Peter still peeked. He couldn’t believe his eyes. He saw the enormous shadow of a beast. It looked like a dragon from one of the online games he played with his friends. It was black. It had wings, horns and white fangs. Peter’s body was shaking like a leaf. Then an even bigger shadow appeared above it, and threw a metal net over the huge winged body. The beast screeched, and Peter fainted.

ONE MORE LOOK! Check and tick.

MY SELF-CHECK

I have covered all the elements of the plot. I have used direct speech. I have used appropriate adjectives and adverbs. I have used the past tenses correctly. I have tried to avoid repetition.

Remember those tiny mistakes that you, and only you, always make? List them, and check. ___________________________________________ ___________________________________________ ___________________________________________

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ENDING THE LESSON WRITING Exercise 3, p. 44 • Have students read Freddie’s story one more time and then write their own falling action and resolution to finish the story. • Offer students a choice between writing an ending to Freddie’s story or an ending to the story in Exercise 3 on page 113.

4

b) Read the story again, and complete the table below. Summarize each of the five parts of the story; think up a key sentence that best presents each element of the story’s plot.

should be made aware of their own typical mistakes. Instead of explicit correction, where mistakes are marked and corrected by the teacher, why not try implicit correction. Through implicit correction, the teacher only signals that there is a mistake and what type of a mistake it is. Before any correction takes place, agree with students on a set of symbols or colours for different types of mistakes. For example, if you underline a part of the text in blue, that means there’s a grammar mistake. Other suggested symbols are: green is for wrong word choice, red is for wrong word order and purple stands for spelling mistakes. If you haven’t got enough different coloured pencils, you can use different styles of underlining: single line, double line, straight, wavy or dotted line, etc. When corrected assignments are handed back, the key to corrections should always be included so students can easily recognise the type of mistake. After analysing their mistakes according to the key, students can rewrite their texts correctly. You can allow them to use their Student’s Books, dictionaries or a grammar book, or you can ask them to rewrite the texts themselves. This type of correction may be very conducive to formative assessment as well as summative assessment, especially when students rewrite their texts. HOMEWORK WB pp. 55, Exercises 2 b), 3 a), b), and 4

• Students hand in their stories for reading and feedback. • Instruct students to go over their writing one more time using the checklist in the One more look section. • If you decide to use this task for summative assessment, a detailed writing rubric is provided (Resource Bank, Resource 36, pp. 406-412). TRICKS OF THE TRADE Students should be allowed to correct their mistakes themselves occasionally. Ideally, before doing any self-correction, students 4 LIGHTS OUT!

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UNIT 2

Lesson 5

5 LOVELY JUBBLY! NASTAVNA TEMA

Drugi i drugačiji / Svijet znanosti i umjetnosti

NASTAVNA JEDINICA

Lovely jubbly

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

deadpan, failure, hilarious, humble, pun, rooted, selfdeprecation, straight face, take oneself too seriously, take pride in

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o britanskom humoru; pričanje šala.

FUNKCIONALNI JEZIK

Deadpan delivery is the art of telling a joke with a straight face. They don’t take themselves too seriously. Etc.

Exercise 1, p. 45 • Instruct students to read the joke, then familiarise themselves with the meaning of three words: sarcasm, self-deprecation and pun. Students decide which type of humour the joke is. • To develop this topic further, ask students for some more examples of these types of humour. Ask them if they can name some other types of humour. Help if needed. Accept answers in Croatian, too. If students can’t express themselves in English, provide English equivalents. ANSWER KEY A pun.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A. 3.2, A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Humor i šale

UDŽBENIK

Str. 45.

RADNA BILJEŽNICA

Str. 56.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Since the topic of this lesson is humour, you can always start it by telling a joke in English. Invite students to tell their own if they know any.

TRICKS OF THE TRADE Sarcasm is often called sharpened irony, meaning the opposite of what you’re saying. E. g., “You’re so clever! ” when someone says or does something stupid. A pun is a play on words. E. g., Can February March? No, but April May. Self-deprecation means undervaluing yourself. E. g., Is it garbage day today? I didn’t know they made a day in my honour. Some other types of humour are understatement, which means trying to make something seem lesser, smaller or less important; slapstick, which involves physical action, such as falling down or hitting someone; dark, or gallows humour, which deals with dark and morbid topics in a humorous way; and scatological (or toilet) humour, which uses bodily functions for comedic effect, etc. WORKBOOK PRACTICE

Exercise 1 a), p. 56 some • Alternatively, if possible,b)play Which of these elements can you find in Freddie’s story? Mark the beginning and the end of each element. • To reinforce the use of vocabulary, have video-clips from well-known British students match the expressions to their comedy shows: Monty Python; Only Fools definitions. and Horses; Allo, Allo; You Rang, My Lord; Mr. Bean; The Office. Various online ANSWER KEY streaming services offer numerous 1 pun, 2 self-deprecation, 3 sarcasm, 4 video-clips of the iconic scenes from Understatement – describing something as smaller, shows your students might be familiar lesser or less important than it really is. with.

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LOVELY JUBBLY!

5

I can talk about British humour. 1

Look at the words below. What do they mean? Look them up in a dictionary. Then decide which category the joke from the Funniest Joke in the World sketch by Monty Python falls into. sarcasm

2

pun

self-deprecation

"My dog’s got no nose." "How does he sm ell?" "Awful."

a) READING Read the text, and match the beginning sentences to the correct paragraphs. 1 And what do the British joke about?

2 The British take pride in their humour.

3 With the British, you never know whether they,re joking or being serious. It’s deeply rooted in British society and language. It’s a very important part of their culture and everyday interaction, and it comes naturally to them. In a lot of polls asking ‘What makes you proud of being British?’, British humour comes very high on the list. Other things that make the British proud are the Queen, the Beatles, kindness, Only Fools and Horses and sarcasm, one of the most important features of British humour. You’ll often hear a Brit say ‘Oh, lovely weather today!’ when, in fact, it’s pouring rain. And that’s being sarcastic. And that’s because of deadpan delivery, the art of telling a joke with a straight face, so you never see it coming. In some cultures, people are the first to laugh at their own jokes, but not in Britain: you’re a terrible joke-teller if you do that. And you should never explain a joke or reveal that you’re joking, because that’s when the humour is lost. Someone once said, ‘Explaining a joke is like dissecting a frog: you understand it better, but you end up with a dead frog.’ And you wouldn’t want that to happen, would you? Some jokes, such as making fun of the French or the Americans, are rooted in their history. However, they laugh about themselves the most. They’re charmingly humble, and they don’t take themselves too seriously. And that’s another important feature of British humour: self-deprecation, or self-criticism. Just think of comedy characters such as Mr Bean and Del Boy: they’re failures, but that’s exactly what makes them hilarious. In an episode of The Office, a character named David Brent says, ‘You just have to accept that some days you are the pigeon, and some days you are the statue.’ And British humour is all about being the statue. b) Read the text again, and answer the questions. 1 What are the British proud of? 2 What are some of the features of British humour?

ment.

4

3

SPEAKING Answer the questions. 1 How important is humour in your daily life?

3 What is a deadpan delivery?

2 Is it important for a person to have a good sense of humour? Why (not)?

4 What makes you a ‘joke killer’?

3 How good are you at telling jokes?

5 What are British jokes usually about?

4 Can you take a joke?

WRITING AND SPEAKING Prepare for a British joke challenge! Follow the steps below. Step 1 First, write or find a joke that you find funny.

Step 2 Practise your joke delivery. Try it out loud in front of a mirror or your family.

Step 3 Present it in front of your class. Don’t forget to keep a straight face!

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UNIT 2

Exercise 1 b), p. 56 • In pairs, students match the situations to the four types of humour. Check as a class.

Pun: 3, 5. Self-deprecation: 6. Sarcasm: 2. Understatement: 1, 4.

• Ask students to compare British and Croatian humour. Ask: What are the most popular Croatian comedy shows? What topics are they about? What types of humour do they use?

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LOVELY JUBBLY! VOCABULARY a) Read the three dictionary entries. Complete them with the missing words below. Then write the explanation for the remaining word. sarcasm 1

_______________________,

pun

understatement

noun [C]

2

self-deprecation

_______________________, noun

BrE /ˌsɛlfdɛprɪˈkeɪʃən/ NAmE /sɛlfdɛprɪˈkeɪʃn/

> a humorous use of a word or phrase that has several meanings or that sounds like another word

> self-criticism; trying to make yourself, your abilities, or your achievements seem less important

3

_______________________,

noun [U]

BrE /ˈsɑːkæzəm/ NAmE /ˈsɑrˌkæzəm/ > the use of remarks that mean the opposite of what the speaker says, usually made to criticize something in a humorous way

4

ANSWER KEY

[U]

BrE /pʌn/ NAmE /pʌn/

2, 3, 1

Exercise 1 b), p. 45 • Pair students off and have them answer the five questions. Check as a class.

ANSWER KEY

1

ANSWER KEY

______________________________________________________

__________________________________________________________ __________________________________________________________

1 Their humour. 2 Deadpan delivery, not explaining a joke, sarcasm and self-deprecation. 3 Telling a joke with a straight face. 4 Explaining a joke. 5 Making fun of the French and Americans and themselves.

__________________________________________________________ __________________________________________________________

TRICKS OF THE TRADE

b) Decide which category in Exercise 1 a) the situations below fall into. 1 You’ve just fallen off your bike, and your arm is badly hurt and bleeding, but you say: ‘Oh, it’s just a scratch’.

2

________________________

2 It’s pouring with rain outside. You say, ‘Oh, such lovely weather!’

________________________

3 I didn’t like my beard at first. Then it grew on me.

________________________

4 Your friend is sunburnt. You say, ‘Oh, I see you’ve caught some sun.’

________________________

5 I’m reading a book about anti-gravity. I can’t put it down.

________________________

6 It’s a great thing that you like to laugh, because my whole life is a kind of joke.

________________________

READING Read the text. Complete it with missing sentences A–G. There is one sentence you do not need. You’ve probably heard that the weather-talk has replaced the standard (1) ___ greeting in Britain. But, according to Kate Fox, a social anthropologist, when Brits talk about the weather, they’re not actually interested in the forecast; they’re trying to start a conversation. So a simple (2) ___ or ‘Cold, isn’t it?’ is another way of saying hello. And if you don’t respond in agreement, it’s like saying (3) ___. You end up being very rude without meaning to. Brits often try to avoid negative comments and direct disagreements. When they disagree with you, they’ll say something like (4) ___, even when they don’t agree at all. This means that you have to be very good at reading between the lines. If someone says (5) ___, they’re probably just being polite; not that you actually should surprise them with a visit. The same goes for the common response to an invitation, ‘I’ll try and make it’. Don’t get your hopes up, because what it probably means is (6) ___. Sounds familiar, doesn’t it? A B C D

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‘I almost agree’ ‘I’m not coming’ ‘How do you do?’ ‘Pop round next time you’re in London’

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E ‘I don’t want to have a conversation with you’ F ‘Whenever you get a minute’ G ‘Nice day, isn’t it?’

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MAIN PART READING Exercise 2 a), p. 45 • In a lower-ability class, you might want to pre-teach new vocabulary. Suggested words: deadpan, failure, hilarious, humble, rooted, straight face, take oneself too seriously, take pride in. • Have students read the text and choose which sentence opens which paragraph.

Underlining key parts of the text or the parts that support students’ opinions and answers is a simple yet effective reading strategy that encourages critical thinking. Ask students to underline only the parts that provide supporting information, not the whole sentences or paragraphs. Encourage the use of colour coding, for example, by using the same colour to circle or underline the question and underline the answer in the text. • At this point, you can GO DIGITAL and further practise reading and vocabulary. WORKBOOK PRACTICE Exercise 2, p. 55 • Students read the text and fill in the missing words and phrases. • In pairs, they compare their answers with their partners. ANSWER KEY 1 C, 2 G, 3 E, 4 A, 5 D, 6 B

• Ask students to think of a heading for each paragraph. • Check students’ understanding by playing Where does it say? (see Games and Activities on pp. 394-398).

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b) SPEAKING Choose one of the stories in Exercise 2 a). How does the story end? Make short notes, and use them to retell it. __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

3

a) READING Read Freddie’s ending of his horror story. What kind of ending does it have? a) happy

b) sad

c) open

He turned round, but he couldn’t see anything. Suddenly, a black shadow appeared in front of him. It seemed small at first, hiding from Charles, looking at him from afar and whispering. Then everything turned dark, and he could see a pair of red eyes staring back at him. The creature started coming closer to Charles. He tried running away, but his legs wouldn’t move. He closed his eyes, hoping it was all just a nightmare. A moment later, the moonlight lit up the creature. It didn’t seem so scary any more: it looked... it looked like a cat! But this was no ordinary cat; it had a nasty scar on its left cheek. Relieved, Charles began walking towards the door, when suddenly one of the portraits fell to the floor with a loud crash. Painted in it was the exact same cat with the same scar. ‘Wait! There’s a year scribbled here... 1652!’ Charles gasped. He couldn’t believe his eyes. He ran out of the castle, slamming the door so hard that the bang could be heard all the way to his school. Now every time Charles walks near the castle, he hears a single, whispery sound: ‘Meow.’ b) Read the text again, and do the tasks below. 1 Circle parts of sentences which describe what Charles saw. 2 Underline parts of sentences which describe what Charles heard. 3 Highlight the parts of sentences which describe what Charles felt. 4 Find nouns, adjectives and adverbs which help maintain the creepy tone of the story, and sort them below. nouns

4

adjectives

adverbs

Read Freddie’s story in your Student’s Book and Workbook again, and write a 50–70-word summary following the writing outline below. Use some of the nouns, adjectives and adverbs in Exercise 3 b), and add at least one new adjective to build up the creepy tone of the story.

Exposition

Body - rising action - climax - falling action

Resolution

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ENDING THE LESSON SPEAKING Exercise 3, p. 45 • Divide students in groups of four and have them discuss the four questions amongst themselves. ANSWER KEY Students’ answers.

• End the lesson with a 3-2-1 exit ticket (Resource Bank, Resource 37, pp. 406-412). Students write down three types of humour, name two comedy shows and the one topic they find funniest. HOMEWORK Exercise 4, p. 45 • Assign this exercise as homework. Students can do it independently or in pairs. They have to find or create a joke. After they have practised their delivery, they will present their jokes in front of the class. 5 LOVELY JUBBLY!

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UNIT 2

Revision

UNIT 2 REVISION NASTAVNA JEDINICA

Unit 2 Revision

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Slušanje, čitanje

MEĐUPREDMETNE TEME Učiti kako učiti

A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

UDŽBENIK

Str. 46. -47.

RADNA BILJEŽNICA

Str. 57. -59.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za ponavljanje čitanja i slušanja, vokabulara i gramatičkih sadržaja na digitalnoj platformi IZZI.

them, what grammar they have learned, what was easy and what was difficult, what they would like to know more about, what they have learned best and what they still struggle with, etc. This helps students focus on the structures and vocabulary while, at the same time, critically appraising their learning and directing them towards taking responsibility for their learning. MAIN PART WORKBOOK PRACTICE REVISION: LISTENING

STARTING THE LESSON • Students tell their jokes as a part of the homework assignment from the previous lesson. TRICKS OF THE TRADE

This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class.

If technical conditions allow it, use an online noise-o-meter to measure how hard students have laughed at each other’s jokes. You can use this method for choosing the funniest comedian in the class.

Exercise 1, p. 57 • Instruct students to read the task carefully. Ask them if they can guess what the three people will be talking about.

LANGUAGE MATTERS, p. 47 Exercise 1, p. 47 • Tell students to read the words in each row, first the whole class silently and then volunteers read them aloud. ANSWER KEY Students’ answers.

1

• Play Track 1. Students listen to three people talking about their youth in different decades. Play the track again. ANSWER KEY

1 Jennifer: music in the 70s. 2 Margaret: women in the 50s. 3 Christopher: fashion in the 80s.

Track 1

Exercise 2, p. 47 • Discuss the three questions with students. ANSWER KEY 1 1 b, 2 k, 3 g, 4 p, 5 w. 2 h and k. 3 2 knight, 3

TRICKS OF THE TRADE It’s always a good idea to start a unit revision by having students flip through the unit one more time and reflect on it. You can ask them to tell you which topics were covered, which topics they found interesting, which were boring for

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TRICKS OF THE TRADE

1 Jennifer: People were buying records like crazy at that time. More and more teenagers had the convenience of their own bedroom, where they could listen to records and create their first mix-tapes, which they could share with their friends. Making a good compilation tape was the goal of many teenagers. The discotheque with a DJ replaced the dance hall and a live band. Even though a great deal of songs were about Saturday night fever and love, a lot of them dealt with subjects which concerned young people: politics, racism and women’s rights. 2 Margaret: In the post-war period, women were encouraged to stay at home and out of the workplace. It was also very unusual for women to go to university. Secondary schools taught them how to cook, manage a household, sew and iron clothes. They were trained for the role of a housewife after they got married. Very

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skladna zvonjava osvojiti savjetnik smrviti, raspasti se okrug pomični most za dizanje sajam tvrđava, utvrda geneaolog, onaj koji proučava rodoslovlja gavran vladavina kuća za stanovanje rezervni Velika kuga

1B WHAT WERE YOU DOING...?

case consult culprit evidence fortune housekeeper interrogation investigator rope suspect suspicious terrifying vagabond venomous weapon whistle witness heart attack observation skills sign of violence trembling voice

raise money score a basket steal the show take place

publika štap odšteta, naknada očajnički utvrditi, ustanoviti lažirati odmah, istog trena ozlijeda blatan lopov temeljito skupiti dokaze počiniti krađu počiniti prevaru zaključiti istragu razbiti šifru uhititi dati alibi staviti lisčine

slučaj savjetovati (se) krivac, počinitelj dokaz bogatstvo domaćin ispitivanje istražitelj uže osumnjičenik sumnjičav zastrašujući skitnica, lutalica otrovan oružje zvižduk svjedok srčani udar moć opažanja trag nasilja drhtav glas

prikupiti novac zabiti koš zasjeniti sve ostale održati se

3A FROM RULE BRITANNIA TO COOL BRITANIA

2B WHODUNNIT?

2A THE SPECKLED BAND

audience cane compensation desperately determine fake immediately injury muddy thief thoroughly collect evidence commit a robbery commit fraud conclude the investigation crack a code make an arrest provide an alibi put on handcuffs

rukotvorina izlaganje različitost, raznolikost obogatiti izložbeni predmet, izložba neobrazovan, nepismen baština, nasljeđe

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artefact display diversity enrich exhibit illiterate legacy

WORD LIST

raven reign residence spare the Great Plague zakon treštati, bučiti glomazan, masivan ugljen destljeće fosilno gorivo nezakonit s uzorkom buntovan, neposlušan šljokica razdvojiti se, razići se potpuno nov oboljeti hlače na trapez doći u prodaju premijer, predsjednik vlade teškoće s disanjem jastučići za ramena zatvoreno uzak struk biti na vrhu ljestvica jarka, živa boja

chime conquer consultant crumble district drawbridge fair fortress genealogist

act blast out chunky coal decade fossil-fuel illegal patterned rebellious sequin split up brand new fall ill flared trousers hit the shops Prime Minister respiratory problems shoulder pads shut down tiny waist top the charts vivid colour sirena shrvan, očajan proglasiti svjetlucavo, na šljokice glad klečati popis izvođača skromnost uzbudljivo, napeto gliser zašiven navijač produžetci pogreb planinarski dom svečanost otvaranja skok s padobranom

1A THE GOOD OLD DAYS

buzzer devastated declare glitter hunger kneel line-up modesty nail-biting speedboat stitched supporter extra time funeral service mountain lodge opening ceremony parachute jump

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Lesson 2 Lesson 3

precious trade fall apart get stuck raw materials the British Empire

postignuće izuzetak rod nejednakost značajan, vrijedan spomena ropstvo

dragocjen trgovina raspasti se zapeti sirovine Britanska imperija

3B DIVERSITY, EQUALITY AND UNITY achievement exception gender inequality remarkable

slavery

nakovrčati pristojan strašan, užasan porcija jela užasan, grozan dugačke ženske gaće bez dugmeta zloban pogled; cerenje tvrd, žilav cviliti, zavijati

3C HAPPILY EVER AFTER

leer tough yelp

napušten škripati tmuran progoniti mjesečina besmislica radnja jeza, drhtaj

curl decent frightful helping horrid knickers

abandoned creak gloomy haunt moonlight nonsense plot shiver

bezizražajno lice gubitnik urnebesan skroman igra riječima usađen samoomalovažavanje ozbiljni izraz lica shvatiti sebe preozbiljno ponositi se

LOVELY JUBBLY!

LIGHTS OUT!

deadpan failure hilarious humble pun rooted self-deprecation straight face take oneself too seriously take pride in

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LAN MATGUAGE T E R S

Ghost letters: Knock, knock, knocking on heaven’s door

1 Read the words below.

1 bomb - comb - debt - dumb - thumb 2 kneel - know - knock - knickers - knife 3 champagne - cologne - design - reign - moonlight 4 receipt - psychedelic - pseudo - pneumonia 5 sword - wrap - wrist - wrong - write

1 Which letters were silent in each group?

2 Stop and think.

2 Read the title again. Which letters are silent? Find the song by that name online and check your answer.

3 Can you think of any examples of silent letters on your own? Share them with the class.

*Bonus: Do you know the song from the title? It has been covered by lots of Here are some artists, but try to questions you can find out who ask yourself before, during and after learning wrote it and about the topics in this Unit. originally sang it!

Before: What seems to be the most important thing to know? / What can I already talk about? / How can I use it in real life?

During: What is clear to me? / What is familiar? / What is difficult?

After: What have I learned? / What can I understand on my own? / What do I need some more help with?

Why is it important to ask questions before, during and after learning? How do you know that you've really understood something new that you're learning about?

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Lesson 4 Lesson 5

Ready, set, go! Lesson 1

UNIT 2

few women had jobs back then. A woman took care of her husband and children, did the shopping and kept the house clean. I remember that my mum was always around, listening to her gramophone records and checking up on me. 3 Christopher: When I look at my old photos, I laugh my head off. I used to look like George Michael, my favourite singer of the period. First of all, the hair! Short at the front and sides, and long at the back. Oh, yes, I wore the mullet – the ridiculed haircut. It went best with double denim! If you paired your denim jeans with a denim top, you couldn’t go wrong; at least not back then. I was also very broad-shouldered then. Did you know that men also wore shoulder pads? It’s funny how now everything on me looks two sizes bigger!

Exercise 2, p. 57 • Explain that Freddie has got an elderly neighbour, whom he interviewed about her childhood. • Instruct students to read all the statements carefully. They all come in the same order as they are heard in the text. 2

• Allow enough time for students to read the sentences and play Track 2. Students mark the sentences as true or false. Play the track twice.

to a room where two young men were staying for the night. I saw a guitar leaning against the wall, and – even though we were taught not to touch our guests’ belongings – I couldn’t help it. I knew the guests were downstairs having dinner, so I took the guitar and started playing a tune. I was so lost in the moment that I didn’t notice when one of the guests returned. A young man wearing a black hat was standing at the door clapping. ‘You’re a natural! You’re definitely going places! ’, he said. I blushed and apologised, but there was something about him that made me remember his words. Next autumn, I recognised him on television. He was singing a song called ‘Love Me Do’. It was the first ever TV appearance of the Beatles. And it wasn’t until they topped the charts that it hit me: I had held John Lennon’s guitar in my hands! What a memory!

Exercise 3 a), p. 57 • Ask students if they remember what Freddie’s favourite book genre is. Tell them they will hear Freddie talking about some criminal cases and should mark the words they hear in the text. 3

• Play Track 3. Students listen and mark the words. • If necessary, play the track one more time. ANSWER KEY

ANSWER KEY 1 T, 2 F, 3 T, 4 F, 5 F, 6 F, 7 T, 8 F, 9 T, 10 T

Track 2 I was born in 1949 and I grew up in the countryside, in a small village called Dorchester-on-Thames. Growing up there wasn’t very exciting and eventful. I used to live in a picturesque cottage on the High Street, near a pub which my mum and dad ran. In the olden days, the Crown – that was the name of the pub – was the old inn on an important coach route where the coaches used to stop to change horses and allow passengers to rest on their long journeys. There were no horses and coaches when I was growing up, but the pub had a very important role in the life of the villagers. It was not only a place to eat and drink, it was the centre of social life in the village. All the celebrations, dances, tea parties, meetings and events were held there. We also offered accommodation for travellers, and my sister and I would always look forward to meeting new people. When I was a bit older, we would even help clean the rooms and wash the dishes. Apart from spending time at the pub, I also enjoyed doing sport a lot, and I regularly attended and participated in all the sporting events in the village. However, another hobby became even more important to me. Ever since I was little, the guitar has been a great passion of mine. My mum used to be a music teacher, too, so she taught me how to play it at home. One autumn evening when I was 12 years old, I took clean towels

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fraud, burglary, murder

Track 3 Freddie: You must read this article; you’ll love it! It’s about crimes gone wrong, and some of them are almost too funny to be true. David: Sounds interesting. Tell me more! Freddie: OK. Here’s case number one. A man from Arizona was working as a manager for a company and was using his job to steal money. Finally, someone noticed that he was trying to use his workplace to make a fortune, so they reported him to the authorities. He quit the job quickly and moved out of town. Two years later, although the police were still looking for him, he applied for a job in... are you ready for this one? The local police station! After reading his application, the police couldn’t believe how lucky they were, so they decided to play along. They arranged a job interview, and he showed up all happy and dressed up. Instead of a job, he got handcuffs. The police made an arrest as soon as he arrived. David: He seems a pretty clever fellow. Freddie: Oh yes, indeed! But that’s not the worst one. Listen to case number two. A 28-year-old man broke into a house in Lancashire. He went quickly through the house in search of some jewellery and money. Usually, burglars leave the scene after they’ve finished stealing, but not this one! This one was so tired that he decided to take a nap in one of the bedrooms.

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suggest what students could do to overcome this.

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David: Well, I can imagine that going through someone’s belongings, opening every drawer and checking every cupboard could be very tiring. Freddie: And you can imagine the surprise of the house owners when they returned home to find a stranger fast asleep in their bed! They immediately called the police. He was arrested and handcuffed on the spot. David: At least he was well rested. Well, joking aside, it must be very disturbing to find a criminal in your home... Freddy: Indeed. And, speaking of disturbing, case number three is chilling. You won’t believe it! It happened in Poland. A man was brutally killed; fishermen found his body a month after he went missing. However, the police couldn’t collect enough evidence, and they didn’t find the culprit for five years. And then a book was published that caught their attention. The plot of the bestselling thriller was very similar to the unsolved case. They investigated the author and discovered that he’d known the victim well and had actually been the last person to see him alive. They questioned the suspect and solved the case. It turned out that the victim had been having an affair with the writer’s wife: it was a crime of passion. The writer was sentenced to 25 years in prison. David: Life writes the weirdest stories. And this one is the plot of a blockbuster! Freddie: I agree!

REVISION: LISTENING 1

Listen, and match the speakers to the topics they talk about. There are two topics you do not need.

1

fashion in the 80s technology in the 90s

1 Jennifer

music in the 70s

2 Margaret

women in the 50s

3 Christopher

2

free time in the 60s

______ /

3

Freddie’s neighbour Janet, a 72-year-old retired music teacher, is talking about her childhood. Listen to her story. Are the sentences true (T) or false (F)?

2

1 The Crown used to be a roadside inn before becoming a pub. 2 Janet’s parents used to have horses and coaches. 3 Their pub was the heart of community life in the village. 4 Janet and her sister didn’t enjoy meeting their guests. 5 Janet and her sister didn’t use to help out in the pub. 6 Janet preferred sport to music. 7 Janet was homeschooled in playing an instrument. 8 Janet would often go through their guests’ things. 9 A guest complimented Janet on her talent for music. 10 The Beatles weren’t widely known at the time Janet met John Lennon. ______ /

3

a)

3

10

Listen to the conversation between Freddie and his friend David. Number the criminal activities they mention in the correct order. There are two activities you do not need. murder

fraud

car theft

bank robbery

burglary ______ /

b)

3

3

Read the sentences carefully, then listen again. Tick the case the sentences below refer to. Case 1

Case 2

Case 3

1 It took more than three years to solve the case. 2 The culprit stopped working and left town. 3 The culprit was arrested while at the crime scene. 4 The culprit knew the victim. 5 The culprit was willing to find a proper job. 6 The victim was found in water. 7 The culprit was arrested at the police station.

Exercise 3 b), p. 57 • Instruct students to read the sentences carefully. They fill in the table while listening to the conversation once more. • Play Track 3 again. Students mark which case the sentences are talking about. ANSWER KEY Case 1: 2, 5, 7. Case 2: 3, 8. Case 3: 1, 4, 6.

TRICKS OF THE TRADE Finish both the listening and the reading part by checking students’ answers. You can do it as a whole class activity, or, if you want to engage students more and encourage learning independence, provide them with an answer key. They can compare their answers to the answer key in small groups or swap workbooks between themselves and correct their classmates’ work. You can make the answer key into a handout for every individual student, pairs of students or groups, or you can show it using an OHP, if available. Discuss the answers as a follow-up activity, encourage students to identify questions and exercises that have been difficult, analyse why they were problematic and

8 The criminal activity was very tiring for the culprit. ______ /

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REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity, or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 58 • Have students read the instructions and the headings first. Remind them that there are two headings they don’t need. • Students scan the texts and match the headings with the paragraphs. ANSWER KEY 2, 1, 4

Exercise 1 b), p. 58 • Tell students they should read the text again and decide who said the sentences in the exercise. UNIT 2 REVISION

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UNIT 2

• Encourage students to underline key information in the text and use different colours for a better overview.

false or DS if the information isn’t stated in the text. • Recommend students find and underline the actual parts of the text that support or dispute the statements.

ANSWER KEY Marko: 3, 8. Fiona: 1, 5, 7. Leo: 2, 4, 6.

• Students read the text and mark the sentences.

REVISION: READING 1

ANSWER KEY

a) Three people are talking about their most special memories. Read, and match the texts to the appropriate headings. There are two headings you do not need. 1 Wish You Were Here

2 Noise for the Boys

3 Hugs and Kisses

4 Go With the Flow

It’s one of those moments frozen in time: a battle of the giants. My family and I spent the whole day preparing for it. We cheered and sang chants, and we couldn’t wait for it to begin. Megaphones, horns, whistles: you name it, we had it. And we were loud! As the national anthem played, I was holding back the tears. I couldn’t believe how proud I felt. The opponents scored the first goal, which pushed our boys into action. They were running all over the pitch trying to get every ball as if their lives depended on the match. They knew that the whole nation was watching them and cheering for them. There was no doubt that we deserved to win that game. And, for the first time ever, we fought our way into the World Cup final. I cried like a baby. (Marko, 23)

1

Elizabeth was crowned in 1953 at the age of 27. For the first time in history, people around the world were able (5) _____. After her coronation, the Queen went on a six-month journey with her husband and two children, on which they visited 13 countries of the Commonwealth. When they returned home from the long voyage, thousands of people, including the Queen Mother, waited for them on the banks of the River Thames. There was even a huge message on Tower Bridge saying ‘Welcome home’. From the early days of her reign, the queen has shown great respect for all the nations in the Commonwealth (6) _____. She once said that diversity is a strength, not a threat.

Last summer I went to Brighton with two of my friends, Lucas and Russell. It was my first time on a one-day trip only with my friends, we were all very excited! While we were on the train, we passed the time going through the itinerary that we’d made. We wanted to visit the city’s most famous sights and some vintage shops, and go up a 162-metre-high observation tower for the best views of the city. After an hour and a half, we finally arrived! We were walking through the old shops in the Lanes when we suddenly emerged onto the seafront. It was so hot that we forgot all about our plans as soon as we saw the beach. We had loads of fun that day! We met lots of other teenagers, went to an amusement park, enjoyed the sunshine and learned a valuable lesson: sometimes it’s better not to have a plan. Just let go, and see what happens! (Leo, 16) ______ /

3

b) Read the text again. Who says what? Write M for Marko, F for Fiona and L for Leo. Who says that… ____________________

2 they travelled by rail?

____________________

3 they took pride in the representatives of their country?

____________________

4 plans don’t always work out?

____________________

5 they cried when they realised something?

____________________

6 they didn’t spend the day with their parents?

____________________

7 they received a present that day?

____________________

8 they were noisy when cheering?

____________________

The image of the royal family has changed a lot from the old days. Queen Elizabeth II has done a lot to show a less traditional image of the royal family in recent years. During her reign, (7) _____, such as the introduction of colour television, mobile phones and the Internet. The queen has always been very up to date with modern technology. She was the first monarch to send an e-mail, to set up a YouTube channel, and to tweet. At the age of 93, in her attempt to modernise the monarchy even more, (8) _____! In 2021, the queen turned 95. She has had the longest reign in Britain so far. She has even beaten her great-greatgrandma, Queen Victoria, who was the longest-reigning monarch until 2015. There’s nothing else to say but to wish the Queen many happy years to come! A B C D E F

but that didn’t spoil her she’s witnessed many technological changes party took place in summer and pride in the cultural diversity of the British she even published her first Instagram post in June with the people of Britain

G helped create a multicultural Britain H so he decided to move the ceremony to the sunny month of June I that everything would work out for the best J to watch the coronation of a monarch on blackand-white TVs ______ /

______ /

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a) Freddie is writing about powerful women for his column The Interesting Side of History. Read the text, and complete it with the missing sentence parts A–J. There are two sentence parts you do not need. Did you know that Queen Elizabeth II, born on 21 April 1926 in London, celebrates two birthdays? She celebrates her actual birthday in April with her family, and the official birthday (1) _____. This tradition started with King George II in the 18th century. The King’s birthday was in autumn, which wasn’t suitable for a big public party because of the bad weather, (2) _____. Being the king isn’t all that bad, wouldn’t you agree? The Queen grew up with all the privileges of a member of the royal family, too, (3) _____. At the age of 14, she gave radio speeches addressed to all the British children who were forced to leave their homes and families due to World War II. She tried to calm them and assure them (4) _____. She never doubted the British victory. She also volunteered and trained with other British women in the armed forces to be a lorry driver and mechanic.

It was one of the best days of my life. From the very moment I woke up, everything went as planned. While I was brushing my teeth, the doorbell rang. It was a delivery man with a giant bouquet of tulips and a note saying ‘Forever mine...’ My heart smiled; I couldn’t wait! I just loved the buzz of the day, friends and neighbours coming, everybody singing from the early morning. I was so excited and overwhelmed, but at the same time deeply sad. I couldn’t explain it. I felt there was a piece of me missing. There’s a memory from that day that I hold very dear. It’s when my dad saw me in my wedding dress and said ‘You’re beautiful... just like your mum was. She would be so proud to see you wearing it.’ And that’s when I realised where my sadness was coming from. Tears started rolling down my cheeks. (Fiona, 31)

1 they felt happiness and sadness at the same time?

1 F, 2 F, 3 T, 4 DS, 5 F, 6 T, 7 DS, 8 T

5 Friendship

8

8

b) Read the text again. Are the sentences true (T), false (F), or it doesn’t say (DS)? 1 The tradition of two birthday celebrations dates back about one hundred years.

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2 The Queen gave television broadcasts as a teenager. 3 Children were evacuated from the war zone during World War II.

Exercise 2, p. 59 • Explain that Freddie is writing a text about Queen Elizabeth for his column. Some parts of the sentences are missing. Warn students that there are two sentence parts they don’t need. • Remind students that they can always cross out the sentence parts they have used or that they are sure about. • Students read the text and fill in the missing parts. ANSWER KEY 1 F, 2 H, 3 A, 4 I, 5 J, 6 D, 7 B, 8 E

Exercise 2 b), p. 59 • Students read the text again and mark the given sentences T if they are true, F if they are

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4 The Queen continued working as a mechanic after her training in the army. 5 Since she was crowned, the Queen has spent less than half a year abroad. 6 The Queen believes British people should not feel threatened by multiculturality. 7 The Queen posts on Instagram every day. 8 Queen Victoria’s reign was the second-longest of any British monarch. ______ /

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• At this point, you can GO DIGITAL to further practise reading and listening. ENDING THE LESSON LANGUAGE MATTERS, p. 47 • Direct students to the third part of the LANGUAGE MATTERS section in the Student’s Book. Go through it and discuss the questions. • End the lesson with a revision of unit vocabulary. Tell students to go through the Word list once more and circle the words they find difficult to remember. Next, they should underline words connected to history in blue,

LONDON CALLING

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those connected with crime in red and those that can be used to create an atmosphere in writing in green. TRICKS OF THE TRADE Learning vocabulary in semantic groups makes it easier to remember the words and colour coding helps visual learners when memorising.



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UNIT 3

Lesson 1

UNIT 3 ITCHY FEET

• Let students share their ideas.

READY, SET, GO! NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Ready, set, go! / Kick-off! / Learning by doing!

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje

VOKABULAR

Nazivi gradova na Jamajci, pojmovi vezani uz Jamajku: Kingston, Montego Bay, the Taino people, Patwa

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA

Govorenje o Jamajki, govorenje o putovanjima

ANSWER KEY Students’ answers.

TRICKS OF THE TRADE Itchy feet: to want to travel to different places; to want to leave something such as a job or a relationship and start something new. (Source: Macmillan Dictionary) MAIN PART MEET AMELIA!

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., C.3.3., D.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.2., D.3.3.

Građanski odgoj i obrazovanje A.3.1., A.3.3.

MEĐUPREDMETNO POVEZIVANJE

Geografija Geografski položaj Jamajke, označavanje gradova na karti Jamajke Hrvatski jezik Slušanje s razumijevanjem, idiomi Povijest Vojno-politički savezi i odnosi među državama

UDŽBENIK

Str. 48. -49.

RADNA BILJEŽNICA

Str. 60. -61.

DIGITALNI SADRŽAJ IZZI

Video Meet Amelia!

STARTING THE LESSON • Discuss the title of the lesson with your students. • Have students look up the meaning of the expression itchy feet in a dictionary. • If possible, allow students to use an online monolingual dictionary or bring a printed dictionary to class. • Allow some time for students to leaf through the unit. • In small groups, students discuss the connection of the topics with the title and the topics they are interested in and would like to learn more about.

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• Encourage students to speak in English but accept expressions in Croatian. Help students if necessary.

Video 3 Exercise 1, p. 48 • Introduce the new character, Amelia. Explain to students that Amelia is from Montego Bay in Jamaica. • Students look at the photo and then close their eyes and imagine they are there. • Make enough copies of the photocopiable mind map template (Resource Bank, Resource 38, pp. 406-412) and distribute it to students. Students fill in the mind maps with the things they can see, touch, smell, taste and hear. • At the end of the lesson, you may want to use the mind map and let students add new information that they have learned in the lesson, using another colour. • In small groups, students compare their mind maps with their classmates’. Let students report their ideas back to the class. ANSWER KEY Students’ answers.

Exercise 2, p. 48 • Brainstorm students’ ideas about Jamaica to find out what they already know. • In pairs, students go through the words and think about how they are connected to Jamaica.

ITCHY FEET

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! go t, se

48

ITCHY FEET

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Listen to Bobby McFerrin’s song Don’t Worry, Be Happy. What is it about? Do you like it? Why (not)? Find out how it is connected with Jamaica.

> Look at the title of the Unit. What do you think it means? Look it up in a dictionary. > Flip through the Unit. How is the title connected with its content? > Which lesson seems most interesting to you? Why?

Montego Bay

West Africa

RE ADY, SET, GO!

1

Kingston

the Taino people Patwa

3 Watch the video again. Take notes, and answer the questions.

the Commonwealth

the Caribbean Sea

Jamaica? Watch the video, and check.

3 How are the words below connected with

Amelia is from Montego Bay, Jamaica. Look at the photo. Close your eyes, and imagine you are there. Use your five senses to say what you can see, smell, touch, taste and hear.

MEET AMELIA!

2

3

1 Where is Jamaica located? Show it on the map at the end of your Student's Book. 2 Why is the Jamaican motto ‘Out of Many, One People’? 3 What is the relationship between Jamaica and the UK? 4 Which two languages are in use in Jamaica?

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1

ON THE HOME STRETCH

KIC K O F F !

Are all things travelling right up your alley? Does meeting people from different cultures float your boat? If yes, kick into high gear and consider tourism as your future profession!

1 What is tourism? Work in groups, and come up with a definition.

journalist

event organizer

web designer

chef

air cabin crew

interpreter

2 Tourism offers a wide variety of professions to choose from. Discuss how the following are connected with tourism, and add a few more. What knowledge and skills do you need to work in them?

PR manager

travel agent receptionist

tour guide

3 Look at the idioms in colour in the introduction. What do they mean? Find some more travel idioms, and illustrate their meaning in your notebook.

LEARNING BY DOING! PROJECT 3: LET’S GET THE SHOW ON THE ROAD!

2

Choose your destination, and start planning the trip. What do you need to do before you leave? Is there anything you need to buy before starting your adventure? What would you like to see and do at your destination? Make a detailed itinerary, and keep track of all your expenses. Psst... there are lots of useful websites and travel tools to help you stay within your budget!

3

Done planning? Prepare a presentation for your classmates. Show them your itinerary, and tell them more about your destination. Make sure you include some photos and say something about its sights, people, places and culture. Who knows? You might inspire them to turn your imaginary adventure into a real one some day!

49

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> If you’re not interested in a classic ‘sun, sea and sand’ holiday, this is the project for you! Although travelling round the globe is considered expensive, today people can explore more and travel farther without spending a lot of money. So get your backpacks ready, and see where your budget can take you! How much money would you like to spend? Set a budget. What does it have to cover besides transport and accommodation? Make a list of all the important things, such as food, tours, tickets and local transport.

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UNIT 3

UNIT 3

Play Video 3. Students watch the video and check whether their guesses were correct. 1 country • Check answers as a class. Video 3 Do you like what you’ve heard and seen so far? If you’ve enjoyed the beats of reggae, and the pictures of sandy beaches, endless sunshine and turquoise seas, then this is the place for you: welcome to Jamaica! My name is Amelia, and I’m going to show you why I think my home country of Jamaica is the most beautiful of all the Caribbean islands. Jamaica is an island nation located in the Caribbean Sea. Around 2.8 million people call it their home. It’s the third-largest Caribbean island, right after the islands of Cuba and Hispaniola, which is made up of the Dominican Republic and Haiti. Christopher Columbus was among the first Europeans to admire its wonders. He called it Santiago, but the name didn’t catch on. Instead, the island got its name after the Taino word ‘Xaymaca’, meaning ‘the land of wood and water’. The Taino, Jamaica’s first inhabitants, were once the most numerous indigenous people of the Caribbean. However, they were conquered by the Spanish colonists and almost became extinct: some managed to escape, but a lot of them died of European diseases, starvation and overwork. The first slaves from West Africa were brought in at that time. Then, in the mid-17th century, the British came, forced the Spanish to leave, and made Jamaica part of the British Empire. Many more African slaves were shipped to work on sugar-cane plantations. That’s why the majority of Jamaicans today are of African ancestry. This mix of European and African cultures is nicely summarised in our nation’s motto: ‘Out of Many, One People’. Jamaica became an independent country in 1962, but it has remained a member of the Commonwealth. Since the 1950s, a lot of Jamaicans have emigrated to the UK, the USA and Canada. They have taken Jamaican culture, traditions and music with them, making Jamaica recognisable around the world. English is the official language in Jamaica, but people also speak Jamaican Patois, or Patwa. It is a Creole language, resulting as a mix between English and the West African languages that the slaves brought to Jamaica centuries ago. Even though it is based on English, it’s difficult to understand. See for yourself: ‘Weh yuh a seh? Mi deh try call yuh! ’. Did you get it? It means: ‘How are you doing? I’ve been trying to call you! ’. My family speaks Patwa at home, just as many other bilingual families do. Kingston is the capital of Jamaica, and it’s also its largest city. It’s a good place to start exploring and to feel the pulse of Jamaica; its open-air markets, bustling streets, welcoming people and upbeat music are just some of the things that will blow you away! If you’re a fan of outdoor activities, you’ll love exploring Jamaican nature, and you’ll easily understand how Jamaica got its nickname, the ‘Jewel of the Caribbean’. If you have enough time, you could plan a visit to other cities, too! You could come to Montego Bay, my hometown. Lying on the northern coast, it is the fourth-largest urban centre, after Spanish Town and Portmore. My family owns a tour agency there, and I look forward to taking you on a tour of my favourite places! Let’s get jamming!

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• If necessary, explain any new vocabulary. Suggested vocabulary: turquoise, indigenous, sugar cane, summarised, bilingual, bustling, upbeat music, get jamming. ANSWER KEY Students’ answers. The Caribbean Sea: Jamaica is located in the Caribbean Sea. The Taino people: Jamaica’s first inhabitants, indigenous people of the Caribbean. West Africa: The first slaves from West Africa were brought to Jamaica by Spanish colonists. The Commonwealth: Jamaica is a member of the Commonwealth. Patwa: Jamaican Patois, a Creole language, is a mix between English and the West African languages that slaves brought to Jamaica centuries ago. Kingston: the capital of Jamaica. Montego Bay: Amelia’s hometown.

TRICKS OF THE TRADE The Commonwealth is a political association of 54 member states, almost all of which are former territories of the British Empire. Exercise 3, p. 48 • Have students go through the questions first. • Instruct them to watch the video again and take notes. • Play Video 3 again. • Prepare a map of Jamaica or show it via an OHP (Resource Bank, Resource 39, pp. 406-412). • Check answers as a class and ask students to find the places mentioned in the video on the map. ANSWER KEY 1 Jamaica is located in the Caribbean Sea. 2 ‘Out of Many, One People’ is the Jamaican motto because it summarises the mix of European and African cultures in Jamaica. 3 In the mid-17th century, the British came to Jamaica and made Jamaica a part of the British Empire. Jamaica has remained a member of the Commonwealth. A lot of Jamaicans have emigrated to the UK, the USA and Canada. 4 The English language and Jamaican Patois, or Patwa.

CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework.

ITCHY FEET

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UNIT 3

• Discuss with students what the song is about and if they like it or not.

! go t, se

• If possible, play Bobby McFerrin’s song Don’t Worry, Be Happy to students.

1

• Have them report how the song is connected with Jamaica at the beginning of the following lesson.

READY, SET, GO!

Read these descriptions, and match them to the places on the map.

2

This is the largest island country in the Caribbean Sea. Its capital is Havana. This is the second-largest island in the Caribbean, and it has two countries on it. It is the most populous island here. This independent country, where Diego’s family in Unit 1 comes from, is a commonwealth of the United States.

1

The distance between Jamaica and this US state is about 1,150 km. This is Jamaica’s capital and its largest city. It is located on the southeast coast of Jamaica.

TRICKS OF THE TRADE

This is the fourth-largest city in Jamaica, located in the northwest. It’s Amelia’s hometown.

The song Don’t Worry, Be Happy by Bobby McFerrin became an unofficial anthem in Jamaica after Hurricane Gilbert struck the island in September 1988, at the same time when the song was released, and caused months of hardship to the population, killing hundreds of people.

2

Montego Bay

3

2 2

How much do you remember about Jamaica? Do the quiz! Circle the correct option. 1 People in Jamaica speak

WORKBOOK PRACTICE

a) one official language.

• Check answers as a class. ANSWER KEY 2 5, 4, 6, 1, 3

Exercise 2, p. 60 • Explain to students that they will do a short quiz to find out how much they remember about Jamaica. • Students do the quiz and circle the correct options. • Check answers as a class. ANSWER KEY 1 a), 2 b), 3 a), 4 b), 5 a), 6 a)

CURIOUS ME! Refer students to the Curious me! section and assign it as optional homework. • Have them report what they have found out about the colours on the Jamaican national flag at the beginning of the following lesson.

b) two official languages.

2 The population of Jamaica is

a) 28 million.

b) 2.8 million.

3 Jamaica is a member of

a) the Commonwealth.

b) the European Union.

4 The Taino word ʻXaymaca’ means

a) the jewel of the Caribbean.

b) the land of wood and water.

5 Patois is a Creole language. It is a mixture of

a) English and West African languages.

b) English and the Taino language.

6 Jamaica is the birthplace of

a) reggae music.

b) jazz music.

Exercise 1, p. 60 • Have students study the map. • Students read the descriptions and match them to the places on the map.

6

5

4

Kingston

Curious me! What do the colours on the Jamaican national flag stand for?

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READING Exercise 3, p. 61 • Students read the instructions to the exercise. • Let them look at the pictures. • Students read the texts and write the hashtags under the pictures. • In a lower-ability class, you may want to explain the new vocabulary. Suggested vocabulary: hummingbird, saltfish, coat of arms. • Check answers as a class. ANSWER KEY Students’ answers. / Suggested answers: 2 #nationalflower #woodoflife 3 #nationalfruit, #ackee, 4 #outofmany, #coatofarms

READING Exercise 4 a), p. 61 • Have students read Amelia’s text and write an appropriate heading. • Give students some time. READY, SET, GO!

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UNIT 3

• Check students’ ideas as a class. ANSWER KEY

We’ve been on this project for three months, but we’re on the home stretch now.

Students’ answers. / Suggested heading: The history of Jamaica

The Oscars race will enter the homestretch after this weekend.

Exercise 4 b), p. 61 • Students read the text again and put the paragraphs in the correct order.

• Have students read the introductions but explain that you will return to the idioms later. TRICKS OF THE TRADE

• Check answers as a class.

Home stretch: the last part of something that is being done; the last part of a race or other activity. (Source: Cambridge Dictionary)

ANSWER KEY 5, 3, 2, 6, 1, 4

3

Exercise 1, p. 49 • Write tourism in the middle of the board and brainstorm students’ ideas about it and all the words they associate with it.

READING Amelia has written a short article about Jamaican national symbols for the website of her family’s tour company. Read the text, and write hashtags under the pictures. The first one has been done. 1 The ‘Doctor Bird’ is our national bird. It lives only in Jamaica, but that’s not the only thing that makes it special. It’s a type of hummingbird with unique colours, which change in different types of light. #doctorbird #nationalbird

• As students say their ideas, write them on the board.

2 Our national flower is as beautiful as our national bird. Also indigenous to Jamaica, its Latin name, Lignum Vitae, means ‘the wood of life’. People believe it got its name because of its medicinal qualities.

3 Ackee is the Jamaican national fruit. It is soft and creamy on the inside, and it tastes a bit like peas. It was probably brought on slave ships from West Africa. Now it grows all over the island, and its fruit is part of our national dish: ackee and saltfish. Yum!

4 Jamaican people are proud of our coat of arms and the motto on it: ‘Out of Many, One People’. The motto refers to many people of different origins living in peace and unity on the same island.

tourism

4 a) READING Read Amelia’s text. What is it about? Write an appropriate heading. Be careful: the paragraphs are mixed up.

In 1655, Jamaica came under British rule, and the Spanish were forced to leave the island. Slave traffic and European immigration continued. Jamaica was an important colony for the British.

• In groups, students try to come up with a definition of tourism.

The Spanish ruled Jamaica for almost a century and a half. The Taino became almost extinct under their rule. Many of them died of European diseases. Some were enslaved and overworked by the Spanish. Some managed to escape. On his second voyage to the Americas, Christopher Columbus became the first European to discover Jamaica. In 1492, he claimed Jamaica for Spain. He named it Santiago, but the name didn’t catch on.

• Check students’ ideas as a class.

Jamaica gradually got its autonomy in the early 20th century. On 6 August 1962 Jamaica became an independent country. It is a member state of the Commonwealth of Nations, with the British monarch as head of state.

1 Not much is known about the Taino, the indigenous people of the Caribbean. They probably came to the Caribbean from South America in about 800 AD. They were skilled fishermen and farmers.

ANSWER KEY

The Spanish also started bringing slaves from West Africa to the island. They worked on sugar-cane plantations under hard conditions. Today, the majority of the Jamaican population is of African ancestry: they are the descendants of slaves brought to the island by the Europeans.

Students’ ideas.

b) Read the text again. Put the paragraphs into the correct chronological order. The first one has been done.

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On the home stretch, p. 49

• Discuss the meaning of the expression with students. • Give students some example sentences with the expression:

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TRICKS OF THE TRADE Tourism – the business activity connected with providing accommodation, services and entertainment for people who are visiting a place for pleasure. (Source: Oxford Learner’s Dictionary) Exercise 2, p. 49 • Students read the instructions to the exercise and the list of professions connected to tourism.

ITCHY FEET

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• Check students’ ideas as a class and write their suggestions on the board. • Have students think about the knowledge and skills needed to work in these professions. • Let students share their ideas. ANSWER KEY Students’ ideas.

Exercise 3, p. 49 • Students go back to the introduction part and look at the highlighted idioms. • Discuss the meaning of the idioms with students.

! go t, se

• In pairs or small groups, students discuss how the professions are connected to tourism and add a few more.

• Distribute the photocopiable travelling checklist templates (Resource Bank, Resource 40, pp. 406-412) to students, which can help them in planning their trip. • Students think about the budget, the destination and the itinerary and complete the checklists. • You may want to explain to students that an itinerary is a detailed plan or route of a journey. • Finally, students decide on presentation options – a PowerPoint presentation or a poster talk about their preferences and the things that they should include in their presentations, including photos and some information about sights, people, places and culture.

• If possible, have students go online and find some more travel idioms. If not, assign this activity for homework. • Students illustrate the meaning of the idioms they have found. • Let them share their illustrations with the class. ANSWER KEY Right up your alley: to be the type of thing that you are interested in or that you enjoy doing, float your boat: to be what someone likes or is interested in, kick into high gear: to make things happen with quickness. Suggested travel idioms: a mile a minute, to travel light, to go off the beaten track, smooth sailing, jump the track, Sunday driver. (Sources: Cambridge Dictionary, Urban Dictionary)

ENDING THE LESSON LEARNING BY DOING! PROJECT 3: LET’S GET THIS SHOW ON THE ROAD • Discuss the title of the project with students. • Have students read the introduction to the project. • Go through the instructions together with students. Help with any unknown vocabulary if necessary.

READY, SET, GO!

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UNIT 3

1A FEEL THE RHYTHM Lesson 1 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Feel the rhythm (1. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

VOKABULAR

Vezan uz turizam: five-star hotel, holiday package, cruise ship, travel guide, sun cream, city break, adrenaline rush, tour company, pocket money, day trip, tourist destination

KOMUNIKACIJSKO-

Govorenje o aktivnostima na odmoru

JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME

• Explain to students that the green tasks are translation tasks, the yellow tasks are explainthe-meaning tasks and the black tasks are correct-the-mistakes tasks. • Suggested tasks: green: 1 I don’t really want to go to Europe, but whatever floats your boat. 4 I didn’t like that film, but I think it would be right up Amy’s alley. 7 At first, it was difficult to learn the new system. However, now it is nothing but smooth sailing for everyone. yellow: 2 travel light, 5 go off the beaten track, 8 kick into high gear black 3 I can’t keep up with Keith. He walks a kilometre a minute. 6 Sorry I am late. I got stuck behind some Monday driver who didn’t want to let anyone pass. 9 It just wasn’t working for us, so we decided to jump the route and try something different.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., C.3.2., C.3.3., D.3.1., D.3.2.

MAIN PART

C.3.1., C.3.2., C.3.3.

SPEAKING

MEĐUPREDMETNO POVEZIVANJE

Geografija Krajolik Jamajke, turizam Hrvatski jezik Slušanje i čitanje s razumijevanjem

Exercise 1, p. 50 • Ask students to think about travelling and the questions in the exercise.

UDŽBENIK

Str. 50. -51.

• Students make their own top-five lists.

RADNA BILJEŽNICA

Str. 62. -63.

• In small groups, let students discuss their lists.

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• Have volunteers share the most interesting top-five lists.

STARTING THE LESSON

ANSWER KEY

• If you have assigned the Curious me! section for homework, have students report how the song Don’t Worry, Be Happy is connected to Jamaica and what they have found out about the colours on the Jamaican national flag. • Play a version of the Noughts and crosses game with students (see Games and Activities on pp. 394-398) to revise travel idioms from the previous lesson. • Draw a 3x3 grid on the board and, if possible, colour it in the suggested colours.

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1

2

3

4

5

6

7

8

9

Students’ answers.

CURIOUS ME! If available and if there is enough time, let students research the difference between the words travel and journey. Have them report what they have found out. This task can also be assigned for homework. • You may want to add the word trip for students to research, too. TRICKS OF THE TRADE Travel: verb; to go from one place to another, especially over a long distance. Journey: noun;

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1A FEEL THE RHYTHM I can talk about holiday activities.

1

Curious me!

Think about travelling, and make some top five lists for yourself. Think about the following: 1 why travelling is a good thing

3 places you would like to visit

2 favourite holiday activities

4 things you would never travel without

What is the difference between the words travel and journey?

VOCABULARY Tourism

2

a) Make phrases by putting one term from box A before one from box B. Write them down in your notebook. How many phrases can you make? A five-star sun

B

holiday city

pocket

cruise

adrenaline day

travel

rush

tour

money

guide

tourist

cream

hotel

package

ship

trip

company break

destination

b) Work in pairs. Choose some phrases from Exercise 2 a), and think about their definitions. Take turns, and quiz each other.

3

a) 3.1 LISTENING Amelia’s parents own a small tour company. Amelia often spends her summer holidays helping them out. Listen to what she says. Which phrases from Exercise 2 a) does she mention? b) 3.1 Listen again, and answer the questions.

4

1 How does Amelia earn her pocket money?

3 Why does she do all the work on the computer?

2 What are her duties in the company?

4 What is her favourite type of holiday package? Why?

a) READING Look at some of the ads for holiday packages Amelia has created for the website of her family’s tour company. Match them to their titles. A Day to Remember!

Snorkel. Breathe. Repeat.

Love in Paradise

Get Your Heart Pumping

b) Read the ads again, and complete them with the phrases below. sun cream

1

Leave ordinary life behind and go on an adventure! Take an ATV ride, or slide on a zip-line across beautiful waterfalls on this amazing day trip – (1) ___________________ guaranteed!

five-star hotels

2

Time to slow down! Go slow rafting by day, and enjoy the Glistening Waters at night. Pack your (2) ___________________ for the day and your jacket, and join us on a day trip you’ll never forget!

cruise ships

adrenaline rush

3

Tired of sailing on (3) ___________________? It’s dive o’clock! Go snorkelling or scuba diving; treat yourself to a world of underwater colour, and discover the magic of the Caribbean.

4

Looking for a relaxing holiday? Forget about (4) ___________________! Enjoy your stay in a romantic cottage on this beautiful sandy beach. It’s a perfect getaway for your honeymoon!

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UNIT 3

an act of travelling from one place to another, especially when they are far apart. Trip: noun; a journey to a place and back again, especially a short one for pleasure or a particular purpose. (Source: Oxford Learner’s Dictionary) VOCABULARY Tourism Exercise 2 a), p. 50 • Students go through the words from box A and box B. • Have them match the terms – one from box A and one from box B – to make phrases. • Instruct students to write down the phrases in their notebooks. • Check answers as a class. • Explain any new vocabulary, if necessary. ANSWER KEY five-star hotel, holiday package, cruise ship, tourist destination/guide, sun cream, city break, adrenaline rush, tour company, pocket money, day trip, travel guide/destination

Exercise 2 b), p. 50 • In pairs, students choose some phrases from Exercise 2 a) and think about their definitions. • Students take turns and quiz each other to try to guess the phrase. • To make the activity more fun, have students come up with some funny pairs. For example: pocket hotel, sun company, day cream, five-star rush, etc. Let them share the funniest examples. ANSWER KEY Students’ answers.

LISTENING Exercise 3 a) p. 50 • Explain to students that Amelia’s parents own a small tour company, and that Amelia often spends time helping them. 3.1.

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• Play Track 3.1.

• Students listen to Amelia and tick the phrases from Exercise 2 a) in their notebooks. • Check answers as a class. Track 3.1 Welcome to Jamaica, one of the most popular tourist destinations in the world! A lot of tourists visit us during the summer, which means I can earn some pocket money by helping my parents out in our tour company. But, to be honest, I don’t work very hard. My parents are not very good with computers, so from time to time they ask me to create some ads for our holiday packages. It’s not as easy as it sounds, though. We offer lots of different kinds of activities, so it can be very challenging to come up with original and interesting texts for them all. That’s why my favourite packages to write about are city breaks; you can never run out of things to do in Montego Bay or Kingston! Other than doing this, I also keep our company website up to date, and I sometimes answer our guests’ e-mails and online comments. I often hang around at the company, so I tell tourists what is included in our day trips, give them our island travel guides, and inform them about the prices and timetables of the tours. And when I’ve finished working, I do what I always advise our guests to do: hit the beach and have fun with my friends!

ANSWER KEY tourist destination, pocket money, tour company, holiday package, city break, day trip, travel guide

Exercise 3 b) p. 50 • Draw students’ attention to the questions. • Instruct them to make notes while listening to the track again. • Play Track 3.1 again. • Check answers as a class. • At this point, you can GO DIGITAL and practise listening further. ANSWER KEY 1 She helps her parents out in their tour company. 2 She creates ads for their holiday packages, keeps their company website up to date, and sometimes answers our guests’ e-mails and online comments. She also tells tourists what is included in their day trips and informs them about the prices and timetables of the tours. 3 She does all the work on the computer because her parents are not very good with computers. 4 Her favourite type of holiday package are city breaks because one can never run out of things to do in Montego Bay or Kingston.

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c) Work in pairs. Which tour seems most, and which seems least interesting to you? Why?

5

a) 3.2 LISTENING Listen to three people talking about their upcoming holiday activities. Match the speaker to the holiday package they would most enjoy (1–3). There is one package you do not need. A Day to Remember!

Snorkel. Breathe. Repeat.

Love in Paradise

Get Your Heart Pumping

b) 3.2 Listen again. Match the information below to the correct speaker (1–7). There is one sentence you do not need. Paul Miranda Luiz

1 has worked hard on a daily basis 2 hardly ever goes diving 3 does the same thing on summer holidays time after time 4 goes hiking once in a while

5 loves excitement from time to time 6 spends time abroad every now and then 7 has been under a lot of stress day in, day out

Adverbs of frequency Look, think and discuss. 1 Put these adverbs of frequency in the correct order, from the most often (1) to the least often (8). occasionally

never

often

hardly ever

sometimes

I am often under a lot of stress.

Adverbs of frequency go ___________ most verbs, but ___________ auxiliary verbs (such as ‘to have’, ‘will’, ‘can’, ‘must’ etc.) and after the verb ‘to be’.

Grammar summary → p. 129

Let’s practise more! → WB, pp. 63-64

Do these pairs of words and expressions have similar (S) or different (D) meanings? 1 from time to time / sometimes

4 almost never / hardly ever

2 on a daily basis / often

5 day in, day out / rarely

3 once in a while / occasionally

6 every now and then / always

SPEAKING How often do you do these activities during the summer? snorkelling

scuba diving

playing beach volleyball

8

usually

3 Look at the position of the adverbs, and complete the rule with before and after.

I almost never get the chance to explore the marine world.

7

rarely

2 Look at the examples below. What do adverbs of frequency tell us? I will never go bungee jumping.

6

always

zip-lining

camping

fishing

surfing

watching the sunset

collecting seashells

having a barbecue

hiking

WRITING Choose a task.

Easy-peasy

No picnic

Down to work!

Choose one popular tourist destination in Croatia, and create an ad for it. What can you see or do there? Include some interesting photos, and present the ad to your classmates!

Choose one holiday package from Exercise 4 b). Plan your day, and write an itinerary with a list of activities you are going to do.

Work in pairs. Imagine you are at the tour company. You are interested in one of the holiday packages in Exercise 4 a). Write a dialogue between you and the travel agent, in which you ask about the programme, prices and timetables. Act it out!

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UNIT 3

READING

ANSWER KEY

Exercise 4 a) p. 50 • Students first look at the pictures and ads for holiday packages Amelia has created for the website of her family’s tour company. • You may want to ask students to describe the pictures. • Then they match the ads to their titles. • Check answers as a class. ANSWER KEY

Students’ answers.

WORKBOOK PRACTICE Exercise 1 a), p. 62 • Have students quickly scan the sentences first. • Students then complete the sentences with the correct form of the compound nouns. • Remind students to pay attention to the singular or plural forms of the compound nouns. • Check answers as a class.

2, 3, 4, 1

Exercise 4 b) p. 50 • Let students read the ads again and complete them with the missing phrases. • Check answers as a class. • In a lower-ability class, you may want to explain the difference between snorkelling and scuba diving to students and the meaning of an ATV ride. • At this point, you can GO DIGITAL and practise reading aloud. ANSWER KEY

ANSWER KEY 1 day trip, 2 Five-star hotels, 3 holiday packages, 4 sun cream, 5 tour companies, 6 adrenaline rush, 7 travel guide, 8 passport control

Exercise 2 a), p. 62 • Let students look at the photos first. • Students match the photos to the activities. • In a higher-ability class, you may want to ask students to name the activities in the photos without using the given words. • Check answers as a class.

1 adrenaline rush, 2 sun cream, 3 cruise ships, 4 fivestar hotels

ANSWER KEY 3, 7, 9, 11

TRICKS OF THE TRADE

1, 10, 4, 6

Snorkelling is the sport or activity of swimming underwater with a snorkel. Scuba diving is the sport or activity of swimming underwater using special breathing equipment consisting of a container of air that you carry on your back and a tube through which you breathe the air All-terrain vehicles (ATVs) are off-road vehicles often used for recreation. Exercise 4 c) p. 51 • In pairs, students discuss which tour seems the most interesting and which the least interesting to them and why. • Give students some time. • Let students share their ideas.

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b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a).

VOCABULARY

1

______________________________________________________________________________________________________ ______________________________________________________________________________________________________

a) Complete these sentences with the correct form, singular or plural, of the compound nouns below. There are two compound nouns you do not need. travel guide

traffic jam

five-star hotel

holiday package

adrenalin rush

sun cream

tour company

passport control

______________________________________________________________________________________________________

day trip

My...

beach time

1 We went on a __________________________________ to Kingston three days ago, and we’re planning on going back again before we leave Jamaica. We didn’t have enough time to see everything we wanted to. 2 __________________________________ are something not everyone can afford, but staying in them is really great. My favourite thing about them is the tiny, fancy shampoo bottles you find in the bathroom. 3 Last-minute __________________________________ are a great option for those who aren’t sure where to travel next or for those who forget to book their holidays on time! 4 Whenever you’re at the beach, you should use __________________________________. It can be dangerous to stay out without it for a long period of time. 5 These days, __________________________________ offer great choices for travellers. You’ll certainly find something you like, whether you want to spend a calm day in a picturesque Italian village or book an adventure tour in a Vietnam rainforest. 6 Activities such as zip-lining and bungee jumping are perfect for those who like to feel an ______________________________ once in a while. Not me, though: I prefer calmer holidays. 7 Before going somewhere on holiday, it’s a good idea to read a __________________________________ and learn a bit more about the place you’re visiting. 8 When you’re at an airport, you have to go through __________________________________ before you board an international flight.

GRAMMAR! Adverbs of frequency

3 Put these words in the correct order. 1 has / adrenalin-rush activities / Paul / loved / always ___________________________________________________________________________________________________ 2 hardly ever / Paul / diving / goes ___________________________________________________________________________________________________ 3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes ___________________________________________________________________________________________________ 4 never / Miranda / a reality show / participate / is / in / going to ___________________________________________________________________________________________________ 5 a lot of stress / has / felt / under / Luiz / often ___________________________________________________________________________________________________ 6 to / occasionally / spend time alone / want / Luiz and his wife ___________________________________________________________________________________________________

4

b) Choose three questions, and answer them in your notebook.

Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and put the adverb in the correct place. 1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind

1 Do you have a travel guide at home? Which one(s)?

and professional.

2 Find out the name of one five-star hotel in your country. What amenities does it offer? 3 Which sun-cream factor do you use?

2 I ____________________________________ (travel / often) during the summer, but rarely during the winter.

4 Is there a tour company where you live or in a nearby town? Find out about one holiday package that it offers.

3 They ____________________________________ (rarely / watch) TV while on holiday.

5 What gives you an adrenalin rush?

4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries,

6 How do you deal with traffic jams?

2

especially when other employees take sick days. 5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.

a) Match the photos with the names of the activities. There are three activities you do not need.

2

1 snorkelling

2 scuba diving 7 beach volleyball

3 zip-lining 8 fishing

4 camping 9 surfing

5 watching the sunset 10 having a barbecue

6 collecting seashells

5

a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always.

11 hiking 1 2 3 4 5 6 7 8

How often do you watch the sunset? How often do you travel by boat? How often do you visit other countries? How often do you go hiking? How often do you do something relaxing? How often do you speak foreign language(s)? How often do you use sun cream in the summer? How often do you stay at five-star hotels?

ME ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

MY CLASSMATE ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

b) Now interview your classmate, and write down their answers.

62

63

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ENDING THE LESSON WORKBOOK PRACTICE WRITING Exercise 2 b), p. 63 • Students read the instructions to the exercise. Make sure they understand what is expected of them.

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HOMEWORK WB p. 62, Exercise 1 b) • As you will be doing a writing task in the next lesson that should include some photos, instruct students to bring a few photos or pictures of popular tourist destinations in Croatia.

• Give students some time to think about their perfect weekend getaway and plan a two-day itinerary. Remind them to use some of the activities from Exercise 2 a). • You may want to set a certain time limit for students, e. g., three minutes. • Monitor students and help if necessary. • Let volunteers share their itineraries. • You may want to have a class vote on the best or the most exciting weekend getaway.

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UNIT 3

Lesson 2 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Feel the rhythm (2. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

GRAMATIKA

Prilozi učestalosti: always, never, sometimes, often, usually, seldom, occasionally, hardly ever

holiday or weekend break spent in a city, travel guide – a book or other work designed to give tourists and other visitors information about a particular country or area, day trip – a journey in which a person goes to visit a place and then returns home on the same day. (Sources: Merriam-Webster Dictionary, Collins Dictionary, Cambridge Dictionary) • In a higher-ability class, you may want to leave the words off of the board and challenge students to think of the words themselves.

Govorenje i pisanje o učestalosti aktivnosti na odmoru

MAIN PART

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.

Exercise 5 a), p. 51

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

Poduzetništvo

A.3.1.

• Before doing the exercise, you may want to quickly revise the texts describing four holiday packages from the previous lesson.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem, prilozi učestalosti Geografija Turizam

UDŽBENIK

• Elicit the names of the four holiday packages and, optionally, write them on the board.

Str. 50. -51.

RADNA BILJEŽNICA

Str. 63. -64.

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KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME

LISTENING

• Say some words and expressions and have students decide which of the four tours they are connected to. Suggested words and expressions: Get Your Heart Pumping – ATV ride, waterfalls, adrenaline rush; A Day to Remember – slow rafting, Glistening Waters, sun cream; Snorkel, Breathe, Repeat – cruise ships, scuba diving, underwater colour; Love in Paradise – five-star hotels, romantic cottage, sandy beach

STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students report about the difference between the words travel and journey. • Play a version of the Definition game (see Games and Activities on pp. 394-398) with students to revise the vocabulary from the previous lesson. • Suggested expressions and definitions: tourist destination – a place for tourists to visit and stay, tour company – an organisation or a firm that makes arrangements for travel and places to stay, holiday package – a group of services at a fixed price in which the travel company arranges your travel, hotels and sometimes meals for you; city break – a short

180

• Students listen to three people talking about their upcoming holiday activities and match the speaker to the holiday package they would most enjoy. 3.2.

• Play Track 3.2. • Check answers as a class.

Track 3.2 Paul: When I was young, my holidays used to be all about the adrenaline rush you get from activities such as bungee-jumping or rafting. I must say I prefer less adventurous holidays now. However, I can’t imagine just lying on the beach all day. I’m still quite physically active, so I like spending time outdoors. Although I’m

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ANSWER KEY 1 Snorkel, Breathe, Repeat, 2 A Day to Remember, 3 Love in Paradise

Exercise 5 b), p. 51 • Let students read the information about the speakers. • Students listen to the track and match the information to the correct speaker. • Play Track 3.2 again. • Check answers as a class. ANSWER KEY Paul – 2, 4; Miranda – 3, 6; Luiz – 7, 1

My... GRAMMAR!

Adverbs of frequency

• You may want to write the following sentence on the board and underline the adverb of frequency: Paul hardly ever goes diving.

• In a higher-ability class, elicit the part of speech and usage of the underlined parts. • In a lower-ability class, explain to students that it is an adverb of frequency. • Refer students to the My... GRAMMAR! section. In pairs, students put the adverbs of frequency in the correct order, from the most often to the least often. • Check answers as a class. ANSWER KEY 4, 1, 7, 2, 5, 8, 3, 6

• In pairs, students read the examples and discuss what adverbs of frequency signify in a sentence. • Check students’ ideas as a class. ANSWER KEY Students’ answers. / Adverbs of frequency tell us how often an action happens.

• Students look at the position of the adverbs of frequency in the examples and complete the rule with before and after. • Discuss answers as a class. ANSWER KEY before, after

• Tell students that they have a detailed explanation of adverbs of frequency in the Grammar Summary on page 129 of their Student’s Books. • You may want to give students some examples of the position of adverbs of frequency in a sentence or, in a higherability class, encourage students to think of their own examples. Suggested examples: Laura can sometimes hold her breath for over a minute. He is usually ready for work at 6 am. I’ll never make that mistake again. She must always listen to her teacher. Ben occasionally misses tennis practice. • At this point, you can GO DIGITAL and further practise adverbs of frequency.

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often very busy, I like to go hiking in the hills when I find the time. But there’s one thing I’m especially looking forward to on my next holiday: jumping into the water and enjoying the underwater world! I almost never get the chance to explore marine life, so I think it will be a nice change. Miranda: My friends and I spent our last summer on a cruise ship. While it was fun to see so many beautiful places, we felt a bit bored after some time. Every day felt the same to us. Actually, I feel as if almost all our summer holidays are the same. That’s why, this summer, we’re looking for something completely different for a change. We’re not exactly sporty, but we love to get our blood pumping from time to time. We’ve decided we’d like to do something fun, but not too dangerous; I’m afraid of heights, so bungee jumping is out of the question. But driving go-karts, cage diving with sharks, or something else exciting, would do just nicely! Luiz: The last couple of months have been really hectic, and I’ve been under a lot of stress all the time. I’ve had no time for doing things I love, such as playing football with my friends, because I’ve had to work long hours almost every day. But what has been even more exhausting than my job is planning the wedding. My wife and I got married last week, but we’re still recovering from all the hard work that we put into organising everything. We’d like to get away for two weeks, so we’re looking for something where we could relax and spend some time alone. No people, no stress, no Internet: just the two of us. We desperately need to unplug for a while.

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UNIT 3

Exercise 6, p. 51 • Let students read the pairs of words and expressions and decide whether they have similar or different meanings.

• Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss answers as a class.

• Check and discuss the answers as a class. ANSWER KEY 1 S, 2 S, 3 S, 4 S, 5 D, 6 D

SPEAKING Exercise 7, p. 51 • In groups, students discuss how often they do the activities during summer. • Monitor students and help if necessary. • Let volunteers share their examples. ANSWER KEY Students’ answers.

ANSWER KEY 1 has always been, 2 often travel, 3 rarely watch, 4 sometimes helps, 5 usually travels

Exercise 5 a), p. 63 • Students first answer the questions about themselves using the given adverbs of frequency. ANSWER KEY Students’ answers.

Exercise 5 b), p. 63 • In pairs, students interview their classmates and write down their answers. ANSWER KEY

WORKBOOK PRACTICE Exercise 3, p. 63 • Have students scan the sentences first.

Students’ answers.

• Students then put the words in the correct order and write the sentences. • In pairs, students swap their notebooks and correct the mistakes, if any. Check answers as a class.

b) WRITING What would your perfect weekend getaway be like? Where would you go? How would you get there? Where would you stay: at a campsite, in a hotel, or somewhere else? What activities would you engage in? Plan your weekend, and write a two-day itinerary. Include some of the activities from Exercise 2 a). ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ My...

GRAMMAR! Adverbs of frequency

3 Put these words in the correct order. 1 has / adrenalin-rush activities / Paul / loved / always ___________________________________________________________________________________________________ 2 hardly ever / Paul / diving / goes ___________________________________________________________________________________________________

ANSWER KEY 1 Paul always loved adrenaline-rush activities. 2 Paul hardly ever goes diving. 3 Miranda and her friends sometimes felt bored while travelling on a cruise ship. 4 Miranda is never going to participate in a reality show. 5 Luiz has often felt under a lot of stress. 6 Luiz and his wife occasionally want to spend time alone.

3 felt / Miranda and her friends / while / bored / on the cruise ship / travelling / sometimes ___________________________________________________________________________________________________ 4 never / Miranda / a reality show / participate / is / in / going to ___________________________________________________________________________________________________ 5 a lot of stress / has / felt / under / Luiz / often ___________________________________________________________________________________________________ 6 to / occasionally / spend time alone / want / Luiz and his wife ___________________________________________________________________________________________________

4

Complete these sentences with the verbs and adverbs in brackets. Use the correct form of the verb, and put the adverb in the correct place. 1 Since we first set off, our trip advisor, Ms Shakera, ____________________________________ (always / be) kind and professional. 2 I ____________________________________ (travel / often) during the summer, but rarely during the winter. 3 They ____________________________________ (rarely / watch) TV while on holiday. 4 Mr Lakeson ____________________________________ (help / sometimes) our clients plan their itineraries, especially when other employees take sick days.

Exercise 4, p. 63 • Students complete the sentences with the verbs and adverbs in the brackets. • Remind them to use the correct form of the verb and to pay attention to the position of the adverbs of frequency. • This task can be used for formative assessment to check how well students understand adverbs of frequency.

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5 Martha ____________________________________ (usually / travel) with her best friends, Livia and Evie.

5

a) Answer these questions about yourself. Use never, hardly ever, rarely, sometimes, usually, often or always. 1 2 3 4 5 6 7 8

How often do you watch the sunset? How often do you travel by boat? How often do you visit other countries? How often do you go hiking? How often do you do something relaxing? How often do you speak foreign language(s)? How often do you use sun cream in the summer? How often do you stay at five-star hotels?

ME ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

MY CLASSMATE ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

b) Now interview your classmate, and write down their answers.

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• Check answers as a class. ANSWER KEY 4, 3, 2, 5, 1

Exercise 6 b), p. 64 • Instruct students to read the sentences and choose the correct answers.

• Make sure that students have brought a few photos or pictures of popular tourist destinations in Croatia, as you have instructed them in the previous lesson.

1

Exercise 6 a), p. 64 • Let students match the adverbs of frequency in English to their Croatian counterparts.

• Distribute ad templates (Resource Bank, Resource 41, pp. 406-412) or itinerary templates (Resource Bank, Resource 42, pp. 406-412) to students, depending on the task they have chosen. • Allow enough time for students to finish their tasks. Monitor and help if necessary. • Have students present their ads, itineraries and dialogues.

• Check answers as a class. ANSWER KEY 1 day in, day out, 2 hardly ever, 3 from time to time, 4 daily, 5 every so often

ANSWER KEY Students’ answers.

HOMEWORK

c) Report your classmate’s answers. Example: Lena never watches sunsets. 1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________

WB p. 63, Exercises 5 c), 7 a) and b)

3 ______________________________________________________________________________________________________ 4 ______________________________________________________________________________________________________ 5 ______________________________________________________________________________________________________ 6 ______________________________________________________________________________________________________ 7 ______________________________________________________________________________________________________ 8 ______________________________________________________________________________________________________

6

a) Match the adverbs of frequency in English to their Croatian counterparts. 1 from time to time svako toliko

2 day in, day out

svakodnevno

3 daily

dan za danom

4 every so often

rijetko, gotovo nikada

5 hardly ever s vremena na vrijeme

b) Choose the correct answer to complete the sentences. 1 Amelia watches her favourite show every so often / day in, day out: she never misses an episode! 2 My cousins moved to Mexico five years ago, so we hardly ever / from time to time see them any more. I miss them so much! 3 Although I prefer warm weather and holidays at sea, I still like to go skiing from time to time / daily. 4 During the summer months, Amelia’s tour company is open hardly ever / daily, because lots of tourists visit Montego Bay over the weekend or for the Jamaican national holidays. 5 My sister usually goes to the beach with her friends, but every so often / day in, day out she goes there with my mum, too.

7 2

a) Translate these sentences into Croatian. 1 Tom is often very busy. ______________________________________________________________________________________________________ 2 From time to time, Johanna likes to go snorkelling. ______________________________________________________________________________________________________ 3 Alex has been working long hours day in, day out. ______________________________________________________________________________________________________ b) Translate these sentences into English. 1 Dobro je svako toliko promijeniti naviku. ______________________________________________________________________________________________________ 2 Ne volim neprestano provoditi vrijeme na plaži. ______________________________________________________________________________________________________ 3 Thomas oduvijek voli planinariti. ______________________________________________________________________________________________________

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ENDING THE LESSON WRITING Exercise 8, p. 51 • Go through the tasks as a class. Instruct students to choose one of them depending on their interests and motivation.

1A FEEL THE RHYTHM

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UNIT 3

1B TRAVEL SURVIVAL KIT Lesson 1 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Travel survival kit (1. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

Vezan uz putovanja: book a hotel/a flight/a room, plane leaves, stay at, check-in desk, checklist, departure

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA

Govorenje i snalaženje u situacijama tijekom putovanja, razmjena informacija vezanih uz putovanja

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Poduzetništvo

A.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem Geografija Turizam

UDŽBENIK

Str. 52.

RADNA BILJEŽNICA

Str. 65.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON

• Monitor students and help if necessary. • At the end of the game, you may want to let students share some of their most interesting examples. • Discuss the meaning of the title with students and the things necessary “to survive” while travelling. ANSWER KEY Students’ answers.

MAIN PART SPEAKING Exercise 1 a), p. 52 • In pairs, students discuss what problems they can encounter while travelling. • Draw their attention to the categories in the exercise that can help them. • Have volunteers share their ideas. ANSWER KEY Students’ answers.

Exercise 1 b), p. 52 • In small groups, students discuss what they can do to prevent problems while travelling.

• Check homework as a class.

• Instruct students to make a list of useful tips they can use before travelling.

• Play a version of the Two Truths and a Lie game (see Games and Activities on pp. 394-398).

• Refer them to the checklists they have used at the beginning of the Unit (Resource Bank, Resource 40, pp. 406-412).

• Divide students into groups and assign each group five adverbs of frequency.

• Monitor students and help if necessary.

• Instruct students to think of three sentences using the assigned adverbs of frequency. Two sentences should be true and one a lie. • Students take turns in reading their sentences. The aim of the game is to try to guess which sentence is a lie.

184

• Remind students to pay attention to the position of the adverbs of frequency in the sentences.

• Discuss students’ ideas and have a class vote on the top tips they find most important. • You may want to write down their travelling tips on the board. ANSWER KEY Students’ answers.

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1

52

1

2

3

4

I can cope with various situations while travelling.

1B TRAVEL SURVIVAL KIT

local food

lack of language skills

different culture

different currency

forgetting to pack something

a) SPEAKING What problems can you encounter while travelling? Discuss in pairs. The categories below can help you.

STOP AND THINK!

Which tw used in theo tenses are dialogue to talk about fu tu events? re

b) What can you do to prevent these problems? Prepare a list of useful tips you can use before travelling. a) 3.3 LISTENING Amelia and her family are ready for their holiday. Listen to the dialogue, and answer the questions below. 1 When and where are they travelling? 2 What will Amelia and mum do before the journey? a) 3.3 Listen again. Circle the correct option. 1 Amelia and her parents have already / never been to the Bahamas. 2 The plane laves early / late in the morning. 3 They are staying for three weeks / a fortnight. 4 They have booked a bungalow / hotel. 5 They are leaving their business to their staff / relative. 6 They are renting out / renovating their flat while away. a) Here are some questions Amelia is likely to hear during her trip. Match the questions to the answers.

4 Can you please tell me where the nearest post office is?

3 Welcome to our hotel. How can I help you?

2 Excuse me. Is this seat free or taken?

I’m sorry, I don’t know. I’m not a local.

I’d like to check in, please.

At 1 p.m.

In that hotel over there.

Yeah, it’s really lovely.

It’s free; please have a seat.

5 The weather’s really nice, isn’t it?

1 When does the bus leave?

6 Where are you staying?

b) Work in pairs. Imagine you are on a holiday. Student A asks the questions, and Student B thinks of their own answers. Then change roles.

WAY OUT

KEEP CLEAR OF THE DOORS

2 Where can you find it?

OUT OF ORDER

MIND THE GAP

PLEASE DONATE Suggested donation £5

a) When Amelia visits the Bahamas, she is likely to see various notices. Look at some notices below, and answer the questions.

PLE ASE DO NOT FEED THE ANIMALS

1 What does each notice mean?

QUEUE THIS SIDE PLEASE

PLEASE STAND ON THE RIGHT

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b) Can you find similar notices in public spaces? Take photos, and bring them to the next lesson. Say where you found them, and translate them into English.

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5

6

1

You are going to a nice restaurant tonight with your family. What are you going to wear?

You are vegetarian, but a flight attendant asks you ‘Chicken or beef?’ What will you say?

8

2

It’s raining outside, and you are bored to death. Make some plans for the rest of the day. What are you going to do?

5

You see an older person carrying a heavy suitcase up the stairs. What will you do and say?

3

You’re playing beach volleyball. You hit the ball, and it hits an old lady in the face. What will you do?

9

You want to buy some souvenirs for people back home. What souvenirs are you going to buy?

You are on the plane. Your headphones stop working, and the person next to you is not using theirs. What will you say?

10

prediction based on what we know or guess

11

prediction based on what we can see or hear

You go to buy some fruit at the market, but you are short-changed. What will you say?

A Look at those clouds! It’s going to rain heavily soon!

plans when we have already decided what to do

You are at the beach, and suddenly you hear thunder and see dark clouds rolling in. What is going to happen?

You have really enjoyed the trip, but now it’s time to go home. What are you going to remember about this trip? Choose five things starting with these letters: B, H, F, S and T.

4

SPEAKING Here are a few more situations Amelia might find herself in during her trip. Imagine yourself in Amelia’s shoes, and think of your responses in the following situations. Work in pairs. Student A responds to situations with blue backgrounds and Student B with orange backgrounds. Use will or going to in your responses.

6

7

12

You want to contact your friends at home. What are you going to do? You are at a fancy restaurant. You are looking at the menu. What will you have?

Will vs going to

B I’ll take your suitcase.

Match sentences A–D to the rules.

C You’ll love the beaches!

decisions at the moment of speaking

Grammar summary → pp. 129-130

D I’m going to send him a postcard.

Let’s practise more! → WB, pp. 65-66

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53

WRITING Imagine you are going to travel with Amelia and her family to the Bahamas. Do some research online, and find information on your holiday destination. What are you going to visit? What are you going to take with you? What do you expect you will see, hear, taste and experience? Write a short report.

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START FINISH

UNIT 3

LISTENING Exercise 2 a), p. 52 • Students read the instructions to the exercise. Make sure they understand what is expected of them. 3.3.

• Play Track 3.3. • Check answers as a class.

Track 3.3 Amelia: It’s been a really busy year! Mum: Yeah, your father and I are exhausted. I’m sure you are, too. We really need a rest: good thing it’s time for our January break! Amelia: Have you finally decided where we are going: the Bahamas or the USA? Mum: Yes, we have. We’re finally going to the Bahamas! You’ve been asking to go there for years now. Amelia: Oh yes! Finally! Shelly was there last year, and she says it was like a paradise! I’m definitely going swimming with pigs on their Pig Beach! Mum: I booked our flight this morning; I managed to get us some pretty cheap tickets. Amelia: When is the flight? Mum: Next Friday. The plane leaves at 6 a. m., and the check-in desks open around 4 a. m., but we can check in online, so we don’t have to be there that early. Amelia: That’s OK: anything for the Bahamas! Where are we staying? Mum: We’ve booked a room in a four-star hotel. Here are some of the photos of the rooms. Amelia: Wow, this is really nice! We’re staying for three weeks, right? Mum: We wanted to stay for three weeks, yes, but it will have to be two instead. We can’t stay any longer: unfortunately, the business can’t run itself. We’re leaving on 7 January and we’re returning on the 21st. Amelia: That’s OK, I get it. But you shouldn’t be worried; Uncle Jay is experienced at running the business. Mum: Yeah, I suppose. Oh, I almost forgot to ask. We’re renting our flat out while we’re away. Can you post the ad online? Amelia: Sure, no problem. But first we need to do some preparation for the trip. Shelly says there’s an app for travelling that gives you various checklists, so you don’t forget anything before your departure. Do you want me to download it? Mum: Good idea! I’ll go to the bank and get some Bahamian dollars. We need some cash when we arrive there. Anything else we need to do? Amelia: Of course: I need to buy a new bathing suit! Mum: Yeah, me too. OK, let’s go to the company and see whether Dad needs any help, and then go shopping later this afternoon. Amelia: Agreed!

and she will download an app for travelling. Mum will go to the bank and get some Bahamian dollars. They will both go shopping to buy Amelia a new bathing suit.

Exercise 2 b), p. 52 • Instruct students to listen to the text again and circle the correct option. • In a higher-ability class, you may want to ask students to circle the correct option before listening to the track again. • Play Track 3.3 again. • Check answers as a class. • Explain any new vocabulary if necessary. Suggested vocabulary: book a hotel/a flight/a room, plane leaves, stay at, check-in desk, checklist, departure. ANSWER KEY 1 never, 2 early, 3 fortnight, 4 hotel, 5 relative, 6 renting

• At this point, you can GO DIGITAL and practise listening further. • Refer students to the STOP AND THINK! section. Students explain which two tenses are used in the text to talk about future events. • In a lower-ability class, you may want to write example sentences from the text on the board to help students identify the tenses. We’re renting our flat. I’ll go to the bank. ANSWER KEY Present continuous and will future.

Exercise 3 a), p. 52 • Have students read the questions Amelia is likely to hear during her trip and match the answers to the questions. • Check answers as a class.

ANSWER KEY 1 They are travelling on 7 January to the Bahamas. 2 Amelia will post the ad for renting their flat online

186

ANSWER KEY 2, 5, 6, 1, 3, 4

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Exercise 3 b), p. 52 • In pairs, students imagine they are on a holiday. Student A asks the questions and student B answers them. Then they change roles.

1B TRAVEL SURVIVAL KIT VOCABULARY

1

• Monitor students and help if necessary.

a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not need: write down what you think they would ask.

1

• Let volunteers act out the dialogues to the class.

4

ANSWER KEY

Exercise 1 a), p. 65 • Students look at the pictures and name the people. • In a lower-ability class, you may want to explain some of the vocabulary. Suggested vocabulary: postal service clerk, spa resort front-desk clerk. • Have them match the people to the questions they are likely to ask while on a trip. • There is one person they do not need. Instruct students to write down what they think they would ask. • Check answers and students’ ideas as a class. ANSWER KEY 2, 1, 3, 6, 4 / Students’ answers. / Suggested question: Shall I take your luggage?

Exercise 1 b), p. 65 • In small groups or pairs, students think about what each of these people can help them with and write a sentence about each job.

hotel receptionist

5

post-office clerk

Students’ answers.

WORKBOOK PRACTICE

2

flight attendant

hotel porter

3

6 spa-resort front-desk clerk

Good morning and welcome! What can I do for you?

Welcome! Would you like to book a treatment?

Could you please return to your seat?

Hello! Do you need to send a postcard?

Would you like to try today’s special?

________________________________________________

b) What can each of these people help you with? Say a sentence about each job. My...

2

waiter

I can ask a waiter for a glass of orange juice.

GRAMMAR! The future a) Circle the correct answer. 1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m.

_____

2 Amelia goes / is going on a trip with her family next Friday.

_____

3 Where do you go / are you going on holiday this summer?

_____

4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.

_____

5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?

_____

6 When does the guided tour start / is the guided tour starting?

_____

7 What time do we meet / are we meeting tomorrow?

_____

8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9.

_____

b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present continuous (PC)? Write PS or PC on the empty lines. c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows a timetable or schedule in red, and those that express arrangements for the future in blue.

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ENDING THE LESSON Exercise 4 a), p. 52 • Explain to students that when Amelia visits the Bahamas, she is likely to see various notices. • Let them look at the notices and answer the questions. • Check answers as a class. ANSWER KEY Students’ answers. / Suggested answers: Queue this side please

Red je na ovoj strani

bank, shop

• Refer students to the example sentence.

Please do not feed the animals

Molimo, ne hranite životinje

the zoo

• Give students enough time to complete the exercise.

Keep clear of the doors.

Odmaknite se od vrata

hotel, bank, shop

PLEASE DONATE: Suggested donation £5

Molimo, donirajte – minimalna donacija £5

the zoo

• Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

Please stand on the Molimo, stanite s right desne strane

bank, shop

Out of order

Izvan upotrebe

hotel, bank, shop

Way out

Izlaz

hotel, bank

Mind the gap

Pripazite na razmak the zoo

1B TRAVEL SURVIVAL KIT

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UNIT 3

• You may want to distribute the photocopiable notice templates (Resource Bank, Resource 43, pp. 406-412) to students and have them think of their own examples of notices. • Have a class exhibition of the notices students have created. Exercise 4 b), p. 52 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to find similar notices in public places in their hometown and take photos of them. • Students are going to present the notices during the next lesson. • You may want to limit the number of notices to a maximum of five.

Lesson 2 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Travel survival kit (2. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

GRAMATIKA

Glagolska vremena i oblici za izražavanje budućnosti: present continuous, going to future, will future

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Poduzetništvo

A.3.1.

HOMEWORK Student’s Book, Exercise 4 b), p. 52

Govorenje i pisanje o događajima u budućnosti

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem, izražavanje budućnosti Geografija Turizam, krajolik i znamenitosti Bahama

UDŽBENIK

Str. 53.

RADNA BILJEŽNICA

Str. 65. -66.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Organise a show-and-tell class presentation of the notices students have prepared for homework. • Instruct the other students to listen carefully and give feedback on how well the notices were presented and translated. Ask students to use the Hand Thermometer Technique. Ask them to explain their choices. Allow them to use Croatian when explaining. • Give your own feedback to each group. Focus on the translation of the notice into English as well as the students’ speech.

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MAIN PART SPEAKING Exercise 5, p. 53 • Explain to students that they are going to read about some more situations Amelia might find herself in during her trip. • In pairs, students first decide who Student A is and who Student B is. • Student A responds to the situations in blue and Student B to the situations in orange. Have students think about the answers. • Remind students to answer the questions using will or going to. • Monitor students and help them if necessary. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

My... GRAMMAR!

Will vs going to

• Refer students to the My... GRAMMAR! section. • In groups, students look at the sentences and match them to the rules. • Discuss answers as a class. • You may want to draw a table on the board and have students complete it with the correct rules for each tense. • In a lower-ability class, you may want to ask students to copy the table into their notebooks. WILL

GOING TO

decisions made at the moment of speaking

prediction based on what we can see or hear

prediction based on what we know is just a guess

plans when we have already decided what to do

ANSWER KEY C, A, D, B

• Tell students that they have a detailed explanation of the tenses and forms we use for expressing the future in the Grammar Summary on pages 129–130. • At this point, you can GO DIGITAL and practise the tenses and forms used for expressing the future further. WORKBOOK PRACTICE Exercise 2 a), p. 65 • Students read the sentences and circle the correct answers. • They check the answers in pairs before checking as a class. ANSWER KEY 1 leaves, 2 is going, 3 are you going, 4 starts, 5 are going, 6 does/start, 7 are we meeting, 8 opens

Exercise 2 b), p. 65 • Students think about the tenses used in each of the sentences in Exercise 2 a) and write PS for present simple or PC for present continuous. • Check answers as class. ANSWER KEY 1 PS, 2 PC, 3 PC, 4 PS, 5 PC, 6 PS, 7 PC, 8 PS

Exercise 2 c), p. 65 • Instruct students to read the sentences in Exercise 2 a) again and underline the verbs that express a future action that follows a timetable or schedule in red and those that express arrangements for the future in blue. • Check answers as class. ANSWER KEY red: 1 leaves, 4 starts, 6 does start, 8 opens; blue: 2 is going, 3 are you going, 5 are going, 7 are we meeting

1B TRAVEL SURVIVAL KIT

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1

• You may want to play Pictionary (see Games and Activities on pp. 394-398) to get the expressions from the notices students have presented.

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UNIT 3

ANSWER KEY

1B TRAVEL SURVIVAL KIT

1 are leaving, 2 are going, 3 does leave, 4 takes off, 5 arrives, 6 begins

VOCABULARY

1

a) Match the people to the questions they are likely to ask you on a trip. There is one person you do not need: write down what you think they would ask.

1

4

2

flight attendant

5

post-office clerk

hotel receptionist

hotel porter

3

2

waiter

• Both Exercise 5 a) and b) can be used for formative assessment to check how well students use and understand the difference in using present simple, present continuous, will future and going to future for expressing the future.

6 spa-resort front-desk clerk

Good morning and welcome! What can I do for you?

Welcome! Would you like to book a treatment?

Could you please return to your seat?

Hello! Do you need to send a postcard?

Would you like to try today’s special?

________________________________________________

b) What can each of these people help you with? Say a sentence about each job. My...

Exercise 5 b), p. 66 • Students complete the sentences with the correct form of be going to or will and the verb in brackets.

I can ask a waiter for a glass of orange juice.

GRAMMAR! The future a) Circle the correct answer. 1 Have you checked the timetable? Our bus leaves / is leaving at 10 a.m.

_____

2 Amelia goes / is going on a trip with her family next Friday.

_____

3 Where do you go / are you going on holiday this summer?

_____

4 Amelia, are you coming to our monthly staff meeting? It starts / is starting at 10.

_____

5 We go / are going to the Junkanoo carnival this afternoon. Would you like to come with us?

_____

6 When does the guided tour start / is the guided tour starting?

_____

7 What time do we meet / are we meeting tomorrow?

_____

8 Well, how about 8:30? The Heritage Museum of the Bahamas opens / is opening at 9.

_____

• Collect students’ work and correct it. You can either underline the mistakes or correct the answers.

b) Which tense is used in each of the sentences in Exercise 2 a): present simple (PS) or present continuous (PC)? Write PS or PC on the empty lines.

• Discuss answers as a class.

c) Read the sentences in Exercise 2 a) again. Underline the verbs that express a future action that follows a timetable or schedule in red, and those that express arrangements for the future in blue.

• You may want to let students act out the dialogues in front of the class.

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Exercise 3 a), p. 66 • Let students read the sentences and circle the correct answer. • Check answers as a class.

ANSWER KEY 1 ‘ll be, 2 aren’t going to make, 3 are going to close, 4 ‘ll take, 5 are you going to write, 6 ‘ll do

ANSWER KEY

3

1 is going to rain, 2 will open, 3 is going to set, 4 won’t be

a) Circle the correct answer. 1 There are lots of rainclouds in the sky. It ________________________. a) will rain a) will open

Exercise 3 b), p. 66 • Instruct students to go back to the sentences in Exercise 3 a) and think about how they have chosen the correct answer. • Students write E for prediction based on evidence or GP for a general prediction based on what we guess. • Discuss answers as class.

_______

b) will set

4 I’ve just broken Mumʼs favourite vase. She ________________________ very happy about that. a) isn’t going to be

_______

b) are going to open

3 The sun ________________________ in the evening. a) is going to set

_______

b) is going to rain

2 I think they ________________________ a new shop at the end of the street.

_______

b) won’t be

b) How did you choose the correct answer? Was it a prediction based on evidence (E), or a general prediction, based on what we guess (GP)? Write E or GP on the empty lines.

4 2

a) Circle the correct answer. 1 It’s almost August; our holidays are getting closer. We will visit / are going to visit Spain soon! 2 Oh, you’ve bought a lot of things! Don’t worry, I am going to help / will help you carry the bags. 3 They won’t paint / aren’t going to paint the bathroom white, because I want it to be blue. 4 I can’t decide what to order... I think I will have / am going to have a big burger. Thank you! b) Read the sentences again. Underline those that express spontaneous decisions in red, and those that express decisions made in advance in blue.

5

a) Complete these sentences with present simple or present continuous of the verbs in the brackets. Dad: We (1) ________________________ (leave) for the Bahamas in a couple of days. Are you excited? Amelia: Yes, I can’t believe we (2) ______________ finally ________________________ (go) there! I’ve always wanted to go swimming with pigs on the Pig Beach, and now I’ll get to try it out! Dad: Iʼve forgotten, when (3) __________ our plane ________________________ (leave)?

ANSWER KEY

Amelia: Mum says it (4) ________________________ (take off) from Montego Bay at 6 a.m. and (5) ________________________ (arrive) in Nassau at 12:30 p.m. Check-in always (6) ________________________ (begin) at least two hours before the flight, but she said we can do it online the evening before the flight to

1 E, 2 GP, 3 E, 4 GP

avoid long queues. Dad: Good thinking! b) Complete these sentences with the correct form of be going to or will and the verb in brackets.

Exercise 5 a), p. 66 • Let students read the sentences first to get the general idea. • Have them complete the sentences with the present simple or the present continuous of the verbs in the brackets.

Mum: Hurry up, Amelia! Itʼs already 5 p.m. We (1) ________________________ (be) late; the bus leaves in ten minutes. Amelia: Ooh, and I still have to dry my hair... We (2) ________________________ (not/make) it! Mum: Well, if you had washed your hair this morning, as I told you to... All the shops (3) ___________________ (close) before we leave the house. Dad: Oh, you two... I’m going back to the agency in a bit; I (4) ________________________ (take) you to the city centre on my way there. But please hurry up! Amelia: Thanks, Dad, you’re a lifesaver! I can’t wait to go shopping; I need a new bathing suit for our trip! Mum: I know I’ve already asked you this, but (5) _________ you ________________________ (write) the listing for our apartment when we return from the city? Amelia: Of course: I (6) ________________________ (do) that after dinner.

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ENDING THE LESSON • Distribute the photocopiable 3-2-1 Exit tickets to students (Resource Bank, Resource 44, pp. 406-412). Their answers can relate to the usage of tenses and forms for expressing the future or something else they have learned in the lesson or would like to know more about. • Allow enough time for students to complete the task. Collect the exit tickets. • If time allows it, check them quickly and share some interesting answers or, alternatively, do so at the beginning of the following lesson. WRITING Exercise 6, p. 53 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to do some research online and find information on their holiday destination in the Bahamas. • Students are going to write a short report about the places they are going to visit, the things they are going to take with them and the things they expect to see, hear, taste and experience. • They are going to present their reports during the next lesson. HOMEWORK B p. 66, Exercises 4 a) and b) W Student’s Book, p. 53, Exercise 6

1B TRAVEL SURVIVAL KIT

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UNIT 3

Lesson 2

2A TRAVELLING MINDFULLY Lesson 1 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Travelling mindfully (1. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

VOKABULAR

mindfully, sustainable, flood, introduce rules and fines, careless, local authorities, peak time, carbon footprint, straws, heaps of rubbish, turn a blind eye

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA

Govorenje o održivom turizmu

TRICKS OF THE TRADE The expression travelling mindfully is used to describe an approach to travel that is more aware of the impact our travels and our decisions have on the environment and on local communities. It is also called responsible travel, sustainable tourism and ecotourism. A responsible tourist is a tourist who tries to minimize their impact on the environment and the community. MAIN PART SPEAKING Exercise 1 a), p. 54 • In pairs, students answer the questions. • Discuss students’ answers as a class.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2., C.3.3.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Održivi razvoj

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., C.3.1., C.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem Geografija Održivi turizam Biologija Održivi razvoj

UDŽBENIK

Str. 54. -55.

RADNA BILJEŽNICA

Str. 67.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Students present their reports on holiday destinations in the Bahamas. • Play Hangman with students (see Games and Activities on pp. 394-398) to get the title of the lesson. • Discuss the meaning of the title with students and brainstorm students’ ideas on who a responsible tourist is. ANSWER KEY Students’ answers.

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ANSWER KEY Students’ answers.

Exercise 1 b), p. 54 • Let students think about the questions. • Write a simple T-table on the board and have students copy it in their notebooks. pros

cons

• Instruct them to think about the possible pros and cons of their choices and the impact they have on people, places and the environment when they travel. • Give students some time. • Let volunteers share their lists of pros and cons with the class. ANSWER KEY Students’ answers.

LISTENING Exercise 2, p. 54 • Draw students’ attention to the definition of the adjective sustainable.

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2A TRAVELLING MINDFULLY 4 try eating local food, or visit global food chains? 5 take away memories or loads of souvenirs? 6 research the local community before your trip, or wait to be surprised?

I can talk about what it takes to be a responsible tourist. a) SPEAKING When going on holidays, would you rather... 1 fly and drive everywhere, or use public transport? 2 stay in a big hotel or an eco-lodge? 3 visit popular destinations, or explore less crowded places?

sustainable (adj) /səˈsteɪnəbəl/ 1 able to continue for a long period of time at the same level 2 using methods that do not harm the environment

b) How can your choices impact people, places and the environment when you travel? Discuss the possible pros and cons.

check your answers.

3.4 LISTENING Discuss the questions in groups. Then listen, and

1 Why is tourism important? What are some of its good and bad points? 2 Look at the definition of the adjective sustainable. What is sustainable tourism? a) READING Read the text. Write an appropriate heading for each paragraph.

BE THE DIFFERENCE! 1 Overtourism has become a big problem in many countries. Thousands of travellers are flooding popular destinations, causing damage to cities and sites, and creating unpleasant experiences for both the locals and other tourists. Some countries have had to close certain destinations to give them time to recover. Others are trying to deal with overtourism by introducing rules and fines for careless tourists. For example, you can’t walk around shirtless or in swimwear, or drink in the streets, in some places. You can enjoy your ice cream in a park or a quiet street, but eating in front of historic monuments isn’t allowed. In Greece, you mustn’t wear high heels, to avoid damaging the sites. Not that you would want to climb the Acropolis or visit the Parthenon in high heels anyway, would you? And if you think jumping into fountains to cool off is allowed, you’re in for a surprise; if you do so, you’ll have to pay a fine. ‘People have to take the rules seriously,’ say the local authorities. So keep in mind that you must take action yourself, and not just wait for others to deal with the problem. Do you really have to visit a famous destination at a peak time? Why not explore some less crowded, but equally beautiful, places instead? 1 How has overtourism affected some countries? 2 What can you do to make a difference to overcrowded places and the people there?

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2 When at home, most people turn off the tap when showering or brushing their teeth, and they switch off the lights when leaving a room. But some travellers seem to forget these simple things when they’re on holiday. It doesn’t take much to protect the environment and wildlife while travelling. You should start by thinking of ways to reduce your carbon footprint even before arriving at your destination. Flying may be the fastest option, but it’s also the least eco-friendly one. How about taking a train or a bus instead? And when you arrive at your destination, you should choose local public transport. Why not rent a bike? Saving energy comes in many forms! You don’t have to keep air-conditioning and lights on at all times, either. Think about plastic pollution, too, and how it harms nature and animals. You shouldn’t use plastic bottles, bags or straws and add to the heaps of rubbish in some tourist places. Tourism harms wildlife in other ways as well, and many countries take steps to protect it. You mustn’t hunt or hurt endangered species. And you shouldn’t buy souvenirs and products made from plants and animals. Remember that you mustn’t turn a blind eye to these problems. Instead, you should educate yourself and others on how to travel responsibly, and take good care of our planet. 3 How does tourism harm the environment and wildlife? 4 What actions can you take to promote responsible tourism?

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4

5

b) Read the texts again. Answer the questions after each paragraph.

Modal verbs Look, think and discuss.

PROJECT TIP!

While researching your destination, think of some aspects of sustainable tourism that you should pay attention to. Are there any laws and rules you should know about? Make a list of all the things you should consider before travelling.

1 Read the examples below, and complete the information about the verbs. Circle the correct option.

What do th verbs 'sh e modal ld' and 'shouldn't'ou express?

STOP AND THINK!

a) We use can to express permission /obligation. You can enjoy your ice cream in a park or a quiet street, but eating in front of historic monuments isn’t allowed.

b) We use must and have to to express obligation / prohibition. You must take action yourself! People have to take the rules seriously.

c) Modal verbs must not (mustn’t) and cannot (can’t) express obligation / prohibition. You mustn’t hunt or hurt endangered species. You can’t walk around shirtless or in swimwear in some places.

d) We use don’t have to to express lack of possibility / obligation. You don’t have to keep air-conditioning and lights on at all times, either.

Grammar summary → pp. 130-131

2 Both must and have to express obligation, but we use them differently. What is the difference?

Let’s practise more! → WB, pp. 67-69

photos

other relevant information

local communities and businesses

There are many other (both written and unwritten) rules that will ensure you don’t get into trouble when travelling. Find some examples online.

a) 3.5 LISTENING Listen to the final part of the text. Put the categories in the correct order (1–3). There are two categories you do not need.

public transport

f ood and drinks dress code

language

b) 3.5 Listen again. Take short notes for each of the categories. Then use your notes and modal verbs to talk about them.

energy and ecology

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You’ve decided to work in tourism. You’re opening a family-run boutique hotel or becoming tour operators. Choose one, and prepare a welcome letter with instructions for your clients.

Down to work!

people and social interactions

No picnic

food

accommodation

WRITING Choose a task. For each, think about the topics below. transport

Easy-peasy

Choose a popular tourist destination in Croatia. Design a tourist brochure or website to promote responsible tourism there.

the natural world

You’re entering a competition to win a free eco-holiday. Why are you the perfect candidate? Write a letter of application, and describe your holiday plans.

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UNIT 3

• If necessary, explain the meaning and translate the adjective into Croatian. • Distribute the photocopiable K-W-L charts (Resource Bank, Resource 45, pp. 406-412) to students and have them complete the first two columns. • Students then discuss the questions in the exercise in groups. 3.4.

• Play Track 3.4. • Students listen and check their answers.

• Check answers as a class. Track 3.4 Today, travelling has become easier than ever before; we can travel farther and more often, while spending less money. Because of this, tourism has become one of the most important industries in the world. It brings money to countries and local communities, and creates lots of different types of jobs. It also helps preserve culture and art, so that people from all over the world can admire them. However, it also has some bad points. Mass tourism has become a real threat to nature and wildlife, and it is a big source of pollution. Overcrowding also damages historic sites, and local residents may face a poorer quality of life because of tourism. That’s why sustainable tourism has become important. It makes sure that both the travel industry and the travellers make efforts to protect the environment and wildlife, reduce pollution, and respect local people and businesses. After all, these wonderful destinations aren’t here just for us to enjoy them; we must preserve them for future generations, too!

ANSWER KEY 1 Tourism is important because it brings money to countries and local communities and creates lots of different types of jobs. The upside of tourism is that it helps preserve culture and art, so that people from all over the world can admire them. The downsides of tourism include the threat to nature and wildlife and being a big source of pollution. Also, overcrowding can damage historic sites and local residents may face a poorer quality of life. 2 Sustainable tourism is a type of tourism that makes sure that both the travel industry and travellers make efforts to protect the environment and wildlife, reduce pollution and respect local people and businesses.

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READING Exercise 3 a), p. 54 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Students read the text and think of an appropriate heading for each paragraph. • Check students’ ideas as a class. • Explain any new vocabulary. Suggested vocabulary: flood, introduce rules and fines, careless, local authorities, peak time, carbon footprint, straws, heaps of rubbish, turn a blind eye. ANSWER KEY Suggested headings: 1 Overtourism, 2 Responsible tourism

TRICKS OF THE TRADE A carbon footprint is the total amount of greenhouse gases, including carbon dioxide and methane, that are generated by our actions. Exercise 3 b), p. 55 • Have students read the texts again and answer the questions after each paragraph. • You may want to remind students to underline the parts of the text that provide the necessary information. • Check answers as a class. ANSWER KEY 1 Paragraph 1: Overtourism has caused damage to cities and sites and created unpleasant experiences for the locals and other tourists. It has forced some countries to close some destinations and to introduce rules and fines for careless tourists. Paragraph 2: You can follow the rules by, for example, not walking without a shirt or in swimwear, not eating in front of historic monuments, not wearing high heels and not jumping into fountains. You can visit famous destinations at an off-peak time and explore some less crowded places. 2 Paragraph 1: Tourists leave their carbon footprints everywhere they go; they use too much water, electricity and energy and also non eco-friendly means of transportation. They pollute the places they visit. Some tourists hunt or hurt endangered animals and

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buy souvenirs and products made from plants and animals. Paragraph 2: You can save water, electricity and energy by turning off the tap and switching off the lights and air-conditioning. You can take a train or a bus instead of a plane and use local public transport. You mustn’t hunt or hurt endangered animals. You shouldn’t use plastic bottles, bags or straws and buy souvenirs and products made from plants and animals.

VOCABULARY

1

a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the text at this point.

WINTER IS COMING – OR _____________________________? Dubrovnik has always been a popular tourist location. But today it is becoming a victim of (1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik has starred as King’s Landing in the TV series Game of Thrones, making it a must-see (2) ______________________ (the place where someone or something is going) for its fans. But they’re not the only ones responsible for the (3) ________________________ (too many people in the same place). Although (4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik every day. This often creates an unpleasant experience for both tourists and (6) _____________________________ (someone who lives in a place, not a visitor). It also causes (7) _____________________________ (harm) to the Old Town. Other than tourists, cheap

• Divide students into groups and instruct them to think about what else they can do to make a difference in overcrowded places and for the people living there and what other actions they can take to promote responsible tourism. • You may want to assign each group one paragraph and the question connected to it. • Give students enough time to discuss the questions. • If available, let students go online and research the topics or assign it as optional homework. • Discuss students’ ideas as a class. • At this point, you can GO DIGITAL and practise reading aloud.

PROJECT TIP! • Discuss the Project tip! section with students. While researching their destination, remind students to think of some aspects of sustainable tourism that they should pay attention to. Instruct them to find out if there are any laws or rules they should know about and have them make a list of all the things they should consider before travelling. WORKBOOK PRACTICE

(8) _____________________________ (something that you buy during a holiday) stands, and fast-food and other restaurants, have also taken over the old city centre recently. Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In 2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local (10) _____________________________ (official legal institutions) have started limiting the number of tourists. They are also considering introducing (11) _____________________________ (money that you have to pay if you break the law) for various tourist offences. But individuals must also take part in these efforts. One way to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months. That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer. b) Read the article again, paying attention to the clues in brackets. Complete the text with the words below. There are two words you do not need. accommodation

destination

souvenir My...

2

sustainable

overcrowding overtourism

overpopulation damage

fines

locals

peak

flood

authorities

rules

GRAMMAR! Modal verbs Complete the sentences with appropriate modal verbs. Explain your choices. a) don’t have to / have to 1 We’ve got enough time before the flight, so you ______________________________ hurry. 2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight. b) should / have to 1 I ______________________________ use glass bottles. They’re less harmful for the environment. 2 I ______________________________ recycle my rubbish. The law is very clear about that.

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ENDING THE LESSON • Refer students to the K-W-L charts you have distributed earlier in the lesson (Resource Bank, Resource 45, pp. 406-412). • Let them complete the last column of the charts by writing the things they have learned about sustainable tourism during the lesson. • Discuss students’ answers as a class. HOMEWORK WB p. 67, Exercise 1 b)

Exercise 1 a), p. 67 • Students read the article and complete its title with one or two words. • Check students’ ideas as a class. ANSWER KEY Suggested answer: not; is it; tourists

2A TRAVELLING MINDFULLY

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UNIT 3

Lesson 2 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Travelling mindfully (2. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

GRAMATIKA

Modalni glagoli: can, must, have to, mustn’t, cannot, don’t have to, should, shouldn’t

ANSWER KEY Negative impact: overtourism, overcrowding, fines, flood, careless tourists, carbon footprint, plastic bottles, high-heels, peak time, threat to nature. Positive impact: responsible tourists, sustainable, public transport, eco-lodge, local food, turn off, preserve culture, bring money, reduce pollution, protect wildlife.

MAIN PART

Izražavanje dozvola, zabrana, obveza i mogućnosti

• Ask students if they remember some of the rules certain countries have introduced in trying to deal with overtourism.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., C.3.2., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

• As students say them, write them on the board. Suggested examples:

Održivi razvoj

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., C.3.1., C.3.2.

Poduzetništvo

A.3.1., A.3.2., B.3.1., B.3.3., C.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem Geografija Održivi turizam Biologija Održivi razvoj

UDŽBENIK

Str. 55.

RADNA BILJEŽNICA

Str. 67. -69.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME

STARTING THE LESSON • If you have assigned additional research to find out what else students can do to make a difference in overcrowded places and for the people living there and what other actions they can take to promote responsible tourism, have them report what they have found out. • Distribute the photocopiable Travelling mindfully word cloud templates to students. (Resource Bank, Resource 46, pp. 406-412). • Instruct students to circle all the words and expressions connected with the negative impact of tourism red and all the words and expressions relating to its positive impact green.

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• Discuss their choices as a class.

You can’t walk around shirtless or in swimwear. You mustn’t wear high heels. If you jump into a fountain, you’ll have to pay a fine. • Elicit the verbs we use to express prohibition and obligation. • Since students have learned about modal verbs in the previous school year, they should recall the verbs easily. • Remind students that these verbs are called modal verbs. ANSWER KEY can’t, mustn’t, have to

My... GRAMMAR!

Modal verbs

• Refer students to the My... GRAMMAR! section. • In groups, students read the sentences and complete the information about the verbs by circling the correct option. • Check and discuss the answers as a class. ANSWER KEY We use can to express permission. We use must and have to to express obligation. The modal verbs must

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• Discuss the difference between the verbs must and have to with students. • If necessary, explain the difference in Croatian. • You may want to give students some examples of the difference between the verbs must and have to. Suggested examples: I must study for the history test. (I think it is necessary.) We have to complete the essay by Friday. (The teacher has given us the obligation.) I must buy flowers for my grandmother. (It’s her birthday and I have decided to do that.) I have to buy flowers for my grandmother. (It’s not my decision – my mother/father has asked me to do it.) ANSWER KEY We use must to talk about obligation when it is the speaker’s opinion. We use have to to talk about something that needs to be done because it is a rule or because of circumstances.

• Refer students to the STOP AND THINK! section. Students explain what the modal verbs should and should not (shouldn’t) express. • Tell students that they have a detailed explanation of modal verbs in the Grammar Summary on pages 130 and 131 of their Student’s Books.

LISTENING Exercise 4 a), p. 55 • Students read the instructions to the exercise. Make sure they understand what they need to do. 3.5.

• Play Track 3.5.

• Students listen and put the categories in the correct order. • Check answers as a class. Track 3.5 When you arrive at your destination, you will meet a lot of local people. You should learn something about their culture and their way of life to avoid offending or accidentally insulting them. Even everyday things, such as eating, can cause misunderstandings. For example, burping in most western countries is considered bad manners. In China and some others, you actually let your host know that you’ve enjoyed the meal when you burp. In some places, there are even laws telling you what you can and can’t eat or drink. In Singapore, for instance, chewing gum is not allowed, while in some Asian countries drinking alcohol is prohibited. To avoid misunderstandings, you can learn a few words and phrases of the local language to help you communicate more easily with the people. In this way, you also show them you’re interested in their culture and language. Dress code is another thing to consider. Lots of countries and public places have rules telling you what you can or cannot wear. You should pay special attention to them in some Middle Eastern countries. According to their authorities, your arms, legs and head all have to be covered up. If you ignore this rule, you will have to pay a fine, or even go back to your country! But you don’t have to travel to another continent to come across rules that are different from the ones back home. For example, you can’t go into Harrods, London’s famous department store, wearing ripped jeans, flip flops or messy clothes. All in all, if you want your stay abroad to be comfortable, you should get to know the rules and traditions of the places you’re visiting.

• At this point, you can GO DIGITAL and practise modal verbs further. ANSWER KEY We use should and shouldn’t for giving advice or a recommendation and for stating an obligation that’s less strong than with must.

2

not (mustn’t) and cannot (can’t) express prohibition. We use don’t have to to express a lack of obligation.

ANSWER KEY 2, 1, –, 3, –

Exercise 4 b), p. 55 • Instruct students to copy the categories mentioned in the recording in their notebooks. • Students listen to the recording and take short notes for each of the categories. • Play Track 3.5 again.

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UNIT 3

2

• Monitor students and help if necessary.

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• In pairs, students use their notes and modal verbs to talk about the categories with their partners.

VOCABULARY

1

a) Read the article, and complete the title with one or two words. Do not worry about the gaps in the text at this point.

WINTER IS COMING – OR _____________________________?

• Have volunteers give a talk about some rules connected to food and drinks, language and dress code.

Dubrovnik has always been a popular tourist location. But today it is becoming a victim of (1) ___________________________ (a situation where the number of tourists is causing problems). Dubrovnik has starred as King’s Landing in the TV series Game of Thrones, making it a must-see (2) ______________________ (the place where someone or something is going) for its fans. But they’re not the only ones responsible for the (3) ________________________ (too many people in the same place). Although (4) ________________________ (somewhere to stay) is not very cheap, cruise ships contribute to the growing number of tourists who (5) _____________________________ (come in large numbers) the streets of Dubrovnik every day. This often creates an unpleasant experience for both tourists and (6) _____________________________ (someone who lives in a place, not a visitor). It also causes

CURIOUS ME!

(7) _____________________________ (harm) to the Old Town. Other than tourists, cheap (8) _____________________________ (something that you buy during a holiday) stands, and fast-food and other restaurants, have also taken over the old city centre recently.

If available and if there is enough time, have students research some examples of laws and rules (written and unwritten) that will help them not get into trouble when travelling. Have them report what they have found out. This task can also be assigned for homework.

Both the locals and the experts agree that action must be taken. (9) _____________________________ (capable of continuing for a long time) tourism practices must be introduced to save the city from overtourism. In 2016, UNESCO warned that the city could lose its World Heritage Status. Because of that, the local (10) _____________________________ (official legal institutions) have started limiting the number of tourists. They are also considering introducing (11) _____________________________ (money that you have to pay if you break the law) for various tourist offences. But individuals must also take part in these efforts. One way to do so is to plan your trip outside the (12) _____________________________ (most intense) summer months. That way, you’ll help preserve this beautiful city, and you’ll be able to fully enjoy everything it has to offer. b) Read the article again, paying attention to the clues in brackets. Complete the text with the words below. There are two words you do not need. accommodation

My...

TRICKS OF THE TRADE The Sri Lanka Buddha tattoo ban: A number of tourists have been banned from entering Sri Lanka as they had visible Buddha tattoos on their body, which is considered an offense in the country. Also, taking selfies or posing standing in front of a Buddha statue in Sri Lanka is not allowed. Feeding pigeons is not allowed in Venice: The feeding of pigeons got banned because the pigeons were causing damage to the city’s marble statues and other structures by pecking. The improper language law in the US: You’ll have to pay a fine if you are heard using curse/bad/swear words in Virginia Beach in Virginia, the USA. WORKBOOK PRACTICE Exercise 2, pp. 67–68 • There are six parts of the exercise, and students should complete the sentences with the appropriate modal verbs in all of them. • Let students read the instructions and make sure they understand what they need to do. • In pairs, students swap their notebooks and correct the mistakes, if there are any. Check answers as a class. ANSWER KEY

destination

souvenir

2

sustainable

overcrowding overtourism

overpopulation damage

fines

locals

peak

flood

authorities

rules

GRAMMAR! Modal verbs Complete the sentences with appropriate modal verbs. Explain your choices. a) don’t have to / have to 1 We’ve got enough time before the flight, so you ______________________________ hurry. 2 You ______________________________ bring your passport. Otherwise they won’t let you board the flight. b) should / have to 1 I ______________________________ use glass bottles. They’re less harmful for the environment. 2 I ______________________________ recycle my rubbish. The law is very clear about that.

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Exercise 3, p. 68 • Students complete the sentences with can, can’t, should and shouldn’t. • Check answers as a class. ANSWER KEY 1 can, 2 can’t, 3 should, 4 shouldn’t, 5 can’t, 6 can, 7 shouldn’t, 8 should

Exercise 4, p. 68 • Have students scan the text first. • Instruct them to complete the text with the correct form of the verbs must, mustn’t, have to and not have to. • Check and discuss answers as a class. ANSWER KEY 1 doesn’t have to, 2 has to, 3 have to, 4 don’t have to, 5 mustn’t, 6 don’t have to, 7 have to, 8 must, 9 have to, 10 mustn’t

a) 1 don’t have to, 2 have to; b) 1 should, 2 have to; c) 1 mustn’t, 2 shouldn’t; d) 1 have to, 2 can; e) 1 must, 2 have to; f) 1 mustn’t, 2 don’t have to

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1 We _____________________________ take photos in the museum. There’s a fine for that.

2

mustn’t bathe in the fountain. 8 You have to eat more fruit and vegetables. The doctor told you so.

c) shouldn’t / mustn’t 2 We _____________________________ take photos of people before asking them for permission. It’s rude. d) have to / can 1 You _____________________________ keep on the designated path. There are endangered plants in this park.

5

2 There is a designated area where you _____________________________ put up your tent.

a) READING Skim the article. Match the places to the pictures. There is one picture you do not need. 1 Italy

e) must / have to

2 Georgia, USA

3 New Zealand

1 I _____________________________ use my car less and cycle more. It’s good for the environment. 2 Tourist buses aren’t allowed in the city centre, so I’ll _____________________________ rent a bike. f) don’t have to / mustn’t 1 You _____________________________ pick rare mountain flowers. 2 You _____________________________ throw away glass jars; you can reuse them.

UNUSUAL LAWS AND REGULATIONS

3

Complete the sentences with can, can’t, should, or shouldn’t.

Today, you (1) can / have to / mustn’t cross borders more easily than ever before. This means that you

1 I _____________________________ only stay out until 10 p.m. My parents don’t allow me out a minute longer

(2) should / must / can also meet different cultures – and their written and unwritten rules! Once you have chosen your destination, you (3) have to / mustn’t / should read about the dos and don’ts there. Otherwise,

than that.

there’s a possibility you (4) will have to / must / don’t have to pay a fine, or even worse – end up behind bars.

2 I’m sorry, but I _____________________________ come to the cinema tonight. I’ve got lot of homework to do.

4

3 I _____________________________ study more if I want to pass my test.

Many of these rules involve animals.

4 You _____________________________ spend so much time indoors. It isn’t good for your health.

As the number of pet-friendly places is increasing, you (5) can’t / can / don’t have to take your dog to lots of

5 You got your new phone a couple of months ago; you ____________________________ have a new one!

destinations. But be careful! In some Italian cities, you (6) should / must / have to walk your dog at least three

6 You _____________________________ play when you finish your chores.

times a day. There’s a fine waiting for you if you don’t. And if you think you (7) don’t have to / mustn’t / can’t

7 Just look at those clouds! We _____________________________ go to the beach now.

clean up after your pet, think again! Lots of countries have fines for this smelly offence. Barking is punishable,

8 They _____________________________ start saving money if they want to buy a new car.

too. In the US state of Oregon, dogs (8) don’t have to / shouldn’t / mustn’t bark for more than ten minutes. If you have ever wondered why the chicken crossed the road, you definitely won’t find the answer in Quitman, in the US state of Georgia. Chickens (9) mustn’t / can’t / can cross the road there, so, if you happen to bring your

Complete the text with the correct form of the verbs must, mustn’t, have to or not have to.

pet chicken, you (10) don’t have to / can / have to keep it on a leash at all times! And if you prefer roosters as

My family is pretty easy-going, and we get on well. However, there are some rules

pets, remember: you (11) can’t / mustn’t / must take them with you in a hot-air balloon in New Zealand. The

when it comes to housework and our tour company. My baby sister is three, so she

rules say that your feathery pet (12) has to / can / doesn’t have to stay on the ground and patiently wait for you

(1) _____________________________ do much, of course. But she

to return.

(2) _____________________________ put her toys away after playing. My parents are very strict about that. I (3) _____________________________ help with some

b) Read the article again. Circle the correct answer.

chores: I clean around the kitchen and help my mum prepare meals. I

6

(4) _____________________________ work in our garden; that’s my father’s job. He’s crazy about his garden. He tells us we (5) _____________________________ touch

Translate these sentences into English. 1 Moram pospremiti svoju sobu. Stvarno je neuredna.

anything when he’s not around – or there will be trouble! I help as much as I can in our

____________________________________________________________________________________________________

company, too. I (6) _____________________________ be there every day; school comes first, of course. But I

2 Ne bismo se trebali koristiti plastičnim vrećicama.

(7) _____________________________ help my parents from time to time. They’re not that computer savvy.

____________________________________________________________________________________________________

And it’s a good opportunity for me to earn some pocket money. As for school, that’s where my real

3 Ne smijemo hraniti životinje u zoološkom vrtu. Zabranjeno je.

responsibility lies. I’m a good student, but I believe I can do even better. That’s why I

____________________________________________________________________________________________________

(8) _____________________________ start studying more. It’s difficult to keep up sometimes. We get lots

4 Trebala bih više odvajati otpad. Bolje je za okoliš.

of homework, and our teachers are strict, so I (9) _____________________________ hand everything in on time. We (10) _____________________________ be late or copy other students’ homework, or our parents get notified.

____________________________________________________________________________________________________ 5 Ne moraš platiti kartu. Ulaz je besplatan. ____________________________________________________________________________________________________

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6 Možeš ponijeti fotoaparat sa sobom. ____________________________________________________________________________________________________

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Exercise 6, p. 69 • Let students read the sentences in Croatian. • Students translate the sentences using modal verbs. • Remind them to refer to the My... GRAMMAR! section in their Student’s Books on page 55 if they are not sure which modal verb to use. • You may want to advise students to choose the correct modal verb for each sentence first and then translate the whole sentence. • You may want to use this exercise as formative assessment to check how well students understand the use of modal verbs. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Check answers as a class. ANSWER KEY Suggested answers: 1 I must tidy up my room. It’s really messy. 2 We shouldn’t use plastic bags. 3 We mustn’t feed animals at the zoo. It is forbidden. 4 I should recycle more. It’s better for the environment. 5 You don’t have to pay for the ticket. Entrance is free. 6 You can take your camera with you. 7 You

7 Ne smiješ se kupati u fontanama. ____________________________________________________________________________________________________ 8 Moraš jesti više voća i povrća. Doktor ti je to rekao. ____________________________________________________________________________________________________

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ENDING THE LESSON WRITING Exercise 5, p. 55 • Go through the tasks with students and instruct them to choose one. • Instruct students to think about the suggested topics in the exercise before they start writing. • Distribute the photocopiable brochure (Resource Bank, Resource 47, pp. 406-412) or website templates (Resource Bank, Resource 48, pp. 406-412) to the students who have chosen to do the No picnic task. • Allow enough time for students to finish the task. Monitor and help if necessary. • Have students present their work. ANSWER KEY Students’ answers.

HOMEWORK WB p. 69, Exercises 5 a) and b) 2A TRAVELLING MINDFULLY

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2B HOLIDAY HEAVEN – OR HELL? Lesson 1 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Holiday heaven – or hell? (1. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, pisanje

VOKABULAR

Vezan uz putovanja i smještaj: amenity, wall socket, cutlery, bed linen, travel adapter, overbooked flight, airport lounge, cabin, upgrade, checkin, legroom, domestic flight, flight attendant

KOMUNIKACIJSKOJEZIČNA KOMPETENCIJA

Govorenje o iskustvima na putovanjima

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.3., C.3.2.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje s razumijevanjem Geografija Turizam

UDŽBENIK

Str. 56. -57.

RADNA BILJEŽNICA

Str. 70. -71.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • If you have assigned the Curious me! section for homework, have students share some examples of laws and rules that could help them to not get into trouble when travelling. • You may want to play the Call my bluff game (see Games and Activities on pp. 394-398) with students. Read some travel laws and rules to students and have them guess if they are true or false. • Suggested rules: 1 Some Caribbean countries have put a ban on wearing camouflage clothes. –TRUE. 2 In Victoria, it’s illegal to wear pink hot pants on

200

Sunday afternoons. –TRUE. 3 In South Africa, young people in bathing suits have to sit at least 12 inches apart from each other. –TRUE. 4 It is illegal to recite poetry while skiing in Austria. –FALSE. (It’s illegal in Switzerland.) 5 It is illegal to remove a bandage in public in Japan. –FALSE (It’s illegal in Canada.) 6 It’s illegal to put an ice cream in a mailbox in Greece. –FALSE (It’s illegal in Japan.) MAIN PART SPEAKING Exercise 1, p. 56 • In groups, students first discuss what they look forward to when going on holidays. • Check students’ ideas as a class. • Have them look at the situations and think about how annoying they are. Students rate them from 1 (not that bad) to 3 (absolute disaster). • Let volunteers share their lists of the most annoying situations. • In groups, students talk about what they can do to deal with the situations. • Discuss students’ ideas as a class. ANSWER KEY Students’ answers.

LISTENING Exercise 2 a), p. 56 • Explain to students that Amelia is listening to a podcast about travel experiences. 3.6.

• Play Track 3.6.

• Students put the pictures in the correct order. • Check answers as a class. Track 3.6 1 (Sebastian, Scotland) I’ve always been a fan of geoglyphs, and last year I finally saved just enough money to visit some of the famous sites in Latin America. When I got there, I decided to take an air tour; what better way to see geoglyphs than from an aeroplane? I was so excited! Well, at least until I saw the Cessna. The shabby, old plane looked as if it was ready

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2B HOLIDAY HEAVEN - OR HELL? I can write a polite comment. 1

SPEAKING Work in groups. Discuss the questions. 1 What do you look forward to when going on a holiday? 2 How annoying are these situations while you are travelling? Rate them from 1 (not that bad) to 3 (absolute disaster). All your money gets stolen. You get lost.

You lose your passport.

Nobody speaks English.

Your luggage is lost.

You get sick or hurt.

You buy souvenirs, but they break on the way home.

You lose your phone. 3 What can you do in the situations above to solve them?

2

a) 3.6 LISTENING Amelia is listening to a podcast about travel experiences. Listen to some of the stories. Put the pictures in the correct order (1–3). There is one set of photos you do not need.

Jada, Ireland

Mika, Japan

Sebastian, Scotland

Marc, France

b) 3.6 Listen again. Are the sentences true (T), false (F) or it doesn’t say (DS)? Sebastian...

Marc and his wife...

1 thought the plane wasn’t safe. 2 has always wanted to see hieroglyphs. 3 has a large collection of photos from the overflight.

7 missed their flight. 8 didn’t have to pay to travel business class. 9 had lots of first-class perks.

Jada...

Study tip! LISTENING

4 didn’t get everything the host listed. 5 hurt herself on the way to the beach. 6 complained to the host.

When listening to (or reading) a new text, you’ll come across words you don’t understand. Before looking them up, try to guess their meaning from the context.

VOCABULARY Travelling

3

a) Look at these words and expressions from the texts. Circle the ones you understand. amenity

wall socket cabin

cutlery

upgrade

bed linen check-in

travel adapter

legroom

overbooked flight

domestic flight

airport lounge

flight attendant

b) Work in groups. Try to explain the meanings of the words your classmates do not understand. In your notebooks, sort the words into two groups: air travel and accommodation. Add a few more to each group.

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for retirement. Inside, I wanted to fasten my seatbelt, but there weren’t any! The pilot told me it didn’t matter. And just as I thought it couldn’t get any worse, I noticed rust and holes in the floor of the plane. Was I supposed to use them for sightseeing, instead of windows? But it was too late for me to quit, because we were already up in the air. I closed my eyes and kept them shut for most of the flight. I don’t remember much of the geoglyphs, and the few photos I took were mostly blurred; I was so scared, my hands were trembling during the entire flight! When we finally landed, I decided I’d do more research next time I booked a private tour. But, despite this scary experience, I still enjoyed my holidays. My wish to see the geoglyphs had finally come true! 2 (Jada, Ireland) Never fully believe what you see in ads and photos! That’s the most important lesson I have learned. The photos on the website showed a clean, cosy two-bedroom apartment, with a shortcut to a beautiful beach. And the beach was really magnificent. But the apartment – that’s another story. Most of the amenities listed were either missing or not working. The air-conditioning was broken. The iron and the hairdryer were nowhere to be found. Most of the sockets hung loose from the walls. They were so old that I was afraid of using them. There were also no travel adapters provided for the sockets, so we had to buy our own. The bed linen was yellow and torn, and the cutlery was missing; we only found two knives and a few forks and spoons. It was such a bitter disappointment! And it didn’t get much better outside. The shortcut led through thick bushes, so we needed to fight our way through! I couldn’t see where I was stepping, and I sprained my ankle on the first day. What a terrible holiday! 3 (Marc, France) My wife and I went on our honeymoon that summer. At the check-in, we found out that our flight was overbooked. We were desperate, because there wasn’t a new flight for days, but the airline staff had a surprise for us. I know this might sound made up, because these things rarely happen, but we got an upgrade from economy to business class! What a fantastic experience that was! First, we got to use a fancy airport lounge to relax in before boarding the flight. And the cabin itself was out of this world! There was much more legroom for us to sit comfortably, and there were only a few seats in each row. Flight attendants were always around, offering us drinks and food. And the seat could turn into a bed! What a great feature, even for a short domestic flight such as ours! I can only imagine what it means flying first class, with lots more perks, such as free pyjamas and slippers, showers, and luxury food. Who knows? Maybe one day we’ll experience that, too!

ANSWER KEY 2, –, 1, 3

Exercise 2 b), p. 56 • Let students read the sentences. • In a higher-ability class, you may want to ask students to decide if the sentences

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are true, false or it doesn’t say in the text before playing the track again and have them check their answers while listening. • Play Track 3.6 again. • Students write T for true, F for false, and DS for doesn’t say in the boxes. • Check answers as a class. ANSWER KEY 1 T, 2 F, 3 F, 4 T, 5 T, 6 DS, 7 F, 8 T, 9 F

Study tip! READING • Refer students to the Study tip! READING section and encourage them to try to guess the meaning of the words they don’t understand from the context before looking them up in a dictionary. • At this point, you can GO DIGITAL and practise listening further. VOCABULARY Exercise 3 a), p. 56 • Before doing the exercise, you may want to play Track 3.6 one more time and have students write down all the words they don’t understand. • Let students share the words they have written down with the rest of the class. Marc and his wife... Discuss the meaning7of the words and missed their flight. motivate students to8guess thetomeaning didn’t have pay to travel business class. from the context. 9 had lots of first-class perks. • In pairs, students look at the words from the texts and circle the ones they understand. • Check students’ answers as a class. ANSWER KEY Students’ answers.

Exercise 3 b), p. 56 • Divide students into groups and instruct them to try to explain the meaning of the words their classmates do not understand. • Monitor students and help if necessary. • Discuss the meaning of the words that students do not understand as a class.

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SPEAKING Think up a story for the remaining set of photos in Exercise 2 a). What happened? Retell it in the first person singular.

5

a) The speakers from the podcast have also written some comments about their travel experiences. Are they positive, negative or neutral? 1 I really enjoyed seeing geoglyphs from the air! The plane wasn’t in the best of shape, so I would recommend taking another tour operator. The one I took was affordable, but not safe enough for my standards. Sebastian, Scotland

2 The accommodation was a disaster! Most of the amenities were missing, and the way to the beach was so dangerous that I hurt my leg. I’ll never come here again! Jada, Ireland 3 I have nothing but words of praise for the airline company! Although they overbooked our flight, they quickly made up for it by upgrading us to business class. My wife and I had a fantastic experience! Marc, France

b) SPEAKING Work in groups. Answer the questions. 1 Would you write the comments above in the same way? Why (not)? 2 How often do you write online comments? What do you usually comment on? 3 Have you ever received an impolite comment? How did you feel about it? How did you respond?

6

a) READING Read Amelia’s text. What is it about? Tourists often leave comments on our tour-company website, too. Most of them are polite and constructive, but there have been a few which really made us feel bad. I often wonder how people can write such terrible things when they’re behind the safety of their screens. Would they say the same to a person’s face? Commenting, complaining and criticising can hurt other people’s feelings. If you’re not happy with something, there are ways to make sure that these negative or uncomfortable things that you have to say are said in a polite way. Most important of all: if you’re angry or hurt, don’t start typing a comment right away. Take a deep breath and a few moments to gather your thoughts. I usually start with a compliment. It shouldn’t be too difficult to find something you truly like or that has been done in a good way. And which of us can say they don’t enjoy a compliment or two? Then, give advice to keep the criticism constructive, or politely explain why you don’t agree with something. Don’t attack the person directly. Saying ‘You’re wrong!’ or ‘You did this or that wrong!’ won’t get you far. Choose your words carefully; they can easily be misunderstood, even if you mean no harm. Finally, proofread what you have written. Correct any spelling, capitalisation or other types of mistakes. Following these easy steps can really make your communication more polite and meaningful. Both you and the person you are talking to are sure to feel better.

class.

b) What advice does Amelia give for writing online comments? Read again, and underline them. Use them to write a list of tips on how to comment politely in your notebook.

7

WRITING Choose a task, and write a short comment. Use the tips from Exercise 6 b) to review your work. 1 You have booked a room,

but some of the amenities listed weren’t there. However, the host was friendly and helpful, and you generally liked your stay there.

2 You have to review your classmate’s

project presentation. You think they should add more pictures and have less text on the slides. There are also a few grammar and spelling mistakes you think they should correct.

My...EVERYDAY ENGLISH!

Giving polite comments

Look at some useful phrases to start your comments. Add a few more. I really liked / loved… However, I was less happy about... I think you should / shouldn’t… I couldn't help noticing... I hope you don't mind, but... I hate to tell you but… I’m sorry to say this but… Although I like…, I think...

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• You may want to explain the meaning of the words geoglyph and perks.

2B HOLIDAY HEAVEN - OR HELL? VOCABULARY

• In their notebooks, have students sort the words into two groups: air travel and accommodation and add a few more words to each group.

1

a) Read the clues, and do the crossword.

DOWN

1

1 an object that allows you to connect

2

pieces of electrical equipment that

12

cannot be connected directly 2 a seating and waiting area for passengers in an airport 4 not foreign or international, but happening inside a particular country

4

• Check answers as a class.

6 the part of an aeroplane where passengers sit

3

8 the space for your legs when you’re sitting in a plane, car, cinema etc.

• In a lower-ability class, you may want to draw a table and have students write the answers, as well as their own examples, on the board.

5

6

8

reservations than you have available ACROSS

7

3 raise something to a higher standard 5 something that makes a location

10

more comfortable or enjoyable

9

11

7 a person who works on an aeroplane, taking care of the passengers during a flight

-

9 an opening in a wall where you can

ANSWER KEY

plug in an electric device to get power 11 the process of registering as a passenger at an airport

Students’ answers. Suggested answers:

12 sheets, pillowcases, etc., made of cloth and used in the house b) Complete these sentences. Use the words in Exercise 1 a), and make all the necessary changes. There are two words you do not need.

Air travel

Accommodation

overbooked flight

amenity

airport lounge

wall socket

4 On our flight back, we were ________________________ to business class. What an amazing experience!

cabin

cutlery

6 Our flight was delayed, so we had to wait in an airport _____________________. It had free snacks and drinks.

upgrade

bed linen

check-in

travel adapter

legroom

students’ ideas

domestic flight

1 You should arrive for ________________________ at least two hours before departure. 2 The first-class _____________________ in the aeroplane are usually much bigger than the ones in economy class. 3 Our hotel offers lots of ________________________, such as a gym, a pool, a jacuzzi and shops. 5 You should change your bed ________________________ once a week. 7 Don’t forget to bring your travel ________________________ with you to the UK. You won’t be able to plug in your charger otherwise. 8 The ________________________ on our last flight was very polite and helpful. 9 The seats in this car are comfortable, but there’s not much ________________________ in the back.

70

10 You don’t have to have your passport with you on a ________________________ flight, but you need it if you’re planning on leaving the UK.

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READING

students’ ideas

TRICKS OF THE TRADE A geoglyph is a large design or motif, generally longer than 4 metres, produced on the ground by durable elements of the landscape, such as stones, stone fragments, gravel or earth. Perks are special benefits that are given to people who have a particular job or belong to a particular group. (Source: Collins Dictionary) WORKBOOK PRACTICE Exercise 1 a), p. 70 • Let students read the clues and do the crossword. • Check answers as a class. ANSWER KEY DOWN: 1 adapter, 2 lounge, 4 domestic, 6 cabin, 8 legroom, 10 overbook. ACROSS: 3 upgrade, 5 amenity, 7 flight attendant, 9, socket, 11 check-in, 12 linen.

204

10 to sell more tickets or room

Exercise 2 a), p. 71 • Students read the booking ad and answer the questions. • Check answers as a class. ANSWER KEY 1 It advertises a two-bedroom apartment with a pool and beach front. 2 It is located in Montego Bay. 3 Yes, it does.

Exercise 2 b), p. 71 • Have students read the booking ad again and decide whether the sentences are true, false or it doesn’t say. • Check answers as a class. • At this point, you can GO DIGITAL and practise reading further. ANSWER KEY 1 T, 2 T, 3 F, 4 F, 5 T, 6 F, 7 T, 8 DS, 9 DS, 10 T

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Lesson 2

2

a) READING Read the booking ad, and answer the questions below. 1 What does the ad advertise?

____________________________________________________________________

2 Where is the apartment located? ____________________________________________________________________ 3 Does it offer a lot of amenities?

_____________________________________________________________________

Where would you like to go?

Million-Dollar View Two-Bedroom Apartment with Pool, Beach Front Montego Bay, St. James Parish, Jamaica

NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Holiday heaven – or hell? (2. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

Vezan uz pisanje komentara: constructive, gather thoughts, proofread

KOMUNIKACIJSKO-

Pisanje komentara

Entire home for yourself Self check-in You can cancel free of charge until 48 hours before arrival. There is no refund after that. House rules: this apartment allows pets, but smoking and parties are not allowed. The Blue Lagoon is an apartment complex with three separate apartments, each with private entrance and balconies, and a shared infinity pool. Light-filled and airy rooms each come with amazing views of the ocean and the mountains. Just a short walk from the beach, the city centre and restaurants, it... read more Contact host Sleeping arrangements Common spaces

Bedroom 2

Bedroom 1 Wi-Fi available

Free parking

Fully-equipped kitchen

Linen provided

Air conditioning

Free streaming services, cable TV

Bed and bath essentials Show all 40 amenities

4.5 (260 reviews)

Jeannie, USA

JEZIČNA KOMPETENCIJA

The location is fantastic, and the name of the ad definitely does it justice – the view is spectacular! Communication with the owner was great from the start. The beach is just a few steps away, and a shuttle is available to take you to nearby beaches... Sean, UK Although we enjoyed our stay in Montego Bay, the rooms look more spacious in the pictures. But the flat was clean, with lots of amenities. The host was friendly and helpful. All in all, I would recommend this beautiful flat to other holidaymakers!

I really liked...; However, I was less happy about...; I couldn’t help noticing...; I hate to tell you that...; Although I like...

FUNKCIONALNI JEZIK

b) Read the booking ad. Are the sentences true (T), false (F) or it doesn’t say (DS)? 1 The flat is called Million-Dollar View. 2 There are two bedrooms in the flat. 3 The host has to let you in.

6 You don’t have to share amenities with other guests.

MEĐUPREDMETNE TEME

7 You don’t have to bring your toiletries and cutlery.

4 You get all your money back if you cancel one day beforehand.

8 You have to take a bus to the centre of Montego Bay.

5 The flat is pet-friendly.

10 The reviews are mostly positive.

9 The flat is child-friendly.

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Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.

29.7.2021. 16:16:06

ENDING THE LESSON

Građanski odgoj i obrazovanje C.3.3.

SPEAKING

MEĐUPREDMETNO POVEZIVANJE

Exercise 4, p. 57 • Divide students into groups and let them think up a story for the remaining photo (Mika, Japan). Have them imagine what has happened and retell it in first person singular. • You may want to instruct students to make notes for their stories. • When students have finished, have group representatives retell their stories. • Have a class vote on the most interesting, the funniest or the worst-experience story. ANSWER KEY Students’ answers.

HOMEWORK WB p. 70, Exercise 1 b)

Hrvatski jezik Čitanje s razumijevanjem, pisanje komentara Geografija Turizam

UDŽBENIK

Str. 57.

RADNA BILJEŽNICA

Str. 72.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework. • Play the Jumbled Words game (see Games and Activities on pp. 394-398) to revise vocabulary from the previous lesson. Distribute the photocopiable jumbled words lists to students (Resource Bank, Resource 49, pp. 406-412). Instruct students to unscramble the letters to get the words connected with travelling and then translate them into Croatian. ANSWER KEY 1 legroom = prostor za noge, 2 overbooked = rasprodan, 3 cutlery = pribor za jelo, 4 lounge = salon, 5 domestic = domaći, 6 amenity = pogodnost,

2B HOLIDAY HEAVEN – OR HELL?

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UNIT 3

7 upgrade = unaprijediti, 8 socket = utičnica, 9 geoglyph = geoglif, 10 perk = povlastica

MAIN PART

• Explain any new vocabulary, if necessary. Suggested vocabulary: constructive, gather thoughts, proofread, meaningful.

Exercise 5 a), p. 57 • Students read the comments about the speakers’ travel experiences.

• Instruct students to write down a list of tips on how to comment politely in their notebooks, using Amelia’s advice.

• Let them decide whether their comments are positive, negative or somewhere in-between.

• Discuss students’ lists as a class.

• Discuss answers as a class and have students explain what has helped them decide if the comment is positive, negative or somewhere in-between. ANSWER KEY Students’ answers.

SPEAKING Exercise 5 b), p. 57 • In small groups, students discuss the questions. • Give students enough time and help them if necessary. • Discuss students’ answers as a class. ANSWER KEY Students’ answers.

• You may want to write the tips on the board as students say them. ANSWER KEY Students’ answers. Suggested tips: 1 Don’t start typing a comment right away – take a deep breath and gather your thoughts. 2 Start with a compliment. 3 Give advice or politely explain why you don’t agree with something. 4 Choose your words carefully – don’t attack the person directly. 5 Proofread what you have written.

• At this point, you can GO DIGITAL and practise reading further.

My...EVERYDAY ENGLISH! Giving polite comments

• Draw students’ attention to the My... EVERYDAY ENGLISH! section.

READING

• In pairs or groups, students discuss the useful phrases for starting comments and try to think of some more examples.

Exercise 6 a), p. 57 • Draw students’ attention to Amelia’s text.

• Check students’ ideas as a class and write them on the board.

• Let students skim the text first to find out what it is about. • Check answers as a class. ANSWER KEY The text gives advice on how to write a constructive and polite comment, no matter if it’s a positive or negative one.

Exercise 6 b), p. 57 • Have students think about the advice Amelia gives for writing online comments. • Students read the text again and underline the advice Amelia gives.

206

• Check answers as a class.

ANSWER KEY Students’ answers. Suggested answers: I have enjoyed...; Unfortunately, I have to say...; I appreciate... but...

WORKBOOK PRACTICE Exercise 4 a), p. 72 • Students read the comments and look at the checklist. • Have them tick the tips that relate to the comments. • Check answers as a class.

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ANSWER KEY Comment 1: 3. Comment 2: 1, 2, 3, 4, 5, 6.

Exercise 4 b), p. 72 • Refer students to the phrases for giving polite comments in Exercise 3. Let them rewrite Comment 1 using the phrases from Exercises 3 and 4 a) in a polite way. • Check students’ ideas as a class.

• Remind students to use the checklists/tips they have written previously in Exercise 6 b) or to use the checklist from Exercise 4 a) on page 72 of their Workbooks. • Allow enough time for students to write the comments. • When they have finished, let students read their comments. • Give your own feedback to each student. Focus on their spelling, capitalisation and the appropriateness of the comment (politeness and constructiveness).

ANSWER KEY

ANSWER KEY

Students’ answers.

My...

3

Students’ answers.

EVERYDAY ENGLISH! Giving polite comments Rewrite the sentences to make them more polite. 1 Those trousers don’t fit you at all! They’re too small. To be honest with you, ______________________________________________________________________________ 2 Waiter! I want another soup. There’s a hair in mine. Excuse me! I I’m afraid there’s _______________________________________________________________________ 3 Ugh, I hate these trainers! I won’t buy them. I’m sorry to say this, but _____________________________________________________________________________ 4 The food was bad. The city tour was ok. Although I liked ____________________________________________________________________________________ 5 Do your homework again. It’s no good; there are mistakes. I think you should __________________________________________________________________________________ 6 There’s something green and nasty between your teeth! I hate to tell you ____________________________________________________________________________________

4

2

• Discuss the difference between students’ tips and the checklist in the exercise.

a) Read the comments, and look at the checklist below. Tick the tips that relate to the comments. 1 the flight was just awful! i’ve never been this disappointed! first they overbooked our flight. what incompetence! i just cant understand how the staff managed to do that. when we finally boarded the plane, we were in for a surprise. our seats were taken! there wasnt enough room for our hand luggage and we didnt get enough food. it was okay, but the portions were very small. 2 I have read your short story. It seems to me that you have put a lot of effort into it. I really liked the first part. The characters and the plot are interesting and get the reader’s attention. Although I enjoyed most of the story, I didn’t like the ending that much. I’m sorry to say this, but I knew what would happen. Perhaps you could rewrite it and make it more suspenseful. Comment 1

• To further practise giving polite comments, you may want to divide students into groups and instruct them to imagine an embarrassing or annoying travelling situation. • When the groups have finished, they exchange their situations and write comments to them using the checklist and tips from Exercise 6 b). • Have group representatives read out the situations and the comments their group has written. • Discuss the comments as a class. HOMEWORK

Comment 2

1 Don’t write the comment when angry. 2 Start with a compliment or something good that has been done. 3 Explain why you disagree with something or don’t like it.

WB p. 72, Exercise 3

4 Give advice to keep your comment constructive. 5 Don’t attack the person directly. 6 Proofread your comment. b) Use the checklist and phrases in Exercises 3 and 4 a) to rewrite Comment 1 from Exercise 4 a) in a polite way. ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

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ENDING THE LESSON WRITING Exercise 7, p. 57 • Have students read the tasks first. • Students then choose a task and write a short comment.

2B HOLIDAY HEAVEN – OR HELL?

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UNIT 3

Lesson 3

3A MOVE TO THE GROOVE Lesson 1 NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Move to the groove (1. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

Vezan uz glazbu: enthusiast, upbeat, originate, craze, downbeat, conscious

KOMUNIKACIJSKO-

Govorenje o glazbi

JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.2.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., C.3.2., C.3.3., D.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., C.3.1., C.3.2., C.3.3.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem Geografija Turizam Glazbena kultura Žanrovi glazbe 20. stoljeća

UDŽBENIK

Str. 58.

RADNA BILJEŽNICA

Str. 73.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Play the Association game (see Games and Activities on pp. 394-398) to get the word groove. • Suggested associations: It is a situation or an activity that one enjoys. It also means to create, dance to, or enjoy rhythmic music. It is a piece of popular music with a good beat. It can also mean a fixed routine. His music has a real ‘60s ________ to it, mixed with modern punk sounds. They’re happy to stay in the same old _______.

MAIN PART SPEAKING Exercise 1, p. 58 • Draw students’ attention to the pictures. • In pairs or small groups, students discuss the questions. • Discuss students’ answers as a class. ANSWER KEY Students’ answers. / Picture 5.

READING Exercise 2 a), p. 58 • Explain to students that Amelia is writing about Jamaican music for the hotel’s website. • Brainstorm students’ ideas about Jamaican music and what they already know about it. • Students read the texts and match them to the headings. • Tell them not to worry about the gaps in the text at this point. • Check answers as a class. ANSWER KEY 1 The capital of music, 2 New era, new moves; 3 King of reggae music

Exercise 2 b), p. 58 • Have students look at the missing sentence parts A–H first. • Students then read the text again and complete it with the missing sentence parts. • Check answers as a class. • If available, play the Beatles song ‘Ob-LaDi, Ob-La-Da’ to show students the influence ska music had on the song. Discuss what they think about it and what ska elements they notice in the song. ANSWER KEY 1 F, H, 2 A, C, 3 B, G

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3A MOVE TO THE GROOVE I can talk about music and festivals.

1

SPEAKING Look at the pictures. What do they tell you about Jamaica? There is one picture that does not belong here. Which one is it? Why do you think so? Skim the texts in Exercise 2 a) to check your answers.

3

1

5

4

2

2

a) READING Amelia is writing about Jamaican music for the website of her family’s tour company. Match the headings to the texts. There are two headings you do not need. Do not worry about the gaps in the text at this point. King of reggae music

The capital of music

The beach is calling

The school of reggae

New era, new moves

1

2

3

What do people think of first when asked about Jamaica? For many, the sun, turquoise sea and white sand are the first things that come to mind. But there’s more to Jamaica than just sandy beaches! For example, coffee lovers will surely think of the Blue Mountain, . And sports (1) enthusiasts will mention the Jamaican Olympic heroes, ! However, what most people think of first is music. Jamaican music has always been the heart of the island: Kingston, the island’s capital, is the birthplace of ska, reggae and many other music genres. If you ever visit Jamaica, make sure you bring your dance shoes with you!

One of Jamaica’s most popular art forms, which is known for its (2) upbeat tempo and energetic dance moves, is ska. In the late 1950s, when it (3) originated, ska was a synonym for having a good time. No wonder: the music was new, fast and exciting! But this new dance (4) craze really hit Jamaica in the first half of the 1960s, . The island was going through a cultural revival, and ska reflected the optimism of that period. And a decade later it hit the clubs of London! Even the chart-topping Beatles, , helped popularise the ska sound.

Reggae music, , was more (5) downbeat and much slower in tempo. Bob Marley and his band, the Wailers, became world-famous reggae stars in the 1970s. Marley was an artist . He fought for the rights of black people, and he used reggae music to call for social change. He made (6) conscious music. His lyrics are meaningful and speak of human rights, unity, peace, love and hope. But, at the same time, music encourages people to forget their troubles and move slowly to the rhythm. Marley managed to inspire people of all cultures and races, and he still continues to do so. No wonder he became a Jamaican cultural icon!

b) Read the text again, and complete it with the missing sentence parts below. There are two sentence parts you do not need. A when Jamaica finally got its independence from Britain

E where it developed from reggae

B which developed from ska in the late 1960s

F where one of the best coffee beans in the world is grown

C whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ was recorded in 1968

G who had a great influence on global culture in his short musical career

D which are held every four years

H who have won a total of 79 medals

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3A MOVE TO THE GROOVE

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3A MOVE TO THE GROOVE

3

Exercise 3, p. 59 • Draw students’ attention to the coloured parts of the text.

on ss Le

UNIT 3

VOCABULARY

3A MOVE TO THE GROOVE VOCABULARY

1

Rewrite these sentences so that the meaning stays the same. Use the most suitable word or expression below. The phrase in colour will help you find it. enthusiast

craze

downbeat

originated

conscious

birthplace

top the charts

Bob Marley created _________________________ music.

• Instruct students to match them to their explanations below.

2 Do you remember when Psy released Gangnam Style and the global madness started? Do you remember when Psy’s Gangnam Style started a global _________________________? 3 I really like to go hiking. I’m a hiking _________________________. 4 My mum prefers more relaxed, slow-paced music.

• Check answers as a class.

My mum prefers _________________________ music. 5 I’m into music which is lively and fast-paced. I’m into _________________________ music.

• You may want to ask students to translate the words into Croatian. • If necessary, explain any new vocabulary. Suggested vocabulary: turquoise, synonym, cultural revival, reflect, chart-topping, wailer.

upbeat

1 Bob Marley created music which talks of social issues and calls for social justice.

6 Reggae is a music genre which emerged in Jamaica in the late 1960s. Reggae music _________________________ in Jamaica in the late 1960s. 7 Skip Marley, Bob’s grandson, was the first Jamaican artist to reach No.1 in the US music charts. Bob Marley’s grandson Skip was the first Jamaican to _________________________ in the US. 8 Six different music genres have been born in Kingston, Jamaica. Kingston, Jamaica, is the _________________________ of six different music genres. My...

2

GRAMMAR! Relative clauses Circle the correct relative pronoun. 1 Amelia is a girl which / whose parents own a small tour company. 2 Her family lives in a seaside town when / where a popular reggae festival takes place.

• At this point, you can GO DIGITAL and practise reading further.

3 Her dad is a host who / which can speak four languages. 4 They have a house for rent which / who has a big garden. 5 They often have barbecues with the guests whose / who come to stay in the house. 6 They live in an area where / which there are a lot of souvenir shops. 7 I’ve talked to a girl which / who knows Amelia’s father.

ANSWER KEY 2, 6, 1, 3, 5, 4

8 He was happiest on the day where / when he won an award for the best host.

3

Complete these sentences with who, which, where, when or whose. 1 What do you call a place ___________________ you buy stationery? 2 Is he the boy ___________________ asked you out on a date? 3 I ate the biscuit ___________________ was on the plate.

CURIOUS ME! Assign this task for homework. Students are going to research which music genres, other than ska and reggae, were born in Jamaica and find out about their characteristics. Have them report what they have found out in the next lesson. WORKBOOK PRACTICE VOCABULARY

4 Do you remember the night ___________________ we kissed for the first time? 5 I couldn’t live in a place ___________________ there are none of the excitements of city life. 6 The house ___________________ owner moved abroad has been sold.

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ENDING THE LESSON • Do a comprehension check of the text in Exercise 2 a). • Divide students into groups and give each group a photocopiable Move to the groove answer sheet (Resource Bank, Resource 50, pp. 406-412).

Exercise 1, p. 73 • Students read the instructions to the exercise. Make sure they understand what they need to do.

• Students read the questions and write the answers without looking at the text.

• Let students rewrite the sentences using the words and expressions.

• Check answers as a class.

• Check answers as a class. ANSWER KEY 1 conscious, 2 craze, 3 enthusiast, 4 downbeat, 5 upbeat, 6 originated, 7 top the charts, 8 birthplace

• The group to answer first with the most correct answers is the winner.

ANSWER KEY 1 sun, turquoise sea and white sand, 2 Blue Mountain, 3 seventy-nine, 4 in the late 1950s, 5 in the 1970s, 6 Beatles song, 7 the Wailers, 8 to call for social change, 9 of human rights, unity, peace, love and hope

HOMEWORK Student’s Book, p. 59,

210

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VOCABULARY

3

Look at the parts of the text in colour. Match them to their explanations below. fast-paced and lively

started to exist

that is aware of social issues

slow-paced and relaxed

people who are very keen on something

something that is extremely popular, usually for a short time

Relative clauses 1 We use relative clauses to give more information about the noun it follows. A relative clause begins with a relative pronoun. Circle the relative pronouns in the relative clauses below. Marley was an artist who had a great influence on global culture. Reggae music, which developed in the late 1960s, was more downbeat. Coffee lovers will surely think of the Blue Mountain, where one of the best coffee beans in the world is grown. In the late 1950s, when it originated, ska was a synonym for having a good time. The Beatles, whose ska-inspired song ‘Ob-La-Di, Ob-La-Da’ was recorded in 1968, topped the charts in many countries. 2 Complete the rules with the correct relative pronouns. ________________ refers to people.

______________ refers to possession. ________________ refers to a time.

________________ refers to things.

______________ refers to a place.

Grammar summary → pp. 131-132

Let’s practise more! → WB, pp. 73-74

4 a)

3.7 LISTENING Amelia has created an ad for a reggae-festival package. Complete

the sentences with the missing relative pronouns. Then listen and check.

PROJECT TIP!

1 Are you a person _________________ likes reggae music? 2 Come around 15 January, _________________ the festival takes place. 3 Rebel Salute, _________________ aim is to promote reggae, is known for saying ‘NO’ to alcohol and meat. 4 The organizers, _________________ do their best to keep the positive image of the festival, guarantee fun for the whole family! 5 Visit the house _________________ the legend lived. 6 Enjoy this tropical paradise, _________________ you can relax under a palm tree.

Why not find a festival to visit in your chosen destination? Think about what kind of festival you would like to go to. What do you need to have with you?

b) 3.7 Listen again, and take short notes. Use them to talk about the music festival mentioned. You can use some of the prompts below. > It’s a festival which...

5

> It’s visited by people who...

> It’s the festival where...

SPEAKING There are a lot of festivals in your country, too. Follow the steps below, and do some research. Step 1

Step 2

Step 3

Step 4

Choose a festival. Find out information about its name, location, duration and ticket prices, the music genre it promotes, etc.

Include photos, and prepare a short presentation about it.

Present your festival to the rest of the class.

As a class, choose the festival you would most like to go to. Explain your choice.

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3A MOVE TO THE GROOVE

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UNIT 3

Lesson 2

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., C.3.4., D.3.1., D.3.2.

Mento is a style of Jamaican folk music recognisable by its acoustic sounds. It is a fusion of African and European rhythms, and it was originally played on homemade instruments, including pieces of iron, empty sardine cans, forks and graters. Today, Mento is played on instruments like the banjo, guitar, hand drums and triangle. Rocksteady originated in Jamaica around 1966. The term rocksteady comes from a popular (slower) dance style. Dub music is a genre of electronic music that grew out of reggae in the late 1960s and early 1970s. It is reggae without the original lead vocals. Dancehall is named after Jamaican dance halls in which popular Jamaican recordings were played by local sound systems. It is louder and faster paced than reggae. Reggae fusion is a genre of reggae that mixes reggae or dancehall with other genres, such as pop, rock, hip hop, R&B, jazz, funk and drum and bass.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., B.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.3.

MAIN PART

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem, izražavanje budućnosti Glazbena kultura Žanrovi glazbe 20. i 21. stoljeća, glazbeni festivali

UDŽBENIK

Str. 59.

RADNA BILJEŽNICA

Str. 73. -74.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Move to the groove (2. sat)

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A 8.3., A.8.4., A.8.5., A.8.6., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

GRAMATIKA

Odnosne rečenice

KOMUNIKACIJSKO-

Govorenje i pisanje o glazbi i festivalima

JEZIČNA KOMPETENCIJA MEĐUPREDMETNE TEME

STARTING THE LESSON • Check homework as a class and have students report what they have found out about music genres that originated in Jamaica. • Play Sentence building (see Games and Activities on pp. 394-398) to revise vocabulary from the previous lesson. Suggested vocabulary: enthusiast, upbeat, originate, craze, downbeat, conscious, top the charts, birthplace, ska, reggae. TRICKS OF THE TRADE The music of Jamaica includes Jamaican folk music and many popular genres, such as mento, ska, rocksteady, reggae, dub music, dancehall, reggae fusion and related styles.

212

My... GRAMMAR!

Relative clauses

• Refer students to the My... GRAMMAR! section. • In pairs, students read the definition and circle the relative pronouns. • Discuss the definition and answers as a class. • Write down the relative pronouns on the board: who which where when whose • Let students complete the rules with the relative pronouns. • Check answers as a class. ANSWER KEY who, which, whose, where, when

• Tell students that they have a detailed explanation of the tenses and forms used

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• At this point, you can GO DIGITAL and practise relative clauses further.

Exercise 4 b), p. 59 • Instruct students to listen to the track again and take short notes that will help them talk about the Rebel Salute festival. • Play Track 3.7 again.

LISTENING Exercise 4 a), p. 59 • Explain to students that Amelia has created an ad for a reggae festival package. • Instruct them to complete the sentences with the missing relative pronouns. 3.7.

3

for expressing the future in the Grammar Summary on pages 131–132.

• Play Track 3.7. • Students listen and check.

• In pairs or small groups, students talk about the Rebel Salute festival. Draw their attention to the prompts they can use. • Monitor students and help if necessary. • Have volunteers give a talk about the festival. ANSWER KEY Students’ answers.

• Check answers as a class.

PROJECT TIP!

• You may want to discuss the name of the festival, Rebel Salute, with students.

• Discuss the Project tip! section with students. Encourage students to find a festival while researching their chosen destination. Let them think about what kind of a festival they would like to go to and find out what they need to have with them.

Track 3.7 Are you a person who likes reggae music? If your answer is ‘yes’, then you must visit Rebel Salute, one of the most popular musical events on the island. Come and visit us around 15 January, when the festival takes place. Join us for seven days of dance, music and eco-awareness! Rebel Salute, whose aim is to promote reggae, is known for saying ‘NO’ to alcohol and meat. And the organizers, who do their best to keep the positive image of the festival, guarantee fun for the whole family! After you’ve enjoyed dancing to the rhythms of reggae, take our Bob Marley Home Tour. Visit the house where the legend lived, and find out all about his accomplishments. And when you get tired, head to the beach! Enjoy this tropical paradise, where you can relax under a palm tree. Soak up the Caribbean sunshine, and take a swim in the crystal-clear blue sea. Come and create memories that you will never forget!

ANSWER KEY 1 who, 2 when, 3 whose, 4 who, 5 where, 6 where

TRICKS OF THE TRADE Rebel Salute is an annual music festival held in Jamaica. It is held on 15 January of every year, the birthday of promoter Tony Rebel. Tony Rebel began the festival in 1994. The festival has a no-alcohol policy. Salute: an action or sign to honour or show your admiration for a person or achievement. (Source: Cambridge Dictionary)

WORKBOOK PRACTICE Exercise 4, p. 74 • Students read the sentences first and then join them, using the relative pronouns in brackets. • Remind them to make all the necessary changes. • They check the answers in pairs before checking as a class. ANSWER KEY 2 I’ve got a teacher who is a real reggae enthusiast. 3 You need to return the tablet which I have lent you. 4 This is the bookshop where I often buy books. 5 Do you know the woman whose car is parked over there? 6 It was the year 2007 when we won the music competition. 7 They’ve broken the laptop which belongs to my father. 8 We really liked the beach resort where we spent our last summer holiday.

Exercise 5, p. 74 • Students choose the correct answer to complete the text. • This task can be used for formative assessment to check how well students

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UNIT 3

ENDING THE LESSON

use relative pronouns and relative sentences. • Collect students’ work and correct it. You can either underline the mistakes or correct the answers. • Discuss the answers as a class. ANSWER KEY 1 B, 2 A, 3 B, 4 C, 5 C, A, 7 B, 8 A

Exercise 6, p. 74 • In pairs, students read the text first.

• Divide students into groups and distribute the photocopiable Chain stories prompts to students (Resource Bank, Resource 51, pp. 406-412). The first player begins a sentence about the person, e.g., My father... The other players then take turns adding additional information to the sentence by adding relative clauses and the prompt words from the list. • Set a time limit. When the time is up, groups write down their sentences and read them out to the class. The group with the longest grammatically correct sentence wins.

• They add relative clauses where there are numbers. • Remind them to pay attention to which relative pronouns they are going to use. • Discuss the answers as a class. ANSWER KEY Students’ answers. Suggested answers: 2 when, 3 who, 4 which/where, 5 which/where, 6 which

4

• Play a version of Chain Stories (see Games and Activities on pp. 394-398) with students to practise relative clauses.

Use the relative pronoun in brackets to join the two sentences together. Make all the necessary changes. 1 I’ve bought a T-shirt. It's very comfortable and fits well. (which) I’ve bought a T-shirt which is very comfortable and fits well. ___________________________________________________________________________________________________ 2 I’ve got a teacher. The teacher is a real reggae enthusiast. (who) ___________________________________________________________________________________________________ 3 You need to return the tablet. I have lent you the tablet. (which)

• Before starting the game, you may want to give an example to students: My father, who is a pilot, works in Singapore, where he met my mother, who owns a shop, which sells cats, which she buys from Spain. • Explain to students that they do not have to use the word prompts in the order they are listed and that they can think of their own examples.

___________________________________________________________________________________________________ 4 This is the bookshop. I often buy books here. (where) ___________________________________________________________________________________________________ 5 Do you know the woman? Her car is parked over there. (whose) ___________________________________________________________________________________________________ 6 It was the year 2007. We won the music competition. (when) ___________________________________________________________________________________________________ 7 They’ve broken the laptop. The laptop belongs to my father. (which) ___________________________________________________________________________________________________ 8 We really liked the beach resort. We spent our last summer holiday there. (where) ___________________________________________________________________________________________________

5

Choose the correct answer – A, B or C – to complete the text. People (1) ___ like reggae music should put Jamaican Reggae Sumfest, the most popular Jamaican festival, on their bucket list. Since 1993, (2) ___ it started, the festival has grown and earned a reputation as the biggest reggae show in the world. Thousands of people from all across the globe come to Jamaica in mid-July, (3) ___ the festival takes place. They enjoy seven days of dance, music and culture. Reggae Sumfest, (4) ___ slogan is ‘Our Music, Our Festival’, promotes not only the Jamaican music industry, but also Jamaican tourism and food. Every year, there are various food stalls (5) ___ people can get a taste of Jamaican cuisine. In 2016 the festival won an award from the International Reggae and World Music Awards (6) ___ is the oldest award for achievement in reggae and world music. That same year, (7) ___ live 360-degree virtual-reality streaming was introduced, it became possible for fans around the world to experience the festival without having to leave their homes. But if you ever decide to attend the festival in person, book your accommodation early; hotels in Montego Bay, (8) ___ the festival is held, sell out very fast! 1 2 3 4

6

A A A A

which when where which

B B B B

who where when who

C C C C

whose which which whose

5 6 7 8

A A A A

who which who where

B B B B

which when when who

C C C C

where whose where when

Work in pairs. Read the text, and add relative clauses where there are numbers. My friend1 has been to Jamaica with his family. They went there last summer2. He stayed for two weeks; when he returned, he said it had been the best holiday ever. They stayed in a rented flat in Montego Bay. It was affordable, and the host3 was very friendly. Every day they went to the beach4. He just couldn’t believe the colour of the sea. But what was even more impressive, he said, was trekking along the Blue Mountain’s hiking trails5. They even reached Blue Mountain Peak, Jamaica’s highest point. He sent me a Bob Marleyinspired postcard and bought me Jamaican coffee6. I really hope to visit Jamaica one day!

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who lives next door 1 ________________________________________________

4 ________________________________________________

2 ________________________________________________

5 ________________________________________________

3 ________________________________________________

6 ________________________________________________

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SPEAKING Exercise 5, p. 59 • Although this task will be assigned for homework, go through the steps with students. • Instruct students to do some research online and find information on a festival held in Croatia. • Students are going to prepare a short presentation, which includes some photos, about the festival and present their festival to the rest of the class during the next lesson. • Distribute an analytic rubric for peer assessment (Resource Bank, Resource 52, pp. 406-412). Discuss it with students and explain that they will need it for two purposes, first for planning their talk and second for assessing their peers’ talks later.

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• If you decide to use this task for summative assessment, there is also a detailed analytic rubric (Resource Bank, Resource 53, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them before doing the assignment. HOMEWORK B p. 73, Exercises 2 and 3 W Student’s Book, p. 59, Exercise 5

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UNIT 3

3B DON’T WORRY ABOUT A THING! NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Don’t worry about a thing

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

VOKABULAR

uplifting, songwriter, release, hum

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Izražavanje, razumijevanja autentičnog teksta

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem, interpretacija pjesme Glazbena kultura Aktivno slušanje i razumijevanje pjesme

UDŽBENIK

Str. 60.

RADNA BILJEŽNICA

Str. 75.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON

• Check answers as a class. • You may want to discuss the meaning of the quotes with students and name the authors of the quotes. ANSWER KEY 1 The music is not in the notes, but in the silence in between. (Wolfgang Amadeus Mozart) 2 If music be the food of love, play on. (William Shakespeare) 3 Life seems to go on without effort when I am filled with music. (George Eliot) 4 Music can name the unnameable and communicate the unknowable. (Leonard Bernstein) 5 Music in the soul can be heard by the universe. (Lao Tzu) 6 Without music, life would be a mistake. (Friedrich Nietzsche) 7 As long as we live, there is never enough singing. (Martin Luther) 8 Music is the universal language of mankind. (Henry Wadsworth Longfellow)

MAIN PART SPEAKING Exercise 1 a), p. 60 • Have students think about the role of music in their lives.

• Check homework as a class.

• Students read the options and tick the ones that are true for them.

• Students present their short presentations about a festival held in Croatia.

• In groups, students discuss their answers.

• While students are presenting the festivals, make sure the others are paying attention and evaluating the speeches using the peer assessment rubric. After each student, ask the others to provide feedback and to say what the strong and weak points of the speech were. • Give your own feedback to each student or group. Focus on the elements of the presentation, their correctness, fluency and confidence. • Play a version of the Connections game with students (see Games and Activities on pp. 394-398). • Divide students into groups and distribute the photocopiable Music quotes lists to each group

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(Resource Bank, Resource 54, pp. 406-412). Students match the two parts of the sentences to get the quotes.

• Let volunteers share their ideas. ANSWER KEY Students’ answers.

Exercise 1 b), p. 60 • Students think about what else music does for them and add two things to the list. • In groups, students share their ideas with their classmates. • Monitor students and invite volunteers to share their ideas. Discuss them as a class. ANSWER KEY Students’ answers.

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3B DON’T WORRY ABOUT A THING! I can understand an authentic text. 1

SPEAKING What is the role of music in your life? Tick the options that are true for you. Work in groups, and discuss your answers. A song can change my mood for the better or worse.

I often listen to music when I’m studying.

Listening to music makes me feel relaxed.

Music helps me be creative and imaginative.

Music helps me improve my listening skills.

Listening to songs in English helps me pick up new words.

b) What else does music do for you? Which two things would you add to the list? Share your ideas with your classmates.

2

3.8

LISTENING Amelia often listens to her favourite song. Listen to what she says about it, and complete the factfile with the missing information. Whatʼs the magic behind the song?

SONG FACTFILE SONG TITLE WRITTEN BY RELEASED IN INSPIRED BY

3

a) 3.9 LISTENING Read the lyrics, and put the lines of the second verse in the correct order (1–7). Then listen and check. b) 3.9 Listen again, and answer the questions. BIRDS E LITTL E THRE 1 What is the song about? Don’t worry about a thing 2 What is the mood of the song? How does it make you feel? ‘Cause every little thing gonna be alright thing a 3 What is the message of the song? Do you agree with it? Why (not)? about worry don’t Singin’ ‘Cause every little thing gonna be alright

_______ Smile with the risin’ sun _______ Pitched by my doorstep

1

_______ Rise up this mornin’ _______ Of melodies pure and true _______ Three little birds _______ Sayin’ this is my message to you _______ Singin’ sweet songs Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be alright Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be alright

I write

Get creative, and try to rewrite the second verse of the song to make it about your morning.

I sing

Find and listen to to some other songs by Bob Marley. Choose the one you like best. Learn the lyrics, and try to sing it!

I illustrate

Close your eyes, listen to the song and try to illustrate it. Why not draw a storyboard?

I motivate

Write a ‘don’t worry’ letter to a friend who is feeling down. Try to cheer them up by pointing out the good things in their life.

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3B DON’T WORRY ABOUT A THING!

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UNIT 3

LISTENING Exercise 2, p. 60 • Have students look at the fact file on Amelia’s favourite song. 3.8.

• Play Track 3.8.

• Students listen to the track and complete the fact file with the missing information. • Check answers as a class. • Discuss the magic behind the song with students. Track 3.8 All Bob Marleyʼs songs send good vibrations around the globe, but there’s one that makes us feel more joyful and relaxed than any other. ’Three Little Birds’ was first released in 1977, and it is still very popular over 40 years later! No matter where you are, the song can magically take you to the tropical paradise of Jamaica. If you close your eyes, you can feel the warm morning breeze, and hear reggae music floating through the air and birds singing cheerfully... And, for a moment or two, you can even see Marley sitting on his porch, looking at his feathered friends, who inspired him to write the song, and humming the uplifting tune: Don’t worry ʼbout a thing...

ANSWER KEY SONG TITLE:

Three Little Birds

WRITTEN BY:

Bob Marley

RELEASED IN:

1977

INSPIRED BY:

birds

Students’ answers. / The song can magically take you to the tropical paradise of Jamaica.

‘Cause every little thing gonna be all right Rise up this mornin’ Smile with the risin’ sun Three little birds Pitched by my doorstep Singin’ sweet songs Of melodies pure and true Sayin’ this is my message to you Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be all right Singin’ don’t worry ‘bout a thing ‘Cause every little thing gonna be all right

ANSWER KEY 2, 4, 1, 6, 3, 7, 5

Exercise 3 b), p. 60 • Let students read the questions first. • Play Track 3.9 again. Play the track on the IZZI platform. • In pairs or small groups, students answer the questions. • Check answers as a class. • At this point, you can GO DIGITAL and further practise listening. ANSWER KEY 1 The song is about three little birds that used to come to Bob Marley’s doorstep in the morning and sing. It also talks about positivity. 2 The song is uplifting, it has a positive mood. 3 The message of the song is that no matter how bad things may seem, it will all turn out alright in the end. / Students’ answers.

WORKBOOK PRACTICE LISTENING Exercise 3 a), p. 60 • Students read the lyrics and try to put the lines of the second verse in the correct order. 3.9.

• Play Track 3.9. Play the track on the IZZI platform.

• Students check their answers. • Discuss the answers as a class. Track 3.9 Don’t worry about a thing ‘Cause every little thing gonna be all right Singin’ don’t worry about a thing

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Exercise 1 a), p. 75 • Students match the explanations to the words. • Check answers as a class. ANSWER KEY 5, 3, 4, 1, 2

Exercise 1 b), p. 75 • Have students complete the sentences with the words from Exercise 1 a). • Check answers as a class.

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on ss Le • Play some other songs by Bob Marley to the groups who have chosen to do the I sing activity or have them go online and listen to the songs themselves.

1 singer, 2 release, 3 hum, 4 uplifting, 5 songwriter

READING Exercise 2, p. 75 • Students read the story behind the song Three Little Birds first.

• Distribute the photocopiable storyboard templates (Resource Bank, Resource 55, pp. 406-412) to the groups who chose to do the I illustrate activity.

• Then they complete the text with the missing sentence parts A–G.

• Allow enough time for students to prepare.

• Check answers as a class.

• When they have finished, each group presents what they have worked on.

ANSWER KEY

• Monitor students and help if necessary.

• Give your own feedback to each group. Focus on their correctness, fluency and confidence.

1 E, 2 F, 3 A, 4 G, 5 B, 6 C

3B DON’T WORRY ABOUT A THING!

ANSWER KEY

VOCABULARY

1

Students’ answers.

a) Match the explanations to the words below. uplifting

songwriter

3

ANSWER KEY

hum

release

singer

1 to make it available for sale or distribution

HOMEWORK

2 a person who sings it 5 improving a person’s mood

A SONG

4 to sing it without opening your mouth

3 the person who wrote it

WB p. 75, Exercise 3

b) Complete these sentences with the words in Exercise 1 a). 1 I love a ___________________ who leaves their heart on the stage. 2 As a rule, artists choose the ___________________ date for their new album very carefully. 3 There are apps that let you ___________________ a tune to find the name of the song. 4 It was such an ___________________ performance that I instantly felt like dancing. 5 A good ___________________ should have lyrical ability and the inspiration to create.

2

READING Read about the story behind the song Three Little Birds. Complete the text with the missing sentence parts A–G. There is one sentence part you do not need. Bob Marley loved nature and used it often in his songs. Three Little Birds was written at 56 Hope Road in Kingston, (1) ____. He said that the birds (2) ____ inspired him to write the song. One of his close friends, (3) ____, said that ‘it was just amazing how he put the words together in a flow’. But his feathered visitors aren’t the only ones that might have inspired Marley. In fact, the female trio of the I-Threes, (4) ____, claimed that the song was inspired by them. Apparently, he often called them the ‘three little birds’. Either way, the song is Marley’s slow-burning classic, and it is sung both by his fans and by people (5) ____ or who Bob Marley was. It has been featured in many films, covered by many artists, and made into an offBroadway musical. Liverpool F.C. fans even sing it at their matches. So it seems that (6) ____, he was absolutely right. A who was present while Marley was writing it B who don’t know anything about reggae music C when Marley told the world his music would go on forever D where they made music together

3

E where Marley lived in the second half of the 1970s F which frequently came to his porch G who sang backing vocals for Marley

WRITING What helps you shake off your sadness when you feel down? Read these ideas, and arrange them from the most (1) to the least (4) important for you. Add three more ideas to the list. exercising: riding a bike or going for a run listening to music, singing and/or playing your favourite song keeping yourself busy with activities such as reading, doing a project, or watching a film spending time with family and friends ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

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ENDING THE LESSON

Creative me!, p. 60 • As a class, go through the activities. Make sure students understand what is expected of them. • In groups, students choose an activity.

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UNIT 3

3C IT’S SHOP O’CLOCK NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

SPEAKING

NASTAVNA JEDINICA

It’s shop o’clock

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4.

Exercise 1, p. 61 • In pairs or small groups, students discuss the questions about shopping.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje, čitanje, pisanje

VOKABULAR KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

FUNKCIONALNI JEZIK

discount, return policy, fitting room, exchange, full refund, receipt Kupovanje odjeće Can I help you? What size are you? Maybe you could try...? Can you enter your PIN, please? Yes, please! I’m looking for..., Can I try it on? It’s a good fit.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.3., B.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Slušanje i čitanje s razumijevanjem

UDŽBENIK

Str. 61.

RADNA BILJEŽNICA

Str. 76. -77.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • You may want to play the A to Z game (see Games and Activities on pp. 394-398) with students to introduce the topic of the lesson. • Divide students into groups and have each group write out the alphabet on a piece of paper or in their notebooks. • Give them the topic of the day: shopping. Students try to think of a category of things that they might shop for, one for each letter. Allow one word per letter. • Set a time limit to a few minutes. When the time is up, the winner is the team with the most words related to the topic.

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MAIN PART

• Have volunteers share their answers with the class. ANSWER KEY Students’ answers.

LISTENING Exercise 2 a), p. 61 • Let students read the instructions to the exercise. Make sure they understand what they need to do. 3.10.

• Play Track 3.10.

• Students put a tick next to the things Amelia does. • Check answers as a class. Track 3.10 Shop assistant: Hello! How can I help you? Amelia: Hello! I’m looking for a present for a friend. How much is that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1, 805. Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! Amelia: Thank you! Oh, it seems too big... Do you have it in a smaller size? Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. Amelia: Oh, great! Well, we’re about the same size. Can I try it on? Is there a fitting room? Shop assistant: Of course; it’s right there at the back. Follow me, please. Shop assistant: How is it? Amelia: It’s a good fit; I’ll take it. Can I pay by card? Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. Just keep the receipt. Here’s your change, and here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!

ANSWER KEY asks for a smaller size, asks to pay by credit card

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3C IT’S SHOP O’CLOCK I can shop for clothes. 1 2

SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?

a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to the things she does. asks for a smaller size

asks for a discount

pays by credit card

asks for a different colour

asks to pay by credit card

asks about the return policy

b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence you do not need. Listen and check. 1 Do you have it in a smaller size? Shop assistant: Hello! (1) Amelia: Hello! I’m looking for a present for a friend. How much is 2 Can I have a discount? that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1,805. 3 Can I pay by card? Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! 4 Just keep the receipt. Amelia: Thank you! Oh, it seems too big... (2) Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. 5 How is it? Amelia: Oh, great! Well, we’re about the same size.

Is there a fitting room? (3) Shop assistant: Of course; it’s right there at the back. (Amelia goes into the fitting room and tries on the T-shirt.) Shop assistant: (4)

6 Can I try it on? 7 How can I help you?

Amelia: It’s a good fit; I’ll take it. (5) Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!

Here’s your change, and

c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the size is not right?

Buying clothes Shop assistant Can I help you? What size are you? How is it? / Does it fit? It really suits you! / Maybe you could try… Are you paying by cash or card? We only take cash. Can you enter your PIN, please?

Customer Yes, please! I’m looking for… / No thanks, I’m just looking. I’m (a) size XS / S / M / L / XL. Can I try it on? It’s a good fit. / It doesn’t fit. Have you got it in (a) medium / large? I’ll take it. / I’ll have this one. Can I pay by card?

3

SPEAKING Work in pairs. Take turns to act out the dialogue.

Student A: You work in a small shop that sells clothing and accessories. Help your customer find what they are looking for. Student B: You are a customer looking for an item of clothing. You want to try it on. Decide whether you want to buy it or not.

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3C IT’S SHOP O’CLOCK

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UNIT 3

READING Exercise 2 b), p. 61 • Instruct students to read the dialogue and complete it with the missing sentences. • Play Track 3.10 again. • Students listen and check their answers. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: discount, return policy, fitting room, exchange, full refund, receipt. • You may want to explain that the currency mentioned in the dialogue is J$ or Jamaican dollar. ANSWER KEY 1 Sentence 7, 2 Sentence 1, 3 Sentence 6, 4 Sentence 5, 5 Sentence 3, 6 Sentence 4

TRICKS OF THE TRADE A thousand Jamaican dollars equals approximately 6 US dollars and 47 cents, or 41 kuna and 42 lipa. Exercise 2 c), p. 61 • Students read the dialogue again and answer the questions. • Check answers as a class. ANSWER KEY 1 Amelia wanted to buy a green T-shirt with Bob Marley on it. She bought a yellow T-shirt with Bob Marley on it in the end. If the size is not right, she can exchange the T-shirt or return it within 30 days for a full refund.

My...EVERYDAY ENGLISH! In a clothes shop

• Draw students’ attention to the My... EVERYDAY ENGLISH! section. • Explain to students that these are phrases that can be used in a clothes shop.

• You may want to ask students to read, in pairs, the phrases out loud. • In a lower-ability class, you may want to translate the phrases into Croatian. • At this point, you can GO DIGITAL and practise shopping dialogues further. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 76 • Students match the words and expressions to the pictures. • Check answers as a class. • If necessary, explain any new vocabulary. Suggested vocabulary: accessories, price tag, bargain, window shopping. ANSWER KEY 9, 10, 8, 2 4, 3, 7, 1

Exercise 2, p. 76 • Let students read the sentences and decide who is talking. • Students write C for customer or SA for shop assistant. • Check answers as a class and have students explain their choices. ANSWER KEY 1 SA, 2 SA, 3 C, 4 SA, 5 C, 6 SA, 7 C, 8 SA, 9 C, 10 C, 11 SA, 12 SA

• Refer students to the STOP AND THINK! section. In pairs, students discuss when we use the quantifiers much and many. • Check answers as a class. ANSWER KEY We use much with uncountable nouns and many with countable nouns.

• Students read the phrases both the shop assistant and the customer might use.

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3C IT’S SHOP O’CLOCK I can shop for clothes. 1 2

SPEAKING Do you like shopping? Why (not)? What kind of things do you usually go shopping for?

a) 3.10 LISTENING Amelia is shopping for a birthday present for her friend Shelly. Listen, and put a tick next to the things she does. asks for a smaller size

asks for a discount

pays by credit card

asks for a different colour

asks to pay by credit card

asks about the return policy

b) 3.10 READING Read the dialogue, and complete it with the missing sentences below. There is one sentence you do not need. Listen and check. 1 Do you have it in a smaller size? Shop assistant: Hello! (1) Amelia: Hello! I’m looking for a present for a friend. How much is 2 Can I have a discount? that T-shirt? The green one with Bob Marley on it. Shop assistant: This one? It’s J$1,805. 3 Can I pay by card? Amelia: Can I have a look at it, please? Shop assistant: Sure, here it is! 4 Just keep the receipt. Amelia: Thank you! Oh, it seems too big... (2) Shop assistant: They’re sold out, I’m afraid. But we’ve got it in yellow. Here, I’ll show you. 5 How is it? Amelia: Oh, great! Well, we’re about the same size.

Is there a fitting room? (3) Shop assistant: Of course; it’s right there at the back. (Amelia goes into the fitting room and tries on the T-shirt.) Shop assistant: (4)

6 Can I try it on? 7 How can I help you?

Amelia: It’s a good fit; I’ll take it. (5) Shop assistant: Sorry, we only take cash... Amelia: Oh, alright. Here you are! What do I do if it doesn’t fit her? Shop assistant: You can exchange it or return it within 30 days for a full refund. (6) here’s the T-shirt. The receipt is in the bag. Thank you, and come again! Amelia: Thank you! Bye!

Here’s your change, and

c) Read the dialogue again. What did Amelia want to buy? What did she buy in the end? What can she do if the size is not right?

Buying clothes Shop assistant Can I help you? What size are you? How is it? / Does it fit? It really suits you! / Maybe you could try… Are you paying by cash or card? We only take cash. Can you enter your PIN, please?

Customer Yes, please! I’m looking for… / No thanks, I’m just looking. I’m (a) size XS / S / M / L / XL. Can I try it on? It’s a good fit. / It doesn’t fit. Have you got it in (a) medium / large? I’ll take it. / I’ll have this one. Can I pay by card?

3

SPEAKING Work in pairs. Take turns to act out the dialogue.

Student A: You work in a small shop that sells clothing and accessories. Help your customer find what they are looking for. Student B: You are a customer looking for an item of clothing. You want to try it on. Decide whether you want to buy it or not.

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UNIT 3

ANSWER KEY

3C IT’S SHOP O’CLOCK VOCABULARY

1 a) Match these words and expressions to the photos. There are two words or expressions you do not need. 1 clothes and accessories 6 bargain

7 fitting room

2 cash

3 go shopping

8 on sale

4 receipt

9 window shopping

5 price tag

1 A passion, 3 motto, A drop, 4 impulsive, 5 Window, 6 A brands, 7 A bargain, 8 A excitement / Students’ answers.

10 credit card

SPEAKING

b) Complete the sentences below with words and expressions from Exercise 1 a). There are two words or expressions you do not need. 1 Always keep the ________________________ in case you decide to return or exchange an item you’ve bought. 2 I always shop around, looking for items __________________________. I don’t want to pay the full price if I

Exercise 4 b), p. 77 • Students read the explanation and discuss the questions in small groups. • Discuss answers as a class.

can find a discount.

ANSWER KEY

3 I’m trying not to __________________________ too often, because I’m saving for my holidays. 4 When shopping online, most people pay by ____________________________________. 5 If you ask me, nothing can replace the experience of being in the shop and trying on clothes in the

Students’ answers.

_______________________________ with my friends. 6 I found my record player in a garage sale. It was a real __________________________! 7 People avoid carrying a lot of __________________________ with them, because they are afraid they might get robbed. 8 One of my favourite pastimes is __________________________. Just browsing, rather than buying, sometimes gives me great pleasure.

2

3

WRITING AND SPEAKING Work in pairs. In your notebooks, write a dialogue between a shop assistant and a customer. Follow the steps below. Then role-play the dialogue.

Read the sentences, and decide who is talking. Write C for customer and SA for shop assistant. 1 Can I help you?

7 Does it come in yellow?

2 It suits you.

8 Does it fit?

3 How much is it?

9 Have you got it in a small size?

4 Would you like to try it on?

10 It doesn’t fit.

5 Where can I try it on?

11 How would you like to pay?

6 We only take cash.

12 Can you enter your PIN, please?

11 Offer a solution (bigger/smaller size, different colour, etc.). 13 Give a compliment. 15 Ask about the payment method. 17 Ask the customer for the PIN. Give a receipt. 19 Thank the customer, and say goodbye.

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STUDENT A – Shop assistant Say hello. Offer to help. Give the item. Give the price. Show the customer where the fitting rooms are. Ask whether it fits.

1 3 5 7 9

STOP AND THINK! Do we use 'much' with countable nouns or uncountable ones? What about 'many'?

4

Exercise 3, p. 77 • In pairs, students write a dialogue between a shop assistant and a customer. • Refer students to the steps they should take when writing the dialogue. • Give students enough time. • Students role-play the dialogue in pairs. • Have volunteers role-play the dialogue in front of the class.

14 16 18 20

Decide to buy it. Choose credit card. Thank the shop assistant. Say goodbye.

a) First complete this questionnaire with the words below. Then do the quiz. Circle the option that is true for you: A or B. impulsive

WRITING AND SPEAKING

STUDENT B – Customer 2 Say what you are looking for. Ask to see an item. 4 Ask about the price. 6 You want to try it on. 8 Thank the shop assistant. 10 Comment on the item. There’s a problem (size, length, colour etc.). 12 Accept. Try it on.

brands

drop

1 1 For you, clothes shopping is a... 1

A ________________________. B necessity.

4 4 Are you an __________________

passion

window

bargain

2 2 How often do you shop for clothes? 1

A Very often.

3 1

motto

excitement

Your shopping

_____________________ is... A ʻShop till you _____________!ʼ

B Occasionally.

B ʻBuy only what you need!ʼ

1

buyer?

5 1

A Yes, I often buy things without thinking carefully. B No, I always shop around first.

_______________ shopping, or ‘just lookingʼ, is...

A stressful. B fun.

7 7 Do you buy things simply because they’re on sale? 1

A Of course: I won’t say no to a _____________! B No: only if I really need them.

66

You’re more likely to buy...

A well-known _____________. B no-name products.

8 8 When you find the item you need, you feel... A a rush of _______________________. B relief: shopping is over.

b) SPEAKING Read the explanation below. What do you think about it? Does it apply to you or anyone you know? If your answers are mostly As, you must be very careful not to develop a shopping addiction. You may think that spending money on clothes is not a big deal. However, if spending is emotional rather than rational, it might become a serious problem. What is causing your desire to constantly buy something? Could it be that you’re just unhappy about something and want to feel better about yourself? Face your problems, kick your shopping habit and stop wasting money! c) WRITING What if your answers are mostly Bs? Write a short paragraph about it. Think about the questions below. 1 What type of buyer are you? How does it show?

2 Should you be worried? What can you do about it?

If your answers are mostly Bs, you ______________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________

ANSWER KEY Students’ answers.

Exercise 4 a), p. 77 • Tell students to complete the questionnaire with the words first. • Check answers as a class. • Students then do the quiz and circle the option that is true for them.

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ENDING THE LESSON SPEAKING Exercise 3, p. 61 • In pairs, students take turns acting out the dialogue by following the instructions in the exercise. • Monitor students and help if necessary.

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• Let students act out the dialogues in front of the class. • You may want to have a class vote on the best dialogue. • Give your own feedback to students. Focus on the phrases they have used, their fluency, confidence and creativity. ANSWER KEY Students’ answers.

HOMEWORK WB pp. 76–77, Exercises 1 b) and 4 c)

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UNIT 3

Lesson 4

4 BOOKING A HOLIDAY NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

SPEAKING

NASTAVNA JEDINICA

Booking a holiday

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., A.8.6., B. 8.1, B.8.2., C.8.1., C.8.2., C. 8.3, C.8.4., C.8.5.

Exercise 1, p. 62 • Students imagine they are going on holiday and look at the types of accommodation.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

Vezan uz smještaj u turističkim objektima: hotel, campsite, bed and breakfast, amenities, cancellation policy, house rules, fully equipped, facilities, check-in, check-out, free of charge

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

FUNKCIONALNI JEZIK

Pisanje poruka domaćinu Dear Sir/Madam, we’ve booked..., we also love the fact..., we’d also like to ask a few questions..., could you please tell us..., thanks in advance..., looking forward to meeting you

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.3., B.3.4., C.3.2., C.3.3., D.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

• In pairs, students discuss the questions. • Discuss students’ choices as a class. ANSWER KEY Students’ answers.

READING Exercise 2 a), p. 62 • Explain to students that Amelia’s family is renting out their flat. • Let students read the listing for it and match each item to the correct heading. • You may want to explain what a listing is. • Check answers as a class. ANSWER KEY 3, 4 1, 5, 2

B.3.1., B.3.2., B.3.3.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem, pisanje poruke domaćinu

UDŽBENIK

Str. 62.

RADNA BILJEŽNICA

Str. 78. -79.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework with students. • Brainstorm students’ ideas on the types of accommodation where they could spend their holidays. ANSWER KEY Students’ answers. / Suggested answers: hotel, hostel, bed and breakfast, house, apartment, boat, cottage, cabin, campsite.

226

MAIN PART

TRICKS OF THE TRADE A listing is something that isincluded in a list, in this case a list of properties that are available for rent. The listing should have a catchy title, a short description, a list of amenities and some photos of the property you are renting. Exercise 2 b), p. 62 • Have students read the instructions for the exercise. Make sure they understand what they need to do. • Students read the message and answer the question. • Check answers as a class. • Explain any new vocabulary. Suggested vocabulary: cancellation policy, provided, fully equipped, facilities, free of charge, love the sound.

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4

BOOKING A HOLIDAY I can write a message to a host.

1

SPEAKING Imagine you’re going on a holiday. Look at the types of accommodation below. Where would you stay? Why? hotel

hostel

campsite

2

Hosted by Amelia

1 Guest review 2 Location 3 Amenities

4 House rules 5 Cancellation policy

bed and breakfast

house/flat/apartment for rent

Wi-Fi available Heating Linen provided

a) READING Amelia’s family is renting out a flat. Read the listing for it, and match each item to the correct heading.

Air conditioning Fully-equipped kitchen Ironing facilities

Check-in: from 3 p.m. until 8 p.m. Check-out: until 10 a.m. Score 9.8: Jan, August 2020

b) Somebody has made a booking and sent a message to Amelia. Read the message. Which parts of the listing in Exercise 2 a) is the guest talking about?

Lovely – what a gem! Great loca tion for beach lovers. Clean, comfortable place with a friendly, helpful host. I totally recommend it. You may cancel free of charge unti l 14 days before arrival. In Montego Bay, just a four-minute walk from the Doctor’s Cave Beach.

Dear Amelia,

I’ve booked your flat from 11 to 17 January. We are a young married couple from Liverpool, and we’re coming for the Rebel Salute Music Festival. We love the sound of your flat – being within walking distance of the beach is priceless! I’d like to ask you a couple of questions before arriving. On your page it says that check-in is until 8 p.m.. We’re going to arrive on a 10 p.m. flight. Is it possible to check in later? We’re also going to rent a car at the airport. Is there a parking place on site – and, if not, is it OK to leave the car in the street? And one more thing... Are the towels provided, or do we need to bring our own? Thanks in advance, Bella

c) Read Bellaʼs message again, and put the items listed below in the order (1–5) in which they appear in the message.

3

Contacting the host This is what you can include in your message: any questions about the listing (amenities, location, house rules, etc.) what you like about the listing your booking dates reasons that bring you to their place something about yourself (e.g. where you come from, who you are coming with) Writing bank → p. 114-115

WRITING You’re going on holiday to Jamaica. You’ve booked Amelia’s flat. Write a message to her following the proposed structure. Ask about the following things as well: > Ask for earlier check-in, or whether you can at least come to leave your luggage. > Ask about the best way to get to the flat. > You want to bring a pet dog. Ask about the house rules.

Check and tick. I have used a proper introduction and ending. I have included all the necessary parts. I have used punctuation and capital letters correctly. I have checked my spelling.

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ANSWER KEY The guest is talking about the location, house rules and amenities.

Exercise 2 c), p. 62 • Students read Bella’s message again and put the listed items in the order they appear in the message.

Exercise 1 b), p. 114 • Students look at the list and tick the information that tourists usually check when choosing their holiday accommodation. • In pairs, have students discuss which things they find most important and why. • Discuss students’ answers as a class. ANSWER KEY

• Check answers as a class. ANSWER KEY 1 location, 2 house rules, 3 amenities

• At this point, you can GO DIGITAL and further practise reading.

Pencil, paper, go!

Exercise 2, p. 114 • Students read the instructions to the exercise and look at the listing and the message from somebody who has made a booking. ba nk

Short report

price, vacancy dates, Wi-Fi availability, guest reviews, parking place, location, amenities, cancellation policy / Students’ answers.

READY? (pre-writing) 1

• Have students go through the list of things they should include in their message to a host.

a) Here is a list of fun holiday activities. Write S for summer activities, W for winter, or B for those activities that can be done in both seasons. fishing

skiing

swimming

collecting pine cones ice skating

• Discuss the things that should be included when contacting a host as a class.

videogame tournaments

camping

jogging

hiking

ice fishing

snowboarding

karaoke

water skiing

zip-lining

watching the sunset ice hockey

barbecues

building igloos of snow

b) Have a look at this list, and tick the information that tourists usually check when choosing their holiday accommodation. Which of these things do you find most important? Why?

WRITING BANK BOOKING A HOLIDAY

price

guest reviews

curtains

hospitals

parking place

cancellation policy

vacancy dates

nearby boutiques

libraries

Wi-Fi availability

location

the butcher’s

tattoo parlours

amenities

breakfast included

SET... 2

READY? (pre-writing)

The Fogg family rents out rooms in a lovely lodge in the mountains. Take a look at their listing and the message from somebody who has made a booking.

THE FOGG FAMILY LODGE

Exercise 1 a), p. 114 • Let students read the list of activities and write S for summer, W for winter or B for those activities that can be done in both seasons.

walk from the ski slopes. In Montafon, Austria, just a five-minute Free parking Wi-Fi available Indoor ski storage Heating Indoor sauna and pool Air conditioning Linen provided Fully-equipped kitchen -hunting training special offer: hiking guide and mushroom available in resort Check-in: from 6 a.m. until 10 a.m. Check-out: until 10 a.m. before arrival. You may cancel free of charge until 8 days don’t cancel on time You will be charged the total price if you or if you don’t show up.

• Check answers as a class.

Score 9.5: The Smiths, February 2019 hosts, delicious Wonderful place, calm and quiet, hospitable breakfast.

ANSWER KEY fishing – S, skiing – W, swimming – S, videogame tournaments – B, zip-lining – B, collecting pine cones – B, camping – B, ice fishing – W, watching sunset – B, ice skating – W, jogging – B, snowboarding – W, ice hockey – W, barbecues – B, hiking – B, karaoke – B, water skiing – S, building igloos of snow – W

3 BOOKING A HOLIDAY

Wr iti ng

• Draw students’ attention to the Pencil, paper, go! section.

Score 8.9: Peter, January 2018 sleep, a bargain! Good spot, great hiking guide, got good

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Exercise 2 a), p. 115 • Instruct students to read the notes Mr. Fogg has made and check what he has written. • Students underline the correct notes in green and the incorrect ones in red. • Check answers as a class.

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ANSWER KEY Green: a retired couple, 3rd to 15th January, arriving at 8 a. m., need vault, want linen, allergic to something. Red: from Russia, a dog, need walk-in shower, want towels, asking about bridges.

Exercise 2 b), p. 115 • Explain to students that Mrs. Fogg is confused, so she is checking whether the Popov family have included all the necessary things in their message.

Dear Mr and Mrs Fogg,

Thank you very much. Looking forward to meeting you! Niko Popov

BEGINNING Dear Sir / Madam / title and surname / forename (depending on the level of formality).

CENTRAL PART

Write about what you like, and place most of your questions and concerns in the central part of the message. Use modal verbs for polite questions: Could we/you...?, Would it be all right if we...?, Could you possibly organise...?. You can also ask questions starting with: Is there...?, Is it OK if...?, Is it possible to...?.

CLOSING

Always sign off when writing a message: thank the person, use a phrase such as ‘looking forward to your reply’ or ‘looking forward to meeting you’. You can also add a phrase such as ‘kind regards’ or ‘sincerely’ depending on the content of your message. And don’t forget to sign the message!

A retired couple from Russia, two people and a dog (we may allow a poodle if it’s quiet), 3rd-15th January, arriving at 8 a.m., need vault and walk-in shower, want towels and linen, asking about bridges (no idea why?), allergic to something (not food).

• In a lower-ability class, you may want to let students work in pairs. • Draw students’ attention to the format reminder and the three parts of the message. Have them read the explanations for each part carefully.

Remember! In a message, there is no title. However, there are some phrases we must use when writing a polite message.

a) Here are the notes Mr Fogg has made to discuss with his wife. He was in a big hurry, so he wasn’t really careful. Check what he wrote. Underline the correct notes in green and the incorrect ones in red.

• Students check the message by using the suggested method of marking the text.

• Check answers as a class.

FORMAT REMINDER

We’ve booked a room in your lodge from 3rd to 15th January. We are a retired couple from Dubrovnik, and we’re coming for the Montafon bridge tournament. We’re excited to see the sauna listed! We also love the fact that you have underfloor heating; my wife is always afraid of the cold, so this will be perfect for her. We’d like to ask you a few questions before arriving. We’re going to arrive at about 8 a.m. We’re travelling by car, so could you please reserve a parking place for us? We’re also not quite sure where the bridge tournament is held. Is it within walking distance, or would we have to drive? We don’t need the ski storage, because we don’t ski. We do have some expensive photography equipment, though; is there some sort of vault available where we could keep it? Also, could you please tell us whether towels are available? If so, is there an extra charge, or are they included in the price? Finally, we’d like to know whether you allow pets. Unfortunately, we are both allergic to dog hair, so we have to be prepared, just in case.

b) Mrs Fogg is confused, so she is checking whether the Popov family have included the following things. Help her check, using her method of marking text. 1 requests or questions about the listing – highlighted in yellow

3 their booking dates – highlighted in green

2 what they like about the listing – circled in blue

4 information about themselves – underlined in red

…WRITE! 3

It’s your turn! You have booked a holiday in the Fogg Family Lodge for you and your family. Write a message to your hosts, following the structure proposed in the Set... section. When you finish, there is a checklist at the end of the page to help you make your message clear!

ONE MORE LOOK! Check and tick.

MY SELF-CHECK Remember those tiny mistakes that you, and only you, always make? List them, and check.

I have used a proper introduction and ending. I have included all the necessary parts. I have used punctuation and capital letters correctly.

___________________________________________

I have used modals for polite questions.

___________________________________________

I have checked my spelling.

___________________________________________

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ANSWER KEY 1 Yellow: ... could you please reserve a parking place for us? ... where the bridge tournament is held. Is it within walking distance, or would we have to drive? ... is there some sort of vault available where we could keep it? ... could you please tell us whether linen is available? If so, is there an extra charge, or is it included in the price? ... we’d like to know whether you allow pets. 2 Blue: We’re excited to see the sauna listed! We also love the fact that you have underfloor heating... 3 Green: We’ve booked a room in your lodge from 3rd to 15th January. 4 Red: We are a retired couple from Dubrovnik, and we’re coming for the Montafon bridge tournament... my wife is always afraid of the cold... We’re going to arrive at about 8 a. m. We’re travelling by car... We don’t need the ski storage, because we don’t ski. We do have some expensive photography equipment... Unfortunately, we are both allergic to dog hair...

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WORKBOOK PRACTICE Exercise 1, p. 78 • Students match the types of accommodation to their explanations. • Check answers as a class. ANSWER KEY 3, 2, 5, 4, 1

Exercise 2, p. 78 • Students look at the words and phrases in the exercise and sort them into the correct categories. • Check answers as a class. ANSWER KEY guest review

Location

amenities

house rules

cancellation policy

lovely place

town centre

Wi-Fi connection

smoke-free property

nonrefundable

friendly host

countryside

flat-screen TV

no pets

free up to 7 days before arrival

perfect spot

near the sea

kettle

no parties

free cancellation

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Exercise 5 a), p. 79 • Let students imagine they are renting out a place and have them think about the listing for it.

BOOKING A HOLIDAY VOCABULARY

1

Match the types of accommodation to their explanations. 1 hostel

2 hotel

3 house or apartment for rent

4 bed and breakfast

• Since students are going to write a message relating to their partner’s listing for homework, you may want to instruct them to create a listing in their partner’s workbook.

5 campsite

a home that people own and rent out to tourists as an alternative to a hotel a building where people pay money to sleep, eat meals and buy other services a piece of land where people can put up a tent or park their camper a small lodging place or guest house offering a room to sleep in for the night and a morning meal a place with shared rooms where people can stay cheaply when travelling

2

Sort these words and phrases. Wi-Fi connection no pets

lovely place

flat-screen TV no parties

guest review

non-refundable

friendly host

near the sea

location

smoke-free property

town centre

free up to 7 days before arrival

countryside

kettle

perfect spot

amenities

free cancellation

house rules

cancellation policy

• Give students enough time and help if necessary. • Invite volunteers to read out their listings. ANSWER KEY

3

READING Read about the needs of three different travellers who are going to Kingston, Jamaica. Match them to the property which suits them best.

Comment

Property 1

Property 2

Property 3

Location

in the heart of the city

near the city centre

near the city centre

a village outside the city

Amenities

air conditioning/ heating, Wi-Fi available, kitchen essentials, ironing facilities, balcony

air conditioning/ heating, satellite TV, fully-equipped kitchen, hairdryer, washing machine, Wi-Fi available, parking space

air conditioning/ heating, kitchen basics, coffee/tea maker, facilities for disabled guests, terrace, parking space

air conditioning/ heating, satellite TV, fully-equipped kitchen, hairdryer, washing machine, garden, parking space

House rules Keep noise to a minimum, not suitable for children under 5, smoking is not allowed

Smoking is not allowed, Guests are allowed a gatherings of any kind maximum of two visitors at any time are strictly prohibited during their stay

Students’ answers.

Property 4

Jack is arriving by plane, alone. He is coming for a three-day business conference in the central part of Kingston. He won’t have time to prepare his own meals; he is going to eat out. He is going to use his laptop in the evenings. He needs a clean, quiet place with an outside smoking area. He will also have to deal with the problem of his shirts getting wrinkled in his suitcase; he has to look smart for the conference.

Smoking is not allowed, suitable for children, pet-friendly

A family of four is looking for a property away from the hustle and bustle of city life. They are renting a car and staying for ten days. They will be taking a couple of trips, including one to central Kingston. They would love to find a place with a safe area for the small children to play when they’re home. If possible, they would like to bring their dog along. The children like watching a specific cartoon programme, so a satellite TV would mean a lot.

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Martha and Victor are a married couple looking for a place to stay in or near central Kingston. She will be driving, since her husband is in a wheelchair. Victor is used to drinking his tea and reading the newspaper outdoors, so a place with a spacious external area would suit them perfectly. They are meeting another couple in Kingston, and they will want to invite their friends over for tea. They are not planning to cook, but rather to buy prepared food at the supermarket or eat out.

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READING

4 READING Amelia has received a message from a guest. Read the message, and complete it with the missing sentence parts A–H. There are two sentence parts you do not need.

Exercise 3, pp. 78–79 • Let students read about the needs of three different travellers who are going to Kingston, Jamaica. • Students then match the travellers to the property that suits them best. • Check answers as a class. ANSWER KEY 1, 4, 3

Dear Amelia, I’ve booked your apartment (1) _____. I’m coming for the World Congress on Medical and Aromatic Plants in Montego Bay. Your apartment is near the venue, which is perfect, but (2) _____. Your listing says that (3) _____, and the Congress starts at 9 a.m. Is it possible for me to (4) _____ after the flight and to leave the luggage? Also, am I allowed (5) _____? Some of my colleagues would join me for dinner after the conference. One more thing: (6) _____, and what is the easiest and cheapest form of transportation? Thanks in advance! Melvin

5

A come early in the morning just to change clothes

E to have visitors during my stay

B to bring a pet dog

F how far is Kingston from Montego Bay

C I’d like to ask you a couple of questions

G check-out time is until 10 a.m.

D from 18th to 22nd January

H check-in time is from 3 p.m.

a) Imagine renting out a place. Create your own listing for it. 1 Location:

_____________________________________________________________________________

2 Amenities:

_____________________________________________________________________________

3 House rules:

_____________________________________________________________________________

4 Cancellation policy: _____________________________________________________________________________ b) Read your partner’s listing. Write them a message following the structure in Exercise 4. Include questions about an amenity you need, a house rule you want to know more about, and the distance from the site of your interest. Dear ______________________, _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

READING

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Exercise 4, p. 79 • Students read the instructions to the exercise. Make sure they understand what they need to do. • Have them complete the message with the missing sentence parts A–H. • Check answers as a class. ANSWER KEY 1 D, 2 C, 3 H, 4 A, 5 E, 6 F

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ENDING THE LESSON WRITING Exercise 3, p. 62 • One more writing task is provided in Exercise 3 on page 115 in the Student’s Book. You may want to assign it for homework or include it in the writing task in this lesson.

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• Have students imagine that they are going on holiday to Jamaica and that they have booked Amelia’s flat. • Instruct them to write a message to her following the proposed structure and ask the things suggested in the exercise. • Students write their messages. Refer them to the Pencil, paper, go! section on page 62 as well as the writing guide on page 115 of the Student’s Book. Remind them again to organise their messages in three parts and include the necessary information and phrases in each part. • Go round the class and provide help where needed. • Draw students’ attention to the ONE MORE LOOK! section. Ask them to go back to their writing and check whether they have completed the task correctly. • Divide students into pairs or small groups. Have them check each other’s work. They tick the checklist for their classmates’ work as well. Encourage them to provide feedback to their peers. They write two compliments and one suggestion on how to improve the report. • Students go back to their work and make the necessary corrections. • If you decide to use this task for summative assessment, there is a detailed analytic rubric (Resource Bank, Resource 56, pp. 406-412). Students need to become familiar with the rubric (the grading criteria) beforehand, so discuss it with them before the assignment. HOMEWORK WB, p. 79, Exercise 5 b)

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UNIT 3

Lesson 5

5 A LAND OF WONDERS NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

A land of wonders

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.4., A.8.5., B.8.1., B.8.2., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, pisanje

VOKABULAR

bobsleigh, stronghold, trade route, estate, laid-back, punctuality, valued, debutants

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o zanimljivim činjenicama

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.2., B.3.4., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., C.3.2., C.3.3., D.3.1., D.3.2.

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.1., C.3.2., C.3.3., C.3.4., D.3.1., D.3.3.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Čitanje s razumijevanjem Geografija Nazivi gradova na Jamajki Tjelesna i zdravstvena kultura Sportovi

UDŽBENIK

Str. 63.

RADNA BILJEŽNICA

Str. 80.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. Exercise 1 a), p. 63 • Have students think about what they have learned about Jamaica so far. • Distribute the photocopiable Jamaica mind maps to students (Resource Bank, Resource 57, pp. 406-412). • Students create the mind map, completing it with what they now know about Jamaica. • You may want to refer students to the mind maps about Jamaica they have completed at the beginning of the Unit (Resource Bank, Resource 38, pp. 406-412). Let them use the information from that mind map to create the new one.

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• Give students enough time to complete the mind maps. ANSWER KEY Students’ answers.

Exercise 1 b), p. 63 • In pairs, students compare their mind maps and add their partners’ facts to their own mind maps. • Have volunteers share their mind maps with the rest of the class. ANSWER KEY Students’ answers.

MAIN PART READING Exercise 2 a), p. 63 • Explain to students that Amelia has written an article for her family’s tour company website. • Students read the article and tick the topics Amelia has covered. • Check answers as a class. • Check students’ understanding of any new vocabulary. Suggested vocabulary: bobsleigh, stronghold, trade route, estate, laid-back, punctuality, valued, debutants. ANSWER KEY geography, sport, art, lifestyle, history

Exercise 2 b), p. 63 • Have students read the texts again and rank them from most to least interesting for them. • Discuss students’ choices as a class and encourage students to explain their choices. ANSWER KEY Students’ answers.

Exercise 2 c), p. 63 • Refer students to the mind maps they have created at the beginning of the lesson (Resource Bank, Resource 57, pp. 406-412). • Instruct them to add some of the information from Amelia’s article to their mind maps about Jamaica.

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A LAND OF WONDERS

5

I can find and talk about interesting facts. 1

a) Think of what you have learned about Jamaica so far. Create a mind map, and write what you now know about the country. Think of its location, language, history, flag, music, tourist sites, etc. b) Work in pairs. Compare your mind maps, and add your partner’s facts to your own mind map.

2

a) READING Amelia has written an article for the website of her family’s tour company. She has included some interesting facts about Jamaica. Tick the topics she has covered. music

food

geography

politics

sport

art

lifestyle

tourism

ecology

history

SIX FUN FACTS ABOUT JAMAICA A team from a tropical island competing in a winter event may sound incredible... But it’s not impossible! One of the most famous sporting events in history took place when the Jamaican bobsleigh team competed at the 1988 Winter Olympic Games in Calgary, in Canada. You can even watch a film based on this unlikely story! When you take a closer look at the map of Jamaica, you’ll find lots of places with funny names. You can visit places such as Yu-No-Call-Mi-Mi-No-Come, I-No-Call-Yu-Noh-Come, Pig City, Jungle, Keep Left, Uman Hole and many others. There is also a place called Bad Times, but you don’t have to worry: in Jamaica, you can only have good times! You have probably seen the films in the ‘Pirates of the Caribbean’ series, haven’t you? Although the plot is fictional, the pirates were very real! Many of them could be found in Jamaica, especially in the 17th century. Port Royal was the main pirate stronghold in Jamaica, from where they attacked ships on trade routes. “Bond. James Bond”: who in the world hasn’t heard these words? This famous secret agent was created by Ian Fleming, who wrote all fourteen of his James Bond books while he was living on his Goldeneye estate in Jamaica. Even two James Bond films, ‘Dr. No’ and ‘Live and Let Die’, were filmed on the island. ‘Jamaica time’ usually refers to the islanders’ always being late, which is a consequence of our laid-back lifestyle. Punctuality is not highly valued in Jamaica, so always be prepared to wait for some extra minutes... or sometimes even hours! Luckily, there’s plenty to enjoy in Jamaica while you’re waiting, so you’ll never get bored. Football has become very popular on the island ever since the Jamaican national team, the Reggae Boyz, first qualified for the World Cup. That was in 1998, when it was held in France. Their first game was against Croatia, their fellow debutants. Unfortunately for the Jamaicans, Croatia won the game 3-1.

b) Read the texts again, and rank them from the most (1) to the least (6) interesting for you. Explain why. c) Add some of the information from Amelia’s article to your mind map about Jamaica.

3

WRITING AND SPEAKING What interesting facts are there about Croatia? Do some research. Choose at least five facts you like, and prepare a short talk to present them. You may also prepare a digital presentation.

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A LAND OF WONDERS

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UNIT 3

• Let volunteers present their mind maps to the rest of the class. • At this point, you can GO DIGITAL and further practise reading.

1

a) Read the definition, and write the right name, word or phrase. 1 A football event which takes place every four years ___ ___ ___ ___ ___ ___ ___ ___ 6

2 The nickname of the Jamaican national football team ___ ___ ___ ___ ___ ___

___ ___ ___ ___ 5

3 The quality of being late on the island of Jamaica ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 3

4 The name of a famous British secret agent ___ ___ ___ ___ ___ ___ ___ ___ ___

ANSWER KEY

7

5 A person who attacks and robs ships at sea ___ ___ ___ ___ ___ ___ 1

6 The author of the James Bond novels ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 4

Students’ answers.

7 A city that used to be a pirate stronghold ___ ___ ___ ___ ___ ___ ___ ___ ___ 9

8 The city that hosted the 1988 Winter Olympic Games ___ ___ ___ ___ ___ ___ ___ 2

9 A winter sport in which the Jamaicans have competed ___ ___ ___ ___ ___ ___ ___ ___ ___ 8

WORKBOOK PRACTICE

b) Write down the letters that match the numbers below. Who is the mystery person? ___ ___ ___ ___ ___ 6 8 2 1 4

Exercise 1 a), p. 80 • Students read the definitions and write the right name, word or phrase.

2

___ ___ ___ ___ 7 5 9 3

What do you know about the person in Exercise 1 b)? Read the text, and complete the profile. Full name: Nickname: Nationality: Born:

• Check answers as a class.

Height: 100-metre world record: 200-metre world record: Olympic gold medals:

ANSWER KEY

World Championship gold medals: Without a doubt, Jamaica is most famous for its sprinters and is home to the fastest man in the world.

1 World Cup, 2 Reggae Boyz, 3 Jamaica time, 4 James Bond, 5 pirate, 6 Ian Fleming, 7 Port Royal, 8 Calgary, 9 bobsleigh

Usain Bolt is a world-record holder who has won gold medals in the 100-metre and 200-metre races at three consecutive Olympic Games. Usain Bolt, or Usain St Leo Bolt in full, was born in Sherwood Content on 21 August 1986. As a child, he enjoyed various sports, such as cricket and football. However, when his coaches noticed how fast he was, they motivated him to focus on sprinting. And it was a good thing they did! Despite being 1,96 metres tall, which is very unusual for sprinters, Bolt dominated sprinting events for almost a decade. At the 2009 world championships, he beat his own 100-metre record, winning the event final in 9.58 seconds. Just eleven days later, he also broke the 200-metre world record, setting a time of 19.19 seconds. Bolt, often nicknamed Lightning Bolt, has won 29 medals in major events. He has collected

Exercise 1 b), p. 80 • Tell students to write down the letters from Exercise 1 a) that match the numbers in the name of the mystery person. • Check answers as a class. • You may want to brainstorm students’ ideas about Usain Bolt to find out what they already know about him. ANSWER KEY Usain Bolt

Exercise 2, p. 80 • Have students read the text about Usain Bolt and complete the profile. • Check answers as a class. ANSWER KEY

234

Full name:

Usain St Leo Bolt

Nickname:

Lightning Bolt

Nationality:

Jamaican

Born:

21 August 1986

Height:

1, 96 metres

100-metre world record:

9.58 seconds

200-metre world record:

19.19 seconds

Olympic gold medals:

eight

World Championship gold medals:

eleven

eight Olympic gold medals and eleven gold medals at the World Championships. He retired from the world of track and field in 2017. He often confidently stated “I’m now a legend. I’m also the greatest athlete to have lived.” This confirms that he, too, knew he would be remembered as the greatest of all time in the world of sprinting.

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ENDING THE LESSON • To check students’ comprehension of the texts from Exercise 2 a) on page 63 of the Student’s Book and the text from Exercise 2 on page 80 of the Workbook further, do a short activity with students. • Distribute the photocopiable A land of wonders worksheets (Resource Bank, Resource 58, pp. 406-412) to students. • To make the activity more fun, you can play the Noughts and crosses game (see Games and Activities on pp. 394-398) with students instead, using the questions and tasks from the template. In that case, you do not need to distribute the templates to students. • Check answers as a class. ANSWER KEY 12345678

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WRITING AND SPEAKING Exercise 3, p. 63 • Although this task will be assigned for homework, go through the instructions with students. • Instruct students to do research online and find some interesting information about Croatia. • Remind them to choose and include at least five facts they like. • Students are going to prepare, according to their preference, a short talk to present the facts or do a digital presentation for the next lesson. HOMEWORK Student’s Book, p. 63, Exercise 3

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UNIT 3

Revision

UNIT 3 REVISION NASTAVNA TEMA

Svijet oko mene / Putovanja / Drugi i drugačiji

NASTAVNA JEDINICA

Unit 3 Revision

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., C.8.1., C.8.2., C.8.3.

DJELATNOST (I) U FOKUSU

Slušanje, čitanje

Exercise 2, p. 65 / Part 1 • Have students think about the meaning of each word in Exercise 1. • In groups, students explain the meaning of the words. • Discuss the answers as a class.

MEĐUPREDMETNE TEME Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

UDŽBENIK

Str. 64. -65.

RADNA BILJEŽNICA

Str. 81. -83.

DIGITALNI SADRŽAJ IZZI

Dodatni zadatci za uvježbavanje na digitalnoj platformi IZZI

STARTING THE LESSON • Check homework as a class. • Students give a short talk to present interesting facts about Croatia or share their digital presentations. • Give your own feedback to each student or group. Focus on the elements of the presentation, fluency and confidence. WORD LIST, pp. 64–65 • In groups, students play the Taboo game (see Games and Activities on pp. 394-398). Instruct students to go through the list of words. In each group, a student chooses a word or an expression and describes it to their group members without actually saying the word or using their native language. The rest of the group tries to guess the word. • Monitor and provide help if needed. LANGUAGE MATTERS, p. 65 Exercise 1, p. 65 • Draw students’ attention to the words through, tough, thorough, thought and though and let them think about the meaning of the words. • In pairs, students look at the pairs of words and think about their difference. • Check students’ ideas as a class. ANSWER KEY The difference is in pronunciation, spelling and the meaning of the words.

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ANSWER KEY 1 temeljit – kroz, 2 pustinja – desert, 3 utrkivati se – podići, 4 riža – ustati, 5 smjer – prokletstvo, 6 cijena – nagrada, 7 brada – ptica, 8 lagati – položiti

Exercise 2, p. 65 / Part 2 • Students think of a sentence using the words in Exercise 1. • In groups, let students read their sentences out loud, leaving out the target word. The rest of the group tries to work out the word and spell their answer. • Invite volunteers to share their examples of sentences. ANSWER KEY Students’ answers.

MAIN PART WORKBOOK PRACTICE REVISION: LISTENING TRICKS OF THE TRADE This is a good opportunity to revise key listening strategies. You can do it as a whole-class activity, or you can have students discuss the listening strategies in groups and share their ideas later with the class. Exercise 1, p. 81 • Allow enough time for students to read the instructions and the questions. Make sure they understand what is expected of them. 1

• Play Track 1. Students listen and tick the correct person. • If necessary, play the track once more.

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Ready, set, go!

WORD LIST accommodation ancestry budget interpreter itinerary PR manager

Lesson 1

starvation

smještaj preci, porijeklo budžet tumač, prevoditelj plan puta menadžer za odnose s javnošću gladovanje

permission preserve prohibition resident sustainable at a peak time carbon footprint come across department store dress code pay a fine turn a blind eye to

1A FEEL THE RHYTHM ATV adrenaline rush city break cottage cruise ship getaway hectic honeymoon pocket money scuba diving

terensko vozilo nalet adrenalina kratko putovanje u grad koliba brod za putovanja bijeg; kratak odmor užurbano medeni mjesec džeparac ronjenje pomoću ronilačkog aparata snorkelling ronjenje (pomoću ronilačke maske, dihalice i peraja) timetable raspored waterfall vodopad come up with dosjetiti se nečega day in, day out neprekidno i dugo every now and then svako toliko hardly ever gotovo nikad keep something up to date ažurirati što on a daily basis dnevno once in a while svako toliko, katkad time after time neprestano

2B HOLIDAY HEAVEN OR – HELL? affordable amenity bed linen blurry cutlery domestic geoglyph host legroom overbooked perk rust shabby socket upgrade airport lounge business class economy class first class flight attendant gather your thoughts

Lesson 2

rent a flat

prijava valuta zora razdoblje od dva tjedna red set za preživljavanje držati razmak paziti na prostor ili razmak neuporabljivo, trenutačno izvan funkcije iznajmiti stan

2A TRAVELLING MINDFULLY authority forbidden insult lodge misunderstanding obligation offend overcrowded

vlast, stručnjak zabranjen uvrijediti kućica, koliba nesporazum obaveza uvrijediti prenapučen

Lesson 3

1B TRAVEL SURVIVAL KIT check-in currency dawn fortnight queue survival kit keep clear mind the gap out of order

dopuštenje sačuvati, očuvati zabrana stanovnik održiv na vrhuncu ugljični otisak, količina ugljikovog oksida koju proizvede svaka osoba naići na što robna kuća pravila odijevanja platiti kaznu praviti se da ne vidiš pristupačan pogodnost posteljina zamućen, mutan pribor za jelo domaći geoglif domaćin prostor za noge rasprodan pogodnost, povlastica hrđa otrcan utičnica unaprijediti salon za putnike poslovna klasa ekonomska klasa prva klasa stjuard ili stjuardesa sabrati misli

3A MOVE TO THE GROOVE accomplishment eco-awareness craze downbeat enthusiast fast-paced meaningful originate popularise reflect revival slow-paced soak up unity upbeat conscious music human rights

postignuće ekološka osviještenost zaluđenost sporiji, opušteniji (ritam) zaljubljenik, ljubitelj brz, dinamičan smislen, značajan potjecati promicati odražavati preporod, procvat polagan upijati jedinstvo brži, živahniji glazba sa snažnom porukom ljudska prava

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UNIT 3 REVISION

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UNIT 3

Track 1 Ora: Hi, Ace! The summer holidays are starting soon; have you found a summer job yet? Ace: Hey there! I have, actually. A friend of mine helped me. Ora, you’re looking at – drum roll, please – a lifeguard! Ora: Oh, wow! Now that’s something. I remember you mentioned your dad worked as a lifeguard when he was your age, too. Is that why you chose this job? Ace: No, not really. I mean, my dad was great at it, but I’m not that athletic, so I was really looking for a job which would allow me to do lots of things that aren’t so... sporty? However, I ended up choosing this one. I’m not very excited about running around and swimming all the time, but being able to help other people makes up for it. What about you? Ora: Well, I’m thinking of babysitting again this year. I love looking after children. I’m actually thinking of becoming a teacher one day! Ace: I think you’d make a great teacher! And what about your sister: is she going to work in a tour company this summer, too? Ora: Yes, she is; she really liked it last year. It’s not my cup of tea, though: I need more excitement, and kids are a non-stop adrenalin rush. Ace: Yeah, they are! It seems we’ll both be very busy this summer. But that’s all right; I prefer being outside and doing something useful to spending time at home doing... well, nothing. Also, it’s nice to earn your own money. Ora: Indeed! Not asking your parents for money feels good! Ace: And you meet a lot of people, don’t you? Ora: Absolutely: that’s how we met! We worked at a local ice-cream stand, remember? Ace: How could I forget those hundreds of tourists coming to our stand and buying ice cream? I think both of us made a lot of money that summer... Ora: Just you, Ace. I’m glad you did, though: you worked much more than others, including me. Ace: Well, I wanted to earn enough money to buy myself a new bike, so I thought working extra hours would help. And it did; I was very proud of myself at the end of the summer!

blouse in the shop window and had to take a closer look. Ace: That one? It’s really nice! Amelia: It is, but it’s a bit expensive... I can’t decide whether to buy it or not. Ace: Oh, I had the same dilemma the other day when I went to buy a new pair of shorts. My friends and I wanted to go to the beach later that day, but all I had at home were jeans. There was even a beach party planned for the evening – and, trust me, wearing jeans by the sea is not a good idea! Amelia: And? Did you find any? Ace: I did, actually! It was love at first sight. Of course, the price tag wasn’t what I’d hoped for, but I had some pocket money left from my last summer job, so I bought them after all. Amelia: That’s great! But it’s funny how sometimes you end up spending all your pocket money on a single shirt or a pair of shorts! Why have clothes become so expensive? Ace: Well, I think it depends on where you buy them. If you’re shopping at fancy shops, it’s no wonder you spend all your spare money on one item only. I usually buy my clothes at more affordable shops, and I only buy a few cheaper items, especially during summer. I wear them all the time, and when they get worn out, I buy something else. But, from time to time, it’s OK to spend a bit more money if you really like something – and if you can afford it, of course. Amelia: That’s true. I usually do my shopping online, so I carefully choose what I’d like to buy in the first place; but, when I go to an actual shop, I almost always buy more than I should. Ace: Online shopping has made me more careful about how much I spend, too! Amelia: Yeah, but there’s a negative side to it, as well: finding the right size seems an impossible task, sometimes. Size M fits me in one shop, but it doesn’t in another. And you can’t know, because you can’t try it out! Ace: I think it’s because different shops use different models. But you can always ask for a different size... or about the return policy. Amelia: I completely agree. Well, it was nice talking to you, Ace. I think I’ve made up my mind: I’ll buy the blouse!

ANSWER KEY

ANSWER KEY

1 Ace, 2 neither, 3 Ora, 4 Ora, 5 Ace, 6 both, 7 neither

Exercise 2, p. 81 • Have students go through the questions and the answers. 2

• Play Track 2. Students circle the correct answer: A, B or C. • If necessary, play the track once more.

Track 2

1 A, 2 C, 3 B, 4 C, 5 B

Exercise 3, p. 81 • Let students read the instructions and the information in the table first. Make sure they understand what is expected of them. 3

• Play Track 3. Students complete the table with the missing information. • If necessary, play the track once more.

Ace: Oh, Amelia, hi there! Do you usually shop here? Amelia: Ace, hi! No, not really, but I’ve just seen a pretty

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LAN G MAT UAGE TER S

3B DON'T WORRY ABOUT A THING! doorstep feathered hum joyful mood pitch porch uplifting release a song

3C IT’S SHOP O’CLOCK

Lesson 4

accessories discount exchange fit receipt sell out fitting room full refund return policy

BOOKING A HOLIDAY bed and breakfast campsite guest review provided show up apartment (US) / flat (UK) for rent cancellation policy

Lesson 5

free of charge fully-equipped house rules ironing facilities on site

A LAND OF WONDERS bobsleigh consequence debutant

estate fictional incredible punctuality stronghold highly valued laid-back lifestyle trade route

prag pernati pjevušiti radostan raspoloženje smjestiti se trijem poletan, živahan objaviti pjesmu modni dodaci popust zamijeniti pristajati račun rasprodati kabina za presvlačenje puni povrat novca povrat robe noćenje s doručkom kamp recenzija gosta opskrbljen pojaviti se stan za najam, apartman pravila otkazivanja rezervacija besplatno potpuno opremljen kućni red oprema za glačanje na lokaciji bob posljedica debitant, tko se prvi put predstavlja nekretnina nestvaran, fikcijski nevjerojatno točnost utvrda od velike važnosti opušten način života trgovački put

English can be weird. It can be understood through tough, thorough thought, though.

1 What is the difference between the words in the pairs below? 1 2 3 4 5

thorough - through desert - dessert race - raise rice - rise course - curse

6 price - prize 7 beard - bird 8 lie - lay

2 Stop and think. 1 What do you think each word in the pair means? Explain them in your own words. 2 Let's play! Think of sentences using the words in Exercise 1. Read your sentence out loud, but leave out the target word for your classmates to work out; then they spell their answers.

Here are some questions you can ask yourself before, during and after learning about the topics in this Unit. Before: What will I learn in each lesson? / What seems important to know? / How can this information be useful to me? During: What's going on in each lesson? / What is most important? / What can I ask about the topic? After: What will I be able to do with the things I've learned? / What do I think about what I have learned? / What do I need to understand a bit better? What are some of the things you expected to learn about? Have you learned all there is to know about the topics in this Unit?

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UNIT 3 REVISION

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UNIT 3

Track 3 Ladies and gentlemen, fans of reggae, ska and dancehall, wah gwaan? It’s time for another Jamaican Waves music festival, so put on your dance shoes and join fans from all over the world for five days of great music! This year, the festival will be held from 25 to 30 June at Redbones Blues Café in Kingston. There will be plenty of artists performing their well-known songs, so let me name a few: Jimmy Cliff, the famous soul and reggae musician, and the Maytals, whose music makes living a lot easier... Oh, Sean Paul will be there, too, just like his fellow musician Damian Marley; and among the rest, let me just tell you this – Stevie Wonder will be joining us, as well! Your grandparents and parents love him, and we’re sure you will, too! The festival starts at 9 p. m. and lasts until dawn each of the five days. Depending on whether you’ll be sitting, standing or moving to the groove in the VIP area, ticket prices range from 30 to 100 dollars. Remember: Jamaican Waves, the last five days of June, great artists, amazing music, great time every night, all night long. Let’s get jammin’!

ANSWER KEY 1 Jamaican Waves, 2 25–30 June, 3 9 p. m., 4 30–100 dollars, 5 Jimmy Cliff, 6 Sean Paul, 7 Marley

1

REVISION: READING TRICKS OF THE TRADE This is a good opportunity to revise key reading strategies. You may want to do it as a wholeclass activity, or you may want to refer students to pages 8 and 9 of the Student’s Books. Exercise 1 a), p. 82 • Have students read the instructions and headings first. • They scan the texts and match them to the headings. Remind them that there are two headings they do not need.

REVISION: LISTENING 1

made mistakes. You can do it as a whole-class activity upon completion of each of the revision areas or you may want to collect students’ workbooks and correct the work yourself. If doing so, make sure to comment on students’ work and emphasize what areas need more work. It could also be discussed at the beginning of the following lesson.

Listen to Amelia’s friends Ace and Ora talk about summer jobs. Who says what? Listen, and tick the

ANSWER KEY

correct person. Who says that...

Ace

Ora

both

neither

1 Liquid Roads, 2 Near, but Feeling Far, 3 Where the Mediterranean Meets the Alps

1 they’ve got the same summer job as their parent? 2 they’re going to earn money tutoring? 3 they’d like to work in a school some day? 4 their sibling works in a tour company? 5 they prefer spending time outdoors? 6 they enjoy earning their own money?

Exercise 1 b), p. 82 • Allow some time for students to read the endings of the texts.

7 they didn’t make a lot of money selling ice cream? ______ /

2

2

Listen to Ace and Amelia talk about shopping for clothes. Choose the correct answer: A, B or C.

1 Why was Ace shopping for shorts? A He wanted to go swimming. B He wanted to go out with his friends. C He wanted to go to school. 2 The price of the shorts was A lower than Ace expected. B just what Ace expected. C higher than Ace expected. 3 Amelia thinks that clothes nowadays A don’t cost too much. B aren’t as cheap as they used to be. C aren’t priced too high.

3

3

7

4 What does Ace think about buying clothes? A It’s best to buy one item and wear it all the time. B Having a lot of clothes is always a good choice. C Cheap clothes are the best option during hot weather.

• They read the texts again and match them with the endings.

5 Amelia says that you can’t ___________________ when shopping online. A stop buying clothes B be sure the clothes will fit you C return the clothes you don’t like ______ /

• Point out that there is one ending that they do not need.

5

ANSWER KEY

Listen to a radio announcement for a music festival. Complete the table using the missing information. Name of the festival: (1) __________________________

Dates: (2) ______________ – 30 ______________

Time: starts at (3) ______________ , lasts until dawn

Price: (4) ______________

Place: Kingston

2, 1, –, 3

Artists: (5) ________________, the Maytals, (6) ________________, (7) Damian ______________, Stevie Wonder etc. ______ /

7

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TRICKS OF THE TRADE Both the listening and the reading parts should be checked with students by focusing on what they did correctly as well as where and why they

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ITCHY FEET

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ion vis Re

REVISION: READING

2

Read the text about the Greek island of Santorini. Complete it with the missing sentence parts A–G. There are two sentence parts you do not need. The Internet has made our lives easier and helped us communicate our thoughts faster. It has also made other

1

things possible. For example, it has made it possible for us to share photos with the rest of the world! Of

a) Read about some trips that three people have been on. Match the headings to their stories. There are two headings you do not need. Top of the World

Where the Mediterranean Meets the Alps

Dark Mines

Near, but Feeling Far

course, (1) _____ to share the same photo, taken at the same place and at the same time, using the same medium. The island of Santorini in Greece is one of such locations: this lovely island has become a popular

Liquid Roads

destination with tourists in recent years, but the number of tourists visiting it has become overwhelming.

1 ________________________________ Last year, my sister and I travelled to Bangkok in Thailand. We only wanted to spend a night or two there, but ended up spending a whole week in Thailand’s capital city. We didn’t like the noisy traffic, but we loved everything else! One of the best places we visited there was the Phra Khanong district, with its street markets, where both locals and tourists go every day to relax and grab a bite. However, moving round the city was a bit stressful because of the frequent traffic jams. We didn’t like being stuck in traffic, so we decided to travel by river boat instead, and enjoyed the refreshing breeze and beautiful sights along the way! (Tom, England)

When you arrive there, (2) _____: picturesque, white-painted houses with blue doors and windows. But when you turn round, you can also see dozens of ships (3) _____. While, at first, tourism helped Santorini make more money, it soon became an issue. The quality of life on the island has decreased because of overtourism, and the islanders, (4) _____, are angry at the Greek government. It has allowed housing prices to keep rising, because of tourist accommodation, and the island to become packed with cars, causing frequent traffic jams. Overtourism has also led to waste problems on the island. Did you know that Santorini still hasn’t got a proper waste-management system? It’s a shame (5) _____. Hopefully, the government will take steps to help it survive the ever-growing number of tourists. It’s a big project, but something must be done before

2 ________________________________ Have you ever been to Pearl Beach in Australia? Although it’s close to Sydney, being there feels as if you’re miles and miles away from traffic jams and hordes of people, which is exactly what I needed. My wife and I went there in March, and we really enjoyed ourselves! The hotel was lovely, and we visited a lot of different shops and restaurants, but we spent most of our time at the beach. We loved it! We swam and sunbathed all day; we could never get enough of the fresh air and the ocean breeze! We also visited the Crommelin Native Arboretum, a wonderful place where we learned about the history of the world from the many rare and endangered species living there! (Josh, Australia) 3 ________________________________ My grandpa used to tell me about his trips round the world, so when I finally grew up, I decided to follow in his footsteps and travel whenever I got the chance. I have always been interested in Italy and Italian customs, and that’s why I chose Isola Bella, on the lake called Lago Maggiore, as the last stop of my Southern European tour. Of course, I had to stay elsewhere because the apartments for rent were pricy on the island, so I was very excited when I finally arrived at the lake and saw the island. I was stunned by the beauty of its Palace and gardens, but what left me truly speechless was the loveliness of its small fishing village! (Marlo, Denmark) ______ / 3 b) Match the texts of Exercise 1 a) with their endings below. There is one ending you do not need.

overtourism ruins this beautiful island and the lives of the locals. In the meantime, tourists can help protect it, too: a good way to start is to enjoy photos of Santorini online during peak season and only visit it during less popular months. A who are facing this problem on a daily basis

E bringing thousands of tourists to the island

B it has also allowed thousands of people

F that such a lovely island isnʼt being treated well

C you can immediately see villages famous for their architecture

G you can’t even notice the houses

D that donʼt care about the problem

3

______ /

5

Read these reviews. Are these statements true (T), false (F) or it doesn’t say (DS)? Staying in your hotel was wonderful. We had everything we wanted, including the jacuzzi! My husband and I enjoyed the organised sightseeing tour, and we would like to thank the receptionist, Irina, for her warm welcome when we arrived on Friday. I loved the food, too! (Melody, England) I usually travel with my parents, but this year I decided on a city break with my friends, which I booked through your tour company. Well done, everyone! The guide was a pleasant surprise: they usually talk a lot,

With its rainforest animals and ancient trees, this is a paradise for nature-lovers. Lots of families have

but this one kept it short and sweet, and he made it really interesting. Unfortunately, the price for a one-day

picnics there, but we just walked around and admired the native plants and animals. We even attended a live

trip was too high, so I can only give you a four-star review. (Antonio, Croatia)

opera event there one evening. It was a holiday to remember! We got great views of the Giant Buddha and the magnificent Grand Palace from the river. After one of our boat rides, my sister wanted to watch a snake show, but she gave up when she saw how terrified I was. We

I’m an experienced traveller, and I have to say I’m very disappointed. First and foremost, the accommodation was horrible. Please clean your rooms after your guests leave! Second, although the restaurant staff did a good job, the menu was the same every day. Third and last, you should do something about your dress code –

explored the food markets and enjoyed their delicious street food instead. During our hike on the hill, our guide told us that the mountain range we could see from there was millions of years old. It was snowing, so the sight was spectacular. Although we had trouble getting down from the top of the hill because of the snow, we loved the experience!

in my opinion, all staff should wear uniforms. (Olivia, Portugal) 1 Melody praises the amenities. 2 Olivia was pleasantly surprised with the accommodation.

Regardless of its size, a lot of famous guests have stayed there: one of them was Napoléon Bonaparte! Once you take a walk down its cobbled streets, you’ll understand why this little gem enchanted them. It definitely

4 Melody’s husband enjoyed the meals.

made me realise I prefer small, charming villages to big cities. ______ /

3 Antonio didn’t like the bus driver.

3

5 Olivia believes that the hotel should improve its service.

______ /

6

82

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Exercise 2, p. 83 • Before doing the task, remind students to read both the instructions and the text to get a general idea of what it is about. • Students complete the text about the Greek island of Santorini with the missing sentence parts A–G. ANSWER KEY 1 B, 2 C, 3 E, 4 A, 5 F

Exercise 3, p. 83 • Have students read the reviews and decide whether the sentences are true, false or it doesn’t say.

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ENDING THE LESSON LANGUAGE MATTERS, p. 65 • Draw students’ attention to the third part of the LANGUAGE MATTERS section. • Go through and discuss the questions and tips on learning together with students. • In groups, students think about what some of the things they expected to learn about were and if they have learned all there is to know about the topics in this unit. • Brainstorm students’ ideas as a class.

ANSWER KEY 1 T, 2 F, 3 DS, 4 DS, 5 T

• At this point, you can GO DIGITAL and further practise reading and listening.

UNIT 3 REVISION

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UNIT 4

UNIT 4 A SENSE OF WONDER READY, SET, GO!

MAIN PART

NASTAVNA TEMA

Drugi i drugačiji / Planovi za budućnost / Svijet znanosti i umjetnosti / Svijet oko mene

NASTAVNA JEDINICA

Ready, set, go! / Kick-off! / Learning by doing!

PREDVIĐENI BROJ SATI

1

ISHODI POUČAVANJA

A.8.1., A.8.5., B.8.1., B.8.3., C.8.1., C.8.2., C.8.3., C.8.4., C.8.5., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, slušanje

VOKABULAR

bronco, butte, calf, dormitory, frontier, outlaw, prairie, trademark, trail, bucking horse, research facility

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o Wyomingu. Govorenje o STEM-u.

Exercise 1, p. 66 • Introduce the new character, Charlie. Ask students to describe the picture of Charlie in their Student’s Books. Ask them to guess her personality, as well as her likes and dislikes. Next, they should describe what they see in the background and try to guess where she lives.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

• Tell them that Charlie is from Jackson in Wyoming. Students find Wyoming on a map of the USA.

Učiti kako učiti

A.3.1., A.3.2., A.3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1., C.3.2., C.3.3., C.3.4., D.3.2.

MEĐUPREDMETNE TEME

Građanski odgoj i obrazovanje A.3.3., C.3.1., C.3.2. Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

Poduzetništvo

A.3.3., B.3.1., B. 3.2, C.3.1., C.3.2.

MEĐUPREDMETNO POVEZIVANJE

Geografija Geografski položaj Wyominga u SAD-u, geografske i prirodne osobitosti Wyominga, označavanje geografskih pojmova na karti SAD-a

UDŽBENIK

Str. 66. -67.

RADNA BILJEŽNICA

Str. 84. -85.

DIGITALNI SADRŽAJ IZZI

Video Meet Charlie.

STARTING THE LESSON • Discuss the title of the unit with your students. Ask them to try to explain what a sense of wonder could mean. ANSWER KEY Students’ answers.

• Divide students into pairs or small groups. Allow some time for students to flip through the unit and look at the lessons and topics. Ask them what they find most interesting and what they are looking forward to reading and learning about. Check as a class.

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• Students give their ideas and expectations about the topics in the unit.

READY, SET, GO! MEET CHARLIE! Video 4

• You can show your students a map of the USA (Resource Bank, Resource 59, pp. 406-412), either a physical copy or via an OHP. Alternatively, they can look up the map on their phones or tablets, if available. ANSWER KEY Students’ answers.

• Make enough copies of the photocopiable mind map template (Resource Bank, Resource 60, pp. 406-412) and distribute it to students. Students fill it in with everything they already know about Wyoming and the USA. • At the end of the lesson, they will come back to the mind map and, using another colour, add new information they have learned in the lesson. Exercise 2 a), p. 66 • Instruct students to look at the word list. They look up the unfamiliar vocabulary, either in the word list on page 82 of the Student’s Book or using a printed or an online dictionary, if available.

A SENSE OF WONDER

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UNIT 4

A SENSE OF WONDER > Flip through the Unit. Look at the titles of the lessons and pictures. What is the Unit about? > Which lesson are you most looking forward to? Why? > Look at the title of the Unit. How is it connected with its topics?

RE ADY, SET, GO!

MEET CHARLIE!

1

2

Charlie is from Jackson, Wyoming. Do you know where that is? Find it on a map of the USA. What does this picture tell you about it?

a)

4 Study the words below. Then watch the video with the sound off.

Tick the words and phrases you think you are going to hear. cowboy

Wyomingites

fishing

Wild West

the right to vote

canyon

volcano

geysers

fossil

rodeo

dinosaur

prairie

ranch

bison

cattle

horse

wolf

Native Americans

The USA is a big country, and each state has its own unique story to tell. Find, and listen to, the 50 States Song by Sufjan Stevens. Which state would you like to learn more about? Find more information online.

b)

4 Watch the video with the sound on. Check your guesses.

c)

4 Watch the video again, and take short notes. Use them to talk about Wyoming.

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UNIT 4

Play Video 4 with no sound. Students watch the video and tick the words they think should appear in the video. 1 country

A SENSE OF WONDER

• Allow students to compare their guesses and discuss them, but don’t tell them if they are right. ANSWER KEY Students’ answers.

Video 4 My name is Charlotte, but everybody calls me Charlie for short. I live in Wyoming, a state in the west of the USA. It’s easy to find Wyoming on the map; its borders are all straight lines! Even though it’s among the ten largest states in the US, it is the least populous. Fewer than 600, 000 people live here. With so few inhabitants, Wyoming doesn’t have any big cities. In fact, its tallest building is a twelve-story student dormitory on the University of Wyoming’s campus! The biggest city, and the capital, is Cheyenne. If you ever decide to visit it, make sure to come in July and take a trip through time! Go back to the days of the Old West, when cowboys, outlaws and various explorers roamed the areas of what is now the western part of the United States. You can take part in Frontier Days, the world’s largest rodeo, which recreates the spirit of the Wild West, with events such as bronco and bull riding or calf roping. Another way to go is by visiting Native American villages, or historic ranches. Or you can walk on one of the historic national trails, just as lots of traders, gold seekers, ranchers and others did two centuries ago in search of a better life! The cowboys that you’ll see in these places have always been a symbol of Wyoming. In fact, a cowboy on a bucking horse is Wyoming’s official trademark, and the reason why some people call it the Cowboy State. However, its official nickname is ‘the Equality State’. Did you know that in 1869 Wyoming was the first state or territory within the USA to grant women the right to vote? Other cities and towns are rather small, with wide-open spaces separating them. But don’t let this fool you into thinking Wyoming is a boring state. What it lacks in population and the number of cities and buildings, it more than makes up for with its majestic nature and wildlife. In 1872, Yellowstone National Park became the first national park, not just in the US, but in the world! This enormous park contains about half of the world’s geysers! Other than being a breathtaking sight, they reveal its underground secret. Do you know what it is? A supervolcano that sleeps below Yellowstone’s peaceful landscape. And what a beautiful landscape it is! Yellowstone is home to lots of natural wonders. Did you know that the waterfalls in the park are bigger than the ones at Niagara Falls? Or that it even has its own Grand Canyon? Just make sure you don’t confuse it with the world-famous Grand Canyon in Arizona, carved by the Colorado River! This national park is rich in wildlife, too. You can see bison, our state mammals, roaming the Great Plains, and gray wolves, bighorn sheep and grizzly bears can

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be spotted in vast forests and meadows. Wyoming also has the first national monument in the US, Devils Tower. This towering rock is a sacred place for many Native American tribes. Most of their stories about how the rock came to be include a bear, who clawed it and gave it its recognizable shape. Steven Spielberg, a movie director, made it even more famous in his movie Close Encounters of the Third Kind, one of my favorite SF movies. Fossil Butte national monument is another one of my favorites. You can see some of the world’s best-preserved fossils there! They tell the story of ancient wildlife living in this area, as well as the story of Earth’s extraordinary history. You see, there’s so much to learn about nature if you come to Wyoming. That’s why I’m happy to live here. My family lives in Jackson, a small town in northwestern Wyoming. Even though it’s small, it’s a popular tourist destination, because it’s close to the southern entrance of Grand Teton National Park. My dad is a park ranger there, and my mom is a geologist. I guess that’s why I’m a nature lover myself! I’d like to make natural sciences my career some day. I’m still not sure what exactly, so I plan to volunteer and try different things out through high school, to find out what’s best for me.

Exercise 2 b), p. 66 • Play Video 4 again, this time with the sound on, and let students check their predictions. • Allow some time for students to compare their answers in pairs. Finally, check as a class. • Ask students about their incorrect presumptions. Let them explain why they thought certain words will or won’t appear in the video. ANSWER KEY Cowboy, Wild West, volcano, rodeo, ranch, horse, the right to vote, geysers, bison, wolf, canyon, fossil, Native Americans

Exercise 2 c), p. 66 • Play Video 4 again. This time, students take notes that which they will use to talk about Wyoming. • Students can add their notes in their mind maps using a different colour. • Let volunteers use their notes to talk about Wyoming. ANSWER KEY Students’ answers.

A SENSE OF WONDER

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KICK-OF F!

A MOMENT OF SCIENCE

1 ‘STEM education’ and ‘STEM careers’ have recently become buzz words. What does the acronym STEM stand for? Why are STEM fields important for the future?

2 a) STEM jobs include a broad range of career fields. Match the jobs below to the fields of STEM. Explain your choices. Can you add more jobs to each category? 1 Science

2 Technology

3 Engineering

4 Mathematics

civil engineer, environmental engineer, mechanical engineer microbiologist, chemist, physicist, medical scientist, geoscientist accountant, financial analyst, statistician, mathematician, economist computer programmer, web developer, IT manager, database administrator b) STEM professionals work in various settings. Match the jobs to their possible settings. Where would you like to work? Why? office

laboratory

research facility

public institution

classroom

outdoors

LEARNING BY DOING! PROJECT 4: PUSHING THE LIMITS > The world is changing fast, and various technological advances are being made every day. These advances can make our lives easier and more enjoyable if we put them to good use! You can help, too: it’s time to put your thinking caps on and work on solving some real-world problems. Are you ready to invent something to make our lives better? 1

TEAMWORK & COLLABORATION The strength of the team lies in each individual member. Get into teams, and distribute roles. Although this is a science project, it involves more than science-oriented thinking: art, design, and advertising knowledge and skills are a must, too! Which role suits you best?

2

OBSERVATION & CRITICAL ANALYSIS Look around you, and find a problem that you think needs solving. Start small, with your school, neighbourhood or local community. Can you come up with a product or a service that could improve an existing state or issue?

INITIATIVE & ACTION

3 PROBLEM-SOLVING & INNOVATION Now that you have identified an issue you’d like to see improved, it’s time to get down to work. You don’t have to start from scratch. Why not make use of a device or an idea that already exists, and modify it to serve your purpose? Draw designs, and describe your product or service.

Your final product doesn’t need to remain just ink on paper. Many great ideas have come from young people! Think of a campaign to offer your product to the public and put it to good use. Use various IT tools to create an ad. Is there anyone you can turn to with your product and make it come to life?

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UNIT 4

CURIOUS ME! Suggest that students listen to The 50 States Song by Sufjan Stevens. They choose one state they would like to know more about and do some online research about it for homework. Make sufficient copies of the fact file (Resource Bank, Resource 61, pp. 406-412) for students to fill in.

3

a) READING Read the texts, and match them to the photos. The fact file in Exercise 2 a) can help you. There is one photo you do not need. 1 This national park is one of the most frequently-visited parks in the USA. It is located only 16 km (1) __________________________ of Yellowstone National Park. The Teton Range is part of the Rocky Mountains. (2) __________________________ can enjoy long hiking trails through forest, as well as climbing high (3) __________________________. Winter sports, such as cross-country skiing and snowshoeing, are also popular. 2 This canyon may not be as well-known as the Grand Canyon in Arizona, but its (4) _______________________ is equally spectacular. It is almost 40 km long, with hiking trails along the (5) __________________________. The (6) __________________________ are bigger than those in Niagara. They have been an inspiration for many artists. There are lots of viewpoints, and the so-called ‘Artist Point’ is the most famous one. 3 In prehistoric times, this southwest part of Wyoming was a freshwater (7) __________________________. Today this national monument boasts one of the largest collections of freshwater fish fossils in North America, and possibly the world. There are also layers of insects, reptiles, larger animals and (8) __________________________. Visitors can learn a lot about it in the tourist centre, as well as on many educational hiking (9) __________________________. 4 This wonder of nature was the country’s first national monument. The unusual hill, 300 metres tall, stands

• If time and technical conditions allow it, play the music video in class. It’s available on online streaming platforms.

high above the surrounding prairies, and is a sacred symbol to several Native American (10) __________________________. It is also a (11) __________________________ destination in Wyoming for several reasons: incredible night skies for star-gazers, (12) __________________________ for those who prefer adrenalin-pumped activities, and ranger-led hiking tours. 5 There’s always something fun happening at this festival, dedicated to celebrating all things Western! It features various (13) __________________________ competitions, where cowboys and cowgirls can show off their skills, such as (14) __________________________, calf-roping and many more. Besides these popular events, visitors can participate in parades, concerts and themed (15) __________________________.

WORKBOOK PRACTICE READING Exercise 3 a), p. 85 • Ask students to look at the six photos under the text and describe what they see. • Instruct students to read the texts, ignoring the gaps, and match them to the photos. Remind them that there is one extra photo. Check as a class. ANSWER KEY 4, 3, 5, 2, –, 1

Exercise 3 b), p. 85 • Check for understanding of the 15 words. Help with the ones that students aren’t familiar with. • In a higher-ability class, let students look up the words themselves either in an online or a printed dictionary, if available. • Students use the given words to complete the text by filling in the gaps. • Have them compare the texts in pairs. ANSWER KEY 1 south, 2 Visitors, 3 peaks, 4 landscape, 5 route, 6 waterfalls, 7 lake, 8 plants, 9 trails, 10 tribes, 11 mustvisit, 12 rock climbing, 13 rodeo, 14 bull-riding, 15 tours

Devil’s Tower

Fossil Butte

Frontier Days

Grand Canyon

Grand Prismatic Spring

Grand Teton National Park

b) Read the texts again. Complete them with the missing words. rodeo

trails

plants

south

lake

must-visit tribes

tours

route

rock climbing

peaks

waterfalls

visitors

landscape

bull-riding

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• For further reading and vocabulary practice, GO DIGITAL. • Refer students back to the mind maps and, using another colour, add new information they have learned in the lesson.

KICK-OFF! A moment of science, p. 67 Exercise 1, p. 67 • If you want to revise some professions before starting this part of the lesson, let students play a few rounds of Tick-tockboom (see Games and Activities on pp. 394-398) on the topic of jobs and professions. • Students read the task. Explain the meaning of the expression buzz word. Have them discuss what they know about STEM and STEM fields. ANSWER KEY Students’ answers.

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A SENSE OF WONDER

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STEM is an abbreviation for Science, Technology, Engineering and Mathematics. Sometimes, art is included, too, and the abbreviation broadens to STEAM. Exercise 2 a), p. 67 • Students match the STEM fields to the careers in those fields. Check as a class and let students suggest some more jobs for each field. ANSWER KEY 3, 1, 4, 2

! go t, se

TRICKS OF THE TRADE

• Teams brainstorm the problems that need solving. They don’t have to choose their problem right away, but it is important that they start thinking about it. • Encourage students to start thinking, from the beginning, about preparing a good presentation of the final product. • Finally, create or share a rubric (Resource Bank, Resource 62, pp. 406-412) for either formative or summative assessment. HOMEWORK WB p. 84, Exercises 1, 2 a) and b)

Exercise 2 b) p. 67 • Ask students to name various places of work. • Have students read the task and check for understanding of the given words. • In a lower-ability class, explain the expressions research facility and public institution. • In pairs, students match the jobs to their workplaces. Check as a class. • Ask students what future work setting they imagine themselves in. ANSWER KEY Students’ answers.

ENDING THE LESSON LEARNING BY DOING! PROJECT 4: PUSHING THE LIMITS, p. 67 • Discuss the title of the project. Ask your students what pushing the limits means and which limits they think they could push and move. • Allow some time for students to go through the project. • Go through the instructions with students. Help with any unknown vocabulary, if necessary. • Help students form teams. Let them divide the roles and tasks according to their areas of interest and strong suits.

READY, SET, GO!

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UNIT 4

Lesson 1

1A THE HUMAN BODY Lesson 1 NASTAVNA TEMA

Svijet znanosti i umjetnosti / Svijet oko mene

NASTAVNA JEDINICA

The human body (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., C.8.1., C.8.2., C.8.3., C.8.5.,

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

VOKABULAR

bladder, blood vessel, bloodstream, collar bone, exhale, fist-sized, inhale, joint, kidney, nutrient, oxygenate, rib, skeleton, spine, squishy, upright, urine, digestive juices, digestive tract, large intestine, small intestine, take a peek

GRAMATIKA

Glagolsko vrijeme present simple passive

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Opisivanje ljudskog tijela i njegovog funkcioniranja.

FUNKCIONALNI JEZIK

The lungs are filled with the air you breathe. Is the collar bone often broken? Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

Zdravlje

B.3.2. A

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3. D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Subjekt, predikat, objekt Biologija Ljudsko tijelo

UDŽBENIK

Str. 68. -69.

RADNA BILJEŽNICA

Str. 86. -88.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje vokabulara, čitanje i slušanje na platformi IZZI

STARTING THE LESSON • Check homework with students. • Let students report on Wyoming using their mind maps (Resource Bank, Resource 60, pp. 406-412) or the fact file from the Workbook on page 84. • If students have done the Curious me! assignment and researched some other

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states, let them talk about what they have found out. TRICKS OF THE TRADE Motivate students to do the extra tasks through a reward system. You can give them stamps or stickers to collect, which they can later trade for different privileges: extra points in an exam, a no-homework pass, choosing their sitting arrangement, choosing a game or activity to start/end the lesson or even a topic they would like to learn about. This type of simple reward system could motivate students who otherwise wouldn’t be keen on participating in additional tasks. MAIN PART VOCABULARY Exercise 1 a), p. 68 • Set a timer for two minutes. In pairs or threes, students write down as many body parts as they can remember. Count them to see who has managed to write down the most. • In a lower ability class, you can increase the time frame to three minutes or have students brainstorm body parts in larger groups. Exercise 1 b), p. 68 • Make a simple T-table on the blackboard. Write Outside and Inside as headings. Outside

Inside

• Ask students to come to the board and sort the body parts they have written in Exercise 1 a) into the two columns • Students colour the external organs blue and internal organs red in their own lists. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 86 • Use this task to introduce new vocabulary. Have students find the twenty-three words

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on ss Le

1

4

3

2

1

on ss Le

68

1 I can talk about the human body.

1A THE HUMAN BODY VOCABULARY Body parts a) How many body parts can you think of in two minutes? Write them down in your notebook, and see who can name the most. b) Sort the organs you have come up with into two categories: those that can be seen on the outside, and those that are hidden inside your body. a) READING Charlie is reading an article on the human body. Skim the text on the opposite page, and find out which organs are mentioned in the article. Then use those words to label the illustration.

3 Which organ is checked to see whether a person is alive?

2 What often happens to collar bones?

1 What makes people able to stand upright?

8 Which organ is donated most often?

7 What is the key function of our kidneys?

6 How much oxygen is exhaled from our lungs?

5 What happens to the blood in the lungs?

b) Read the text again. Answer the questions below.

4 What is the size of the human heart?

Work in pairs. Find some more facts in the text, and make four questions for your partner. Then take turns, and ask and answer the questions.

Present simple passive 1 Look at the examples below. Complete the rules by circling the correct words. a) We form the passive with the correct form of the verb be / have and the base form / past participle of the main verb. Kidneys are donated most often. Lungs are filled with the air you inhale. The water we drink is used to keep us hydrated and healthy.

b) In passive sentences, the person who does the action is / isn’t important. Is the collar bone often broken?

Grammar summary → pp. 132-133

2 Read the text again, and underline present simple passive forms. How many can you find?

Let’s practise more! → WB, pp. 88-89

Read about the digestive tract, and complete the text with the present simple passive form of the verbs in brackets. The process of digesting food starts in your mouth. This is where the food (1) _____________________ (chew) and (2) _____________________ (break down) into chunks. Then it (3) _____________________ (swallow). Within seven seconds, it reaches your stomach; this is where digestive juices (4) _____________________ (produce), and the food (5) _____________________ (turn) into liquid. Then the food (6) _____________________ (send) to your small intestine, where nutrients (7) _____________________ (absorb) into the bloodstream. The rest

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(8) _____________________ (transform) into waste, and it (9) _____________________ (move) to your large intestine. The waste (10) _____________________ (keep) there until you have to use the toilet. In general, the whole process lasts from 24 to 72 hours.

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ou look a lot nicer on the outside than you do on the inside. Still, let’s take a peek into your body – not literally, of course – and explore what makes it so fascinating.

Y

First, your skeleton; all the bones and joints in your body that keep you upright and help you move around. Without it, you would be just a bag of fat and muscle. The most important group of bones in your body is probably your spine, which is made up of 33 different bones. Can you feel the two bones at the front of your body between your shoulders? They are called collar bones, and are among the bones that are broken most often. Lower down, there are twelve pairs of ribs that keep your inner organs protected. And let’s not forget about joints, the places where two bones meet. Have you ever tried to kiss your elbow?

What is it that gets your chest and belly moving constantly? It’s a pair of lungs that are filled with the air you inhale. Your lungs are the place where blood is oxygenated. Of all the oxygen we breathe in, only about 5% is kept in our bodies, and the rest is exhaled. You don’t have to be a genius to know that you cannot live without breathing. Some people are trying to push the limits of the human body and can hold their breath for up to 24 minutes… But don’t try this at home! Instead, think of how you can keep your lungs healthy: a good way to start is to keep away from cigarettes.

To survive, we need to take in food and water daily. The water we drink is used to keep us hydrated and healthy. The kidneys use the water to filter all the bad things from your blood. They are like the janitors who keep your organism clean! The kidneys send all the waste into your bladder, which is filled with urine. If your urine is dark, you should drink more water. If it’s red, you have probably eaten too much beetroot – but go and see your doctor just in case! Although they come as a pair, you can survive with just one kidney. Of all the organs, the kidney is donated most often by live donors.

You’ve probably noticed that one important organ isn’t mentioned in the article... And you’ve even worked this out by using it! But our brain is so complex that it deserves its own article; don’t you agree?

3 body / defend / against harmful germs

2 the body / protect / from cold or heat

1 the entire human body / cover / in skin

6 50,000 old skin cells / replace / by new skin cells every minute

5 our sense of touch / control / by nerve endings in our skin

4 teenage skin / often / affect / by pimples

Use the prompts below to talk about your largest organ: your skin. Use passive sentences.

Now, let’s have a look at some squishy organs. We’ll start with the one which is drawn – but not accurately – every time we fall in love, and which is checked first to see whether a person is dead or alive: the human heart. This fist-sized organ never gets a single day of vacation. That’s because your heart is a pump that sends blood through 60,000 miles of blood vessels; that’s how it is carried to other organs in your body. If your heart stops working, that’s not good news. That’s why it’s very important to stay active and keep it in great shape.

5

6

No picnic

Design a different human being. Think of the body parts you would add or remove. What would be the purpose of the new body parts, and why would you remove some old ones?

Down to work!

Choose a task.

Easy-peasy

The human body is full of wonders! Find some interesting facts about it, and prepare a quiz for your classmates. Are there any online tools you can use for creating it?

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Draw or find a picture of the human body, and label it with the names of the organs you have learned so far. For each organ, say how many of them there are and what they are used for.

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UNIT 4

connected with the human body in the word snake. Check as a class. • Next, have students colour the words they are unfamiliar with green. Then explain or translate them together. • Add the words that weren’t already in the table on the board. • In pairs, students label the diagram. ANSWER KEY eyes, skeleton, joints, collarbones, heart, blood vessels, spine, kidneys, bladder, brain, muscles, lungs, stomach, ribs, elbows, intestine, bloodstream, mouth, digestive tract, skin, nerves, chest, shoulders Translation: oči, kostur, zglobovi, ključne kosti, srce, krvne žile, kralježnica, bubrezi, mokraćni mjehur, mozak, mišići, pluća, želudac, rebra, laktovi, crijeva, krvotok, usta, probavni trakt, koža, živci, prsa, ramena

• If you want to further practise vocabulary, GO DIGITAL. 1 Le ss on VOCABULARY

spin a

ekidneysebladd

h d i ge st i vet r mout a

sto

machfribselbo

eyes

erbr

ctlsk

wsh

s ke l eto n p j o i n ts

ainmuscles i n n e r v e stc

e i n te st i n e b l o o d

i cco

l l a r b o n e st h

houlders

st rea m

ea r t b l o

odvessels

Study tip! VOCABULARY

• If possible, use the same task on the IZZI platform to check understanding, either by letting students do it themselves or by projecting the correct answers via an OHP. ANSWER KEY

Exercise 2 b), p. 68 • Tell students to carefully read the questions in Exercise 1 b).

ANSWER KEY

2 3

1 the skeleton, 2 they are broken, 3 the heart, 4 the size of a fist, 5 it’s oxygenated, 6 95 %, 7 filtering the blood, 8 the kidney

4 5

New or difficult words can be learned and memorised more easily if you draw simple pictures or doodles that remind you of their meaning.

• Next, students use five of the organs to label the illustration. Check as a class.

• In a lower-ability class, allow students to compare answers with a partner first.

1

olungs h e st h s

• Instruct students to skim the text on page 69 and underline the organs mentioned in the text.

• Students read the text and find and underline the answers. Encourage students to use colour-coding. Check as a class.

1A THE HUMAN BODY a) Find words connected with the human body in the word snake. Use some of them to label the illustration of the human body.

Exercise 2 a), p. 68 • Ask students if they are interested in the human body and how it works and tell them that today they are going to learn more about it.

brain, lungs, heart, kidneys, bladder

Diagram: 1 brain, 2 lungs, 3 heart, 4 stomach, 5 kidneys, 6 intestine, 7 bladder

1

READING

6 7

b) Answer these questions using words from Exercise 1 a). 1 Which organ acts like a janitor, keeping your organism clean?

________________________________

2 What are the two bones between your shoulders?

________________________________

3 What is made up of 33 different bones?

________________________________

4 What is the combination of all the bones and joints in your body?

________________________________

5 Where is blood oxygenated?

________________________________

6 What keeps your inner organs safe?

________________________________

7 What controls our body and the way we use it?

________________________________

c) In pairs or individually, write your own questions for three more words from Exercise 1 a). 1 ______________________________________________________________________________________________________ 2 ______________________________________________________________________________________________________ 3 ______________________________________________________________________________________________________

2

collar bones

spine

joints

lungs

2

ribs

lungs

heart

kidneys

3

blood vessels

heart

bloodstream

bladder

4

oxygen

urine

blood

red blood cells

5

mouth

nose

arm

eyes

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SPEAKING Exercise 3, p. 68 • Pair students off. Each student should write at least four more questions for their partner. • Students ask each other questions and try to answer them.

Circle the odd one out. 1

ENDING THE LESSON

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• In a competitive class, you can turn this exercise into a game. For each correctly answered question, the student gets a point. For each question a student hasn’t

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answered correctly, their partner gets a point. TRICKS OF THE TRADE Consider not limiting higher-ability students with the assigned number of questions. The questions in the task are suited for the average learner. Pair students of similar abilities and let higher-ability students compete to see who can write more questions and who can think of questions that are difficult to answer. ANSWER KEY Students’ answers.

• Make enough copies of the human body diagram (Resource Bank, Resource 63, pp. 406-412) and hand them out to students. They try to find and label as many body parts as they can. HOMEWORK WB pp. 86–87, Exercises 1 b), c), 2, 3 a) and b)

1A THE HUMAN BODY

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UNIT 4

Lesson 2 NASTAVNA TEMA

Svijet znanosti i umjetnosti / Svijet oko mene / Zdrav život

NASTAVNA JEDINICA

The human body (2. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., C.8.1., C.8.2., C.8.3., C.8.5.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

GRAMATIKA

bladder, blood vessel, bloodstream, collar bone, exhale, fist-sized, inhale, joint, kidney, nutrient, oxygenate, rib, skeleton, spine, squishy, upright, urine, digestive juices, digestive tract, large intestine, small intestine, take a peek

My... GRAMMAR!

Present simple passive

• Write the following questions on the board and let students find the answers in the text. What is the spine made of? What bones are most often broken? Which organ is drawn when we fall in love? Which organ isn’t mentioned in the text? • Write their answers on the board but leave enough space between them to add an active sentence later on.

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Glagolsko vrijeme present simple passive

FUNKCIONALNI JEZIK

Opisivanje ljudskog tijela i njegovog funkcioniranja.

The spine is made of 33 bones.

Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

A heart is drawn when we fall in love.

Učiti kako učiti

A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

Zdravlje

B.3.2. A

Uporaba informacijske i komunikacijske tehnologije

A.3.1. A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Subjekt, predikat, objekt Biologija Ljudsko tijelo

UDŽBENIK

Str. 68. -69.

Collarbones are most often broken.

RADNA BILJEŽNICA

Str. 86. -88.

People most often break collarbones.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje gramatičkih sadržaja na digitalnoj platformi IZZI.

MEĐUPREDMETNE TEME

STARTING THE LESSON • Check homework with students. • Play Tick-tock-boom (see Games and Activities on pp. 394-398) on the topic of body parts. • To further discuss the topic of body parts, ask students to name as many body parts as they can on a human body model. For the human body model, use the illustration (Resource bank, Resource 63, pp. 406-412) or, if possible, borrow one from the biology teacher.

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MAIN PART

Collarbones are most often broken. The brain isn’t mentioned in the text. • Ask students who is doing these actions. Write active sentences underneath each passive sentence for comparison: The spine is made of 33 bones. 33 bones make up the spine.

A heart is drawn when we fall in love. We draw a heart when we fall in love. The brain isn’t mentioned in the text. We didn’t mention the brain in the text. • Elicit from students that in each pair, the first sentence focuses on the action, but we don’t actually care who is doing it. Explain that these sentences are called passive sentences. • Continue to the formation of present simple passive. Ask students to underline and compare the verbs in the passive and active sentences. • Elicit the rule for formation: the present simple of the auxiliary verb to be and past participle. Remind students that the past participle is

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on ss Le 1 done, 2 caught, 3 allowed, 4 broken, 5 used, 6 thought, 7 felt, 8 found, 9 replaced, 10 carried, 11 made, 12 drawn

present simple passive = to be (is/are) + past participle (-ed/3rd column)

Exercise 5 a), p. 88 • Students put the words in the correct order to form passive sentences. Check as a class.

• Students copy the examples and the formula in their notebooks. • Direct students to the My... GRAMMAR! section, where they can use additional example sentences to complete the definitions and explanations.

1

ANSWER KEY

formed by adding the ending – ed to regular verbs, and the irregular verbs can be found in the 3rd column of the irregular verbs list at the end of their Student’s Books. Write down the rule as a simple formula:

• In a lower-ability class, check for understanding of the words and phrases lobes and middle ear. ANSWER KEY

• Students go through the text and underline all the examples of passive in it. Have students compare them with their partners.

1 A baby is born with 300 bones. 2 The left lung is divided into two lobes. 3 Blushing is caused by adrenalin. 4 The smallest bone in our body is located in the middle ear. 5 Only a quarter of all the oxygen we breathe in is used by the brain.

• Tell your students that there is a detailed explanation of present simple passive in the Grammar Summary on pages 132–133 of their Student’s Books.

Exercise 5 b), p. 88 • Students underline the passive verbs in the sentences from Exercise 5 a).

• Direct your students’ attention to the list of irregular verbs on pages 120–121, which they can use as reference when needed. ANSWER KEY 1 a) be, past participle; b) isn’t, 2 which is made up of 33 bones; they are called collar bones and are among the bones that are broken the most often; We’ll start with the one which is drawn (...) and which is checked first; that’s how it is carried; that are filled with the air you inhale; only about 5 % is kept in our bodies and the rest is exhaled; the water we drink is used...; which is filled with urine; the kidney is donated the most; one important organ isn’t mentioned.

WORKBOOK PRACTICE

My... GRAMMAR!

Present simple passive

Exercise 4, p. 88 • Students read the list of verbs. First have them identify regular verbs in the list (allow, use, replace, carry) and then fill in all the participles. Check as a class.

• They swap notebooks with their partners and check each other’s work. ANSWER KEY 1 A baby is born with 300 bones. 2 The left lung is divided into two lobes. 3 Blushing is caused by adrenalin. 4 The smallest bone in our body is located in the middle ear. 5 Only a quarter of all the oxygen we breathe in is used by the brain.

Exercise 5 c), p. 88 • Students use the verbs they have identified in Exercise 5 b) to complete the four sentences. ANSWER KEY 1 is born, 2 is used, 3 is located, 4 is caused

Exercise 6, p. 88 • In pairs, students complete the sentences with the passive form of the verbs in brackets. Check as a class. • Check the understanding of the sentences. In a lower-ability class, you might want to pre-teach some vocabulary: saliva, ear wax, acid, dissolve, compress, vice-versa.

1A THE HUMAN BODY

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UNIT 4

• Ask students how many of these fun facts about the human body they have already known and which of the ten sentences surprised them most. • Ask students if they know any other human body related trivia.

I can do this!

• You can challenge students to find some more interesting facts about the human body for homework. Afterwards, students can even vote for the most interesting and unbelievable random fact. Alternatively, ask students to prepare two true trivia facts and one that is untrue to play Call my bluff (see Games and Activities on pp. 394-398) at the beginning of the next lesson.

• For additional practice of present simple passive, GO DIGITAL.

ANSWER KEY 1 is produced, 2 is exhaled, 3 is made up, 4 is covered, 5 is used, 6 is dissolved, 7 are compressed, 8 is replaced, 9 is decreased, 10 is controlled

My...

4

I need help!

Exercise 4, p. 68 • Ask students if they know how the food we eat moves through our body and what we call the organs used for processing and transporting food. Allow them to answer in Croatian and then offer the English translation: the digestive tract. • Students fill in the missing verb forms. Check as a class. • In a lower-ability class, allow students to compare their answers in pairs before checking them as a class. ANSWER KEY

GRAMMAR! Present simple passive Write the past-participle forms of the verbs below.

5

I’m getting there!

1 do

__________________

5 use

__________________

9 replace __________________

2 catch

__________________

6 think

__________________

10 carry

3 allow

__________________

7 feel

__________________

11 make __________________

4 break

__________________

8 find

__________________

12 draw

__________________

__________________

a) Put these words into the correct order to make sentences. 1 born / a baby / with 300 bones / is _______________________________________________________________________________________________________

1 is chewed, 2 is broken down, 3 is swallowed, 4 are produced, 5 is turned, 6 is sent, 7 are absorbed, 8 is transformed, 9 is moved, 10 is kept

ENDING THE LESSON

2 the left lung / divided / is / two lobes / into _______________________________________________________________________________________________________ 3 blushing / by adrenalin / caused / is _______________________________________________________________________________________________________ 4 in the middle ear / located / the smallest bone / is / in our body _______________________________________________________________________________________________________ 5 all the oxygen / only a quarter / breathe in / used / of / by the brain / is / that we _______________________________________________________________________________________________________ b) Underline the present simple passive form of the verbs in Exercise 5 a). c) Complete these sentences with verbs from Exercise 5 a). There is one verb that you do not need. 1 When a child ____________________________, it quite literally sees the world upside down.

Exercise 5, p. 69 • Ask students how much they know about human skin. Tell them they are about to learn more. • Students read the prompts in the task to form passive sentences. In pairs, they speak about skin using the prompts.

2 The energy that we get from food ____________________________ by our body to maintain its main functions and perform various physical activities. 3 The stomach ____________________________ under the lungs. 4 An itch ____________________________ by many different things, such as sunburn or an insect bite.

6

SPEAKING

Complete each sentence using the present simple passive form of the verbs in the brackets. 1 A litre of saliva ____________________________ (produce) by your mouth each day. 2 Most of the air we breathe in ____________________________ (exhale) through one nostril only. 3 About eight per cent of your body weight ____________________________ (make up) by blood. 4 Your tongue ____________________________ (cover in) about 8,000 taste buds that help you taste your food. 5 Ear wax ____________________________ (use) to clean our ears. 6 The acid in our stomach is so strong that even metal ____________________________ (dissolve) there. 7 The whole surface of your skin ____________________________ (replace) every month, which means you wear about a thousand skins in your lifetime. 8 The right side of your body ______________________ (control) by the left side of your brain and vice-versa.

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• Ask students to give feedback on how much they understand. They use their thumbs to show you:

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ANSWER KEY 1 The entire human body is covered by skin. 2 The body is protected from cold or heat. 3 The body is defended against harmful germs. 4 Teenage skin is often affected by pimples. 5 Our sense of touch is controlled by nerve endings in our skin. 6 50, 000 old skin cells are replaced by new skin cells every minute.

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on ss Le 1

WORKBOOK PRACTICE Exercise 7, p. 89 • End the lesson by playing a short board game. Students will need a small object in lieu of a counter and a coin. Pair students and let them play. • You can give a prize to the first student in the class to finish the game, for example, one homework-free pass is always a student favourite. 7

Work in pairs. Read the rules, and play the game.

Step 1 Use your rubber, sharpener, or other small object as a counter. You will need a coin, too. Step 2 Toss the coin: if you get tails, move one space forward; if you get heads, move two spaces. Solve the problem in each of the squares that you land on.

Step 3 If you have answered correctly, you may stay on your square. If not, go back to START. If you are not sure about the answer, ask your teacher for help. Step 4 The winner is the first person to reach FINISH. Good luck!

START

1234 5 8 7 6 9 10 1112 Correct this sentence: The heart is one of the most frequently drawed symbols.

Unscramble this sentence: urine / the bladder / filled with / is / .

Make a question for this answer: Through 60,000 miles of blood vessels.

Say the past participles of these verbs: make, see, carry, hold, break.

In our body, what is replaced every minute? Use a full sentence.

What is our sense of touch controlled by? Use a full sentence.

Say the past participles of these verbs: move, keep, donate, deserve.

Correct this sentence: The food not turned into liquid is sended to our small intestine.

What happens in your body when you breathe? Use sentences in the present simple passive.

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Correct this sentence: Food is breaked down into chunks in your mouth.

Unscramble this sentence using the present simple passive form: use / water / be / for hydration and health / .

FINISH

Unscramble this sentence: the spine / 33 different bones / made up / of / is / .

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HOMEWORK Exercise 6, p. 69 • Students choose one of three creative tasks according to their preference and prepare it for the next lesson.

1A THE HUMAN BODY

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UNIT 4

1B BLAME IT ON THE BRAIN NASTAVNA TEMA

Svijet znanosti i umjetnosti / Svijet oko mene / Zdrav život

NASTAVNA JEDINICA

Blame it on the brain (1. sat)

PREDVIĐENI BROJ SATI

2

ISHODI POUČAVANJA

A.8.1., A.8.2., A.8.3., A.8.5., B.8.1., C.8.1., C.8.2. C.8.3., C.8.6.

DJELATNOST (I) U FOKUSU

Govorenje, čitanje, slušanje, pisanje

VOKABULAR

affect, blame, consequence, disrespectful, inappropriate, mature, moody, questionnaire, stubbornness, talk back, mood swings, slam the door

GRAMATIKA

Glagolsko vrijeme present simple passive

KOMUNIKACIJSKO-JEZIČNA KOMPETENCIJA

Govorenje o razvoju i funkciji ljudskog mozga.

FUNKCIONALNI JEZIK

Teenagers are often criticised by adults. Adults often criticise teenagers. Etc.

MEĐUPREDMETNE TEME Osobni i socijalni razvoj

A.3.1., A.3.2., A.3.3., B.3.1., B.3.2., B.3.4., C.3.2., C.3.3., C.3.4.

Učiti kako učiti

A.3.1., A.3.2., A3.3., A.3.4., B.3.1., B.3.2., B.3.3., B.3.4., C.3.1.

Zdravlje

B.3.2. A

Uporaba informacijske i komunikacijske tehnologije

A.3.1., A.3.2., C.3.2., C.3.3., D.3.1.

MEĐUPREDMETNO POVEZIVANJE

Hrvatski jezik Subjekt i objekt Biologija Ljudski mozak, pubertet

UDŽBENIK

Str. 70. -71.

RADNA BILJEŽNICA

Str. 90. -91.

DIGITALNI SADRŽAJ IZZI

Dodatni zadaci za uvježbavanje/ponavljanje razumijevanja čitanjem i slušanjem i vokabulara na digitalnoj platformi IZZI.

STARTING THE LESSON • If you have assigned the body trivia and facts task as homework, have students tell their fun facts, or play Call my bluff (see Games and Activities on pp. 394-398). Students have found two fun facts about the human body that are true and one that is incorrect. Each student reads their three sentences and the rest of the class guesses which sentence is made up. • Check homework with students. Form groups of four students and let them present the creative task they have chosen.

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• Prompt students to give their feedback to each presenter. MAIN PART • Ask students to remember which part of the body wasn’t mentioned in the text. Make enough copies of the K-W-L chart (Resource Bank, Resource 64, pp. 406-412) and distribute them to students. In the K-column, students write everything they already know about the brain. In the W-column, they note down what they would like to learn about it. Leave the L-column empty until the end of the lesson. SPEAKING Exercise 1, p. 70 • Ask students if they worry much or often and what usually worries them. Let them read the given topics in Exercise 1. Check for understanding and, if needed, explain the following expressions: fitting in, peer pressure, mood changes, lack of. • Have students rank the topics from those that worry them most to those that don’t worry them at all. • Pair students off and let them compare their lists and discuss the three items that worry them the most. Discuss why those issues worry them and how they deal with them. ANSWER KEY Students’ answers.

LISTENING Exercise 2, p. 70 • Ask students if they ever have external guest lecturers at school. Let them tell you who usually comes and what they speak about. • Tell students that Charlie’s class has a guest lecturer today, a psychologist who will talk about the relationship between teenagers and their parents, but first they need to read a quote. • Students read the quote. • If needed, explain the words elders, contradict, gobble.

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1B BLAME IT ON THE BRAIN I can talk about the challenges of being a teenager. 1

SPEAKING How often do you think about the following issues? In pairs, choose the three issues that worry you most, and discuss them. Why do they worry you? How do you deal with them? fitting in

body image lack of sleep

2 a)

peer pressure

mood changes

social media

arguing with your parents

lack of motivation at school

4.1 LISTENING Dr Mark Wilson, a psychologist, is giving a lecture to Charlie’s class on relationships between teenagers

and their parents. Read the quote he gives them. Do you know who said it, and when? Listen and check. “Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company, gobble up their food and tyrannize their teachers.” b) SPEAKING What does the quote tell us about the relationship between teenagers and their parents? How has it changed over the centuries?

3 a) READING Read the second part of Dr Wilson’s lecture. Tick the topics that he talks about. teenagers’ mood swings

teenage brain development

old beliefs about teenagers

parents’ stubbornness

strict household rules

building a healthy teenage brain

M

odern science has found some answers to why teenagers act a certain way. The secret lies in the brain, your body’s control center. When you were six years old, your brain was already at 90 to 95 percent of its adult size. However, it wasn’t fully developed! In fact, your brain doesn’t stop developing until you’re an adult. It goes through many changes when you’re an adolescent. The way you behave, make decisions, or solve problems is controlled by the front part of your brain, which is the last to mature. Until it develops, you rely on the part of the brain that connects with emotions, aggression and instinctive behavior. That’s the reason you’re moody, easily annoyed or willing to take risks sometimes. And that’s why it’s harder for you to control yourself, so you end up talking back to your parents or slamming doors when you’re angry. This doesn’t mean you’re a bad child or student. It just means that your brain is still developing, and you sometimes find it hard to control your words and actions. While the brain is often blamed for your lack of control of emotions, this should never be an excuse for inappropriate

behavior. If you’re struggling to cope with your emotions, try to find someone to talk to. Why not turn to your family or friends? They love you and care about you, although it doesn’t always seem like this to you. You can also try talking to your teachers. They should understand what’s bothering you, because they’ve gone through the same thing, too. Remember that you’re responsible for what your brain is going to be like when you’re an adult. Try to do as much as you can to keep it healthy. Are you getting enough sleep and exercise? Are you eating healthy food? Your brain is affected by every decision you make on a daily basis. Now is also a good time to find out what you’re good at and learn more about it. Music, painting, sports, science, acting… The options are endless! And remember that it’s alright if you’re still not sure about what you like. You’ll find out, sooner or later.

b) Read the text again. Find and underline the information below. 1 when the brain stops growing

5 why adults can help you

2 the part of the brain that develops last

6 ways of keeping your brain healthy

3 examples of inappropriate behaviour 4 who to ask for help when you’re struggling with emotions

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• Ask students to try to guess who said the quote and when. 4.1.

• Play Track 4.1. Students listen to confirm their predictions.

• Check as a class.

moody, mood swings, stubbornness, talk back, slam the door. • Students read the text. Check as a class. • In a lower ability class, you can tell students that there are three topics.

ANSWER KEY Socrates, a Greek philosopher, said it four centuries before Christ.

Track 4.1 Let’s look at the quote I have given you. You probably think that it’s about teenagers today. But you’ll be surprised to hear that it actually comes from Socrates, a Greek philosopher who lived four centuries before Christ. What does it tell us about the relationship between teenagers and adults? It seems that it has always been one of misunderstanding. The adults have always asked themselves the famous question: ‘What is wrong with the youth of today? ’. Teenagers are often seen as being rude, moody, disrespectful and lazy. But, in truth, there is absolutely nothing wrong with teenagers today. And there has never been anything wrong with them. Today, we’re going to see...

ANSWER KEY teenagers’ mood swings, teenage brain development, building a healthy teenage brain

Exercise 3 b), p. 70 • Have students read the text again and find and underline the six pieces of information in the text. Check as a class. ANSWER KEY 1 It doesn’t stop developing until adulthood. 2 The front part of the brain. 3 Talking back to parents, slamming the door. 4 Family, friends or teachers. 5 Because they have gone through the same thing. 6 Get enough sleep and exercise, eat healthy.

TRICKS OF THE TRADE SPEAKING Exercise 2 b), p. 70 • In pairs, students discuss the questions in the exercise: How has the relationship between teenagers and their parents changed over the centuries? Volunteers share their opinion. • Encourage students to express their agreement and disagreement when sharing their ideas and opinions. ANSWER KEY It hasn’t really changed – it has always been full of misunderstanding.

READING Exercise 3 a), p. 70 • Tell students that they are going to read the second part of Dr. Wilson’s lecture. Their task is to tick the topics he talks about. • In a lower-ability class, you might want to pre-teach the following vocabulary: affect, blame, consequence, cope with, disrespectful, inappropriate, mature,

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Encourage students to underline the information in the text in different colours to navigate the text easier. • GO DIGITAL for additional reading and vocabulary practice. WORKBOOK PRACTICE VOCABULARY Exercise 1 a), p. 90 • To reinforce vocabulary, have students complete the three texts about teenagers’ brains. Remind students that they will not need two words. Check as a class. ANSWER KEY 1 connections, 2 consequences, 3 control, 4 struggling, 5 developed, 6 affected

ENDING THE LESSON Exercise 2, p. 90 • Ask students about their relationship with their parents. Tell them they will read about the problems some parents have in their

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4 a) SPEAKING AND WRITING For their homework, Dr Wilson gave the students a questionnaire for their parents. Look at the short questionnaire below. Ask your parents the question, write down their answers, and ask them for some stories behind the arguments. What did you argue about most with your parents when you were a teenager? school marks

money

curfew

looks

friends

housework

disrespect

music

b) SPEAKING Report on what you have talked about with your parents. What did they argue about with their parents, and why?

5 a)

4.2 LISTENING Charlie is talking to her parents about Dr Wilson’s assignment. Listen, and circle the things

in Exercise 4 a) that they argued about with their parents. b) 4.2 Listen again. Complete the summary of the conversation. When Charlie’s Dad was a teenager, his father was angry because of the (1) e_____________ he had. Mum’s parents often criticized her for her (2) l_____________ and her hairstyle. They thought it wasn’t appropriate for a teenage (3) g_____________. Dad lived in a (4) s_____________ household and always had to be home early. Mum’s parents weren’t that strict, but they were annoyed by her choice of (5) m_____________; they didn’t like it at all. Charlie’s (6) m_____________ is very protective and is often (7) w_____________ about Charlie, which Charlie finds a bit annoying. Charlie’s parents show a lot of (8) u_____________ for what she is going through.

Active vs passive sentences Look at the explanations and examples, then make the sentence below passive. In the active voice, the subject of the sentence does the action. In the passive voice, the subject of the sentence receives the action. Adults often criticize teenagers.

Charlieʼs parents trust Charlie.

Teenagers are often criticized by adults.

Charlie is trusted by her parents.

Your brain controls your behaviour. → ___________________________________________________________________

Let’s practise more! → WB, p. 91

Grammar summary → pp. 132-133

6 a) Read Dr Wilson’s message to parents. Choose the active or the passive form of the verb. Often, teenagers (1) expect / are expected to follow the rules and be obedient, just like when they were little children. A lot of parents try to (2) control / be controlled their children, but control is not the key. Connection is. Show your teenagers that you (3) love / are loved them no matter what. They won’t ask for help if you treat them as if they can’t (4) trust / be trusted. Keep in mind that your teens are slowly becoming young adults who need to (5) teach / be taught how to become responsible young people. If they (6) tell / are told what to do, how will they ever become more independent? They must learn to make their own decisions and accept the consequences of their actions. Be patient with your teenagers; try to be a part of their lives and have fun with them. But don’t forget that you’re still the adults: you (7) make / are made the rules, and you make sure the rules (8) follow / are followed. Your teens may moan and whine, but they will eventually be grateful for everything you did for them. b) READING AND SPEAKING How do you feel about the message? Underline the things you agree with, and highlight the things you disagree with. Then talk about it.

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relationship with their children. In pairs, students read the two problems. They choose one and write advice for the teenager’s parents. • Students team up with another group that has chosen the same problem. They compare and discuss their solutions for the problem and the advice for the teenager’s parents.

are a guideline: they should feel free to add some more if their parents mention them. • Students should ask for stories and reasons behind at least one, but preferably two or three, of the issues, write them down and prepare a report on that for the next class.

1B BLAME IT ON THE BRAIN VOCABULARY

1

Charlie has read some other papers on teenagers’ brains. Complete these excerpts with the words below. There are two words you do not need. developed

control

struggling

affected

instinctive

trusted

consequences

connections

Do you know that teenagers’ brains are wired to take risks? During adolescence, human brains need to get rid of unnecessary (1) _________________ and learn to control their instinctive behaviour. That’s why parents play an important role in their teenagers’ lives: they act as their guides before the teenagers become fully aware of the (2) _________________ of their actions. If you fall asleep late and wake up late as well, don’t worry: that’s perfectly normal. Your sleep cycle is under the (3) _________________ of melatonin, the sleep hormone, which is released later at night in your brain and sticks around for longer than in adults’ brains. Nevertheless, you still need your nine hours of sleep, so if you’re (4) _________________ to get up early, do something to change your sleep routine.

As your brain becomes more (5) _________________, and you start thinking more abstractly, your social anxiety increases. That’s when you start thinking more about those around you than you do about yourself. Your actions and decisions are (6) _________________ by what others think of you. Still, by the end of adolescence, most people value their own opinions much more than those of others.

2

In pairs, read these texts and give advice on various problems. Explain your answers. 1 Donnie doesn’t follow his parents’ house rules, such as getting home before 11 p.m., making his bed in the morning and not inviting his friends home without his parents’ permission. They’re very angry at him, but they don’t know what to do. What’s your advice to his parents? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ 2 Joan is often sad, and she shuts herself up in her bedroom. Her parents are clueless about what to do. Just a year ago, she seemed happy! She also ignores food and doesn’t talk about how she feels. Her parents are starting to worry. What’s your advice to her parents? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ _______________