In the papers! Unit
LESSON 2 Crack the code!
1. finished, past 2 date
FORM
was / were + past participle
Negatives:subject + was / were + not + past participle
Questions:was / were + subject + past participle?
Short answers:Yes, I was /you were / he-she-it was/ we-you-they were No, I wasn't / you weren't /
he-she-it wasn't/ we-you-they weren't Task 2
• Go through the instructions & the
extracts from the newspaper articles with the class & check for any difficulties.
• Refer to the examples & elicit some
more ideas.
• Make sure students use the past passive
correctly.
Passive Structures Simple Past Passive
• Students in small groups choose one of
the events & think of positive / negative results this event had on people's life.
• They present their ideas to the class.
WB Tasks 5-7, pp 117-118 SPEAKING
SB page 126 Aim & Objectives
To involve students inasking &
answering questions using the past passive Vocabulary & structures
was / were born, kindergarten, was / were allowed
Past Passive in the interrogative & positive
Short answers
Unit 6, Lesson 1, Speaking Task 1 in
TB, p. 88 WB Task 8, p. 118
LESSON 3
School reporting!
READING SB pages 127-130 Aims and Objectives To involve students in- reading an article about starting a school newspaper
- skimming & scanning
To integratereading with speaking Vocabulary
Media, review, cartoonist, comic strip, parade, dig up, researcher, designer, word processing package, run off
Task 1
• Students read the e-mail & answer the
questions.
• Elicit attached file / attachment (a file which is added to a message that you send to someone).
Answers:
1. The attachment is the spring issue of Petra and Hans's school newspaper. 2. They suggest that their e-friends start
their own school newspaper. Task 2
• Students can work in pairs.
• Go through the headings with the class
& check for any difficulties.
• Elicit include (have as one of its parts). • Students read the article on pp. 129-130
and match the headings with the sections.
Answers:
a.4 b. 6 c. 5 d. 1 e. 2 (3 is extra) Task 3
• Go through part B of the article & elicit
that the items mentioned are different types of texts that can be found in a newspaper.
• Elicit recipe (a list of ingredients and a
set of instructions that tell you how to cook something) & review (a report in a newspaper / magazine in which
someone gives their opinion on a new book / film CD etc.).
• Students read texts A-E and find what
type of text they are. Answers: A.Club announcement B.(Book) Review C.Quiz D.News article E.Recipe
Task 4
• It is not necessary to pre-teach the
names of jobs for this task.
• Students can use the context to find
who does what. Answers: a.photographer b.researcher c.reporter d.editor e.designer Task 5
• This task prepares students for the
project that follows.
• Revise volunteers. Elicit sponsorships. • Students first discuss in pairs and then
with the class as a whole.
• Assist with language.
WB Task 3, p. 120
READING & SPEAKING SB page 130
Aims and Objectives To involve students in
- reading newspaper headlines & speculating on the content of the article To integrate reading with speaking Vocabulary
Have your attention, celebs, skinny, friendship, destination
• Students work in pairs.
• They read the headlines & answer the
questions.
• Explain words students ask for
(e.g. celebs (celebrities): famous people, skinny: too thin etc.).
• The purpose of the task is for students
to try & guess what the articles must be about. Accept all answers.
Possible answers:
a. article addressing teenagers b. article about celebrities c. photos of celebrities
d. article giving rules / laws /tips on how to maintain a friendship
e. article about Oxford (sights etc.) f. book review
g. editorial
WB Tasks 1&2, pp 119-120 LISTENING
SB page 131 Aims and Objectives
To involve students inlistening - to a conversation about jobs in a
newspaper - for gist & detail
To integratelistening with speaking Vocabulary
review, portrait, that's cool, attend a football match, captain of the team, jokes Task 1
• Play the CD twice.
Answers:
Petra: write a book review
Robert:draw / make portraits / drawings of teachers
Hans:take photos of the (football) match Sylvia:take an interview
Tapescript
Listen to some students in Petra and Hans' class talking about their school newspaper and take notes of what each student is going to do.
Petra: I've read lots of interesting books this year so I'd like to write a book review. What about you?
Robert:Well, I find writing boring but I'm good at drawing. I can make portraits of some teachers. What do you think?
Petra:That's cool! So, Robert will draw portraits of the teachers (sound of Petra jotting down the idea) OK! Now, who can attend the football match next week and take some photos?
Hans: Me! And Sylvia can ask the captain of the team for an interview.
Petra: Great! So, photos from the match … Hans… and interview… Sylvia (writing and talking). Anything else?
Robert: I know! Why don't we ask John to collect some school jokes? He's the best at…. ( fading)
PROJECT SB page 131 Aims and Objectives
To involve students in starting their own school newspaper
To encouragework across the curriculum To fosterlearner cooperation & autonomy To integrateall four skills
• For this project you may need more
than one teaching period.
• Go through the steps of Phase One of
the project & check for any difficulties.
• It is important that students use their
portfolios to find texts which could go in the newspaper.
• Allow students to decide on what to
include.
• Monitor the voting stage.
• Then go through Phases Two & Three
and assist as necessary.
• You can ask other teachers (e.g. the
ICT teacher) to help & use the
resources of your school as appropriate.
• A school newspaper is something
students & teachers can take pride in.
• You can continue it in the next school
year with all your classes.
WB Tasks 4-10, pp. 121-124 are review tasks & can be done as classwork or homework
SELF-ASSESSMENT SB p. 132-134 Introduction: Self-assessment NEXT LESSON see Aids p. 125
Aids
o CDs with songs about summer (Cover Page)
Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes Lesson
Schedule Links to: 1.Cover page Physical 2.Reading & Education Speaking, Geography Reading History 3.Listening &
Review Review Review ICT Writing
Culture 4.Project, Art Music Themes: Time Place System Difference- similarity
Happy summer
holidays!
Unit 9
(Review)
COVER PAGE SB page 135
• Draw students' attention to the title of
the lesson & ask: 'What is the lesson about?'
• Elicit that it is about summertime /
summer holidays.
• If you have brought a CD with ‘summer
songs' in class, you can play one & ask students if they know it and / or what it is about.
• Alternatively, you can ask students to
bring CDs with songs about the summer.
• In groups, students write down titles of
songs about the summer they know.
• You can photocopy the lyrics of some
songs & ask students to follow while listening to the songs.
Possible answers: Holidays(Madonna) Holidays (Scorpions) Summertime(Janice Joplin)
Summer nights(John Travolta & Olivia Newton John from the film Grease) Summer wine (Ville Vallo & Natalia Avelon or Nancy Sinatra)
Summer in the City (Loving Spoonful) School's Out (Alice Cooper)
Itsy Bitsy Teenie Weenie Yellow Polka Dot Bikini (Bryan Hyland)
Walking on Sunshine (Katrina and the Waves)
etc.
WB Task 1, pp. 126-127
READING & SPEAKING SB pages 136-138
Aims and Objectives To involve students inreading
- an e-mail & an online article about a summer camp
- for gist & detail
To integratereading with speaking Vocabulary
unusual / extreme sports, white water rafting, wall scaling, abseiling, canoeing, archery, trekking, eco-holidays, grape harvest Task 1
• Students read Silou's e-mail & the
information from the webpage & say what they are about (Teen Camp, sports
holidays for teenagers etc.).
• Refer the class to the pictures of sports. • Ask: ‘Are these sports like football/
basketball /swimming etc.?' Elicit that
they are unusual sports.
• Ask students to describe the activities in
the pictures (white water rafting, fishing,
archery, wall scaling).
Task 2
• Elicit abseiling (climbing down a wall, rock face etc. using a double rope), eco
holidays(holidays to exotic or threatened
ecosystems to observe wildlife or to help save the environment / travelling with attention to nature and leaving it as it was found) & grape harvest (picking/ gathering grapes).
• In pairs, students collect words from the
webpage under the two topics.
• Then they add more activities to the
• Assist with language.
Answers:
Activities at the IT Camp white water rafting, wall scaling, abseiling, canoeing, archery, fishing, trekking, cycling, helping with the grave harvest, cleaning the beaches
Unusual and Extreme Sports white water rafting, wall scaling, abseiling, canoeing
Eco-holidays
helping with the grave harvest, cleaning the beaches