5
68
(10 mins)
Read out the first unfinished sentence and invite a student to complete it (e.g. for three years; since last October, etc.).
Then tell the students to complete the sentences using their own ideas. Go round and check the use of for and since.
(10 mins)
In pairs, students compare and discuss their sentences. Ask different students to read out their sentences to the class
Lessons 4 and 5 Objectives
Skills At the end of this pair of lessons, students should be able to:
Grammar ● use present perfect simple and continuous
● use for/since Topic ● Ways of writing
Functions ● describe past and present experience Vocabulary acquire (V), amateur (N), ballpoint (N),
call-in (N), falloff (N), literacy (N), pride and joy (Exp), publish (V), tryout (N), writer’s block (N)
Pronunciation ● stress in phrasal verbs and compound
nouns
Student’s Book pages 42 and 43
Present the active vocabulary needed for each activity.
● Present perfect simple and continuous; for / since (5 mins)
Read sentence a with the class and try to match it with the correct ending. Elicit the answer from the students (5). Make sure that students agree. In cases
of disagreement ask students to justify their answers. Allow time for students to complete the task individually. Check answers as a class.
(5 mins)
In pairs, students compare the two pairs of sentences and name each tense (a present perfect; present perfect continuous; b present perfect; present perfect continuous).
(5 mins)
Read out the question and invite the answer from the class (the present perfect continuous describes an activity over a length of time; the present perfect describes a finished action).
(5 mins)
Put the students in pairs and ask them to discuss how they would explain the use of since and for to a new student of English, using their own examples as well as sentences a and b. Go round and offer suggestions if necessary.
Invite different students to explain their ideas to the class, and write useful examples on the board.
(10 mins)
Read out the first sentence and invite the answer (have been drawing / since). Then put the students in pairs to complete the exercise.
42
OPresent perfect simple and continuous; for / since Grammar reference pages 128–129 Match the sentence beginnings a-e with the endings 1-5.
a My family has lived in 1 pride and joy since he bought the house.
b The garden has been his 2 to his brother on the telephone for over an hour.
c I’ve had writer's block 3 rising consistently since 1990.
d Hussein has been talking 4 since my last novel was published.
e Literacy levels have been 5 this neighbourhood since 2005.
Compare these two pairs of sentences. What tense is each verb?
a Z I’ve written three letters this morning.
Z I’ve been writing letters all morning.
b Z He’s just played tennis.
Z He’s been playing tennis for several years.
Which tense describes an activity over a length of time? Which tense describes a finished action?
When we are describing an activity that continues over a length of time, what kind of information follows the words since and for?
a People have been writing for five thousand years.
b People have been writing Arabic since the 4th century.
Complete these sentences by choosing the right verb form and for or since.
a The Chinese have drawn / been drawing characters for / since 1500 BCE.
b By the age of 15, Chinese students have acquired / been acquiring over 3000 characters.
c Omar has lost / been losing his pen, so he can’t do his English homework. He’s looked / been looking for it all evening.
d Reem has been reading for / since the age of three. She has read / been reading two or three books a week for / since several years now.
e European countries have used / been using the Roman alphabet for / since 2000 years.
Complete these sentences so that they are true for you. (You may need to add a phrase with for or since.)
a I’ve been learning English ...
b This week, I’ve written ...
c In this lesson, we’ve ...
d This year in English lessons, our class has ...
e Since I started learning English, I’ve ...
Compare your sentences with those of a partner. Discuss any interesting similarities or differences.
Student’s Book page
Unit 5 Writing Stress in phrasal verbs and
compound nouns (5.2) (20 mins)
Play the first pair of words and ask the students to notice where the stress lies. Explain that in phrasal verbs the stress is always on the preposition while in the equivalent compound noun the stress is on the word. Continue this procedure with the remaining pair of words. Play the recording again and then tell the studens to practise saying the words in pairs.
Listening script 5.2 – see page 142 (5 mins)
Invite different students to read out each sentence to the class. Check the pronunciation of the words.
(5.3) (5 mins)
Play the recording, pausing after each sentence for the students to check and repeat.
Listening script 5.3 – see page 142
Lesson 6
Workbook pages 34 – 35, Language practice
Workbook answer key – see page 153
Ways of writing (5 mins)
Refer the students to the picture of Chinese writing on page 40. Then read out the first unfinished sentence and ask them to complete it with the correct form of one of the verbs in the box and two of the nouns (painted, brush, ink). Then ask them to look at the second sentence and refer them to the picture of cuneiform, again on page 40. Students then complete the exercise and compare answers with a partner.
(5 mins)
a Read out the first adjective (ancient) and ask the students to find its opposite in the second box (modern). Students then complete the task and check answers with a partner.
b Students then use the words in list B to complete sentences 1–5. Put them in pairs for this task. Go round and check.
Unit 5 Writing
43 Ways of writing
Complete these sentences using verbs and nouns from these lists. You may have to use the past form of some verbs.
Verbs: draw paint inscribe write Nouns: brush clay ink paper pen pencil
a Traditionally, the Chinese their characters using a and .
b The Mesopotamians their pictograms on blocks of with a reed.
c Today most people write on with a ballpoint . d Artists pictures with a or with a paintbrush.
Compare adjectives and their opposites.
a Match an adjective from List A with an adjective which has the opposite meaning from List B.
A ancient practical precious professional simple
B amateur complicated impractical modern worthless b Now use words from List B to complete these sentences.
1 I thought the ring I’d found was real gold, but it turned out to be . 2 sportsmen and women do not earn any money from their sport.
3 I couldn’t understand that film – it had a very plot.
4 Suggesting that people stop using e-mail and return to traditional letters is an idea.
5 The Roman alphabet is a more system of writing than pictograms.
Stress in phrasal verbs and compound nouns
(5.2) Listen to the following words and compare the stress put on phrasal verbs with that put on their equivalent compound nouns.
a to fall off / a fall-off b to call in / a call-in c to try out / a tryout
Now take turns to read these sentences to your partner, paying attention to the stress of the words in bold.
a He fell off his bike the first day he bought it.
The market has been witnessing a fall-off in sales.
b The men of the city were called in to join the army.
Tomorrow’s radio show will include the listeners’ call-ins.
c This oil may be tried out and used.
The tryouts for the competition start on Tuesday.
(5.3) Listen, check and repeat.
ords to remember
W
acquire, amateur, ballpoint, call-in, falloff,
literacy, pride and joy, publish, tryout,
writer's block
L
W
Student’s Book page
Objectives
Skills At the end of the lesson, students should be able to:
Grammar ● use present perfect: for / since
● use present perfect continuous
Functions ● describe past experience
70
Tell them to be as imaginative as possible in their answers; it is their opinions and their ability to justify them that is important in this exercise, not knowledge of hard fact. Have one or two students read sections from their essays to the class, if there is time.
(10 mins)
Tell the students that all the words a–g are from the text on page 41. Read out the first word (record) and ask them to match it with one of the words 1–7 (6).
Allow time for them to complete the task and then to check their answers with a partner.
(10 mins)
On the board, write BCE and CE and ask or explain what it stands for (before common era). Read out the first date (three thousand BCE) and ask students to write it in their books in words (three thousand BCE).
Then allow time for the students to complete the task. Go round and check while they are working.
Lessons 7 and 8 Objectives
Skills At the end of this pair of lessons, students should be able to:
Listening ● listen to an interview with a Kuwaiti poet Speaking ● give an interview
Writing ● write an essay about languages Topic ● Verbal communication
Functions ● give reasons
● express opinions about languages
● discuss the history of writing
● identify types of writing
● introduce a subject
● conduct an interview
Vocabulary contribution (N), dominate (V), economic (Adj), honorary PhD (N), impact (N), mainly (Adv), wordsmith (N)
Student’s Book pages 44 and 45
Present the active vocabulary needed for each activity
(5 mins)
In groups, students discuss each question briefly, noting down their ideas. Then invite different students to share their ideas with the class, and add your own ideas too.
(10 mins)
Invite students to look at questions a, b and c in their groups. They should discuss them using their own ideas and using the text as support, but they should not rely on it too heavily. After a few moments draw the class back together and have a brief class discussion where students compare their thoughts and ideas.
(5 mins)
Ask students to open their notebooks and to write an essay on which written language they think has had the biggest impact on the history of humanity, and why. The essay should be 170-200 words.
44
Discuss these questions with other students.
a Why do you think the first forms of writing were used mainly to record economic information?
b How do you think the development of computers will affect people’s use of pens, pencils and paper?
c Look at these examples of phrases written in different alphabets. Which languages are they from?
Think of possible answers to these questions.
a Why do you think the earliest writing was in the form of pictograms rather than letters?
b Why do you think that only some people could write?
c How do you think people knew about their history before they recorded it?
Write an essay of 170–200 words expressing your opinion on the following. Make sure you give reasons to support your opinion. You may use expressions from the Useful Language box on page 45 to help you.
a Which language has had the biggest impact on human history? (Facts)
b Which language dominates the communication and business world nowadays? (Examples) c What language might dominate in the future? (Predictions)
Match the words from the article on page 41 with the correct meanings. You may use the glossary / dictionary for help.
a (to) record 1 mean / stand for
b (to) communicate 2 valuable / worth a lot of money
c symbol 3 put together / join with
d trade 4 exchange information e (to) represent 5 business / buying and selling f (to) combine 6 write down for other people to read g precious 7 written sign which stands for something else Write these dates and numbers in words.
a 3000 BCE d 1999
b 1500 BCE e 2008
c the 4th century CE f the 21st century Write the following as numbers and symbols.
a thirty-five sounds d a hundred and sixty pounds b twenty-six letters e thirty-one days
c two thousand years f eighteen eighty-seven