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Refresh Your Memory!
Refresh Your Memory!
72
Grammar Review
1 Make sentences and questions with have to.
1 we / learn English at school
We have to learn English at school.
2 you / study French?
3 my sister / not / do any homework 4 she / practise the piano every day 5 she / do any chores?
6 I / get up early for school
7 my parents / not / start work early 2 Complete the text with these words.
don’t have has must mustn’t to
My brother and I 1 have to stay with my
grandparents this week. It’s fun, but they have a lot of rules. For example, we 2 use our mobile phones in the house because they hate mobile phones. I 3 call my friends on the home phone.
My brother 4 to walk the dog every day, but I 5 have to do that because I’ve got a bad leg. I have
6 help Granny with the cooking and ironing instead.
3 Complete the conversation. Use will, won’t or might and the verbs.
A Do you want to come to the Smugglers concert on Saturday? I’m sure you 1 will enjoy (enjoy) it.
B I 2 (not be) here on Saturday, so I can’t come with you.
A Where 3 (you/be)?
B In the mountains with my cousins.
A The weather forecast says it 4 (snow) in the mountains at the weekend. They’re not sure.
B Cool! We 5 (go) snowboarding then, or we
6 (not do) anything. It’s horrible outside when it’s too cold and windy.
Vocabulary Review
4 Match the beginnings (1–7) to the endings (a–g) of the sentences.
1 You should walk a the rubbish.
2 She never does b the dog.
3 Please can you mow c the ironing.
4 Remember to feed d the lawn?
5 I don’t have to wash e the cat.
6 You didn’t run f the washing machine.
7 We have to take out g the car.
5 Complete the sentences with the correct feelings adjectives.
1 I like Mr Green. I’m glad he’s our teacher.
2 I’m really n _ _ _ _ _ _ about tomorrow’s concert.
I might forget the words to all the songs!
3 I think someone’s stolen my purse! Oh no, it’s here. I’m so r _ _ _ _ _ _ _ !
4 You’ve really helped me. I’m so g _ _ _ . 5 I said some terrible things to her. I feel really
g _ _ _ _ _ about that now.
6 I want to be rich. I’m so j _ _ _ _ _ _ of people with lots of money.
7 I’m sure I can do it. I’m feeling very c _ _ _ _ _ _ _ _ .
Speaking Review
6 2.36 Complete the advice for these situations. Then listen and check.
1 A I’m late for school again!
B Why don’t you get up earlier?
2 A I want to go to Antarctica on holiday.
B I you should do that. You hate cold weather!
3 A When I sweep the floor, it takes hours!
B Maybe vacuum the floor instead.
4 A I’m feeling quite relaxed about the exams.
B I should be more worried. They’re very important!
5 A When I load the dishwasher, I usually break a plate.
B Maybe do your chores so quickly.
Dictation
7 2.37 Listen and write in your notebook.
My assessment profile: Workbook page 132
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That’s Life!
the designers of Futuro and Home Maid , and the third is going to be a journalist interviewing them for a science programme on the television.
– Copy the example speech bubbles onto the right of the board and make sure students understand which are for the interviewer, which for the inventor of Futuro and which for the inventor of Home Maid . Ask three students to read the examples aloud.
– Check students understand that the speech bubbles are only an example and that they should invent their own interview using the information in the table.
– Tell the interviewers that their job is to make the two scientists talk as much as possible about their inventions and to react appropriately. The scientists can invent as many other details about the robots as they want.
– Students work in groups of three. Monitor, but do not interrupt fluency.
– Make a note of any mistakes related to the content of this unit to go over with the class afterwards, but make sure these mistakes remain anonymous during the correction stage.
– Finally, ask students if they would like a robot like Futuro or Home Maid and what other things they would like their ‘house robot’ to be able to do.
My Assessment Profi le Unit 6 Workbook page 132
Culture 6 – Canada
See Teacher’s Book page 224 and Students’ Book page 126 (for extra reading, discussion and writing work).
Refresh Your Memory!
Exercise 1 Answers
2 Do you have to study French?
3 My sister doesn’t have to do any homework.
4 She has to practise the piano every day.
5 Does she have to do any chores?
6 I have to get up early for school.
7 My parents don’t have to start work early.
Exercise 2 Answers
2 mustn’t 3 must 4 has 5 don’t 6 to Exercise 3
Answers
2 won’t be 3 will you be 4 might snow 5 might go 6 might not do
Exercise 4 Answers
2 c 3 d 4 e 5 g 6 f 7 a Exercise 5
Answers
2 nervous 3 relieved 4 glad 5 guilty 6 jealous 7 confident
Exercise 6 (Track 2.36)
Answers
2 don’t think 3 you should 4 think you 5 you shouldn’t
Exercise 7 (Track 2.37)
Answers and Audioscript 1 You shouldn’t feel disappointed.
2 They won’t be embarrassed.
3 He mustn’t hang out the washing in the rain.
4 Will he be very upset?
5 We don’t have to do any chores.
6 She might be a bit confused.
Extra activity
Revise the household chores from the unit and will , won’t and might :
– Draw up the table on the board and explain that these are two robots which scientists are designing to do our household chores and make our lives easier in the future.
They aren’t ready for sale yet, but it won’t be long before they’re in the shops.
– Tell students that they are going to work in groups of three. Two of the students are going to be scientists,
Unit 6
That’s Life!
140
Real World Profi les
Cultural notes
• Rob Frenette has suffered from cerebral palsy since he was born and consequently walks with a limp. At school he became an obvious target for bullies. He suffered from bullying for many years and felt lonely and depressed and saw his academic results suffer.
When he met Katie Neu, another student who, like him, had suffered at the hands of bullies, he learnt that he was not alone and together they started their website which continues to offer help and support to students being bullied all over the world. Rob Frenette studied journalism and currently sits on the ‘Positive learning environments’ committee in New Brunswick, Canada.
Exercise 1
• Draw students’ attention to the photo and ask students what they can see.
• Individually, students correct the mistakes in the sentence.
• Make sure students understand not to read in detail at this point.
• Students scan the text quickly to check their answer.
Answers
Rob lives in the USA Canada and has started a newspaper website for people with bullying problems.
Key Words
Be prepared to focus on the Key Words, either by pre-teaching them, eliciting their meaning after students have read the text, or through dictionary or definition writing work.
bullies – people who use their size or position in an aggressive way to hurt other people either physically or psychologically and to get what they want bullying – the action of using your size or position unfairly against people who are scared of you
fault – the blame for a problem or a mistake you have made
celebrate – to participate in a special event or occasion
until – the negative of when , i.e. ‘I won’t go home until the party is over.’ = ‘I ’ll go home when the party is over.’
Exercise 2 (Track 2.38)
• Students read the text again and answer the questions.
• If you wish, play the recording for students to listen and read.
• Students check in pairs before you check answers as a class.
• Elicit from stronger students or explain yourself the meaning of any new vocabulary.
Answers
2 Because he had problems with bullies at school and he decided to do something about his problems.
3 They can find advice, stories and poems about bullying.
4 To speak to children, teachers and politicians about bullying.
5 To stay confident and to find people that care about your problems.
6 It’s a special anti-bullying day in schools in Canada.
Extra activity
Extend the work on school problems by asking students to brainstorm common problems at their school, e.g.
discipline in class , students not respecting the teachers and/or each other , students damaging school property, etc. They then research and prepare a text about one of the problems and outline possible action. Make sure they understand that the action should principally be action that they, as students, can take, not action that the school or the teachers should take.
Class discussion
• Read through the questions with the class.
• Students then work in pairs or small groups, talking about the questions.
• Monitor but do not interrupt fluency.
• Take feedback as a class.
• Ideally the class discussion activity should be completed in English, but you may want to support weaker students with some L1, if appropriate.
Extra activity
Ask students additional questions related to the topic of the text, e.g.
1 Why do you think people become bullies?
2 What other problems are there in your school?
3 What could you do to help do something about these problems?
4 When you have a problem, who can you talk to about it? How many different people can you think of?
5 Are there any organisations or websites where young people can go to get help with their problems? What are they called?
In this unit have you …
… used Grammar and Vocabulary worksheet?
… used Reading and Listening worksheet?
… used Writing worksheet?
… used Speaking worksheet?
… used Unit test?
With the exception of the Speaking and Writing worksheets, all the Teacher’s Resources are at two levels of diffi culty:
* For students who need extra help and support ** For students who require an additional challe nge
141
Real World Profiles
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Reading
1 Read Rob’s profile and look at the photos. Correct the mistakes in this sentence. Then read the article quickly to check.
Rob lives in the USA and has started a newspaper for people with bullying problems.
2 2.38 Read the article again.
Answer the questions.
1 How did Rob often feel at school? Why?
He felt lonely and scared because he had problems with bullies.
2 Why did he first talk to a newspaper?
3 What help can people find on Rob’s website?
4 Why does Rob travel around Canada a lot?
5 What advice does he give to people with bullying problems?
6 What is Blue Day?
Class discussion
1 Are there problems with bullying in your country?
2 Are there any websites to help young people with bullying problems?
3 What other help can these people get?
Age:
23 years old