1
Vocabulary
• Jobs
• Life experiences
• Students match the pictures with the jobs.
• Point out that a female waiter is sometimes
called a waitress, though nowadays waiter is
often used for both men and women.
Answers
Grammar
• Present perfect
• been v. gone
• Present perfect: questions
• just
Reading
• The puppeteer
• Culture: Be an imagineer
Listening
• Are you experienced?
Speaking
• Describe a famous person
• Make a questionnaire
• English you need: Join a club
1 journalist
2 vet
2
2.1
Answers
1 social worker
2 shop assistant
3 lawyer
Writing
• because v. because of
• A nomination
2.2
• Write the first job: journalist on the board.
Pronounce it and ask where the stress is.
(journalist)
• Students listen and mark the stress on the words
in exercises 1 and 2.
• Play the CD again. Students repeat the words.
Answers / Transcript
Jobs
Warmer
• Play Twenty Questions with jobs. Think of a job,
for example: a doctor. Students ask twenty
questions in order to guess what the job is, but
you can only answer yes or no. Encourage them
to use Do you have to …? in their questions.
• In pairs, students play the same game. One
student thinks of a job, and the other student
asks twenty questions to guess what it is.
4 mechanic
5 chef
6 engineer
Transcript page 225
3
➟ My Portfolio pages 20–21
➟ Multi-ROM Grammar, Vocabulary
and Pronunciation
➟ Tests
Teacher’s All-in-one Book
➟ DVD
➟ Mixed-ability Worksheets
➟ Speaking activities
5 waiter
6 computer
programmer
• Check students understand the meaning of the
jobs.
• Remind them that we use the article a / an
before jobs in English.
• Students listen to six people describe their jobs
and write what they are.
Pronunciation
• Consonant sound: /dʒ/
Extra Resources
3 architect
4 hairdresser
Exercise 1
Exercise 2
1
2
3
4
5
6
1
2
3
4
5
6
journalist
vet
architect
hairdresser
waiter
computer programmer
social worker
shop assistant
lawyer
mechanic
chef
engineer
4
• In pairs, students describe a job from exercise 1.
Their partner tries to guess what it is.
➟ Student’s Book Word list page 109
➟ Workbook Word list page 58, Vocabulary page 60
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Vocabulary
Grammar
Speaking
Pronunciation
Writing
• Jobs
• Life
experiences
• Present perfect
• been v. gone
• Present perfect: questions
• just
• Describe a famous person
• Make a questionnaire
• Join a club
• Consonant
sound: /d/
• A nomination
• because v. because of
Jobs
1
Match the pictures with the jobs.
1 – journalist
architect | vet | hairdresser | computer programmer | journalist | waiter
1
2
3
4
5
6
2
Listen to six people describe their jobs.
What are they?
1 – a social worker
chef | engineer | social worker
lawyer | shop assistant | mechanic
3
Listen and mark the stress on the words
in exercises 1 and 2. Then listen and repeat.
4
In pairs, describe a job from exercise 1.
Can your partner guess the job?
A I interview people and sometimes I have
to travel.
B Are you a …?
My Portfolio
Page 20
1 – journalist
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Students learn about some common
jobs.
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1
Read the story of Mohammad Shamsul, an Indian puppeteer. Which sentence is true?
a He became a puppeteer in a charity home.
b He learned to be a puppeteer from his father.
M
ohammad Shamsul works as a puppeteer in a
prestigious TV show in New Delhi. He lives in a
nice flat, wears fashionable clothes and travels all
over India. He’s been to London and he’s visited Buckingham
Palace. But his life hasn’t been easy.
Mohammad was born in Bihar, one of the poorest areas of
India. When he was a child, he lived in a village with no clean
water, toilets or electricity. When he was seven, he left school
and started work. He’s had a lot of jobs: he’s made tea and
washed dishes, he’s worked in a watch repair shop and he’s
sold plastic water bottles to survive.
One day, Mohammad ran away from his village and went to
New Delhi. After living on the streets, he ended up in a charity
home. There, he had the opportunity to learn a craft and Mohammad chose puppetry. Soon people recognized his
talents and when he was eighteen, he got a job on a TV show.
But Mohammad hasn’t forgotten his origins and he’s helped to educate people in the slums of New Delhi.
Although he ran away from home, his parents have forgiven him and are proud of their son.
2
Write the correct option.
3
1 Mohammad has a good / difficult life now.
Complete the sentences.
ran away end up prestigious slums craft
good
2 When he was a child, he lived in poor /
comfortable circumstances.
3 His first jobs were interesting / necessary
to earn money.
4 He went to New Delhi to change his life /
work on a radio show.
5 He learned puppetry because it was
possible / obligatory in the charity home.
6 He is / isn’t interested in poor people now.
1
1 Making paper puppets is an important craft
in India.
2 Mohammad studied with a … puppeteer.
3 Mohammad’s parents were worried when
he … from home.
4 A lot of children … on the streets in India.
5 A lot of people live in … in New Delhi.
4
Answer the questions.
1 Are there many puppeteers in your country?
I don’t think so. But there are some …
2 What jobs are important where you live?
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Students learn about the life of an
Indian puppeteer.
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4
• Students answer the questions.
The Puppeteer
Answers Students’ own answers
Background
This is the true story of Mohammad Shamsul.
Born in 1986, he is now one of India’s most
talented young puppeteers.
India has a rich tradition in puppetry. In the past,
puppets were used to tell stories from mythology
and history. Nowadays, they are a popular tool
for teachers and voluntary organisations to
convey information about language, science,
social studies and environmental education to
young people and adults.
Consolidation
• In pairs, students compare their answers to
exercise 4.
• Discuss the second question with the whole
class. Encourage students to think about why
the jobs are important. Do they think that other
jobs should be more important? Why?
➟ Workbook Reading page 64
Warmer
• Students look at the photo with the story.
Ask questions about the photo:
What’s his job? (He’s a puppeteer)
Where’s he from? (India)
Would you like this job? Why/why not?
1
2.3
• Students read and listen to the story of
Mohammad Shamsul, an Indian puppeteer,
and decide which sentence is true.
Answer a
2
• Students write the correct option.
Answers
1 good
2 poor
3 necessary to earn
money
4 change his life
5 possible
6 is
3
• Students find the words in the story and try to
guess the meaning of each one from context.
• Students complete the sentences with the
new words.
Answers
1 craft
2 prestigious
3 ran away
4 end up
5 slums
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Answers
1 I’ve sold something / I haven’t sold anything
on the Internet.
2 David Beckham’s lived in Spain.
3 My family and I have been / haven’t been to
a foreign country.
4 Roger Federer’s played at the Wimbledon
championships.
5 I’ve tried / haven’t tried to learn a martial art.
6 Shakira’s made CDs in English.
Present perfect
• Ask students to look back at the story of
Mohammad and find all his jobs apart from a
puppeteer. Write the following sentence on the
board: He’s made tea and washed dishes, he’s
worked in a watch repair shop and he’s sold
plastic bottles.
• Ask students: Did he make tea in the past? (Yes)
Do we know when? (No) Explain that we use the
present perfect to talk about actions that
happened in the past but we don’t know when.
• Explain the form of the present perfect: have/has
+ past participle. Point out that ’s is the
contracted form of has in the present perfect
(as well as is in the verb be).
• Tell students that the past participle of regular
verbs is the same as the past simple: infinitive
+ -ed, for example: visited, worked, helped, but
past participles of irregular verbs are different
and have to be learnt.
1
Reinforcement
In pairs, students compare their sentences in
exercise 3 and find differences.
Extension
Students write six more sentences about
themselves, their family and friends in the present
perfect. Three of the sentences should be true and
three false. In pairs, students read their sentences.
Their partner tries to guess which sentences are
true and which are false.
2.4
• Students find the irregular past participles in
the story.
• Play the CD to check answers.
• Play the CD again. Students listen and repeat
the words.
4
• Students look at the picture of Philippa Hayball,
who also has an unusual job. Ask: What’s her
job? (an acrobat)
• Students write the verbs in the present perfect.
Answers / Transcript
1 been
2 had
3 made
4 sold
5 forgotten
6 forgiven
Answers
1 ’s danced
3 ’s travelled
2 ’s performed 4 ’s met
5 hasn’t been
6 ’s spent
been v. gone
• Explain the difference in meaning between been
and gone. Use the example sentences.
2
Answers
3 gone
4 been
5
• Students read the example description of a
famous person and guess who it is. (J.K. Rowling)
• Students write about a famous person, including
their job and the verbs to help them.
• Students write the correct option.
1 gone
2 been
Go 4 it!
5 been
6 gone
6
• In pairs, students tell their partner about their
famous person. Their partner tries to guess
who it is.
3
• Students write true sentences in the present
perfect.
Consolidation
Some students read their descriptions to the class.
The other students guess who it is.
➟ Student’s Book Grammar reference page 98
➟ Workbook Grammar reference page 56,
Grammar page 61
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3
Present perfect
He’s visited Buckingham Palace.
His life hasn’t been easy.
Affirmative
Subject
have
have
I
He
has
Negative
Subject
have not
haven’t
We
hasn’t
She
1
1 I / sell something on the Internet.
I’ve sold something on the Internet.
2 David Beckham / live in Spain.
3 My family and I / be to a foreign country.
4 Roger Federer / play at the Wimbledon
Championships.
5 I / try to learn a martial art.
6 Shakira / make CDs in English.
Past participle
visited.
Past participle
visited.
4
Write the verbs with the present perfect.
Philippa Hayball is a dancer and an acrobat.
She (1) ’s danced (dance) with many ballet
companies and she (2) … (perform) the Aerial
Hoops with Cirque du Soleil. She (3) … (travel)
all over the world and she (4) … (meet) a lot
of interesting
people. But life
(5) … (not be)
easy for Philippa
because she (6)
… (spend) a lot off
time away from
her family.
Find the irregular past participles in
the story. Listen and check. Then listen
and repeat.
1 be been
2 have
3 make
Write true sentences with the present
perfect.
4 sell
5 forget
6 forgive
been v. gone
He’s gone to London. = He’s in London now.
He’s been to London. = He went to London and
returned.
2
Write the correct option.
1 Mel isn’t here. She’s gone / been to the
hairdresser’s. gone
2 I’ve gone / been to a lot of concerts this year.
3 I’m looking after my sister because my
parents have gone / been to the vet’s.
4 Leo doesn’t want to visit the museum
because he’s gone / been there before.
5 We’ve gone / been to London three times.
6 My brother’s gone / been to see a
mechanic. Can I take a message?
5
Write about a famous person. Include
their job. Use the verbs to help you.
She’s a writer. She’s worked as an English
teacher in Portugal and she’s written a lot
of books. They’re about a boy called Harry.
write act play visit start make work live
6
Tell your partner about your famous
person. Can he/she guess who it is?
That’s easy! It’s J.K. Rowling.
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Students describe the lives of famous
people.
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Life experiences
1
Been there,
done that!
Complete the questionnaire with the
past participles. Listen and check. Then
listen and repeat.
1 – been
eaten sent got spoken
won sung been written
2
1
Do the questionnaire. Do you agree with
the results? Tell a partner.
A How many ticks have you got?
B Six.
A Do you agree with the results?
3
Jackie and Omar are doing the
questionnaire. Mark Jackie’s answers with
a tick [✓] or a cross [x]. What’s her score?
1–✓
How experienced are you? To find out, tick
[✓] the things that you’ve done. Then count
your ticks and read the results.
1 I’ve … on a rollercoaster.
2 I’ve … home after midnight.
3 I’ve … a song in public.
4 I’ve … snails.
5 I’ve … a prize in a competition.
6 I’ve … a poem.
7 I’ve … to a famous person.
8 I’ve … someone a Valentine’s card.
4
Listen again and answer the questions.
1 Do we know Linda’s results from the
questionnaire?
No, we don’t. She hasn’t done it.
2
3
4
5
What does Jackie think of rollercoasters?
Why did Jackie come home at 3 o’clock?
When does Jackie sing in public?
What did she say to the footballer Leo
Messi?
6 Did Jackie send Omar a Valentine’s card?
Results
0–2 ticks: You probably prefer not to try new things.
3–5 ticks: You’re open to new experiences, but don’t
take too many risks.
6–8 ticks: You have a lot of curiosity and love new
experiences.
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Students learn about different
teenage experiences.
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4
• Students listen again and answer the questions.
Pause the CD to give students time to write their
answers.
Life experiences
Warmer
• Ask students where the girls in the photo are and
how they feel. Teach roller coaster.
• Tell students they’re going to do a questionnaire
about life experiences – experiences that you’ll
always remember. In pairs, students think of a
life experience for these verbs: go, meet, see, eat.
Write a list on the board.
1
2.6
1.56
• Check that students understand prize and snails.
• Students complete the questionnaire with the
past participles.
• Play the CD to check answers.
• Play the CD again. Students listen and repeat the
sentences.
Answers
1 No we don’t. She hasn’t done it.
2 She loves rollercoasters. She thinks they’re
really exciting.
3 She came home at 3 o’clock when she came
back from Italy last summer. Her plane
was late.
4 She sings in public at school every year, in the
Christmas show.
5 She didn’t say anything. She didn’t speak
to him.
6 No, she didn’t.
Transcript page 225
➟ Workbook Listening page 65
Answers
1 been
2 got
3 sung
4 eaten
5 won
6 written
7 spoken
8 sent
2
• Students do the questionnaire, count their ticks
and read the results. Then they decide if they
agree with the results and tell a partner. Draw
attention to the example dialogue to help them.
Consolidation
In pairs, students compare their answers and
describe their experiences.
➟ Student’s Book Word list page 109
➟ Workbook Word list page 58, Vocabulary page 62
3
2.6
• Jackie and Omar are doing the questionnaire.
Students listen and mark Jackie’s answers with a
tick ✓ or a cross ✗ in their notebooks. Then they
calculate her score.
Answer
1✓ 2✓ 3✓ 4✗ 5✓ 6✓ 7✗ 8✓
Jackie’s score is six ticks.
Transcript page 225
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4
Present perfect: questions
• Students write sentences with the present
perfect and just.
Answers
• Write these sentences on the board: I’ve eaten
snails. Linda hasn’t done the questionnaire.
Ask students to suggest what the related
questions are.
• Write Have you ever eaten snails? and Has Linda
done the questionnaire? on the board. Point out
the word order in present perfect questions:
have/has + subject + past participle.
• Tell students that ever in the first question means
in your life and is common in questions about
experiences. The position of ever is between the
subject and the past participle.
• Explain that we repeat have/has in the short
answers: Yes, I have. No, I haven’t.
• Model the first answer in exercise 4 and ask
students to repeat: The party’s just finished.
Focus on the pronunciation of the j in just.
Ask them to practise saying the sentence.
1
5
• Students match the verbs with the phrases. Then
they write questions with ever.
• When checking answers, focus on the weak form
of have in questions and ask students to repeat
them.
1
2
3
4
5
6
Pronunciation: Consonant sound: /dʒ/
Transcript
1
2
3
4
5
6
1
2
3
4
5
2
• In pairs, students ask and answer the questions
from exercise 1. Draw attention to the example
dialogue to help them.
2.7
• Students listen and repeat the sentences. They
hear each sentence twice. Pause the CD for
students to repeat.
Answers
Have you ever cooked for a lot of people?
Have you ever visited a foreign country?
Have you ever stayed in a five-star hotel?
Have you ever made a snowman?
Have you ever got up at 4 o’clock in the
morning?
6 Have you ever swum in the sea at night?
The party’s just finished.
John’s just mopped the floor.
John’s just cleared the table.
Simon and Jo have just done the washing-up.
Sam’s just taken out the rubbish.
The last guests have just left.
6
John’s just lost his job.
Jenny’s got an urgent message.
There’s some juice in the fridge.
George has just had Geography.
Marge enjoys judo.
Jim’s just crossed the bridge.
2.8
• Students listen and write the words. They hear
each word twice.
• Play the CD again. Pause the CD for students
to repeat.
Transcript
3
juice, joke, job, jazz, jacket, Japan, journalist
• Students write their partner’s answers to exercise
2. Explain that if the answer was no, they should
use never in their written answers. Point out that
the position of never is between have/has and
the past participle.
just
• Write the following sentences on the board:
I saw John last night. I’ve just seen John. Next to
the past simple sentence write a time from last
night. Next to the present perfect sentence write
the time five minutes ago. Underline the word
just and ask students if they can tell you what
the word means.
Go 4 it
7
• Students write a questionnaire with six questions
they want to ask their partner about their life
experiences.
8
• Students ask their partner the questions. Then
they write the results.
➟ Student’s Book Grammar reference page 99
➟ Workbook Grammar reference page 57,
Grammar page 62
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just
Present perfect: questions
We’ve just done a questionnaire.
Laura’s just sent me an email.
Have you ever eaten snails?
Has Linda done the questionnaire?
Question have
word
Have
Has
What
have
Short answers
Yes, I have.
Yes, she has.
1
Subject
you
he
they
(ever) Past
participle
eaten
(ever)
snails?
eaten?
4
No, I haven’t.
No, she hasn’t.
1 The party / finish
Match the verbs with the phrases. Then
write questions with ever.
The party’s just finished.
2
3
4
5
6
1 – Have you ever cooked for a lot of people?
2
a foreign country
at 4 o’clock in the morning
in the sea at night
for a lot of people
a snowman
in a five-star hotel
In pairs, answer the questions from
exercise 1.
P
cook
visit
stay
make
get up
swim
nunciatio
ro
Consonant sound: /d/
5
Listen and repeat
the sentences.
6
Listen and write
the words. Then listen and repeat.
7
Write a questionnaire with six questions
you want to ask your partner.
A Have you ever cooked for a lot of people?
B No I haven’t. What about you?
3
John / mop the floor
John / clear the table
Simon and Jo / do / the washing-up
Sam / take out / the rubbish
The last guests / leave
n
1
2
3
4
5
6
Write sentences with the present perfect
and just.
Write your partner’s answers to exercise 2.
Use never if necessary.
1 – Eva’s never cooked for a lot of people.
1 – Have you ever written a song?
8
Ask your partner the questions. Then
write the results.
David’s never written a song.
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Students compare life experiences.
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1
Answer the questions.
4
1 How often do you go to a theme park?
1 Do you think this is an interesting job?
Why/Why not?
2 Do you have the qualities for the job?
I usually go twice in the summer.
2 What’s your favourite theme park? Why?
3 What’s your favourite ride?
2
In pairs, answer the questions.
A Do you think this is an interesting job?
B I think it’s great. But I haven’t got a lot
Read about imagineers. What does an
imagineer do?
of imagination.
work together, combin
ing creativity with the
latest
technology to make the
most exciting rides tha
t
have ever existed.
If you want to be an
imagineer, follow Wa
lt
Disney’s advice, ‘Becom
e a student of life,
be
interested in everything
and never stop learning
.’
1
Did you know?
Do you love going to
theme parks? Have you
ever been on a great the
me park ride and thoug
ht,
‘Wow! Who created thi
s ride?’ Do you have a lot
of
imagination? If your an
swer to these question
s is
‘yes’, then maybe you cou
ld be an imagineer.
Imagineers work in
the Disney organizatio
n
creating rides for the
me parks. The job titl
e is
a combination of tw
o words: imagination
and
engineer.
Imagineers have differ
ent talents. They can
be artists, writers, arc
hitects, engineers, mo
del
builders, technicians or
designers. They have
to
3
Before Pirates of
the
Caribbean became
a
successful series of film
s,
it was a theme park rid
e.
It first opened in 1967 an
d
it is still one of Disney
’s
most popular rides.
The ride begins wi
th
a warning sign tha
t
tells you to turn bac
k.
You ignore the sig
n
and continue into a
fantastic dream of pir
ates,
treasures and battles
on sea and land. In the
past,
the pirates looked for
gold. Today, after the suc
cess
of the films, they look
for Captain Jack Sparro
w.
uest
Answer the questions.
1 Where do imagineers work?
The Disney organization.
2 What two words combine to make
imagineer?
3 What do imagineers have to do?
4 Which came first, the Pirates of the
Caribbean film or theme park ride?
5 When did the theme park ride open?
6 How is the ride different now?
•
Where and when did the first Disney
theme park open?
•
Which Disney theme park would you
most like to visit? Why?
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Students autonomously use the
media available to them to research
Disney theme parks.
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Extension
Ask students to find the following things in
the text:
One piece of advice
Three words connected with pirates
Seven jobs
Be an imagineer
CLIL objective: Students learn what imagineers
do in the Disney organization.
Warmer
• Write the first half of these film titles on the
board. How many of the titles can students
complete? Alternatively, mix up the halves
and ask students to match them:
Beauty and (the Beast)
Finding (Nemo)
High (School Musical)
The Lion (King)
Toy (Story)
• Ask students what the films have in common:
They’re all Walt Disney films. Apart from films,
ask students what else is Walt Disney famous for.
(Theme parks.) Ask students what things they can
find at a theme park. Apart from rollercoaster,
make sure they understand the noun ride.
1
• Students answer the questions.
Answers Students’ own answers
Consolidation
In pairs, students ask and answer the questions
in exercise 1.
2
Answers
One piece of advice: Become a student of life, be
interested in everything, and never stop learning.
Three words connected with pirates: treasure,
battles, gold.
Seven jobs: artists, writers, architects, engineers,
model builders, technicians, designers.
4
• In pairs, students ask and answer the questions.
Answers Students’ own answers
Consolidation
• Students imagine they work for the Walt
Disney organization as an imagineer. In pairs
they think of an idea for a theme park ride
based on a recent film. They think of a name for
the ride and describe what happens on the
ride. They can use the description of the
Pirates of the Caribbean ride as a model.
• Ask some students to describe their theme
park ride to the class.
Quest
2.9
• Tell students that they’re going to read about an
unusual job connected with Disney theme parks.
Write imagineer on the board. What do students
think an imagineer does?
• Students read and listen to the article about
imagineers and answer the question. Did they
guess correctly?
• Students answer the questions. They can do this
by entering the words Disney theme parks into
an Internet search engine or by consulting
reference books.
Answers
It opened in Anaheim, California, USA, on 18th
July 1955.
Answers
An imagineer creates rides for theme parks.
3
• Students answer the questions.
Answers
1 The Disney organization.
2 Imagination and engineer.
3 They have to make the most exciting rides
that have ever existed.
4 The theme park ride came first.
5 It opened in 1967.
6 The pirates look for Captain Jack Sparrow,
not gold.
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Answers
1
2
3
4
Join a club
Warmer
• Ask students what Christina Aguilera, Britney
Spears and Justin Timberlake have in common.
(Apart from being singers, they’ve all been
members of The Micky Mouse Club, a Disney TV
show.) Write the word club on the board and
teach the club-related words: join, form,
member, and discount.
How old
membership
all the rides
How tall
5
6
7
8
anything
discounts
How much
have to
Extension
• In pairs, students practise asking the
questions in exercise 5, and answering them
using the information from the listening.
1
6
• Students complete the advert with the words in
the box.
• In pairs, students choose one of the other clubs
from exercise 2. They prepare and practise a
dialogue using some of the questions from
exercise 5.
• Ask some pairs to perform their dialogue for the
class.
Answers
1 join 2 member 3 form 4 discount
2
• Ask students: Are you a member of a club? Find
out which clubs students belong to.
• In pairs, students ask and answer the questions.
➟ Student’s Book Word list page 109
➟ Workbook Word list page 59, English you need
page 65
Answers Students’ own answers
3
2.10
• Students listen and answer the questions.
Answers
1 The Rollercoaster Club.
2 Yes, he does.
Transcript page 225
4
2.10
• Students listen again and complete the
membership form. Warn them that the
information on the membership form isn’t
necessarily in the same order as they hear on the
CD. Pause the CD to give students time to write
answers.
Answers
1 Michael Jones
2 15
3 seventy
4 Individual
5 1 year
6 200
Transcript page 225
5
2.11
• Students listen and complete the questions.
• Play the CD again. Students listen and repeat the
questions.
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Join a club
1
Complete the advert.
3
1 Which of the clubs does Michael want to
join?
2 In the end, does he decide to join the club?
discount join form member
Do you want to (1) join our club?
It’s easy to become a (2) …! You only have to complete
a membership (3) … . Membership costs just £200 a
year, and you get a 50% (4) … on all the activities that
we organize.
Listen and answer the questions.
4
Listen again. Complete the
membership form.
Club Membership form
2
Full name: (1) Michael
In pairs, ask and answer the questions.
Jones
Age: (2) …
Height: (3) one metre …
Membership type: (4) … (Individual or Family)
Membership period: (5) … (1 year or 2 years)
Total cost: (6) £…
5
Listen and write the questions. Then
listen and repeat.
1
2
3
4
5
6
7
8
6
1 Are you a member of a club?
2 Which of these clubs do you prefer? Why?
How old do you have to be to join?
What does … include?
Does the entry price include … … …?
… … do you have to be?
Do I get … else?
Do my friends get … too?
… … does it cost to join?
What do I … … do?
In pairs, choose one of the other clubs
from exercise 2. Prepare and practise a
dialogue. Use some of the questions from
exercise 5.
A Are you a member of a club?
B Yes. I’m a member of the school
swimming club. What about you?
A I’m a member of …
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Students use language that can be
transferred to real-life situations.
3/3/09 11:44:10
Students find out about different
types of clubs and how to join them.
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A nomination
1
Read the announcement. In pairs, answer
the questions.
Do you know a local hero?
You can nominate him/her for the Local
Hero Award. It can be a friend, someone in
your family or a neighbour, but it must be a
special person.
1 Do you know a local hero? Who is it?
2 Why does he/she deserve the award?
because v. because of
He deserves the award because he’s changed our lives.
I really admire her because of her energy.
3
We use … + sentence
We use … + pronoun/noun
4
Read the nominations. Who is the best
candidate for the award? Why?
I think … is the best candidate because …
I’d like to nominate our
basketball coach. He’s
enthusiastic and he trains us
to work hard. We’ve won a lot
of tournaments because of
him. And he’s more than just
a basketball coach. He pushes
us to do well in everything
we do. He deserves the award
because he’s changed the
lives of a lot of kids.
Josh
She deserves this
award because she’s
helped other people a
lot.
Julia
1
I’d like to nominate …
I admire him/her because …
And he’s/she’s more than just …
He/She deserves the award because …
5
Make notes. Then write a nomination for
a local hero.
Paragraph 1: Who do you nominate? What
does he/she do? What is
he/she like?
Paragraph 2: What has he/she done?
Paragraph 3: Why does he/she deserve the
award?
My aunt’s the best! I
admire her because of
her energy.
She’s always cheerful.
She’s a hairdresser, but
in her free time she
visits the elderly. She’s
also organized jumble
sales to collect money
for charities.
Write because or because of.
1 My uncle deserves the award because he’s
a kind person.
2 I love playing the guitar … my teacher.
3 My friend’s a local hero … she’s done a lot
for the environment.
4 I admire my mother … her patience.
5 My grandad’s the best … his great sense
of humour.
6 I nominate my neighbour … he helps
everyone in our building.
A I think my sister deserves the award.
B Why?
A Because she always helps other people.
2
Complete the rules with because and
because of.
6
Now read your work again. Can you find
any errors?
My Portfolio
Page 21
My Webpage
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Students disucss
reasons for nominating
a person they know for
an award.
2/3/09 20:03:45
Students use
strategies to plan
their own written
work.
Students use strategies
to evaluate and develop
their own written work.
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3
A nomination
Warmer
• Write some examples of popular heroes that
students will recognize on the board, for
example: Rocky Balboa (from the Rocky films),
Zorro, Lara Croft, James Bond, Robin Hood, etc.
Ask students what they have in common.
(They’re all heroes.)
• Ask students if heroes are always famous people,
or people in films, books or sport. Discuss the
idea that heroes can be ordinary people who do
good things too.
• Using suggestions from students, make a list on
the board of good things that ordinary people
do, for example: do voluntary work, donate
money to charity, clean up the environment, be
friendly to everyone, help neighbours, etc.
1
• Students read the announcement. Check they
understand by asking the following questions:
How does a person enter the competition?
(you nominate him/her)
What does the hero win? (the Local Hero Award)
Who can the hero be? (a friend, someone in your
family, or a neighbour)
What qualities must the person have? (they must
be a special person)
• Ask students to think of a person they know that
they would like to nominate for the award.
• In pairs, students ask and answer the questions.
Draw attention to the example dialogue to help
them.
• Students complete the rules with because and
because of.
Answers
We use because + sentence
We use because of + pronoun/noun
4
• Students write because or because of in the
sentences.
Answers
1 because
2 because of
3 because
4 because of
5 because of
6 because
5
• Students prepare to write a nomination for a
local hero. First they answer the questions. Then
they write their nomination. Encourage them to
use some of the useful expressions and the
present perfect.
6
• Students read their composition again and check
for errors. Write the following checklist on the
board for students to refer to:
jobs
present perfect (have/has + past participle)
because v. because of
➟ Workbook Writing page 66
➟ Website My Webpage
Answers Students’ own answers
2
• Students read the nominations and write a
sentence saying who they think is the best
candidate for the award and why.
• Ask students to put their hands up if they think
the first candidate is the best candidate. Find out
from some students why they think so. Do the
same for the second candidate.
Answers Students’ own answers
because v. because of
• Write the example sentences on the board. Ask:
Who are they about? (The first is about the
basketball coach, the second the hairdresser.)
• Draw students’ attention to because and because
of. Do they know the difference?
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