1 dare to dream - dqt7m27rg71w0.cloudfront.net · (student’s book, page 12) ... dreams that we...

Dare to DreamThe students are assessed on a variety of tasks. The chart below shows tasks and activities for

assessment according to domains and benchmarks.

1Domains and Benchmarks

SocialInteraction

Access toInformation

Presentation Appreciation of Language, Literature and Culture

SPEAK UP! Prepare and present a conversation.( Student’s Book, page 12)

Assessment Chart:Teacher’s Guide, page 120

• interact for a wide variety of purposes, such as persuading, discussing and group decision making

• identify the features of different text types and use this knowledge as needed

SPEAK UP! Exchange advice with a partner.( Student’s Book, page 18)


• interact for a wide variety of purposes, such as persuading, discussing and group decision making

• follow the development of an argument in a range of texts and use this knowledge as needed

SPEAK UP! Describe a “smartplace”.( Student’s Book, page 24)


• express ideas and opinions, providing in-depth explanations

• use digital media tools, such as podcasts and Web 2.0 tools

WRITE IT! Write a description of an event or an activity. ( Student’s Book, page 25)


• describe an event, expressing ideas and opinions*

SPEAK UP! Discuss an important event at Madame Tussauds.( Student’s Book, page 27)


• express ideas and opinions, providing in-depth explanations

*Intermediate benchmark

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Discuss the title of Unit 1, “Dare to Dream”. Ask the students what the word dare means and how it is used. For example: I dare you to … Explain that this is an expression and try to elicit its meaning as a challenge. Also discuss the meaning of the word dream in this expression. Get the students to differentiate between dreams that we have during sleep and dreams that we have as wishes and hopes for the future. Draw the students’ attention to the subtitle, which summarizes the theme of the unit.

A The unit opens with a poem by Shel Silverstein. Read the poem aloud slowly to the students or play the audio link. Ask the students who they think the poet is addressing. You may bring their attention to the word child in the poem to help them answer. There are many possibilities.

Elicit answers about the message of the poem. Point out the words in capital letters and ask the students what they have in common – they are all modals, words that tell you what you can or cannot, should or shouldn’t, must or mustn’t do. Elicit that these are words that tell you how to behave; someone is setting limits on you.

POSSIBLE ANSWERSThe poet may be talking to: a child, a grandchild, a younger sibling, a pupil

The message of the poem:

The poem is a message to a young person who has a world of possibilities in front of him or her. They may hear lots of people telling them that they can’t do certain things, and can’t accomplish things for various reasons. The speaker is telling the listener to be aware of what others tell you, but you should believe that anything is possible. The message is motivational and is meant to give the reader the feeling that you shouldn’t let other people prevent you from living your dream.

B In this activity, the students relate personally to the poem.

1 Tell the students to think of a situation in which someone told them they shouldn’t or mustn’t do something. To begin the discussion, you can give the students some ideas: studying a certain subject, doing a certain kind of sport, playing an instrument. Remind them that it doesn’t have to be a parent who discouraged them, but anyone else in their family or maybe even a friend. If they have trouble thinking of a personal situation, they may think of a situation in which someone else may have been dissuaded from doing something.

Accept all possible answers from their personal experiences.

There may be positive reasons as well. Some examples: to prevent me from being disappointed, because they truly believed I wasn’t able to do this, because they were concerned for my safety, because they didn’t think it was suitable for me, because they may have seen this as competition and so they didn’t want to encourage me.

Tell the students to write their answers in their notebooks.

2 Have the students compare answers in pairs and then ask if they would like to share some of their situations and feelings.

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PART 1 ARE YOU A DREAMER?

This part of the unit deals with exploring areas of interest and choosing a field of interest from a notice that excites the students.

Draw the students’ attention to “Your Goal” at the top of the page, which states the objective of Part 1 of the unit. Explain that the texts and activities in this part of the unit are designed to enable them to achieve their goal.

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The students will prepare a conversation and present it by using information from the notice and the new words that they will learn.

READINGIn this section, the students read a notice about a fun day called “The Inventor in You”.

A This is a pre-reading activity that gets the students acquainted with the concept of innovation and creativity. Ask the questions and encourage brainstorming.

Accept all possible answers.

Suggestion for less-advanced students: To help discussion, you may guide the brainstorming and write answers on the board as they come up, or even suggest possible answers – inventions / technological activities / innovation in different fields, including arts, music and technology. People interested in going could include: children and teens who like to think of new ideas, young people who like to invent things, creative people of all kinds.

B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.

Focus the students’ attention on the words at the side of the page and point out that they are in groups. Ask them to identify each group by parts of speech.

Point out that in the rest of the Student’s Book, the lists of new words will always be grouped in the same order. Note that the last group will always be expressions – any chunks of more than one word, including phrasal verbs.

See Teaching Suggestions for Vocabulary in the Introduction to this Teacher’s Guide.

Suggestion for less-advanced students: Remind the students about the parts of speech. Review what a noun is: a person, place or thing; what a verb is: an action, something you do; and what an adjective is: a description of a noun. Elicit examples of common nouns, verbs and adjectives and write them on the board.

Remind the students that if you can place the word to in front of a word, it’s a verb. If you can put a, an or some in front of it, it’s a noun. If you can put a noun like a thing, place or person after it, it’s an adjective. Have the students test this with words from the list together in class.

ANSWERSThe first group: verbs The second group: nounsThe third group: adjectives

Cognates - Draw the students’ attention to the teaching box at the top of page 9 about cognates. Point out that there are many cognates in the world of technology. These are also new words to be learned because, although cognates are similar to their own language, they are pronounced differently in English and the spelling may be difficult. Ask the students what they think each word means.

Suggestion for more-advanced students: Have the students use the words in a sentence orally to show that they understand how they are used in the sentence. Make sure they pay attention to how the words are pronounced in English.

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C The purpose of this exercise is to get the students to first scan the notice as a whole unit. Elicit that a notice is a special text type that gives information about an event. Its purpose is to interest you in attending. Ask the students to count the number of workshops by looking at the overall structure. Ask them what helped them find the answer quickly.

The students now read the whole notice in order to form an opinion about which workshop appeals to them the most.

Suggestion: Ask the students how the notice gets your attention and helps you find information quickly. Elicit the use of color, the use of questions, the use of headings and the use of bullets. To demonstrate the helpfulness of these elements, ask the students to scan for the following information in the notice: the name of the fun day, when and where it takes place and how much it costs.

ANSWER Four workshops are being offered.

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D 1 The students express a personal response to the notice by explaining whether or not they would like to attend the Fun Day and giving reasons.

POSSIBLE ANSWERS I would love to attend, but it’s too far away / too expensive. I wouldn’t want to go because I am not creative.

2 The students read the quotes by four high school students, Rob, Lee, Diana and Jeff. Then they make connections between their interests and the types of workshops offered. Explain to the students that this exercise requires higher-order thinking. Point out that they must look at the different workshops and find one that would be most suitable for each of the high school students. The fact that they will be working in pairs should also make this task more enjoyable.

Discuss the answers together. Elicit which words or information in each quote helped them determine the suitable workshop.

ANSWERS Rob: Tap your app! Lee: Cart and Art Diana: 3,2,1 Blast-off! Jeff: Robots Rock!

Suggestion for less-advanced students: Point out the keywords that make the matches most clear. For example: improving a cellphone, small figures, telescope, a device that can.

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VOCABULARYIn this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A In this activity, new words are presented in the context of a quiz on space exploration. While understanding the words in a new context, the students also learn about space exploration. In addition, the quiz allows for personal competition, which is motivating. The students are able to check their answers on page 32.

Suggestion for less-advanced students: Read the sentences together with the students to make sure they understand each one before they do the quiz.

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Background Information

Countries that have space agencies at the moment are: the U.S.A. (NASA), Russia, the European Union (ESA), China, Canada, Japan and India.

B The purpose of this exercise is to practice using words in context. It may be a good idea to review the meanings of the words in the wordbank before starting the activity. Point out to the students that there are more words that they need.

Suggestion for more-advanced students: The students who finish early can write sentences with three or more of the words that were not answers in exercise B.

ANSWERS1. available 4. feedback2. supplies 5. environment3. breakthroughs 6. chores

C The purpose of this exercise is for the students to create sentences of their own while paying attention to parts of speech. There are many possible answers to each question.

Accept all logical sentences that demonstrate the meanings of the words.

Suggestion for less-advanced students: Brainstorm example sentences and write them on the board. The students can use one new word in each answer. Write stems on the board as follows and discuss which part of speech they need to use to complete the sentence.

1. I’d like to work in a / an ... . (noun)2. I think that .... use their imagination at work because they ... . (noun, verb)3. I enjoy ... displays in a museum. (adjective)

Suggestion for more-advanced students: Encourage the students to use more than one new word in each sentence or to write more than one sentence in an answer.

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GRAMMAR REVIEW Simple Tenses

In this section, the three simple tenses are reviewed: Present Simple, Past Simple and Future Simple.

Go over the teaching box with the students. Read the example sentences and draw the students’ attention to the verb in each. Point out that the form of each tense appears in the box. Elicit the use of each tense: the Present Simple is used to talk about daily routines, facts or habits; the Past Simple talks about events in the past; the Future Simple is used to talk about events that will happen in the future.

Refer the students to the Grammar Appendix on pages 147-149 for Hebrew and Arabic explanations, for more examples and for spelling rules.

A 1 The purpose of this grammar exercise is to refresh the students’ memories regarding the simple tenses. In this exercise, the students only have to identify the tense of the verb in bold in each sentence as present, past or future.

ANSWERS 1. Future 5. Present 2. Present 6. Future 3. Past 7. Past 4. Future 8. Past

Suggestions for less-advanced students: While doing this activity, remind the students of different hints that can help them detect the tense: Tell them, or elicit, that they look out for -ed or -t at the end of a verb in the past; -s or -es in the present; and will before the verb in the future. In a question, they look for do or does in the present, did in the past and will in the future.

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2 In this exercise, the students use the basic tenses in the context of sentences. First they complete the sentences with the correct form of the verb in brackets. Then the students demonstrate understanding by matching each of the responses in this exercise to a sentence in exercise A1.

ANSWERS a. will discuss 3 b. called 7 c. intend 6 d. will attend 2 e. buy 5

Suggestion: To review the answers, have one student read the sentence from A1 and another student read the sentence that logically follows from A2 to create coherency while the others listen.

B The purpose of this task is to get the students to use the simple tenses to create sentences about specific topics. The topics keep them focused and the words provided allow them to produce grammatically correct sentences. This activity is to be done in pairs so it should lower the anxiety of getting the answers correct and to encourage creativity. Go through the example sentences together with the students.

You can have a few pairs volunteer to come up to the board and write their sentences.

Accept all logical and grammatical answers.

Suggestion for less-advanced students: Tell the students to begin with the first time expression in the list. Then they select a verb and put it in the tense that goes with that time expression. Now they can create a sentence about the topic. You can do part of this exercise or all of it as a class activity, writing the sentences on the board.

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REVIEW Progressive Tenses

This grammar section reviews the progressive tenses: Present Progressive and Past Progressive. Go over the teaching box, reading the explanation of the use of the progressive tenses. Then focus on the example sentences and read them aloud, asking the students which tense each sentence is in. Point out the form in the box on the side.

Review the different uses of the Present Progressive and Past Progressive.


Suggestion: Have the students say a sentence orally that matches the tense you suggest. You can start: I am cooking spaghetti now. Then a student says a sentence that follows in the same tense, and so on. After a few sentences, switch the tense and/or the context and have them continue with other sentences.

C The purpose of this exercise is to practice asking questions in the progressive tenses. You can refer the students to the Grammar Appendix for a review of questions on page 153.

ANSWERS1. Are you watching a video right now?2. Is she learning graphic design at school?3. Are we / you meeting at 7:00 tomorrow to go to the Fun Day? 4. What was Lee doing while Rob was creating ideas for cellphones? 5. What were Jeff and his friends doing when an expert offered them advice? 6. What were you all doing at 3:00 yesterday?

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Suggestions:

1. To review the Present Progressive, have the students complete an imaginary phone conversation in pairs, using the words below or their own. They can repeat the activity with another partner or on their own, in writing.

work too hard study for a test clean my room not feel well do watch TV read a book get ready to leave take a break relax talk to you wash dishes

Your friend: Hi! What ... ? You: Not much. I’m just ... . What about you? Your friend: I’m really busy right now. I’m ... . You: You ... ! Why don’t we have some fun? Is your other friend there? Your friend: Yes. He / She ... .

2. To review the Past Progressive, have the students answer the following questions in the Past Progressive. Do this exercise orally and then have the students write their answers in their notebooks.

1. When you woke up this morning, what was your father / mother / brother doing? 2. You went to the supermarket. When you entered the store, what was the salesperson doing? What

were the shoppers doing? 3. While you were walking home from school, what did you see happening around you? Name TWO

things. 4. What was the weather like yesterday?

Suggestion for more-advanced students: Encourage the students to write Wh- questions based on the example sentences, using the progressive tenses. For example: What time are you meeting tomorrow?

D 1 This exercise provides an authentic use of the progressive tenses. The students complete the sentences using the correct tense of the verb: past or present.

ANSWERS 1. were going 2. were you doing 3. are you doing

2 The students converse, using the questions in exercise D1. Encourage the students to say more than one sentence in response to each question, and to take turns asking the questions so that everyone has a chance to answer. You may want to walk around the class and sit for a few minutes with each pair to hear some of their dialogues.

SPEAKUP! Prepare and present a conversation.

This task offers an opportunity for speaking and is the culmination of Part 1.

The purpose of this task is to encourage the students to communicate in English while using their cellphones as a basis for the conversation.

Go over the guidelines with the students. The students are given instructions to invite their friend to the fun day and discuss which workshops interest them. They converse in pairs, asking and answering questions to decide which workshops they would like to attend. Then they present their dialogues in front of the class.

Refer the students to the checklist for this task on page 168. Explain that the checklist will help them stay focused as it reminds them what they need to do and gives the criteria by which their work will be assessed. You may share the photocopiable assessment charts on page 120 of this Teacher’s Guide with the students. These charts may be used for ongoing and summative assessment.

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Suggestions for less-advanced learners:

• The students can read their dialogues from their notebooks or use notes. Alternatively, they may prepare the whole dialogue on their cellphone and then send it to the teacher.

• Present this dialogue to the students as a model. Point out that they can use the questions in bold in their conversations.

You: Hi, there. How are you? Do you feel like going to the Innovator Fun Day with me?

Friend: Hi! Sure. What can we do there?

You: There are workshops. There is a space one that looks like fun.

Friend: Ok. What about hi-tech stuff?

You: Yes, there’s one that has experts that can help with app ideas.

Friend: Great! When will we leave?

You: I’ll call you before I leave and we can go together.

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PART 2 WHAT WOULD YOU DO?

To begin Part 2 of the unit, direct the students’ attention to the title and read “Your Goal” at the top of the page. Explain that they will answer a questionnaire that asks them what they would do in certain situations, and then they will exchange advice.

LISTENING In this section, the students listen to a conversation between two friends.

A Go over the meaning of an idiom and the example given. Ask the students what it means, literally, to be tied up, and why it is therefore important to know that there are idioms in a language that don’t mean what you think they do. Elicit examples in the students’ own language so that they understand the concept.

In this exercise, the students match idioms to their meanings with the help of illustrations.

ANSWERS 1. b 2. d 3. f 4. a 5. c 6. e

B The students listen to a conversation about a topic they can relate to. Since the speakers are using idioms in a conversational context, the students are asked to identify the idioms that they hear.

See Teaching Suggestions for Listening in the Introduction to this Teacher’s Guide.

LISTENING SCRIPT

ROBERT: Hi, Sara! How are you doing today?

SARA: I’m fine, Robert. What are you doing here all alone in the park? How about a penny for your thoughts? Aren’t you supposed to be at basketball practice?

ROBERT: Well, actually, I quit the team. From now on, I’ll be free on Tuesday afternoons.

SARA: I don’t understand, Robert. You love basketball. And you’re so talented! Why would you quit the team? I’m really curious as to how you reached this decision.

ROBERT: You know you shouldn’t be so curious, Sara. I’m sure you’ve heard the expression, “curiosity killed the cat!” Anyway, let’s talk about you, Sara. Aren’t you supposed to be studying for the math test that we have tomorrow? cont ➔

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SARA: Robert, if you’re trying to interrupt my train of thought, it’s not working. Come on, I’m worried about you. You’ve been playing basketball ever since you were a little boy. Why stop now? You know, with lots of practice, you may be a professional player when you grow up!

ROBERT: To tell you the truth, I haven’t been getting much support from my parents to continue playing. When I talk to them about my dream of becoming a professional athlete one day, they tell me I have my head in the clouds. They would rather I put my efforts into studying more.

SARA: I’m sorry to hear that, Robert. You know, in situations like this, you really have to think outside the box. You’ve got to come up with a way to convince your parents that staying on the team is the best choice for you.

ROBERT: I don’t know, Sara. I have a feeling that the coach doesn’t think I’m such a great player anyhow. There are other players on the team that are much quicker with the ball than I am.

SARA: That’s nonsense, Robert! It’s all in your head. You’re a fantastic player, and you know it. You’ve just lost your confidence for some reason. Let’s go. I’ll walk back to school with you. You’ve got to get back on that team.

ROBERT: OK, Sara, you’ve convinced me for now, so I’ll give it a try. I’m going to talk to my parents about this tonight. Thanks for your support!

ANSWERSThey hear all of the idioms.1. a penny for your thoughts 2. curiosity killed the cat3. train of thought 4. have my head in the clouds5. think outside the box 6. it’s all in your head

C Have the students first read the listening comprehension questions. Emphasize the importance of reading the questions before listening for specific details. Then the students listen to the conversation again and answer the questions that follow.

Suggestion for less-advanced students: Allow the students to listen to the recording for a third time. It is not guaranteed that the students have had enough listening practice up till now. You can pause the recording every now and then after they have answered a question or two and point out the words they heard that helped them answer the questions.

ANSWERS1. Because he is supposed to be at basketball practice.2. c3. to think outside the box / to try to convince his parents to let him play4. b and d5. get back on the team / talk to his parents about the situation

D The purpose of this activity is to encourage the students to use the idioms they learned. The students are encouraged to be creative by either writing a dialogue or a comic strip. The students share their dialogues or comic strips as extra oral practice and interest for the class.

Suggestion: The students may role play the dialogue or make a video on their phones and share it on an app.

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PAGES 14-15

READING In this section, the students answer a questionnaire and read a column about dealing with change.

A This exercise introduces the topic of the article, which includes a questionnaire and a column. Ask the students if they have ever filled out a questionnaire. Elicit what a questionnaire is and discuss when they are used and why. Give or elicit examples of questionnaire topics: types of television programs teens watch, cellphone habits, eating habits, friends and peer pressure.


The students categorize the words by answering the two questions: words that you would use to talk about a problem, and words you would use when giving advice or suggestions of solutions to a problem. It may help to look at these as the negative aspects of a situation (describing the problem) and the more positive aspects (suggesting solutions).


POSSIBLE ANSWERS1. delay, lack, competition, failure, tryout, chances are slim, cope with, due to, supposed to2. adjust, approach, excel, manage, share, challenge, encouragement, opportunity, patience, flexible,

adapt to, boost (their) confidence, committed to, dream come true, gain control, have faith, reach out, solve problems, take seriously

Suggestion for more-advanced students: Write these questions on the board and have the students write the answers in their notebooks:1. When does a child need to boost his or her confidence?2. If someone tells you to have faith, are they being positive or negative? 3. What three things is a waiter supposed to do? 4. When a speaker wants you to take her seriously, will she tell lots of jokes? 5. There is a big game at school. If you say, “Our chances are slim”, are you expecting to succeed?

ANSWERS 1. Possible answers: a child may need to boost his / her confidence when he / she has failed a test /

is in a fight with a friend / has lost a game or competition.2. They are being positive.3. Waiters are supposed to take orders from customers, serve food and bring the customers the bill.4. no5. no

C The students read a magazine article. First, they answer the questionnaire about what they would do when faced with a problem. Tell the students to answer the questions according to their personal opinions.

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D The students now read the second part of the article – a column about how people cope with problems, depending on their personalities. Based on the information in the column, they decide which of the groups they think they belong to. Point out that all of us are different, and probably don’t fit neatly into one category, but this is how questionnaires work.

See Teaching Suggestions for Reading in the Introduction to this Teacher’s Guide.

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E This exercise integrates the two parts of the article – the information of the column with the results of the questionnaire. The students are asked whether they agree with the group the scoring guide says they are in, based on their score and on the column they have just read. This gives the students a chance to agree or disagree with the scoring guide, and to express their own opinions.

It is important to explain to the students that a higher score isn’t better than a lower score. The scores represent different personality traits. All personalities are equal in value. They are just descriptive and general and are not intended to make one feel inferior in any way. On the other hand, the results of questionnaires can sometimes shed light on a behavior pattern that a person may want to become aware of.

F The students make connections between the conversation they heard in the Listening on page 13, where Robert was discussing his problems, and the column they read. Explain to the students that Robert could be considered a change seeker or a risk taker, depending on how you explain his behavior. Ask them to explain their answers.

POSSIBLE ANSWERS 1. Robert is a change seeker because he wants to make a change about his choice to leave the basketball

team. However, he doesn’t have the confidence to face the problem and doesn’t feel comfortable talking to his parents about it. Only after his friend pushes him does he finally decide to speak to his parents.

2. Robert is nervous about speaking to his parents, but in the end decides to approach them. He is willing to take a risk and talk to them about a topic that is difficult for him to face with his parents. He is a risk taker.

G This creative exercise is meant to encourage the students, working in pairs, to think about situations that are relevant to them, and come up with three optional answers to the problem. It is important for the students to see that there are different ways to solve problems and not always one correct way.

Suggestion for more-advanced students: If each pair of students come up with another question, the questions can be put together to form another questionnaire for the students to fill out. It can also be put into an English school newspaper for all the students to relate to if your school has one.

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VOCABULARY In this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A 1 The purpose of this exercise is to review the new vocabulary in context.

ANSWERS 1. eager 4. patience 2. adjust 5. share / reach out 3. flexible

2 The students focus on meaning by choosing a sentence in exercise A1 that best describes them or a quality they have. All of these are positive qualities. Point out that they must give an example of when they use this quality and why it is important to them.

You can choose a few students to respond in front of the class. For example: Patience best describes me because I usually have to wait for my younger sister when I pick her up from school.

Accept all logical and grammatical correct answers.

B The students use the new words in the context of tips. These sentences can serve as models for the Speak Up! task they will do at the end of Part 2.

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ANSWERS 1. adapt to 8. failure2. challenge 9. supposed to3. schedule 10. tryouts4. manage 11. chances are slim5. have faith 12. lack6. encouragement 13. boost your confidence7. committed to

C In this open-ended exercise, the students work in pairs to describe the problem illustrated in one of the pictures and write tips for the child, using at least six of the new words. Before the students begin to work in pairs, elicit the problems that the child in each picture may be facing, such as waiting to be on the team, needing to work hard to improve, or facing disappointment.

Suggestion for less-advanced students: Do this activity together for the first picture. Then have the students work in pairs to complete the activity for the second picture.

Suggestion for more-advanced students: Encourage them to do the activity for both pictures.

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GRAMMAR Modals and Semi-modals

Go over the teaching box with the students. Explain that each modal has a meaning of its own. Go over the example sentences, focusing on the modals in bold and their meanings. Point out the form, emphasizing the fact that the modal is followed directly by a verb.

Suggestion: Ask the students to translate the example sentences so they see the difference in the form of the verb that follows the modal.

Refer the students to the Grammar Appendix on page 158 for Hebrew and Arabic explanations and for additional examples.

A 1 The purpose of this activity is to make sure the students know how to identify the modals and semi-modals and their meanings in context. They decide if each sentence is true for them or not.

ANSWERS 1. don’t have to 5. must 2. can 6. might 3. have to 7. could 4. mustn’t 8. may

2 The students practice using modals in context by comparing their answers in pairs. Make sure they add at least one more sentence for each of the modals and semi-modals listed. You may want to write some of their answers on the board.

Suggestion for more-advanced students: The students can prepare a list of rules. They can decide if it is a list of home rules, class rules, rules for the gym, etc.

B The purpose of this task is to use modals and semi-models in authentic conversation about common topics by asking for and giving advice. Have some pairs present their answers to the class.

SPEAKUP! Exchange advice with a partner.

This task offers an opportunity for speaking and is the culmination of Part 2.

Go over the guidelines with the students. In this task, the students exchange advice in pairs. They are intentionally supposed to sit with people who have a different personality type according to the questionnaire on pages 14-15. This will give them the opportunity to exchange advice. Remind them to use modals. In addition, point out the expressions “Giving Advice” and make sure the students know

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what they mean. Encourage them to use them in their task. Together, the students create a list of five tips to share with the class.


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PART 3 IT PAYS TO PLAY

Direct the students’ attention to the title of Part 3, “It Pays to Play”, and “Your Goals”. Ask the students what they think the title means: When or why does it pay to play?

READINGIn this section, the students read an article on the importance of play.

A The purpose of this pre-reading activity is to get the students to begin thinking about what play is and who usually plays games. They are asked to look at the pictures and discuss which games or sports they enjoy playing. They then discuss if they think that adults should play too. Encourage discussion and make sure the students give reasons for their answers.



By going through the words and choosing which are positive and at times negative, the students get a better feel for the connotation of each word. It is important for the students to be aware of the connotation and how the context can affect its meaning.

Direct the students’ attention to the connectors at the bottom of the page and review them with the class.

POSSIBLE ANSWERSPositive: encourage, participate, imagination, innovation, relevant, stress-relieving, world-famousEither positive or negative: develop, lower, memorize, competitive, fast-paced

C Read the explanation of connectors together with the students. Point out that connectors help the reader follow the ideas in an article. Later in the unit, the students will use connectors in their own writing.

Direct the students to the text on pages 20-21 and have them focus on the words in bold, which are connectors. Ask them which ones they know and tell them to look up the rest in the dictionary.

Suggestion: Practice the meanings and uses of these connectors by writing two sentences on the board and having the students choose which connector from the list fits best. For example: We were ready to go out to the park. It started to rain. We were ready to go out to the park. Unfortunately, it started to rain.

D The purpose of this activity is to practice the skill of predicting before reading a text. The title and pictures give hints about the importance of play in the workplace and at school.

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PAGES 20-21

E The aim of this exercise is to get the students to read for a purpose. They are told to look for reasons why it pays to play. The students list the reasons why play is important. They then select the reason that is more important in their own opinion. Before the students read this text, ask them what they think a “smartplace” is and how it is related to a “smarthome”. Explain or elicit that a smarthome is the term commonly used to define a residence that has appliances and devices that can be controlled remotely from a smartphone or tablet.

See Teaching Suggestions for Reading in the Introduction to this Teacher’s Guide.

POSSIBLE ANSWERSIt encourages creativity and innovation. / It keeps work fun. / It lowers stress. / It brings back imagination. / It makes the students more involved and more active. /It makes learning relevant and meaningful.

F This exercise focuses on identifying the main idea of a paragraph. Go over the teaching point with the students. Remind them that there are three correct answers to questions 1-4.

ANSWERS 1. a, c, e2. a, c, d3. a, d, e4. b, c, e5. playing helps us become more creative / improves creativity / increases creativity / makes us more

creative and imaginative.

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G The students answer reading comprehension questions about the article. You may allow the students to work on this independently or, because it is the first article in the book, you may want to do the questions together one by one, giving the students a few minutes to answer each one first in their notebooks.

ANSWERS1. an adult2. creative work environments3. b4. 1. Flexible classrooms 2. Learning tasks that require pupils to be more involved and more active than before5. fast-paced / competitive / busy take a nap during the day / take a jog in the park / integrate play into their schedules 6. b

H The purpose of this task is for the students to infer the meaning of smart- based on its use in the last line of the article. Point out that when they are asked to infer an answer to a question, the question is often phrased: What do you think … ? or What can we understand based on the text… ? Emphasize that the answer does not appear in the text. Discuss the meaning of smart and elicit other words, such as smartphones and smartwatches. The students can infer that it means technologically advanced or more automatic.

Suggestion for more-advanced students: You may use this opportunity to get the students to research something that is smart and present its functions to the class.

I In this communicative exercise, the students discuss the difference between skills and talents. It is especially important for the students to differentiate between the two, because skills can be learned and improved upon. This raises awareness of the fact that people can have control of their success in many aspects of life, including school.

Remind the students that they all have talents; they just have to think about what they are.

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ANSWERS1. A skill is something that is acquired and learned. One can learn new skills and practice them in order

to improve. A talent is something you’re usually gifted with from birth. 2. memorization, organization, research techniques, problem solving, stress-relieving activities, writing Have the students discuss these with explanations. Some other words may also be considered skills if

they are explained that way.3. The students think about the skills that they think are most important for school success and share

their thoughts with the class. Accept all logical answers as long as the students justify them with an explanation.

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VOCABULARYIn this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A The purpose of the task is to allow the students to see how words collocate or to give examples that show understanding of the meaning of the words. The students find the correct answers to the question. Point out that there may be one, two or even three correct answers to a question. This makes the exercise challenging. When going over the answers, discuss why the other options are not correct. For example, in question 3, relaxing is not an example of “fast-paced living”.

ANSWERS1. a, b, c 3. a, c 5. b, c 7. a, b, c2. b, c 4. a, c 6. a, c

B In this exercise, the students answer questions about authentic situations. The new words are embedded in sentences that are based on relevant topics. Make sure the students explain their answers.

Suggestions for less-advanced students: • Review the meanings of the words in bold together before doing the exercise.• Use some of the possible answers below and write them on the board to help the students with ideas.

Have some students read out their answers from their notebooks in order to practice the words in context orally too.

POSSIBLE ANSWERS 1. homework / babysit / take your brother to preschool / wash the dishes / take out the garbage 2. a necklace from my grandmother / a music disc from a friend / a cellphone from my father 3. soccer / running / tennis / chess / debating team / guitar lessons / piano, etc.4. important to memorize or debatable: telephone numbers / mathematical equations / important words

for learning a language / historical facts (Try to get the students to explain why it is or isn’t important to memorize these and others.)5. math / English / physics / chemistry / literature / science / social studies6. Yes, I do. Students would eat less junk food if fruit was available.

C The students use at least six of the new words to write sentences about the importance of play.

GRAMMAR Adjectives

In this section, adjectives, including the comparative and superlative forms, are reviewed.

Go over the teaching box with the students. Read the example sentences and draw the students’ attention to the adjective in each. The students may not know that adjectives can appear after verbs that relate to the senses, such as appear, taste and feel, so point this out.

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A The purpose of this exercise is to focus on the fact that the adjective comes before the noun. The students translate the adjective-noun phrases in their notebooks.

It is important to do this activity in class so that the students learn how to choose the correct meaning from context in a dictionary.

ANSWERS 1. a serious problem בעיה רצינית / مشكلة خطيرة

2. stress-relieving activities פעילויות מפיגות מתח / نشاطات لتخفيف التوّتر

3. a hard-working individual אדם שעובד קשה / شخص يعمل عماًل صعًبا

4. efficient solution פתרון יעיל / حّل فّعال

5. a world-famous company חברה מפורסמת ברחבי העולם / شركة مشهورة في أنحاء العالم

6. flexible schedule לוח זמנים גמיש / جدول أعمال مرن

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B This activity provides a topic of conversation that requires the use of adjectives. The students work in pairs and describe one of the pictures to their partner. The other person adds a second sentence to give more information.

Read out the examples together with the students to demonstrate that they are creating small dialogues. Review the meanings of the adjectives before they do the activity.

Comparative and Superlative Adjectives

Direct the students’ attention to the teaching box on comparative and superlative adjectives. Read the rules together and go over the example sentences, paying special attention to the comparative and superlative forms in bold. Point out the form for each in the small box.


C The purpose of this task is to get the students to practice the comparative and superlative form of adjectives in writing. Read the sample answers together first.

Suggestion for less-advanced students: Try to have the students give examples of their own (orally) before moving on. You may want to brainstorm common adjectives with the students and write them on the board.

SPEAKUP! Describe a “smartplace”.

This task offers an opportunity for speaking and for assessment of social interaction.

Go over the guidelines with the students. The purpose of this task is twofold. First, the students are able to use their imaginations and come up with original ideas about smartplaces. We have extended the term “smarthome” so that students can choose a place they would like to design. They get to be creative in the way that they present their ideas and this has a direct impact on their motivation. Second, after their ideas have taken shape, they use their language skills to get their message across – with a purpose.

The students are also given the option of using an online design planner. They can search using the keywords “online design planner” and choose one of the tools availabile.

Remind the students to use vocabulary from the list on page 19.

A list of expressions for “Making Suggestions” is provided for the students to use, as well as lists of adjectives and nouns that will help them in their task. Tell them to use comparative and superlative adjectives when possible.

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Suggestion for less-advanced students: Provide the students with the following model of sentences they might use in their task:A smart-restaurant: I would want the menus in my restaurant to be as hi-tech as possible. I believe people would like to make orders on their touch menus and have their orders go straight to the chef without a waiter. The service would be more efficient than it is now.

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WRITING Description of an Event or Activity

Go over the writing skill with the students. Remind them that adjectives are used to describe people, places, events and situations. The more varied the use of adjectives, the richer our writing becomes. Also remind the students that connectors will help them connect ideas in their writing of a description. Remind them that they learned connectors in the article “It Pays to Play” on pages 20-21 in order to help them, as readers, understand how ideas are linked. Now, they, as writers, will use connectors to link ideas.

A Exercises A and B are meant to give the students practice using connectors before they approach the descriptive writing task. In exercise A, the students match the connectors to their meanings. Point out that some connectors have similar meanings.

ANSWERS1. b 2. c 3. a 4. e 5. f 6. dConnectors with similar (not identical) meanings: in addition to – moreoverunfortunately – however

B This exercise offers practice in using the connectors in context.

ANSWERS1. Unfortunately / However 4. Moreover / In addition2. In addition 5. First3. For example 6. Unfortunately / However

WRITEIT! Write a description of an event or an activity.

This task offers an opportunity for writing and is the culmination of Part 3.

The purpose of this writing activity is to provide an authentic reason for the students to describe an event or an activity of their choice.

Go over the guidelines with the students. They are to use new vocabulary and the connectors they have learned, as well as phrases used to make suggestions that they learned on page 24.


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PART 4 FAMOUS THINKERS

Direct the students’ attention to the title of Part 4 and “Your Goal”. Explain that they are going to hear about several famous thinkers on a virtual tour of Madame Tussauds and discuss an important event that occurred.

LISTENING In this section, the students listen to a tour of the famous wax museum, Madame Tussauds.

A This exercise introduces the topic of famous thinkers whose wax figures are on display at Madame Tussauds. The students look at the photos of the figures and try to guess who they are.

ANSWERS1. Albert Einstein 4. Helen Keller2. Amelia Earhart 5. Steven Spielberg3. Pablo Picasso

Background Information

The Madame Tussauds Museum is a popular tourist attraction in London. There are many Madame Tussauds museums in other parts of the world, such as New Delhi, Tokyo, Berlin, Las Vegas, Orlando, Washington and Australia, to mention a few.

Marie Tussaud was born in 1761 in France. She learned the art of wax modelling from a man named Dr. Curtius, a talented wax artist. Marie learned under Curtius for many years, until he died. Then, Marie inherited all her teacher’s statues. Marie went on to make many more statues, and she opened up the first Madame Tussauds Museum in London in 1835.

Since then, Madame Tussauds museums have become extremely popular tourist attractions all over the world. The sculptures now include Hollywood stars, athletes, members of government, royalty and many other famous figures.

B The purpose of this pre-listening activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks to use for reference while reading and while completing the exercises in the Vocabulary sections.

Ask the students which of the new words show what the famous people have in common.


ANSWERSpersonality, brilliant, daring, impressive, inspiring, unique, make (their) mark, conquer (their) fear

C As a pre-listening activity, the students read quotes by famous people and try to guess who said each one.

D The students listen to the tour of the wax museum and check their answers.

See Teaching Suggestions for Listening in the Introduction to this Teacher’s Guide.

LISTENING SCRIPT

Hello and welcome to Madame Tussauds Wax Museum. If you follow the path inside the museum, you will be able to see wax figures that are so lifelike that you will feel as though you are coming face-to-face with the people themselves. We hope you enjoy the tour!

The first sculpture on your right is of a famous artist named Pablo Picasso. Picasso developed and explored a wide variety of styles in his artwork. The style of many of his paintings is unique. The faces in his paintings were sometimes strange looking – the eyes, nose and mouth are in the wrong place! When asked why he painted like that, he answered, “The world today doesn’t make sense. So why should I make pictures that do?” Picasso began to paint when he was only seven years old and became famous by the time he was 20. He died in 1973 at the age of 92.

If you continue walking straight ahead, you will notice the sculpture of a man who made many popular movies. Steven Spielberg is an American director, producer and screenwriter. Spielberg is Jewish and he has experienced antisemitism. As a young boy other kids used to hit him at school just because he was a Jew.

The first movie Spielberg made cost him $500 and he made back the money from ticket sales. Since then, Spielberg has written and directed many thought-provoking movies. He said, “I don’t dream at night. I dream all day. I dream for a living.”

On your left, you’ll see the face of a very impressive woman who, due to illness, became both deaf and blind as a young child. Although she faced many difficulties, Helen Keller learned to communicate thanks to the help of her teacher, Anne Sullivan. Keller went on to become a famous author and speaker. She wrote 12 books and set up several organizations that continue to help deaf and blind people. She traveled all over the world and met with famous leaders, including Golda Meir, the fourth prime minister of Israel. The story of Keller’s life continues to inspire people. Helen Keller said that life is not always safe. She said, “Life is a daring adventure, or nothing.” She died in 1968.

In the next exhibit, you’ll see Albert Einstein. This brilliant physicist said, “Imagination is more important than knowledge.” and “Logic will get you from A to B. Imagination will take you everywhere.” Isn’t that inspiring?

During World War II, Einstein helped many Jewish-German scientists leave Nazi Germany and get jobs. This saved many of them from death.

Just beyond this statue, you’ll see a statue of a woman who in 1928 became the first female pilot to fly across the Atlantic Ocean. That woman was Amelia Earhart. At that time, it was rare for women to become pilots, but Earhart didn’t accept this. Instead, she worked hard to make her dream of flying come true. Unfortunately, she disappeared during a flight in 1937. Earhart has inspired women to conquer their fear. She said, “It is a terrible thing to see and have no vision.”

In this museum, there are sculptures of many more famous people who have made their mark on society over the decades. However, these six impressive people share some very basic traits. First, they all used their imaginations to get them where they wanted to go. Second, they were creative and thought up interesting and new ways of doing things. And most important, they were not afraid to take risks. Although their ideas weren’t always accepted immediately, their daring personalities helped them achieve success.

I hope you have enjoyed your tour of Madame Tussauds. Feel free to continue looking around at the other lifelike figures.

ANSWERS 1. Albert Einstein2. Steven Spielberg3. Helen Keller4. Amelia Earhart 5. Pablo Picasso

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LISTENING SCRIPT

Hello and welcome to Madame Tussauds Wax Museum. If you follow the path inside the museum, you will be able to see wax figures that are so lifelike that you will feel as though you are coming face-to-face with the people themselves. We hope you enjoy the tour!

The first sculpture on your right is of a famous artist named Pablo Picasso. Picasso developed and explored a wide variety of styles in his artwork. The style of many of his paintings is unique. The faces in his paintings were sometimes strange looking – the eyes, nose and mouth are in the wrong place! When asked why he painted like that, he answered, “The world today doesn’t make sense. So why should I make pictures that do?” Picasso began to paint when he was only seven years old and became famous by the time he was 20. He died in 1973 at the age of 92.

If you continue walking straight ahead, you will notice the sculpture of a man who made many popular movies. Steven Spielberg is an American director, producer and screenwriter. Spielberg is Jewish and he has experienced antisemitism. As a young boy other kids used to hit him at school just because he was a Jew.

The first movie Spielberg made cost him $500 and he made back the money from ticket sales. Since then, Spielberg has written and directed many thought-provoking movies. He said, “I don’t dream at night. I dream all day. I dream for a living.”

On your left, you’ll see the face of a very impressive woman who, due to illness, became both deaf and blind as a young child. Although she faced many difficulties, Helen Keller learned to communicate thanks to the help of her teacher, Anne Sullivan. Keller went on to become a famous author and speaker. She wrote 12 books and set up several organizations that continue to help deaf and blind people. She traveled all over the world and met with famous leaders, including Golda Meir, the fourth prime minister of Israel. The story of Keller’s life continues to inspire people. Helen Keller said that life is not always safe. She said, “Life is a daring adventure, or nothing.” She died in 1968.

In the next exhibit, you’ll see Albert Einstein. This brilliant physicist said, “Imagination is more important than knowledge.” and “Logic will get you from A to B. Imagination will take you everywhere.” Isn’t that inspiring?

During World War II, Einstein helped many Jewish-German scientists leave Nazi Germany and get jobs. This saved many of them from death.

Just beyond this statue, you’ll see a statue of a woman who in 1928 became the first female pilot to fly across the Atlantic Ocean. That woman was Amelia Earhart. At that time, it was rare for women to become pilots, but Earhart didn’t accept this. Instead, she worked hard to make her dream of flying come true. Unfortunately, she disappeared during a flight in 1937. Earhart has inspired women to conquer their fear. She said, “It is a terrible thing to see and have no vision.”

In this museum, there are sculptures of many more famous people who have made their mark on society over the decades. However, these six impressive people share some very basic traits. First, they all used their imaginations to get them where they wanted to go. Second, they were creative and thought up interesting and new ways of doing things. And most important, they were not afraid to take risks. Although their ideas weren’t always accepted immediately, their daring personalities helped them achieve success.

I hope you have enjoyed your tour of Madame Tussauds. Feel free to continue looking around at the other lifelike figures.

ANSWERS 1. Albert Einstein2. Steven Spielberg3. Helen Keller4. Amelia Earhart 5. Pablo Picasso

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E Tell the students to read the questions before they listen to the tour again. Make sure they understand the questions. The students then listen to the tour a second time for details and answer the questions.

ANSWERS 1. seven2. $5003. her teacher (Anne Sullivan)4. (many) German-Jewish scientists 5. first female pilot

F 1 In pairs, the students discuss which words could be used to describe the people they heard about. Have them explain their choices. Point out that to answer this question, the students must compare and contrast the famous people they heard about and draw conclusions as to which words best describe them all.

POSSIBLE ANSWERS daring, imaginative, creative

2 The students talk about which facts in the tour surprised them the most and why. Encourage discussion.

VOCABULARY In this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A In this exercise, the students focus on the words by giving examples that illustrate their meaning. Accept all logical answers.

B In this creative exercise, the students make their own crossword for ten of the words listed. They must write clues in English. They then exchange crosswords and solve them.

SPEAKUP! Discuss an important event at Madame Tussauds.

This task offers an opportunity for speaking and for assessment of social interaction.

Go over the guidelines with the students. The task presents a controversial situation. In 2016, the wax figure of Hitler was removed from the Madame Tussauds museum in London. In this speaking exercise, the students express and explain their opinions about why they think it happened and what they think about it.

Point out the list of phrases for “Expressing an Opinion” and make sure the students know what they mean. Encourage the students to use them in their discussion.


PAGES 28-29

WORD REVIEWThis section reviews and consolidates the new vocabulary in the unit. An alphabetical list of the words learned in the unit appears at the top of the section. Expressions are listed separately.

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The students should be able to do the activities independently. A photocopiable answer key is provided on page 132 of this Teacher’s Guide so that the students can assess their progress.

Refer the students to Express Yourself on page 163 for lists of the functional language taught in the unit.

PAGES 30-31

VOCABULARY BUILDER The purpose of this section is to increase vocabulary by raising awareness of the way words are formed with prefixes, phrasal verbs, synonyms and common words related to jobs and careers.

Read the instruction at the top of the page with the students. Stress that these tips will help the students expand their vocabulary. Explain that they must check their answers in the dictionary. Also point out that a list of all the new words taught on these pages appears on page 166 for the students’ convenience and for review.

A Prefixes ir-, un-, im- dis-, in-

1 Read the teaching box with the students, explaining how adding a prefix changes the meaning of a word. These prefixes all change words from having a positive meaning to a negative one. Point out the example words, which are words they should know.

ANSWERS irrelevant, disorganized, irresponsible, impractical, unavailable, inefficient, uninspiring, insignificant,

disadvantage

2 The students use the newly-formed words in context. There is sometimes more than one answer.

ANSWERS 1. irresponsible / disorganized 2. inefficient 3. unavailable 4. uninspiring 5. irrelevant / insignificant

B Phrasal Verbs Read the teaching box with the students. Point out that phrasal verbs are very common in English and can be confusing if you are not aware that they often have a different meaning than the verb does when it stands alone. Go over the example to demonstrate this point.

1 The students match the phrasal verbs to their meanings.

ANSWERS 1. f 2. h 3. b 4. d 5. a 6. e 7. c 8. g

2 The students complete the sentences with the correct form of the phrasal verbs. Make sure they pay attention to the tense needed in each sentence.

ANSWERS 1. dropped out 2. broke up 3. keep off 4. putting … down 5. broke into 6. put off 7. keep up 8. drop in

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C Prefix re- Read the teaching box with the students. Remind the students that the prefix re- has a different function than the prefixes in exercise A.

1 The students complete the sentences using each verb twice, once without the prefix and once with the prefix. Point out that they may have to change the form of the word.

ANSWERS 1. fill, refill 2. appears, reappears 3. using, reuse 4. played, replay 5. built, rebuild 6. arrange, rearrange

2 The purpose of this task is to point out the difference between words beginning with the prefix re-, meaning “again”, and words that just happen to begin with the letters re.

ANSWERS rethink, review

D Synonyms

1 Read the teaching box. Explain that organizing words with synonyms can help them remember and learn new words more easily.

ANSWERS 1. expert 4. one of a kind 2. exhibit 5. deal with 3. courageous 6. significant

2 The students match the definitions to the pairs of synonyms.

ANSWERS 1. deal with, cope with 2. expert, professional 3. courageous, daring 4. significant, meaningful 5. one of a kind, unique 6. exhibit, display

E Jobs and Careers This is a list of useful and frequently used words connected to the topic of jobs and careers. Go over the list with the students. Then have them decide who they think would say each sentence in a job interview: the interviewer or the person applying for the job.

ANSWERS1. person applying2. person applying3. interviewer4. interviewer5. person applying

Refer the students to the Vocabulary Builder Wordlist on page 166 for all of the words taught in this section in Unit 1.

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READ ON This is a text for independent reading. The purpose of this extra reading is to motivate the students to read for enjoyment on their own. Allow time in class for the students to read and answer the questions.

1 The students guess whether the statements are true or false.

2 The students read the article and check their answers.

ANSWERS a. true d. true b. true e. true c. false

3 The students correct the answer that is false.

ANSWER c. Physical activity improves the ability to be creative.

Suggestions for Further Reading

The Everest Story by Tim Vicary, Oxford Bookworms, Stage 3

Martin Luther King by Alan C. McLean, Oxford Bookworms, Stage 3

The Time Machine by H. G. Wells, Pearson English Readers, Level 4

Dr Jekyll and Mr Hyde by Robert Louis Stevenson, Oxford Bookworms, Stage 4

Teacher Man by Frank McCourt, Pearson English Readers, Level 4

Nelson Mandela by Carl W Hart, Macmillan Readers, Pre-Intermediate

Inventions that Changed the World by David Maule, Pearson English Readers, Level 4

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