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11

Horoscopes

Interesting BeliefsUnitUnit

ÒÒ Do you read your horoscope every day?

Ò Is it always true?

Ò Are you a lucky person?

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UNIT 1 Interesting Beliefs

SSKKIILLLLSS

LLiisstteenniinngg

� Identifying the topic of discussion between native speakers which isconducted slowly and clearly in a recorded text

� Catching the main point in short, clear and simple messages

� Finding specific information in simple recorded texts

RReeaaddiinngg

� Understanding short, simple texts on familiar matters of a concrete typewhich consist of high frequency everyday language

� Finding specific, predictable information in simple everyday materialsuch as horoscopes

� Locating specific information in lists and isolating the informationrequired in horoscopes

WWrriittiinngg

� Writing a series of simple phrases and sentences linked with simpleconnectors like “and”, “but” and “because”.

SSppeeaakkiinngg

� Describing his/her family, living conditions, educational background,present or most recent job

� Describing people, places and possessions in simple terms

� Describing him/herself; what he/she does and where he/she lives

� Giving a short, rehearsed, basic presentation on a familiar subject

� Answering straightforward follow up questions

� Recalling and rehearsing an appropriate set of phrases from his/herrepertoire

� Interacting with reasonable ease in structured situations and shortconversations, provided the other person helps if necessary

� Asking and answering questions and exchange ideas and informationon familiar topics in predictable everyday situations

FFUUNNCCTTIIOONNSS

Imparting and seeking factual information

TTAASSKK

Finding out and making a list of the sun signs of their family members

PPAARRTT AAHHoorroossccooppeess

� Before starting the unit, you can take students' attention to the pictures

and allocate some time for them to study the pictures working in pairs.

Encourage them to identify the context in each picture so that they will

get ideas about the topic of the unit.

� Take students' attention to the questions. Read them out and get the

answers from individual students.

WWAARRMM--UUPP� Prepare horoscope cards with symbols on one side and the names

of the horoscopes on the other. Show students the pictures (symbols)and ask them if they can recognize the star sign. After gettingtheir guesses, show the name of the horoscope and ask if it is thestar sign of anyone of the students. Go on doing the same thinguntil all the cards are revealed. Stick them on the board or on thewalls for reference for the following parts of the unit.

AA.. RReeaaddiinngg aanndd SSppeeaakkiinnggaa.. LLooookk aatt tthhee ppiiccttuurree aanndd aannsswweerr tthhee qquueessttiioonnss..� Before students read the dialogue, you can take students' attention to

the picture so that they can get an idea of the context. Take their at-tention to the questions; read them out and encourage students to gu-ess the answers. Ask students to share their ideas about fortune tellingwith their classmates.

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Fortune teller : Let me see, young lady. Well, you are a lucky girl.Anna : Yes, I think so.Fortune teller : You work in a large building. There are lots of ...Anna : Students?Fortune teller : Oh, yes. There are lots of students. You are a teacher.Anna : Yes, you’re right. I’m a teacher.Fortune teller : You are a good teacher. Your students like you very much. Look! This is your life line. It is long and deep.Anna : What does it mean?Fortune teller : You’ll have a long life. You won’t have any serious illnesses.Anna : I hope so.Fortune teller : Here’s your heart line. I can see a young handsome man. He’s a Gemini. He’s tall and athletic.Anna : What?Fortune teller : He’s a lawyer and you’ll marry him soon.Anna : Really?Fortune teller : Yes. And you’ll have a son.Anna : But I’m married. This is my husband, Altar. He’s a doctor and we’ve got two daughters.

1. Is Anna lucky?

2. What is her occupation?

3. Will she have a short or long life?

Reading and SpeakingA.a. Look at the picture and answer the questions.

c. Give short answers.

1. Where are they?2. What is the young girl doing?3. Do you believe in fortune telling?

b. Read the dialogue and answer the following questions.

4. Is she married or single?

5. Is her husband a lawyer?

6. Has she got a son?

1. What is the girl talking about?

2. How does the man feel about it?

bb.. RReeaadd tthhee ddiiaalloogguuee aanndd aannsswweerr tthhee ffoolllloowwiinngg qquueessttiioonnss..� In this activity students will have a chance to practise understanding

short, simple texts on familiar matters of a concrete type which consistof high frequency everyday language.

� Students are provided with a dialogue illustrating a fortune telling scene.They are asked to read the dialogue and practise.

� You can have students work in pairs and allocate some time for themto practise the dialogue. After they finish practising, have themanswers the questions.

cc.. GGiivvee sshhoorrtt aannsswweerrss..� This activity aims at checking students' understanding short, simple

texts on familiar matters of a concrete type which consist of high frequencyeveryday language.

� Students are asked to provide short answers for the given questionsreferring back to the dialogue.

� Students can work individually.� You can check the answers with the class.

AANNSSWWEERRSS::

1. Yes. 3. A long life. 5. No.2. A teacher. 4. Married. 6. No.

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KEY

A long deep line

heart: a happy marriage and a large family

head: a good job and career

fortune: a lot of money

life: a long healthy life

A short shallow line

heart: a broken heart, and a small family

head: a terrible job and bad career

fortune: little or no money

life: some small health problems

d. Work in pairs. Look in your partner’s palm and make predictions using the key below.

Anna Broom, 35, is a school teacher. She is English

but she is married to a Turkish man. Altar is a doctor.

They (1)_______ got two daughters, Meryem and

Aysun. They (2)______ in Kad›köy but Anna

(3)__________ in Zeytinburnu.

Every morning, she (4)_________ home at around

6.30 and (5)_________ the first bus. Then, she

(6)_________ the ferry at 7.15. She (7)__________

at Zeytinburnu Private School at 8.20.

She teaches English from 9.00 in the morning until

3.00 in the afternoon and leaves school.

She (8)________ some time with her Turkish colleagues

at the Teacher’s Room. She doesn’t (9)_________

Turkish very well but can understand everything. She

says, “It’s difficult to live in a foreign country but I

(10)_______ staying here”.

leave arrive work get on have

live speak catch spend enjoy

WritingB.Complete the story of Anna Broom with the correct form of the verbs in the box.

dd.. WWoorrkk iinn ppaaiirrss.. LLooookk iinn yyoouurr ppaarrttnneerr''ss ppaallmm aanndd mmaakkee pprreeddiiccttiioonnss uussiinngg tthheekkeeyy bbeellooww.. � With the help of this pair work activity students will have a chance to

practise the intended language.� Students are provided with a simple key on palmistry. They are going

to work in pairs and make predictions about each other by using thegiven key in turns.

� While students are working, you can walk around the classroom andmonitor the students.

BB.. WWrriittiinnggCCoommpplleettee tthhee ssttoorryy ooff AAnnnnee BBrroooomm wwiitthh tthhee ccoorrrreecctt ffoorrmm ooff tthhee vveerrbbss iinn tthheebbooxx.. � In this activity, students will practise subject-verb agreement. � Students are provided with a text with blanks in it. They are asked to

read the text and complete it with the correct forms of the verbs givenin the box. Students are going to make use of contextual clues to findthe correct verbs that would complete the sentences.

� Students can work individually. You can check the answers with theclass.

AANNSSWWEERRSS::1. have 4. leaves 7. arrives 10. enjoy2. live 5. catches 8. spends3. works 6. gets on 9. speak

29

Horoscopes

30

UNIT 1 Interesting Beliefs

CC.. SSppeeaakkiinnggaa.. LLooookk aatt tthheessee ppiiccttuurreess aanndd ttaallkk aabboouutt JJoohhnn PPaarrkkeerr.. UUssee tthhee pprroommppttss ttoo ttaallkkaabboouutt hhiimm.. � In this activity, students will have a chance to practise describing

family, living conditions, educational background, and present or mostrecent job.

� You can take students' attention to the pictures and ask them to talkabout John Parker using the visual clues.

� Have students work in pairs and talk about John Parker. Encouragethem to describe people, places and possessions in the pictures, andwhat they do and where they live.

bb.. NNooww wwrriittee aa sshhoorrtt ppaarraaggrraapphh aabboouutt JJoohhnn PPaarrkkeerr ((hhiiss ffaammiillyy,, ddaaiillyy rroouuttiinnee,,wwoorrkkiinngg ccoonnddiittiioonnss aanndd ppoosssseessssiioonnss)).. � Students are going to transfer what they talked about in Part Ca and

write a paragraph about John Parker. This way they are going to usethe language for describing family, living conditions, educationalbackground, and present or most recent job.

� You can have students work individually and allocate enough time forthem to finish writing. Then, you can have them check each other'swork by working in pairs.

� You can have some of the students read their paragraphs out.

cc.. DDrraaww aa ppiiccttuurree ooff yyoouurrsseellff aanndd yyoouurr ffaammiillyy.. TThheenn,, ttaallkk ttoo tthhee ccllaassss.. � In this activity, students will have a chance to give a short, rehearsed,

basic presentation on describing themselves; what they do and wherethey live; describing their family, living conditions, educationalbackground, present and most recent jobs.

� Students are going to draw a simple picture of themselves and theirfamily as in the ones in Part Ca.

� You can ask them to make notes for themselves after they finishdrawing. Students then present their work and talk about theirpictures in front of the class.

DD.. LLiisstteenniinngg aanndd SSppeeaakkiinnggaa.. LLooookk aatt tthhee ppiiccttuurree aanndd aannsswweerr tthheessee qquueessttiioonnss.. � Before students listen to the tape, you can take students' attention to the

picture so that they can get an idea of the context. Take their attention tothe questions; read them out and encourage students to guess theanswers.

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1. It’s ____________________ .a. 7.30 b. 7.45 c. 8.15

2. They are going ____________________ .a. to the cinema b. to work c. on holiday

3. The woman is looking for the ____________________ .a. book b. newspaper c. notebook

4. The man is ____________________ .a. angry b. happy c. tired

5. The woman wants to read ____________________ .a. the flash news b. her horoscope c. the weather forecast

What’s the time? Why . . . ?

Where . . . ? Who . . . ? What . . . ?

Listening and SpeakingD.a. Look at the picture and answer these questions.

d. Now listen again and circle the best choice.

e. Ask your friends questions about the dialogue.

1. What is the man doing?

2. What is the woman doing?

3. What does the woman want to read in the newspaper?

b. Listen to the CD once and tick the topic of the discussion.

1. Does the woman believe in horoscope?

2. Does the man believe in horoscope?

3. Who is realistic?

1. Getting late to work o 2. Believing in horoscopes o 3. Reading the latest news o

c. Listen again and answer the questions.

bb.. LLiisstteenn ttoo tthhee CCDD oonnccee aanndd ttiicckk tthhee ttooppiicc ooff ddiissccuussssiioonn..� In this activity, students will practise identifying the topic of discussion

between native speakers which is conducted slowly and clearly in a recordedtext.

� Before listening, students are asked to go over the topic of discussion.

AANNSSWWEERR::2. Believing in horoscopescc.. LLiisstteenn aaggaaiinn aanndd aannsswweerr tthhee qquueessttiioonnss..� In this activity, students will practise finding specific information in a recorded

text.� It might be a good idea to have students go over the questions.� Upon completing, you may ask individual students to answer the questions.

AANNSSWWEERRSS::1. Yes, she does. 2. No, he doesn't. 3. The man is realistic.TTAAPPEESSCCRRIIPPTT 11::MMaann :: CCoommee oonn!! WWee aarree llaattee ttoo wwoorrkk.. IItt''ss aa qquuaarrtteerr ppaasstt eeiigghhtt..WWoommaann :: WWaaiitt aa ffeeww mmiinnuutteess.. II''mm ccoommiinngg..MMaann :: WWhhaatt aarree yyoouu llooookkiinngg ffoorr??WWoommaann :: FFoorr tthhee nneewwssppaappeerr.. II wwaanntt ttoo rreeaadd mmyy hhoorroossccooppee..MMaann :: II ccaann tteellll oouurr ffoorrttuunnee.. WWee''llll lloossee oouurr jjoobbss iiff wwee ddoonn''tt ggoo rriigghhtt nnooww..WWoommaann :: DDoonn''tt yyoouu eevveerr rreeaadd yyoouurr hhoorroossccooppee??MMaann :: OOff ccoouurrssee nnoott.. II''mm aa rreeaalliissttiicc ppeerrssoonn,, II ddoonn''tt bbeelliieevvee iinn hhoorroossccooppee..dd.. NNooww lliisstteenn aaggaaiinn aanndd cciirrccllee tthhee bbeesstt cchhooiiccee.. � With the help of this activity, students will be able to practise finding specific

information in simple recorded texts. � Students are asked to listen to the tape and circle the best choice. � You can play the recording twice, asking them to check their answers in the

second listening.

AANNSSWWEERRSS::1. c 2. b 3. b 4. a 5. bTTAAPPEESSCCRRIIPPTT 22::Tapescript is provided in part c.

ee.. AAsskk yyoouurr ffrriieennddss aabboouutt tthhee ddiiaalloogguuee..� This is a post- listening activity.� Students are asked to form questions similar to the ones in the dialogue. This

way, they will have a chance to go over the dialogue and add to their listeningcomprehension.

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1. His education / job 2. His family 3. Where and how he lives 4. What he has

SpeakingC.a. Look at these pictures and talk about John Parker. Use the prompts to talk about him.

b. Now write a short paragraph about John Parker (his family, daily routine,working conditions and possessions).

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Draw a picture of yourself and your family. Then, talk to the class.

I’m Burak. I live in . . .

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Horoscopes

16

LEO PISCES CANCER CAPRICORN ARIES VIRGOSCORPIO GEMINI AQUARIUS TAURUS LIBRA SAGITTARIUS

____________ (21st Jan – 19th Feb)You’re bored nowadays. But a Virgo friendwill cheer you up. You like surprises, don’tyou? A nice surprize is on the way. Yourlucky number is 8.

___________ (20th Feb – 20th March)It’s an exciting day for you. You’re happy.Call a Cancer friend and talk to him/her. A family member needs your help. Yourlucky number is 5.

___________ (21st March – 20th Apnil)Today is a busy day for you. You’ll havesome problems with your family and aGemini friend will help you. Your luckynumber is 3.

___________ (21st April – 21st May)You are always in a hurry. Wait and planyour day. Capricorns are good at planning.Find a Capricorn friend and get some help.Your lucky number is 6.

___________ (22nd May – 21st June)

You’re very lonely. Go out and make some

friends. Don’t be selfish. Share your ideas

with a Libra friend. Your lucky number is 1.

___________ (22nd June – 23rd July)Don’t worry! Study hard and organize yourtime well. I’m sure you’ll be successful withsome help of a Leo. Your lucky numberis 2.

__________ (24th July – 21st August)You are plannig a trip with a Taurus friend.But you’ll have some problems with him / her.Be patient. He/she will understand you soon.Your lucky number is 9.

________ (22nd August– 23rd September)You work very hard. Save some time foryour friends and family. You’ll need somemoney. Ask a Sagittarius friend. Your luckynumber is 11.

_______ (24th September – 23rd October)

Today is a lucky day for you. Buy a lottery.

Go out and meet an Aquarius friend. You’ll

have lots of fun. Your lucky number is 4.

______ (24th October – 23rd November)

Be calm today! You can have some problems

with an Aries person. Take care of your he-

alth. Your lucky number is 3.

_____ (24th November – 22nd December)You’re a helpful person. Your Pisces friendis in trouble. Lend him/her some money.You’ll get a present from a family member.Your lucky number is 12.

______ (23rd December – 20th January)

You always make your friends angry. It is

not good for you. A Scorpio friend is sad.

Talk to him/her. Your lucky number is 7.

ASTROLOGY

ReadingE.a. Discuss with your friends.

1. Do you believe in horoscopes?2. What is your star sign?

b. Write the names of the star signs in the horoscope.

EE.. RReeaaddiinngg aa.. DDiissccuussss wwiitthh yyoouurr ffrriieennddss..� Before students read about their star signs, you can have them work in

pairs and share their ideas about astrology and star signs. You can askthem to share what they know about each other's star signs.

� After they finish talking in pairs, you can have a whole classroom talksession for students to share their ideas with the whole class.

bb.. WWrriittee tthhee nnaammeess ooff tthhee ssttaarr ssiiggnnss iinn tthhee hhoorroossccooppee..� Students are asked to write the names of the star signs in the spaces

provided by matching them with their symbols. � Students can work in pairs. While checking the answers, you can pay

particular attention to the pronunciation of the words, if you feel theneed.

AANNSSWWEERRSS::Aquarius - Pisces - Aries - Taurus - Gemini - CancerLeo - Virgo - Libra - Scorpio - Sagittarius - Capricorn

cc.. RReeaadd yyoouurr hhoorroossccooppee aanndd aannsswweerr tthheessee qquueessttiioonnss..� In this activity, students will have a chance to practise finding specific,

predictable information in simple everyday material such ashoroscopes and locating specific information in lists and isolating theinformation required in horoscopes.

� Students are asked to read their horoscope and find out if thehoroscope describes them.

� You can have students work in pairs and share about their star signs.

AANNSSWWEERRSS::1. Aries' lucky number is 3.2. Capricorn.3. Leo.4. Aries.5. Virgo.6. Aquarius.7. Gemini.8. Sagittarius.

dd.. NNooww ccoommpplleettee tthhee cchhaarrtt wwiitthh tthhee pprreeddiiccttiioonnss ooff yyoouurr ssttaarr ssiiggnn aanndd tthhee ffaaccttssaabboouutt yyoouu.. TTaallkk aabboouutt tthhee ssiimmiillaarriittiieess aanndd ddiiffffeerreenncceess.. � Students are provided with a chart to be filled in with predictions and

facts about themselves. With the help of this activity, students willhave a chance to compare and contrast the predictions provided in thetext and facts about themselves.

� Allocate enough time for students to fill in the chart. After they finishlocating the specific information in the chart, ask individual students tocome to the front of the class and talk about their work using thelanguage provided in the examples.

ee.. WWoorrkk iinn ppaaiirrss.. PPuutt tthhee wwoorrddss iinn tthhee ccoorrrreecctt oorrddeerr,, aanndd tthheenn aasskk yyoouurrppaarrttnneerr.. TThheenn,, cchhaannggee rroolleess.. � In this activity, students are going to practise making questions and

answering straightforward follow up questions; asking and answeringquestions and exchange ideas and information on familiar topics inpredictable everyday situations.

� Students are asked to work in pairs and put the words in the correct orderto make questions. They are then asked to interview one another inturns using the questions.

AANNSSWWEERRSS::1. What is your occupation?2. Where do you live?3. Where do you work?4. How do you get to work?5. How many hours a day do you work?6. Do you like your job?7. Have you got a car?8. What do you do in your spare time?9. Do you believe in horoscopes?10. What's your star sign?

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STAR SIGN: ____________________________

My horoscope saysI . . . and I . . .

FactsPrediction

11.

22.

3.

cc. Read the horoscope and answer these questions.

d. Now complete the chart with the predictions of your star sign and thefacts about you. Talk about the similarities and differences.

e. Work in pairs. Put the words in the correct order, and then ask your partner. Then,change roles.

1. what / your occupation / is?

2. you / where / live / do?

3. work / where / do / you?

4. how / get / you / do / to work?

5. how many / you / work / do / hours / a day?

6. like / you / your job / do?

7. have / got / you / a car?

8. what / do / do / in your spare time / you?

9. do / believe in / horoscopes / you?

10. is / what / your / star sign?

1. Whose lucky number is 3?

2. Who always makes his / her friends angry?

3. Who will have some problems with a Taurus?

4. Who will have some problems with his / her family?

5. Who works very hard?

6. Who likes surprises?

7. Who is selfish?

8. Who is helpful?

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UNIT 1 Interesting Beliefs

19

1. If you find a four – leaf clover, __________________________________________________

2. If you wear blue beads, __________________________________________________

3. If you see a black cat, __________________________________________________

4. If you break a mirror, __________________________________________________

5. If you hang up a horse shoe, __________________________________________________

6. If you catch a bride’s bouquet, __________________________________________________

7. If you see a falling star, __________________________________________________

8. If you walk under a ladder, __________________________________________________

c. Complete the sentences.

d. Work in pairs.

u Write down three lucky and three uncluky things.

Think about: objects, numbers, colours, days and animals.

Tell each other about your superstitions.

it brings luck.

e. Complete the sentences about you and your friends’ beliefs.

1. My friend and I think ____________________ are lucky because _____________________________________

__________________________________________________________________________________________

2. I think ____________________ is lucky but my friend thinks _________________________________________

__________________________________________________________________________________________

3. I don’t think but my friend ____________________________________________________________________

__________________________________________________________________________________________

4. I feel happy when ___________________________________________________________________________

5. I feel sad when _____________________________________________________________________________

6. My friends feel sad when because ______________________________________________________________

7. We think ______________________________________ and _________________________________________

8. We don’t think ___________________________________ and _______________________________________

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1. finding a four – leaf clover 3. seeing a black cat 5. hanging up a horse shoe 7. seeing a falling star2. wearing blue beads 4. breaking a mirror 6. catching a bride’s bouquet 8.walking under a ladder

a

Listening and WritingF.a. Write the phrases under the correct pictures.

b. Now listen to the CD. Mark the phrases lucky( L) or unlucky (U).

__________________________________ __________________________________

b

c

__________________________________ __________________________________

d

e

__________________________________ __________________________________

f

g

__________________________________ __________________________________

h

wearing blue beads

FF.. LLiisstteenniinngg aanndd WWrriittiinnggaa.. WWrriittee tthhee pphhrraasseess uunnddeerr tthhee ccoorrrreecctt ppiiccttuurreess.. � Students are provided with the illustrations and phrases about

superstitions. � Before they start, you can ask students if they have any superstitions.

Explain the word ‘superstition’ if necessary. You can ask about theiropinions of superstitions.

� Students are asked to match the pictures and the phrases. You canhave students work individually or in pairs.

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

bb.. NNooww lliisstteenn ttoo tthhee CCDD.. MMaarrkk tthhee pphhrraasseess lluucckkyy ((LL)) oorr uunnlluucckkyy ((UU)) ..� In this listening activity, students will have a chance to practise catching

the main point in short, clear and simple messages.� Students are asked to listen to the tape and mark the phrases (L) lucky

or (U) unlucky. � You can check the answers with the class.

AANNSSWWEERRSS::a. Wearing blue beads (L)b. Seeing a falling star (L)c. Hanging up a horse shoe (L)d. Walking under a ladder ( U)e. Finding a four-leaf clover (L)f. Seeing a black cat ( U)g. Breaking a mirror ( U)h. Catching a bride's bouquet (L)

TTAAPPEESSCCRRIIPPTT 44::MMaann:: II nneevveerr wwaallkk uunnddeerr aa llaaddddeerr.. II tthhiinnkk iitt’’ss uunnlluucckkyy.. IIff yyoouu wwaallkk uunnddeerraa llaaddddeerr,, yyoouu’’llll hhaavvee bbaadd lluucckk.. II’’mm aallwwaayyss vveerryy ccaarreeffuull wwiitthh mmiirrrroorrss.. II tthhiinnkkiitt’’ss uunnlluucckkyy.. IIff yyoouu bbrreeaakk aa mmiirrrroorr,, yyoouu’’llll hhaavvee bbaadd lluucckk ffoorr sseevveenn yyeeaarrss..IIff II ggoo wwaallkkiinngg iinn tthhee ppaarrkk,, II llooookk ffoorr ffoouurr –– lleeaaff cclloovveerrss bbeeccaauussee tthheeyy aarreelluucckkyy..WWoommaann:: II aallwwaayyss hhaanngg uupp aa hhoorrssee sshhooee oonn mmyy ddoooorr aanndd II wweeaarr bblluuee bbeeaaddss..II tthhiinnkk tthheeyy aarree lluucckkyy.. II uussuuaallllyy ttrryy ttoo ccaattcchh aa bbrriiddee’’ss bboouuqquueett wwhheenn II ggoo ttoo aawweeddddiinngg ppaarrttyy.. IItt’’ss aallssoo lluucckkyy.. II rreeaallllyy ffeeeell bbaadd iiff II sseeee aa bbllaacckk ccaatt bbeeccaauussee IItthhiinnkk iitt’’ss uunnlluucckkyy aanndd II’’IIII hhaavvee aa tteerrrriibbllee ddaayy.. IIff yyoouu sseeee aa ffaalllliinngg ssttaarr,, iitt wwiillll bbrriinnggyyoouu lluucckk..

cc.. CCoommpplleettee tthhee sseenntteenncceess.. � In this activity, students will be able to personalize the language.� They are asked to complete the sentences according to what they

know about superstitions and what they mean in their country.� Students can work individually or in pairs.� Check the answers with the class.

33

Horoscopes

20

TASKTASK

Find out and draw the sun signs of your family members / best friends in

chronological order.

karikatür:

arkadafl›n›n kula¤›na birfleyf›s›ldayan bir çocuk

f. Listen and match the two parts of each sentence. What does Cem Y›lmaz thinkabout superstitions?

1. If you walk under a ladder, . . .

2. If you break a mirror, . . .

3. If you see a black cat, . . .

GAME

SECRET WHISPERS

� Your teacher will give you a sentence.

� Whisper this sentence to the studentnext to you.

� The last student in the line says thesentence aloud.

� Is it the same as your teacher’s?

a) . . . you must be careful. You can cut yourself.

b) . . . someone can fall down and hurt you.

c) . . . you are lucky because it’s not a dog.

SSUUGGGGEESSTTEEDD AANNSSWWEERRSS::1. If you find a four-leaf clover, it will bring good luck.2. If you wear blue beads, it will protect you from the evil eye. 3. If you see a black cat, it will bring bad luck.4. If you break a mirror, it brings bad luck for 7 years. 5. If you hang up a horseshoe, it protects you from the evil eye. 6. If you catch a bride's bouquet, you can marry soon. 7. If you see a falling star, your wishes may come true. 8. If you walk under a ladder, it brings bad luck.

dd.. WWoorrkk iinn ppaaiirrss..� In this speaking activity, students will practise how to interact with

reasonable ease in structured situations and short conversations,provided the other person helps if necessary.

� Students are asked to work in pairs. After students finish talking aboutsuperstitions in pairs, you can have them share what they know aboutsuperstitions with their classmates.

ee.. CCoommpplleettee tthhee sseenntteenncceess aabboouutt yyoouu aanndd yyoouurr ffrriieennddss'' bbeelliieeffss..� In this activity, students will practice writing a series of simple phrases

and sentences linked with simple connectors like “and”, “but” and“because”.

� This activity can be linked with the one in d. � Students are asked to complete the sentences according to part d.

they should be allocated enough time to do the exercise.

ff.. LLiisstteenn aanndd mmaattcchh tthhee ttwwoo ppaarrttss ooff eeaacchh sseenntteennccee.. WWhhaatt ddooeess CCeemm YY››llmmaazztthhiinnkk aabboouutt ssuuppeerrssttiittiioonnss??� In this listening activity, students will have a chance to practise catching

the main point in short, clear and simple messages.� Students are asked to listen to the tape and match the two parts of

each sentence. � You can play the tape twice, asking them to check their work in the

second listening.

AANNSSWWEERRSS::1. b 2. a 3. c

TTAAPPEESSCCRRIIPPTT 44::AAmm II ssuuppeerrssttiittiioouuss??WWeellll,, II tthhiinnkk ssoo..II nneevveerr wwaallkk uunnddeerr aa llaaddddeerr.. II tthhiinnkk iitt iiss uunnlluucckkyy..IIff yyoouu wwaallkk uunnddeerr aa llaaddddeerr,, ssoommeeoonnee ccaann ffaallll ddoowwnn aanndd hhuurrtt yyoouu..IIff yyoouu bbrreeaakk aa mmiirrrroorr,, yyoouu mmuusstt bbee ccaarreeffuull.. YYoouu ccaann ccuutt yyoouurrsseellff.. SSoo,, iitt iissuunnlluucckkyy..IIff yyoouu sseeee aa bbllaacckk ccaatt,, iitt mmeeaannss yyoouu aarree lluucckkyy bbeeccaauussee iitt iissnn''tt aa ddoogg aanndd iittwwoonn''tt bbiittee yyoouu..

FFUUNN TTIIMMEEGGAAMMEE:: SSEECCRREETT WWHHIISSPPEERRSS� Before you start, you can take students' attention to the picture and tell

them that they are going to play ‘secret whispers’.� Give one students a sentence and tell him/her to whisper the sentence

to the student next to him/her. � Have the last student say the sentence loud.

TTAASSKKFFiinndd oouutt aanndd ddrraaww tthhee ssuunn ssiiggnnss ooff yyoouurr ffaammiillyy mmeemmbbeerrss//bbeesstt ffrriieennddss iinncchhrroonnoollooggiiccaall oorrddeerr.. � This task can be assigned as homework. � Students are asked to prepare a poster about the star signs of their

family members and/or best friends. � Have students present their work in front of the class.

34

UNIT 1 Interesting Beliefs

8

11Horoscopes

Interesting BeliefsUnitUnit

1. Complete the dialogue using the phrases in the box.

2. Answer the questions.

Mum: Hurry up! You’re late for school.

Carol: Mum, I can’t (1) ______________________ .

Do you know where it is?

Mum: No. Take (2)_________________________ .

Carol: No, I can’t use another pencil.

Mum: Why not?

Carol: Because it is(3)______________________ .

Mum: Do you believe (4)___________________ ?

Carol: Well ... I think this pencil brings me good luck.

Mum: How do you know it?

Carol: I always get high marks (5)_____________ .

Mum: Come on, Carol! You get high

marks because you (6)_________________ .

1. Why does she get high marks from her exams?

2. Do you have a lucky thing (number, pencil, etc.)?

3. How do you know it is lucky?

a. – in superstitions

b. – when I use it

c. – my lucky pencil

d. – study hard

e. – find my blue pencil

f. – another pencil

9

3. Look in the magic sphere and write predictions about Nancy Miller’s future.

4. Now draw two more images of Nancy Miller’s life and talk to the class.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1.

3.

2.

4.

YYou will become a nice beautiful young girl.

WWOORRKKBBOOOOKK

11.. CCoommpplleettee tthhee ddiiaalloogguuee uussiinngg tthhee pphhrraasseess iinn tthhee bbooxx.. � In this exercise, students are going to make use of contextual clues to

complete the dialogue.

� Before students start doing the exercise, you can take their attention to

the picture and encourage them to identify the context.

� Students are going to complete the dialogue by using the given phrases

in the box.

AANNSSWWEERRSS::1. e2. f3. c4. a5. b6. d

22.. AAnnsswweerr tthhee qquueessttiioonnss..� This exercise provides additional practice on the intended language

and the topic of the unit.

� Students are asked to answer the questions referring to the dialogue

and about themselves.

AANNSSWWEERRSS::1. Because she studies hard.2. Answers may vary.3. Answers may vary.

33.. LLooookk iinn tthhee mmaaggiicc sspphheerree aanndd wwrriittee pprreeddiiccttiioonnss aabboouutt NNaannccyy MMiilllleerr’’ssffuuttuurree..� Take students' attention to the pictures and have them work in pairs.

Ask students to talk about the pictures.

� Students are asked to write sentences about Nancy Miller by using the

visual clues.

SSUUGGGGEESSTTEEDD AANNSSWWEERRSS::Nancy will be a beautiful woman. She has got long blonde and curly hair. She will be a doctor. She will marry and will have two children. They will live in a beautiful house and they will have a car.

44.. NNooww ddrraaww ttwwoo mmoorree iimmaaggeess ooff NNaannccyy MMiilllleerr''ss lliiffee aanndd ttaallkk ttoo tthhee ccllaassss.. � Students are asked to draw two more images illustrating Nancy Miller's

life. They are then going to talk about their drawings.

� Allocate enough time for students to finish their drawings. Then, have

individual students to come to the front of the class and talk about

Nancy Miller's life as illustrated in drawings.

AANNSSWWEERRSS::

Answers may vary.

35

Horoscopes

10

5. Read and fill in the blanks with words from the box.

6. Connect the phrases using and, but or because.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

6. _______________________________________________________________

1. Mert is learning English

2. I’m married

3. Mr Brown has got a son

4. The Thomsons live in a small village

5. Ted is good at Maths

6. Susan is saving money

A) he hasn’t got a daughter.

B) he’s terrible in Science.

C) he wants to become an English teacher.

D) I’ve got two children.

E) they grow fruit and vegetables.

F) she wants to buy a computer.

Mert is learning English because he wants to become an English teacher.

Palm readers can (1)_______ a lot of things

by looking in your (2)________ .There are

mainly (3)_____ different lines in the human

palm. A long (4)________ heart line means

you’ll have a (5)________ marriage,

(6)________ a short shallow line shows a

broken (7)________ . The short head line

shows you’ll have a (8)________ job and a

bad career. A long deep life line means you’ll

live long.

heart – tell – deep – eight – terrible – but – palm – happy

tell

11

7. Make a survey in your neighbourhood. Find two people with your star sign and complete the chart.

8. Find the names of the star signs in the puzzle.

Names Age Job Personality Likes / Dislikes Lucky items

You

Compare and contrast the results.

___________ and I are ___________ .______________ but _________ .

I like __________ but ____________________________________________ .

___________ likes __________ because_______________________________ .

I’m ________________________ and_______________________________ .

I like ____________________ because_______________________________ .

______ and ________ but _______________________________________ .

Cenk PiscesI am 14 years old he is 18.

CC CC UU SS II PP

FF AA AA II HH II

AA PP WW NN UU SS

AA RR II EE SS CC

AA II II EE LL EE

GG CC EE EE LL SS

CC OO RR PP II OO

II RR GG OO PP SS

GG

EE

MM

II

NN

II

SS

VV

RR PP NN CC AA RR BB

SS

BB

RR

OO

OO

RR

NN

RR

II

AA

QQ

UU

AA

RR

II

UU

SS

LL

WWOORRKKBBOOOOKK

55.. RReeaadd aanndd ccoommpplleettee tthhee ppaarraaggrraapphh wwiitthh wwoorrddss ffrroomm tthhee bbooxx.. � This exercise provides additional practice on vocabulary. � Students are going to read the paragraph and complete it with the

words given in the box. � Students are going to make use of the contextual clues to find the best

option for the blanks.

AANNSSWWEERRSS::Palm readers can tell a lot of things by looking in your palm. There are mainlyeight different lines in the human palm. A long deep heart line means you'llhave a happy marriage, but a short shallow line shows a broken heart. Theshort head line shows you'll have a terrible job and a bad career. A longdeep line means you'll live long.

66.. CCoonnnneecctt tthhee pphhrraasseess uussiinngg aanndd,, bbuutt oorr bbeeccaauussee.. � This exercise provides additional practice on connectors. � Students are provided with two parts of sentences. They are going to

find the match for each sentence and rewrite them by combining thesentences with ‘but, and’ or ‘because’.

AANNSSWWEERRSS::1. Mert is learning English because he wants to become an English languageteacher. 2. I'm married and I've got two children. 3. Mr. Brown has got a son but he hasn't got a daughter. 4. The Thompsons live in a small village and they grow fruit and vegetables. 5. Ted is good at Maths but he is terrible at Science. 6. Susan is saving money because she wants to buy a computer.

77.. MMaakkee aa ssuurrvveeyy iinn yyoouurr nneeiigghhbboouurrhhoooodd aanndd ffiinndd ttwwoo ppeeooppllee wwiitthh yyoouurr ssttaarrssiiggnn.. CCoommpplleettee tthhee cchhaarrtt.. � This exercise can be assigned as homework.

� Students are asked to find two people of the same star sign as them in

their neighbourhood. They are going to interview the person and complete

the chart with the information they get.

� After completing the chart, they are going to complete the speech

bubbles referring to the chart.

� You can ask students to talk about their survey to the class.

AANNSSWWEERRSS::

Answers may vary.

88.. FFiinndd tthhee nnaammeess ooff tthhee ssttaarr ssiiggnnss iinn tthhee ppuuzzzzllee aanndd wwrriittee tthheemm uunnddeerr tthheeccoorrrreecctt ssyymmbboollss.. � This exercise provides additional practice on the vocabulary related to

horoscopes.

� Students are going to find the names of the star signs in the word search

puzzle and write them under the correct symbols.

AANNSSWWEERRSS::

Answers are provided on the micropage.