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SUP11EP_20131319_CAP.indd 1 3/29/14 12:14 PM
Workbook 3Extensive Reading / Viewing2Student’s Book1 How to Become a Good Writer and Speaker
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10 ten
1 So what can you remember about last year? Link the subtopics on the right to the topics that you studied in the 10th grade.
1. Young people in a new society • American English and British English
• Technology at school• Printed media• Young people and cinema• Studying abroad• The future of Englishes• Fame• Science fiction
2. The world in your hands
3. The Media − tune in
4. A world of many languages
2 Let’s start off by looking at and revising some useful vocabulary.
a. Suffixes: Add one of the suffixes in the graphic organiser to the words in the box. Then write them in the appropriate box in the graphic organiser.
dark • citizen • active • kind • parent • flexible • mother
brother • friend • nation • scarce • partner • productive • man
politeness
creativity
leadership
neighbourhood-hood
-ship
-ness
-ity
Teacher's GuideRESOURCES
e-Manual – interactive exercises
LEARNING STYLES
Visual
Linguistic
SUP11EP_20131319_F01_3PCimg.indd 10 3/22/14 9:36 AM
b. Circle the odd word out and explain why.
1. rise, go up, climb, increase, decline 2. abruptly, suddenly, significant, dramatically, slightly 3. satellites, humans, location, space, cyberspace 4. series, newscast, talkshow, presenter, sitcom 5. wardrobe, chips, autumn, cookie, trousers 6. generosity, friendship, optimism, spite, enthusiasm 7. leather, suede, lycra, cotton, put on 8. local language, lingua franca, foreign language,
universal language, worldwide language
c. Form the antonyms of the words in the table below by adding one of the following prefixes: ab / anti / dis / il / im / in / ir / mis / non / un.
literate illiterate respect
real possibletrust sensitive
responsible governmental
normal climax
3 Complete the text below with an appropriate word.
eleven 11
High stress and high dramaBeep! Beep! Beep! Your alarm clock goes off at 5 a.m., and you’re lying there
1. bed catching a few more minutes of sleep after
2. to bed near midnight trying to study 3. that chemistry test you have the next day. We teenagers go through a lot. We take
on 4. much, and we end up feeling burnt out. So by the week-
end, all we want to do is sleep 5. relax. I’m 16 years old and
going to high school. High school is hard 6. as it is. I stay in school for seven hours then come home and do another two
7. three hours of homework.I have other things besides school to juggle. For example, I play
sports for my church basketball 8. and softball team. I also need my own personal time to myself or
with friends just to relax 9. a stressful day at school. Other things that I’m going through are relationships and friendships. Just the other week, my friend and I got in a
10. argument over something so dumb. And I know it’s dumb, because I can’t even remember what it
was 11. . High school is full of drama. Especially when I’m dating someone; it seems as if everyone else is in the
12. , too.
Block 0Getting started again
So who said that student life was easy?
Come on. Give us a break!
Teacher's GuideANSWER KEY
1. 1. young people and the cinema; 2. science fiction, technology at school; 3. fame; 4. the future of Englishes; studying abroad; American English and British English
2. a. hood: parenthood, motherhood, brotherhood, nationhood, manhood; ship: citizenship, friendship, partnership; ness: darkness, kindness; ity: activity, flexibility, scarcity, productivity
b. 1. decline (all the others have positive connotations); 2. significant (it is an adj. while the others are adverbs); 3. humans (all the others are concepts that are related to space − humans refer to people); 4. presenter (all the others are TV programmes); 5. cookie (all the others are in British English); 6. spite (all the others have positive connotations); 7. put on (it’s the only verb); 8. local language (all the others are on a universal scale)
c. unreal, mistrust, irresponsible, abnormal, disrespect, impossible, insensitive, non-governmental, anti-climax
3. 1. in; 2. having gone/going; 3. for; 4. too; 5. and; 6. enough/work; 7. to; 8. team/club; 9. from/after; 10. huge, terrible, awful, stupid; 11. about; 12. picture/relationship
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32 thirty-two
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Cultural diversitySet 2
1 How multicultural are you? Do the quiz below and find out.
1 . Bull fighting is a tradition in: a. Portugal, Spain, France, Mexico, Ecuador, Venezuela and Peru b. Portugal, Spain, France, Mexico, Ecuador, Venezuela, Peru and the Philippines
2. The largest bull fighting arena is in: a. Plaza Mexico – Mexico City b. La Maestranza in Seville
3. The following countries are historical wine lovers: a. Portugal, Spain, France and Italy b. The U.S.A., Australia, South Africa and Chile
4. The Tango originated: a. along the border of Argentina and Uruguay b. in Buenos Aires in Argentina
5. “Capoeira” is: a. a Brazilian dance b. a Brazilian martial art
6. Chocolate played a special role in: a. the Maya and Aztec culture b. the African culture
7. Machu Picchu is located in: a. Chile b. Peru
8. Kickboxing is a traditional martial art and stand up combat sport. a. Japanese b. Korean
9. Pizza was first invented in: a. Rome b. Naples
10. Naan is a typical: a. Asian dish b. Indian Bread
2 Now watch a video and see which other cultural traditions you can identify.
Teacher's GuideThe interaction pattern that has been chosen for the activity is a student-student pattern. However, it can be extended to a student-whole class interaction pattern.
RESOURCES
Power Point – Multicultural quiz
Multiculturalism – mixed nation
LEARNING STYLES
Auditory
Visual
Logical/Mathematical
ANSWER KEY
1. 1. b; 2. a; 3. a; 4. a; 5. b; 6. a; 7. b; 8. a; 9. b; 10. b
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Set 2Cultural diversity
thirty-three 33
The dress is
bored boring smashing smashed
f
1 Look at the pictures below and choose an adjective to describe the child/picture in question.
2 Did you know that these pictures are photos of the famous celebrities in the box below? Work with a partner and try to guess who is who.
“-ed” or “-ing” adjectives
The child is:
excited
exciting
interested
interesting
a The boy is:
surprised surprising intimidating intimidated
b
The baby is:
amazed amazing bored boring
c
The girl is:
amused
amusing
interested
interesting
e
The picture is:
thrilling
thrilled
interested
interesting
d
“-ed” adjectives “-ing” adjectives
Adjectives that end in “-ed” are usually used to describe people or how they feel.
Adjectives that end in “-ing” are used to describe things or situations.
Example:Celebrities are respected by their fans.
Example:The film that I watched yesterday was amazing.
Celebrities:
1. Angelina Jolie 2. Pierce Brosnan 3. Dwayne Johnson 4. Aubrey “Drake” Graham 5. Aubrey Plaza 6. Katy Perry
Teacher's GuideRESOURCES
Power Point – “ed/ing” adjectives"
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK page 11
LEARNING STYLES
Visual
Linguistic
ANSWER KEY
1. a. excited; b. surprised; c. amazed; d. interesting; e. amused; f. boring
2. 1. f; 2. b; 3. c, 4. a; 5. e; 6. d
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38 thirty-eight
The end of a multiracial marriage
Starter Oral practice 1. What do you think the pictures on this page
have in common?
2. Do you enjoy reading about celebrities’ lives? Why/why not?
3. What do you think are the advantages/disadvantages of being a celebrity?
1 Tick the topics that Seal mentions in this interview:
a. Arguing with his wife
b. His children
c. Getting a divorce
d. Wearing his ring
e. How long he’s been married to Heidi
f. Getting married again
g. How he feels towards his wife
h. Grieving over the end of his marriage
2 Listen again and fill in the gaps.
“I think we were a. , you
know, because you b. into
these things with the greatest
c. , you know, when you
say “I do” and when you say “till
d. do us part”, I
e. that, those vows hold
value, they’re not just f. .
But these things happen, you know. I
think, we’ve pretty much said
g. we feel, I think we made
it clear in the release h. ,
but you know, for the intents and
purposes of this i. , you
just grow j. after a while.”
Seal opens heart to Ellen over Heidi Klum split
Teacher's GuideRESOURCES
Audio CD1 – track 10
”Seal opens heart to Ellen”
e-Manual – interactive exercises
LEARNING STYLES
Visual
Auditory
Linguistic
ANSWER KEY
1. They both portray celebrities. 2. Personal answer. 3. Suggested answers: advantages: fame, money, exciting life style, glamour, socialising, etc. disadvantages: no privacy, scandals, media harassment, paparazzi chase, hate email, tough schedule.
1. b, d, e, g, h
2. a. shocked; b. go; c. intentions; d. death; e. mean; f. words; g. how; h. statement; i. show; j. apart
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Set 2Cultural diversity
Remember to check your work for silly mistakes!
thirty-nine 39
Biography
1 Watch a biography of Drake, the famous rapper and order the personal details given.
Academic career/professional career
Major influences: people/events
Professional evolution
People’s/the public’s reaction
2 Now think about the characteristics of biographical writing.
Characteristics Language function
• Clear• Objective/factual
writing• Clear organisation
of facts• Formal English: no
slang/abbreviations• Well planned
• … was born in… on…• At… years old• In 2009…• One of his/her greatest
achievements is…• … had a major influence
on…• He/she is currently working
on…• … was well received by
critics and fans.• With… already under his/
her belt… continues to rise.• He/she has the talent, drive
and adaptability to be…
3 Choose a celebrity that you admire, do some research on the Web and write up his/her biography in about 150-200 words.
Date and place of birth
Major educational/professional achievements
Personal/professional qualities
Future ambitions
Teacher's GuideRESOURCES
Drake’s biography
EXTRA PRACTICE
HOW TO BECOME ... page 7
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
ANSWER KEY
1. 1. Date and place of birth; 2. Academic career/professional career; 3. Major educational/profissional achievements; 4. Major influences: people/events; 5. Personal/professional qualities; 6. People’s/the public reaction; 7. Future ambitions; 8. Professional evolution
SUP11EP_20131319_F03_3PCimg.indd 39 3/22/14 9:35 AM
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18 eighteen
Extensive viewing | Comedy · Social drama · Romance
1 In groups have a discussion about the topic “cinema” for five minutes. Use the cues below to guide you:
a. how often you go to the cinema b. how often you watch movies at home c. the types of films you prefer d. the latest film you saw e. DVDs you’ve got at home f. your favourite actors and actresses g. Hollywood celebrities, etc.
2 Share the main ideas of your discussion with the other groups.
3 Look at the acrostic below. It contains key words about the film you are about to see. Try to guess what they mean and the connection they may have with the storyline.
Outsourced
S H O C K
C U L T U R E
E X O T I C
B U S I N E S S
R O M A N C E
C U S T O M S
O V E R S E A S
C A L L C E N T E R
A M E R I C A
I N D I A
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nineteen 19
Outsourced
4 The word OUTSOURCED (past participle of the verb to outsource) has several meanings according to the dictionary:
Which meaning/s do you think is/are the most plausible for the film title? Justify your answer.
5 Analyse the posters below:
/'a§t?só:s/ out·sourced, out·sourc·ing.verb (used with object)1. (of a company or organisation) to purchase (goods) or subcontract (services) from an outside
supplier or source.2. to contract out (jobs, services, etc.): a small business that outsources bookkeeping to an
accounting firm. verb (used without object)3. to obtain goods or services from an outside source: U.S. companies who outsource from China.out·sourc·ing, noun
http://www.merriam-webster.com
out·source
name of the film Outsourced
places
main characters
events
details
a. Complete the following table with information from the posters:
SUP11EP_20131319_EXT_READING_F02.indd 19 3/13/14 9:41 AM
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50 fifty
Adjectives
Use
Adjectives are: · Words that describe nouns· Invariable
1 Put the adjectives in brackets in the correct order.
a. Jane bought a (chair / wooden / antique / valuable) chair.
b. He made a (round / delicious / chocolate / big) cake.
c. Joan wore the (funky / strangest / reddish / party) hat I’ve ever seen.
d. I dream of owning a (modern / red / sports / Italian) car one day.
e. She now has an (curly / blonde / short / fashionable) hairstyle.
f. I’m reading a (interesting / long / strange / historical) book on the Egyptians.
g. Do you watch those (American / old / crazy) sitcoms on cable TV?
h. I’m thinking of wearing my (velvet / long / blue / shiny) dress to the party.
2 Interview a partner and find out what their favourite possessions look/are like.
Position of adjectives:
· Before the noun they are describing· After the following verbs: be, look, sound, feel, smell, appear
EXAMPLE: pet − Joe’s favourite pet is a tallish English hunting dog called a greyhound.
a. T-shirt:
b. electronic equipment:
c. book:
d. film:
When there is more than one adjective then they are placed in the following order:
a/anthe
opinion size age shape colour origin material purpose noun
a beautiful red straw hat
fantastic new brown leather bag
a small round Japanese soup bowl
Teacher's GuideRESOURCES
PowerPoint – Adjectives (word order)
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK pages 16-17
LEARNING STYLES
Visual
Logical/Mathematical
Linguistic
Interpersonal
ANSWER KEY
1. a. Jane bought a valuable antique wooden chair. b. He made a delicious big round chocolate cake. c. Joan wore the strangest funky reddish party hat I’ve ever seen. d. I dream of owning a modern red Italian sports car one day. e. She now has a fashionable short curly blonde hairstyle. f. I’m reading a strange interesting long historical book on the Egyptians. g. Do you watch those crazy old American sitcoms on cable TV? h. I’m thinking of wearing my long shiny blue velvet dress to the party.
2. Personal answer.
SUP11EP_20131319_F04_3PCimg.indd 50 3/22/14 9:35 AM
fifty-one 51
1 Look through set 3 and jot down ten words that you like and are related to the topics of tolerance and discrimination.
Word My sentence
E.g. tolerance · To fight racism we need to show tolerance.
a. ·
b. ·
c. ·
d. ·
e. ·
f. ·
g. ·
h. ·
i. ·
2 Write a sentence with each of the words you have chosen in the table above. Underline the word in each sentence.
3 Go online to http://hotpot.uvic.ca and download the hotpotatoes programme on to your computer. Then choose a type of exercise that you like and prepare a vocabulary exercise for your classmates with the words in the table above.
Hotpotatoes and Jing
4 Make your own hotpotatoes tutorial to help your classmates use this tool. You can use Jing (http://www.techsmith.com/jing.html) to record the screen of your computer. If you want to share your tutorial with the world, why not upload it onto YouTube?
Tool YouTube tutorial
JClose: allows you to prepare a gap fill exercise
http://www.youtube.com/watch?v=FQCsMXRPwFo
JMatch: allows you to prepare a matching exercise
http://www.youtube.com/watch?v=UnvW3RO4IlA
JQuiz: allows you to create a quiz (e.g. multiple-choice)
http://www.youtube.com/watch?v=35YBIt8Lj_s
JCross: allows you to create a crossword
http://www.youtube.com/watch?v=zepH2lbdrGM
JMix: allows you to order words to write a sentence
Set 3Cultural intolerance
Teacher's GuideThese exercises have been designed to teach students English along with technology. However, they can all be done in a traditional paper format without the aid of technological learning tools.
RESOURCES
Sites to help students with hotpotatoes
Hotpotatoes software: http://hotpot.uvic.ca Jing software: www.techsmith.com/jing.html
Hotpotatoes tutorials: JClose, JMatch, JQuiz, JCross, JMix
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
21st Century skills
SUP11EP_20131319_F04_3PCimg.indd 51 3/22/14 9:35 AM
2 Complete the gaps with the appropriate phrasal verb do in the right form and tense. Remember to add the object if the phrasal verb is transitive. a. How could you the Internet for so long? I wouldn’t be able to survive. b. Nobody wants bullying back at school. We for good, I hope. c. Our project has been delayed. We could well some extra time. d. She gave us the wrong information which misled us and applying for
the course. e. Children can’t TV nowadays. They are always glued to the box. f. I thought people religious fanatism, but I was wrong.
3 Match the phrasal verb make on the left with each meaning on the right.
Expressing result
4 Rewrite the sentences without changing their meaning and using the phrasal verb make.
a. Peter compensated Mary for his inappropriate behaviour and they are going to get married.
b. I didn’t understand the letter you sent me. Your handwriting is illegible.
1 Rewrite the following sentences with the word(s) provided without changing their meaning. a. They asked for help because the accident was serious and the car was smashed.
(so) b. They argued for hours, which caused a certain embarrassment at the meeting.
(consequently) c. Tennis requires a lot of training; that’s why I’m not so good at it.
(so... that) d. She’s a nasty and rude girl and her classmates dislike her.
(such) e. She hasn’t called me, that’s why I’m not going to the station.
(therefore) f. They bought too many gadgets so they got broke.
(as a result)
42 forty-two
Block
Phrasal verb: make Meaning
a. make for 1. think/understand
b. make of 2. compensate for
c. make off 3. be nice to get something
d. make up for 4. move in the direction of
e. make up to 5. leave in a hurry
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A What are the qualities and attitudes you most value in your favourite celebrity/ies, music star/s, sportsman/men, etc.? (Write no more than 40 words.)
Reading comprehension
SELF-CHECK
forty-three 43
ENCOUNTER WITH BASEBALL STAR PEDRO MARTINEZ
1 In America’s intense media scrutiny, people get caught up with their favorite TV stars and sports figures. Sometimes these figures are
viewed as somehow superhuman, as if they do not possess any faults. If people ever get the chance to meet one of their idols, however, a whole new opinion may be formed. This is what happened to me when I had the opportunity of a lifetime: to meet one of my favorite baseball players, Pedro Martinez.
2 As we sat in the stands with Pedro, I noticed how easygoing he was. A smile never left his face. The fearsome pitcher who takes the mound every five days is not the real Pedro Martinez, he’s the ordinary 28-year-old guy standing next to me joking about
the Yankees coming to Boston. “You know, I beat them, and they beat me,” he chuckled.
3 Pedro gave excellent answers to our questions, but one struck me more than all the others. When I asked how he comes back to face the next batter after giving up a home-run, he said that both pitcher and batter have a job to do, and sometimes the
pitcher does the best he can, but the batter does a better job. Nobody can get mad, only deal with it.
4 The answer was profound and really affected me. It was an attitude that could apply to everything in life. Everyone fails at some point. Pedro’s attitude toward pitching is the right attitude. We must always do our best. No one is perfect, even if they can
throw 95 miles-an-hour. And we cannot let ourselves go down if we do our best and still fail. We must take satisfaction in the job we do, because just like the batters, the variables that control us sometimes do a better job than we do.
5 As I walked away from Fenway that night, I had a different attitude. I saw that Pedro Martinez was just like the rest of the people in the stadium that night. He succeeded, but he also failed sometimes. And if I took anything away, it was that although I cannot
throw a cut fast ball at 95 mph or throw a twelve to six curve ball, I am not that different from Pedro; none of us are. And what Pedro applies to baseball, we can apply to our lives. I learned that I should never be discouraged if I tried my hardest. Failure happens to everyone.
Source: Teen Ink
5
10
15
20
25
(15 marks)
The world of work
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On page 197 of your student’s book you are asked to continue the story by writing the description (150-200 words) of what the environment used to look like in the height of all her youth and glory and what caused her decay. Use the frame text below to help you.
Set 1 · Writing a Description
Oh, how time can be cruel. I never used to
. Actually, when I really
think about it, I was really different: my fields used to be
and my rivers, well
what can I say except that they were a sight to see. Let me explain a
little better. They
.
The air that used to light up my days and nights used to
.
And the animals, flowers and trees that used to decorate
.
Sometimes, you could even see a
or an .
I suppose that if I had had a human form you could have described
me as being
.
Ah! How I miss those days… How I wish that I could still
and that you could
instead of .
GOOD VERBS TO USE: light up, embellish, flourish, smell, feel, look like, adorn, glide, graze (in the fields), inspire, sustain, support, provide for…
Metaphors to describe beauty:
· Beautiful like the golden sun over the rolling hills· As beautiful as gold· Beautiful like the frosting on a cake· Like a spring flower blossoming after the rain
twenty-one 21
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Card 1: Interviewer Card
Find out about:
1. Personal details: name, age, place of
residence, marital status.
2. Give details about the job:
• Part-time job
• Flexible working hours
• Tasks: prepare food / work at the till /
serve customers / clean up / wash dishes
3. Ask about:
• Previous work experience? Reference
you can call?
• Reasons for applying for the job – why?
• Which position they are interested in?
4. Ask about their best and worst qualities.
5. Thank them for coming + warn that you’ll
give an answer by next Tuesday.
Card 2: Interviewee CardAnswer questions about:1. Personal details: name, age, place of
residence, marital status.2. Ask more details about the job: • Part-time job – what is the pay per hour? • Flexible working hours – when?
Weekdays or weekends? From what time to what time exactly?
• Tasks: do you get training? Can you choose?
3. Give details about: • Previous work experience? (Working as
a cashier in a local supermarket – LIDL) Give name of a reference – boss/manager at your previous job. (Mrs Barroso/ Mr Santos)
• Give reasons for applying for the job – To earn extra pocket money…
• Say which position you’re interested in?4. Talk about your best and worst qualities:
hardworking; dedicated; social person; bit of a perfectionist; sometimes a bit too persistent (never give up)…
5. Ask when you’ll know the answer by.6. Say that it has been a pleasure and say
you are available to give more details.
Set 4 · A Job Interview
On page 115 of your student’s book you are asked to role-play an interview for a part-time job at a famous fast food chain called Subway.
Use the following speaking cards to help you.
44 forty-four
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I got fired by Accounting for fabricating my entire work and education history.
48 forty-eight
2 Look at the cartoon below and explain its message, in terms of the qualities that we should have to succeed in the market place nowadays.
Activity A
1 Match the expressions in column B with their corresponding functions in column A. Write only the letters and numbers.
The World of Work
Your final task is to write an opinion text about: the importance of getting a part-time job nowadays. Activities A and B will provide you with input for activity C.
Column A Column B
a. giving an opinionb. giving examplesc. justifying a(n)
fact/opiniond. summarising/
concluding
1. Many people believe that2. On balance3. It is said that4. All in all5. The reason I say this is that6. As far as I’m concerned7. This example can be illustrated by the fact that8. On the whole9. In conclusion10. In my view11. Such as
BlockExam−Like Test
(11 marks)
(10 marks)
I immediately got rehired by the Marketing Department!
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ra
forty-nine 49
3 Complete the following text about job interviews with seven words from the box below. Use each word/expression only once. Write only the letters and numbers.
Why Should We Hire You?“Why should we hire you?” is another common interview question that can take you down the wrong road a. you’ve done some thinking b. of time. This question is purely about selling yourself in the interview. Think of yourself as the c. . Why should the customer “buy” you?The Wrong TrackSpencer answers by d. , “Because I need and want a job.” That’s nice, but the bottom line here is, “What can you do for us?”Mariana says, “I’m a hard worker and e. want to work for this company.” The majority of people think of themselves as hard workers − and why this company?The Right TrackTom’s answer to this question is, “Because I’m a good fit for the position.” Getting f. to the right answer, but give us more details, please.Sharon answers, “I have what it takes to solve problems and do the job.” This is the g. answer so far. Expand on this, and you’ve got it.
By Carole Martin, Monster Contributing Writer
1. product 2. warmer 3. saying 4. best 5. so6. because 7. ahead 8. if 9. unless 10. really11. telling
4 Complete each of the sentences below with a suitable compound word formed by joining one word from column A to another from column B. Three of the words in column B do not apply. An example is provided. Use each word only once. Write only the letters and corresponding answers.
a. Last summer I got a job as a babysitter looking after children.
b. I’m having trouble working and studying at the same time. The is really heavy.
c. I’m a good candidate for the job because I have experience in this line of work.
d. In my opinion, work satisfaction is a bit . I think the pay is more important.
e. Look! In the classifieds section they are looking for a for this company. Why don’t you apply?
Column A Column B
workbabyfirstoversales
onesitterloadhandmentratedmanist
BlockExam−Like Test
(7 marks)
(12 marks)
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The importance and benefits of diversityStarter Can you find diversity in your classroom? How does this make you feel?
1 Read each paragraph of the text and answer the question beneath it and then the questions that follow.
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A diverse organization
is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give them
insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
5
10
15
6 six
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organisation or community. A diverse
organization is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give
them insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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8 eight
My immigration story
1 Listen to the CD and decide whether the following statements are true or false. Correct the false ones.
a. Rene has been living in the States for a decade. b. His father emigrated to the States before the rest of the family. c. His wife and children joined him later although they had a better lifestyle in Mexico. d. His mother found work in a food processing factory. e. His siblings have all been able to study and get a high school diploma.
2 Listen to Part 2. Replace the wrong words with the right ones. Correct the “wrong” words in bold.
3 Answer the following questions.
a. Why does Rene feel grateful to his siblings? b. Is he thoroughly happy in the US? Support your answer. c. What does he fear the most?
I have never felt like an “American”. To me a. knowing an American means having freedom.
Freedom to be b. someone you work hard for and always having a fair c. opportunity and
not being held back by your race, d. sender or sexuality.
In my case, it’s my illegal e. creed that keeps me down and unable to better my life. I have
never been in any f. fate with law enforcement but have g. sometimes feared that at any
moment someone in my family can be separated and sent h. predicament to a country that
doesn’t feel like home.
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Teacher’s FileUm manancial de recursos extra para o professor:
• Planificações anuais, planos de aula e orientações metodológicas.
• Teste de avaliação formativa, testes intermédios, exam-like tests, speaking tests com respetivas matrizes e grelhas de avaliação.
• Fichas de atividades alternativas.
• Soluções e guiões áudio.
5• No fim de cada block, apresentam-se dois tipos de testes: um tradicional (Self-Check) e um tipo-exame (Exam-Like Test).
How to Become a Good Writer and Speaker• Destinado a mixed ability classrooms.
• Fichas para os 4 blocks do manual que complementam as rubricas de Speaking e Writing no manual de forma a promover a autonomia e o sucesso de cada aluno relativamente às competências de Speaking e Writing.
4 3 CD Áudio• Contém todas as atividades de listening do manual,
do Workbook e dos testes de listening do Teacher’s File.
e-Manual PremiumO e-Manual Premium é a versão digital do manual para projeção na sala de aula. Contém centenas de recursos interativos sem precisar de aceder à Internet e inúmeros recursos digitais em contexto:
• Ficheiros editáveis em Word® (planificações, testes, grelhas e fichas de atividades)
• Dictations
• Vídeos
• Apresentações em PowerPoint® para exercitação de conteúdos
O acesso à versão definitiva do e-Manual Premium é exclusivo do Professor adotante e estará disponível a partir de setembro de 2014.
e-Manual do AlunoO acesso ao e-Manual do Aluno é disponibilizado, gratuitamente, na compra do manual em papel, no ano letivo 2014-2015, e poderá ser adquirido autonomamente através da Internet.
6
7
8
Extensive Reading / Viewing• Diversidade de propostas de leitura (mixed ability classes).
• Dividido em duas partes: Extensive Reading e Extensive Viewing.
• Extensive Reading – dois tipos de leitura extensiva: homepage de um projeto e uma história baseada na vida real.
• Extensive Viewing – didatização de três filmes.
2
Workbook• Complementa e consolida as aprendizagens focalizadas
no Student’s Book, dando especial ênfase à interpretação textual e auditiva, à revisão do vocabulário e da gramática.
• Cada block está dividido em 4 secções: Reading, Listening, Vocabulary e Grammar.
3• Cada secção apresenta, na banda lateral, remissões
essenciais para os elementos complementares do projeto assim como um mini plano/guia de aula para o professor.
Student’s BookInclui Glossary
• Organizado de acordo com o Programa de Inglês 11.° Ano Nível de Continuação, apresenta material atual, diversificado e facilitador do estudo, propondo tarefas interessantes e criativas que desenvolvem as 21st century skills e o pensamento criativo a nível individual e em grupo, não só para prática na aula, mas também em casa.
• Está dividido em 0 + 4 blocks, subdivididos em 5 sets – subunidades temáticas decorrentes do tópico central.
• O block 0 tem como objetivo ser diagnóstico e detetor de lacunas das aprendizagens anteriores. Pretende, ainda, reativar conhecimentos adquiridos pelo aluno nos anos anteriores.
1Nos restantes blocks – 1, 2, 3 e 4 – cada set apresenta as seguintes secções: Lead-In, Vocabulary, Reading, Grammar 1, Listening, Writing, Speaking, Grammar 2 e Follow-up.
• Contém atividades variadas que vão ao encontro dos interesses dos alunos: material áudio-visual como canções, vídeos e filmes.
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Workbook 3Extensive Reading / Viewing2Student’s Book1 How to Become a Good Writer and Speaker
4 3 CD Áudio 6Teacher’s File5 e-Manual Premium (exclusivo para o Professor)7 e-Manual do Aluno8
Block
10 ten
1 So what can you remember about last year? Link the subtopics on the right to the topics that you studied in the 10th grade.
1. Young people in a new society • American English and British English
• Technology at school• Printed media• Young people and cinema• Studying abroad• The future of Englishes• Fame• Science fiction
2. The world in your hands
3. The Media − tune in
4. A world of many languages
2 Let’s start off by looking at and revising some useful vocabulary.
a. Suffixes: Add one of the suffixes in the graphic organiser to the words in the box. Then write them in the appropriate box in the graphic organiser.
dark • citizen • active • kind • parent • flexible • mother
brother • friend • nation • scarce • partner • productive • man
politeness
creativity
leadership
neighbourhood-hood
-ship
-ness
-ity
Teacher's GuideRESOURCES
e-Manual – interactive exercises
LEARNING STYLES
Visual
Linguistic
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b. Circle the odd word out and explain why.
1. rise, go up, climb, increase, decline 2. abruptly, suddenly, significant, dramatically, slightly 3. satellites, humans, location, space, cyberspace 4. series, newscast, talkshow, presenter, sitcom 5. wardrobe, chips, autumn, cookie, trousers 6. generosity, friendship, optimism, spite, enthusiasm 7. leather, suede, lycra, cotton, put on 8. local language, lingua franca, foreign language,
universal language, worldwide language
c. Form the antonyms of the words in the table below by adding one of the following prefixes: ab / anti / dis / il / im / in / ir / mis / non / un.
literate illiterate respect
real possibletrust sensitive
responsible governmental
normal climax
3 Complete the text below with an appropriate word.
eleven 11
High stress and high dramaBeep! Beep! Beep! Your alarm clock goes off at 5 a.m., and you’re lying there
1. bed catching a few more minutes of sleep after
2. to bed near midnight trying to study 3. that chemistry test you have the next day. We teenagers go through a lot. We take
on 4. much, and we end up feeling burnt out. So by the week-
end, all we want to do is sleep 5. relax. I’m 16 years old and
going to high school. High school is hard 6. as it is. I stay in school for seven hours then come home and do another two
7. three hours of homework.I have other things besides school to juggle. For example, I play
sports for my church basketball 8. and softball team. I also need my own personal time to myself or
with friends just to relax 9. a stressful day at school. Other things that I’m going through are relationships and friendships. Just the other week, my friend and I got in a
10. argument over something so dumb. And I know it’s dumb, because I can’t even remember what it
was 11. . High school is full of drama. Especially when I’m dating someone; it seems as if everyone else is in the
12. , too.
Block 0Getting started again
So who said that student life was easy?
Come on. Give us a break!
Teacher's GuideANSWER KEY
1. 1. young people and the cinema; 2. science fiction, technology at school; 3. fame; 4. the future of Englishes; studying abroad; American English and British English
2. a. hood: parenthood, motherhood, brotherhood, nationhood, manhood; ship: citizenship, friendship, partnership; ness: darkness, kindness; ity: activity, flexibility, scarcity, productivity
b. 1. decline (all the others have positive connotations); 2. significant (it is an adj. while the others are adverbs); 3. humans (all the others are concepts that are related to space − humans refer to people); 4. presenter (all the others are TV programmes); 5. cookie (all the others are in British English); 6. spite (all the others have positive connotations); 7. put on (it’s the only verb); 8. local language (all the others are on a universal scale)
c. unreal, mistrust, irresponsible, abnormal, disrespect, impossible, insensitive, non-governmental, anti-climax
3. 1. in; 2. having gone/going; 3. for; 4. too; 5. and; 6. enough/work; 7. to; 8. team/club; 9. from/after; 10. huge, terrible, awful, stupid; 11. about; 12. picture/relationship
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32 thirty-two
Block
Cultural diversitySet 2
1 How multicultural are you? Do the quiz below and find out.
1 . Bull fighting is a tradition in: a. Portugal, Spain, France, Mexico, Ecuador, Venezuela and Peru b. Portugal, Spain, France, Mexico, Ecuador, Venezuela, Peru and the Philippines
2. The largest bull fighting arena is in: a. Plaza Mexico – Mexico City b. La Maestranza in Seville
3. The following countries are historical wine lovers: a. Portugal, Spain, France and Italy b. The U.S.A., Australia, South Africa and Chile
4. The Tango originated: a. along the border of Argentina and Uruguay b. in Buenos Aires in Argentina
5. “Capoeira” is: a. a Brazilian dance b. a Brazilian martial art
6. Chocolate played a special role in: a. the Maya and Aztec culture b. the African culture
7. Machu Picchu is located in: a. Chile b. Peru
8. Kickboxing is a traditional martial art and stand up combat sport. a. Japanese b. Korean
9. Pizza was first invented in: a. Rome b. Naples
10. Naan is a typical: a. Asian dish b. Indian Bread
2 Now watch a video and see which other cultural traditions you can identify.
Teacher's GuideThe interaction pattern that has been chosen for the activity is a student-student pattern. However, it can be extended to a student-whole class interaction pattern.
RESOURCES
Power Point – Multicultural quiz
Multiculturalism – mixed nation
LEARNING STYLES
Auditory
Visual
Logical/Mathematical
ANSWER KEY
1. 1. b; 2. a; 3. a; 4. a; 5. b; 6. a; 7. b; 8. a; 9. b; 10. b
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Set 2Cultural diversity
thirty-three 33
The dress is
bored boring smashing smashed
f
1 Look at the pictures below and choose an adjective to describe the child/picture in question.
2 Did you know that these pictures are photos of the famous celebrities in the box below? Work with a partner and try to guess who is who.
“-ed” or “-ing” adjectives
The child is:
excited
exciting
interested
interesting
a The boy is:
surprised surprising intimidating intimidated
b
The baby is:
amazed amazing bored boring
c
The girl is:
amused
amusing
interested
interesting
e
The picture is:
thrilling
thrilled
interested
interesting
d
“-ed” adjectives “-ing” adjectives
Adjectives that end in “-ed” are usually used to describe people or how they feel.
Adjectives that end in “-ing” are used to describe things or situations.
Example:Celebrities are respected by their fans.
Example:The film that I watched yesterday was amazing.
Celebrities:
1. Angelina Jolie 2. Pierce Brosnan 3. Dwayne Johnson 4. Aubrey “Drake” Graham 5. Aubrey Plaza 6. Katy Perry
Teacher's GuideRESOURCES
Power Point – “ed/ing” adjectives"
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK page 11
LEARNING STYLES
Visual
Linguistic
ANSWER KEY
1. a. excited; b. surprised; c. amazed; d. interesting; e. amused; f. boring
2. 1. f; 2. b; 3. c, 4. a; 5. e; 6. d
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38 thirty-eight
The end of a multiracial marriage
Starter Oral practice 1. What do you think the pictures on this page
have in common?
2. Do you enjoy reading about celebrities’ lives? Why/why not?
3. What do you think are the advantages/disadvantages of being a celebrity?
1 Tick the topics that Seal mentions in this interview:
a. Arguing with his wife
b. His children
c. Getting a divorce
d. Wearing his ring
e. How long he’s been married to Heidi
f. Getting married again
g. How he feels towards his wife
h. Grieving over the end of his marriage
2 Listen again and fill in the gaps.
“I think we were a. , you
know, because you b. into
these things with the greatest
c. , you know, when you
say “I do” and when you say “till
d. do us part”, I
e. that, those vows hold
value, they’re not just f. .
But these things happen, you know. I
think, we’ve pretty much said
g. we feel, I think we made
it clear in the release h. ,
but you know, for the intents and
purposes of this i. , you
just grow j. after a while.”
Seal opens heart to Ellen over Heidi Klum split
Teacher's GuideRESOURCES
Audio CD1 – track 10
”Seal opens heart to Ellen”
e-Manual – interactive exercises
LEARNING STYLES
Visual
Auditory
Linguistic
ANSWER KEY
1. They both portray celebrities. 2. Personal answer. 3. Suggested answers: advantages: fame, money, exciting life style, glamour, socialising, etc. disadvantages: no privacy, scandals, media harassment, paparazzi chase, hate email, tough schedule.
1. b, d, e, g, h
2. a. shocked; b. go; c. intentions; d. death; e. mean; f. words; g. how; h. statement; i. show; j. apart
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Set 2Cultural diversity
Remember to check your work for silly mistakes!
thirty-nine 39
Biography
1 Watch a biography of Drake, the famous rapper and order the personal details given.
Academic career/professional career
Major influences: people/events
Professional evolution
People’s/the public’s reaction
2 Now think about the characteristics of biographical writing.
Characteristics Language function
• Clear• Objective/factual
writing• Clear organisation
of facts• Formal English: no
slang/abbreviations• Well planned
• … was born in… on…• At… years old• In 2009…• One of his/her greatest
achievements is…• … had a major influence
on…• He/she is currently working
on…• … was well received by
critics and fans.• With… already under his/
her belt… continues to rise.• He/she has the talent, drive
and adaptability to be…
3 Choose a celebrity that you admire, do some research on the Web and write up his/her biography in about 150-200 words.
Date and place of birth
Major educational/professional achievements
Personal/professional qualities
Future ambitions
Teacher's GuideRESOURCES
Drake’s biography
EXTRA PRACTICE
HOW TO BECOME ... page 7
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
ANSWER KEY
1. 1. Date and place of birth; 2. Academic career/professional career; 3. Major educational/profissional achievements; 4. Major influences: people/events; 5. Personal/professional qualities; 6. People’s/the public reaction; 7. Future ambitions; 8. Professional evolution
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18 eighteen
Extensive viewing | Comedy · Social drama · Romance
1 In groups have a discussion about the topic “cinema” for five minutes. Use the cues below to guide you:
a. how often you go to the cinema b. how often you watch movies at home c. the types of films you prefer d. the latest film you saw e. DVDs you’ve got at home f. your favourite actors and actresses g. Hollywood celebrities, etc.
2 Share the main ideas of your discussion with the other groups.
3 Look at the acrostic below. It contains key words about the film you are about to see. Try to guess what they mean and the connection they may have with the storyline.
Outsourced
S H O C K
C U L T U R E
E X O T I C
B U S I N E S S
R O M A N C E
C U S T O M S
O V E R S E A S
C A L L C E N T E R
A M E R I C A
I N D I A
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SUP1
1-EX
T_RE
AD
ING
© P
orto
Edi
tora
nineteen 19
Outsourced
4 The word OUTSOURCED (past participle of the verb to outsource) has several meanings according to the dictionary:
Which meaning/s do you think is/are the most plausible for the film title? Justify your answer.
5 Analyse the posters below:
/'a§t?só:s/ out·sourced, out·sourc·ing.verb (used with object)1. (of a company or organisation) to purchase (goods) or subcontract (services) from an outside
supplier or source.2. to contract out (jobs, services, etc.): a small business that outsources bookkeeping to an
accounting firm. verb (used without object)3. to obtain goods or services from an outside source: U.S. companies who outsource from China.out·sourc·ing, noun
http://www.merriam-webster.com
out·source
name of the film Outsourced
places
main characters
events
details
a. Complete the following table with information from the posters:
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Block
50 fifty
Adjectives
Use
Adjectives are: · Words that describe nouns· Invariable
1 Put the adjectives in brackets in the correct order.
a. Jane bought a (chair / wooden / antique / valuable) chair.
b. He made a (round / delicious / chocolate / big) cake.
c. Joan wore the (funky / strangest / reddish / party) hat I’ve ever seen.
d. I dream of owning a (modern / red / sports / Italian) car one day.
e. She now has an (curly / blonde / short / fashionable) hairstyle.
f. I’m reading a (interesting / long / strange / historical) book on the Egyptians.
g. Do you watch those (American / old / crazy) sitcoms on cable TV?
h. I’m thinking of wearing my (velvet / long / blue / shiny) dress to the party.
2 Interview a partner and find out what their favourite possessions look/are like.
Position of adjectives:
· Before the noun they are describing· After the following verbs: be, look, sound, feel, smell, appear
EXAMPLE: pet − Joe’s favourite pet is a tallish English hunting dog called a greyhound.
a. T-shirt:
b. electronic equipment:
c. book:
d. film:
When there is more than one adjective then they are placed in the following order:
a/anthe
opinion size age shape colour origin material purpose noun
a beautiful red straw hat
fantastic new brown leather bag
a small round Japanese soup bowl
Teacher's GuideRESOURCES
PowerPoint – Adjectives (word order)
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK pages 16-17
LEARNING STYLES
Visual
Logical/Mathematical
Linguistic
Interpersonal
ANSWER KEY
1. a. Jane bought a valuable antique wooden chair. b. He made a delicious big round chocolate cake. c. Joan wore the strangest funky reddish party hat I’ve ever seen. d. I dream of owning a modern red Italian sports car one day. e. She now has a fashionable short curly blonde hairstyle. f. I’m reading a strange interesting long historical book on the Egyptians. g. Do you watch those crazy old American sitcoms on cable TV? h. I’m thinking of wearing my long shiny blue velvet dress to the party.
2. Personal answer.
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fifty-one 51
1 Look through set 3 and jot down ten words that you like and are related to the topics of tolerance and discrimination.
Word My sentence
E.g. tolerance · To fight racism we need to show tolerance.
a. ·
b. ·
c. ·
d. ·
e. ·
f. ·
g. ·
h. ·
i. ·
2 Write a sentence with each of the words you have chosen in the table above. Underline the word in each sentence.
3 Go online to http://hotpot.uvic.ca and download the hotpotatoes programme on to your computer. Then choose a type of exercise that you like and prepare a vocabulary exercise for your classmates with the words in the table above.
Hotpotatoes and Jing
4 Make your own hotpotatoes tutorial to help your classmates use this tool. You can use Jing (http://www.techsmith.com/jing.html) to record the screen of your computer. If you want to share your tutorial with the world, why not upload it onto YouTube?
Tool YouTube tutorial
JClose: allows you to prepare a gap fill exercise
http://www.youtube.com/watch?v=FQCsMXRPwFo
JMatch: allows you to prepare a matching exercise
http://www.youtube.com/watch?v=UnvW3RO4IlA
JQuiz: allows you to create a quiz (e.g. multiple-choice)
http://www.youtube.com/watch?v=35YBIt8Lj_s
JCross: allows you to create a crossword
http://www.youtube.com/watch?v=zepH2lbdrGM
JMix: allows you to order words to write a sentence
Set 3Cultural intolerance
Teacher's GuideThese exercises have been designed to teach students English along with technology. However, they can all be done in a traditional paper format without the aid of technological learning tools.
RESOURCES
Sites to help students with hotpotatoes
Hotpotatoes software: http://hotpot.uvic.ca Jing software: www.techsmith.com/jing.html
Hotpotatoes tutorials: JClose, JMatch, JQuiz, JCross, JMix
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
21st Century skills
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2 Complete the gaps with the appropriate phrasal verb do in the right form and tense. Remember to add the object if the phrasal verb is transitive. a. How could you the Internet for so long? I wouldn’t be able to survive. b. Nobody wants bullying back at school. We for good, I hope. c. Our project has been delayed. We could well some extra time. d. She gave us the wrong information which misled us and applying for
the course. e. Children can’t TV nowadays. They are always glued to the box. f. I thought people religious fanatism, but I was wrong.
3 Match the phrasal verb make on the left with each meaning on the right.
Expressing result
4 Rewrite the sentences without changing their meaning and using the phrasal verb make.
a. Peter compensated Mary for his inappropriate behaviour and they are going to get married.
b. I didn’t understand the letter you sent me. Your handwriting is illegible.
1 Rewrite the following sentences with the word(s) provided without changing their meaning. a. They asked for help because the accident was serious and the car was smashed.
(so) b. They argued for hours, which caused a certain embarrassment at the meeting.
(consequently) c. Tennis requires a lot of training; that’s why I’m not so good at it.
(so... that) d. She’s a nasty and rude girl and her classmates dislike her.
(such) e. She hasn’t called me, that’s why I’m not going to the station.
(therefore) f. They bought too many gadgets so they got broke.
(as a result)
42 forty-two
Block
Phrasal verb: make Meaning
a. make for 1. think/understand
b. make of 2. compensate for
c. make off 3. be nice to get something
d. make up for 4. move in the direction of
e. make up to 5. leave in a hurry
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A What are the qualities and attitudes you most value in your favourite celebrity/ies, music star/s, sportsman/men, etc.? (Write no more than 40 words.)
Reading comprehension
SELF-CHECK
forty-three 43
ENCOUNTER WITH BASEBALL STAR PEDRO MARTINEZ
1 In America’s intense media scrutiny, people get caught up with their favorite TV stars and sports figures. Sometimes these figures are
viewed as somehow superhuman, as if they do not possess any faults. If people ever get the chance to meet one of their idols, however, a whole new opinion may be formed. This is what happened to me when I had the opportunity of a lifetime: to meet one of my favorite baseball players, Pedro Martinez.
2 As we sat in the stands with Pedro, I noticed how easygoing he was. A smile never left his face. The fearsome pitcher who takes the mound every five days is not the real Pedro Martinez, he’s the ordinary 28-year-old guy standing next to me joking about
the Yankees coming to Boston. “You know, I beat them, and they beat me,” he chuckled.
3 Pedro gave excellent answers to our questions, but one struck me more than all the others. When I asked how he comes back to face the next batter after giving up a home-run, he said that both pitcher and batter have a job to do, and sometimes the
pitcher does the best he can, but the batter does a better job. Nobody can get mad, only deal with it.
4 The answer was profound and really affected me. It was an attitude that could apply to everything in life. Everyone fails at some point. Pedro’s attitude toward pitching is the right attitude. We must always do our best. No one is perfect, even if they can
throw 95 miles-an-hour. And we cannot let ourselves go down if we do our best and still fail. We must take satisfaction in the job we do, because just like the batters, the variables that control us sometimes do a better job than we do.
5 As I walked away from Fenway that night, I had a different attitude. I saw that Pedro Martinez was just like the rest of the people in the stadium that night. He succeeded, but he also failed sometimes. And if I took anything away, it was that although I cannot
throw a cut fast ball at 95 mph or throw a twelve to six curve ball, I am not that different from Pedro; none of us are. And what Pedro applies to baseball, we can apply to our lives. I learned that I should never be discouraged if I tried my hardest. Failure happens to everyone.
Source: Teen Ink
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The world of work
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On page 197 of your student’s book you are asked to continue the story by writing the description (150-200 words) of what the environment used to look like in the height of all her youth and glory and what caused her decay. Use the frame text below to help you.
Set 1 · Writing a Description
Oh, how time can be cruel. I never used to
. Actually, when I really
think about it, I was really different: my fields used to be
and my rivers, well
what can I say except that they were a sight to see. Let me explain a
little better. They
.
The air that used to light up my days and nights used to
.
And the animals, flowers and trees that used to decorate
.
Sometimes, you could even see a
or an .
I suppose that if I had had a human form you could have described
me as being
.
Ah! How I miss those days… How I wish that I could still
and that you could
instead of .
GOOD VERBS TO USE: light up, embellish, flourish, smell, feel, look like, adorn, glide, graze (in the fields), inspire, sustain, support, provide for…
Metaphors to describe beauty:
· Beautiful like the golden sun over the rolling hills· As beautiful as gold· Beautiful like the frosting on a cake· Like a spring flower blossoming after the rain
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Card 1: Interviewer Card
Find out about:
1. Personal details: name, age, place of
residence, marital status.
2. Give details about the job:
• Part-time job
• Flexible working hours
• Tasks: prepare food / work at the till /
serve customers / clean up / wash dishes
3. Ask about:
• Previous work experience? Reference
you can call?
• Reasons for applying for the job – why?
• Which position they are interested in?
4. Ask about their best and worst qualities.
5. Thank them for coming + warn that you’ll
give an answer by next Tuesday.
Card 2: Interviewee CardAnswer questions about:1. Personal details: name, age, place of
residence, marital status.2. Ask more details about the job: • Part-time job – what is the pay per hour? • Flexible working hours – when?
Weekdays or weekends? From what time to what time exactly?
• Tasks: do you get training? Can you choose?
3. Give details about: • Previous work experience? (Working as
a cashier in a local supermarket – LIDL) Give name of a reference – boss/manager at your previous job. (Mrs Barroso/ Mr Santos)
• Give reasons for applying for the job – To earn extra pocket money…
• Say which position you’re interested in?4. Talk about your best and worst qualities:
hardworking; dedicated; social person; bit of a perfectionist; sometimes a bit too persistent (never give up)…
5. Ask when you’ll know the answer by.6. Say that it has been a pleasure and say
you are available to give more details.
Set 4 · A Job Interview
On page 115 of your student’s book you are asked to role-play an interview for a part-time job at a famous fast food chain called Subway.
Use the following speaking cards to help you.
44 forty-four
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I got fired by Accounting for fabricating my entire work and education history.
48 forty-eight
2 Look at the cartoon below and explain its message, in terms of the qualities that we should have to succeed in the market place nowadays.
Activity A
1 Match the expressions in column B with their corresponding functions in column A. Write only the letters and numbers.
The World of Work
Your final task is to write an opinion text about: the importance of getting a part-time job nowadays. Activities A and B will provide you with input for activity C.
Column A Column B
a. giving an opinionb. giving examplesc. justifying a(n)
fact/opiniond. summarising/
concluding
1. Many people believe that2. On balance3. It is said that4. All in all5. The reason I say this is that6. As far as I’m concerned7. This example can be illustrated by the fact that8. On the whole9. In conclusion10. In my view11. Such as
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I immediately got rehired by the Marketing Department!
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3 Complete the following text about job interviews with seven words from the box below. Use each word/expression only once. Write only the letters and numbers.
Why Should We Hire You?“Why should we hire you?” is another common interview question that can take you down the wrong road a. you’ve done some thinking b. of time. This question is purely about selling yourself in the interview. Think of yourself as the c. . Why should the customer “buy” you?The Wrong TrackSpencer answers by d. , “Because I need and want a job.” That’s nice, but the bottom line here is, “What can you do for us?”Mariana says, “I’m a hard worker and e. want to work for this company.” The majority of people think of themselves as hard workers − and why this company?The Right TrackTom’s answer to this question is, “Because I’m a good fit for the position.” Getting f. to the right answer, but give us more details, please.Sharon answers, “I have what it takes to solve problems and do the job.” This is the g. answer so far. Expand on this, and you’ve got it.
By Carole Martin, Monster Contributing Writer
1. product 2. warmer 3. saying 4. best 5. so6. because 7. ahead 8. if 9. unless 10. really11. telling
4 Complete each of the sentences below with a suitable compound word formed by joining one word from column A to another from column B. Three of the words in column B do not apply. An example is provided. Use each word only once. Write only the letters and corresponding answers.
a. Last summer I got a job as a babysitter looking after children.
b. I’m having trouble working and studying at the same time. The is really heavy.
c. I’m a good candidate for the job because I have experience in this line of work.
d. In my opinion, work satisfaction is a bit . I think the pay is more important.
e. Look! In the classifieds section they are looking for a for this company. Why don’t you apply?
Column A Column B
workbabyfirstoversales
onesitterloadhandmentratedmanist
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The importance and benefits of diversityStarter Can you find diversity in your classroom? How does this make you feel?
1 Read each paragraph of the text and answer the question beneath it and then the questions that follow.
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A diverse organization
is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give them
insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organisation or community. A diverse
organization is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give
them insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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My immigration story
1 Listen to the CD and decide whether the following statements are true or false. Correct the false ones.
a. Rene has been living in the States for a decade. b. His father emigrated to the States before the rest of the family. c. His wife and children joined him later although they had a better lifestyle in Mexico. d. His mother found work in a food processing factory. e. His siblings have all been able to study and get a high school diploma.
2 Listen to Part 2. Replace the wrong words with the right ones. Correct the “wrong” words in bold.
3 Answer the following questions.
a. Why does Rene feel grateful to his siblings? b. Is he thoroughly happy in the US? Support your answer. c. What does he fear the most?
I have never felt like an “American”. To me a. knowing an American means having freedom.
Freedom to be b. someone you work hard for and always having a fair c. opportunity and
not being held back by your race, d. sender or sexuality.
In my case, it’s my illegal e. creed that keeps me down and unable to better my life. I have
never been in any f. fate with law enforcement but have g. sometimes feared that at any
moment someone in my family can be separated and sent h. predicament to a country that
doesn’t feel like home.
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Teacher’s FileUm manancial de recursos extra para o professor:
• Planificações anuais, planos de aula e orientações metodológicas.
• Teste de avaliação formativa, testes intermédios, exam-like tests, speaking tests com respetivas matrizes e grelhas de avaliação.
• Fichas de atividades alternativas.
• Soluções e guiões áudio.
5• No fim de cada block, apresentam-se dois tipos de testes: um tradicional (Self-Check) e um tipo-exame (Exam-Like Test).
How to Become a Good Writer and Speaker• Destinado a mixed ability classrooms.
• Fichas para os 4 blocks do manual que complementam as rubricas de Speaking e Writing no manual de forma a promover a autonomia e o sucesso de cada aluno relativamente às competências de Speaking e Writing.
4 3 CD Áudio• Contém todas as atividades de listening do manual,
do Workbook e dos testes de listening do Teacher’s File.
e-Manual PremiumO e-Manual Premium é a versão digital do manual para projeção na sala de aula. Contém centenas de recursos interativos sem precisar de aceder à Internet e inúmeros recursos digitais em contexto:
• Ficheiros editáveis em Word® (planificações, testes, grelhas e fichas de atividades)
• Dictations
• Vídeos
• Apresentações em PowerPoint® para exercitação de conteúdos
O acesso à versão definitiva do e-Manual Premium é exclusivo do Professor adotante e estará disponível a partir de setembro de 2014.
e-Manual do AlunoO acesso ao e-Manual do Aluno é disponibilizado, gratuitamente, na compra do manual em papel, no ano letivo 2014-2015, e poderá ser adquirido autonomamente através da Internet.
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Extensive Reading / Viewing• Diversidade de propostas de leitura (mixed ability classes).
• Dividido em duas partes: Extensive Reading e Extensive Viewing.
• Extensive Reading – dois tipos de leitura extensiva: homepage de um projeto e uma história baseada na vida real.
• Extensive Viewing – didatização de três filmes.
2
Workbook• Complementa e consolida as aprendizagens focalizadas
no Student’s Book, dando especial ênfase à interpretação textual e auditiva, à revisão do vocabulário e da gramática.
• Cada block está dividido em 4 secções: Reading, Listening, Vocabulary e Grammar.
3• Cada secção apresenta, na banda lateral, remissões
essenciais para os elementos complementares do projeto assim como um mini plano/guia de aula para o professor.
Student’s BookInclui Glossary
• Organizado de acordo com o Programa de Inglês 11.° Ano Nível de Continuação, apresenta material atual, diversificado e facilitador do estudo, propondo tarefas interessantes e criativas que desenvolvem as 21st century skills e o pensamento criativo a nível individual e em grupo, não só para prática na aula, mas também em casa.
• Está dividido em 0 + 4 blocks, subdivididos em 5 sets – subunidades temáticas decorrentes do tópico central.
• O block 0 tem como objetivo ser diagnóstico e detetor de lacunas das aprendizagens anteriores. Pretende, ainda, reativar conhecimentos adquiridos pelo aluno nos anos anteriores.
1Nos restantes blocks – 1, 2, 3 e 4 – cada set apresenta as seguintes secções: Lead-In, Vocabulary, Reading, Grammar 1, Listening, Writing, Speaking, Grammar 2 e Follow-up.
• Contém atividades variadas que vão ao encontro dos interesses dos alunos: material áudio-visual como canções, vídeos e filmes.
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Workbook 3Extensive Reading / Viewing2Student’s Book1 How to Become a Good Writer and Speaker
4 3 CD Áudio 6Teacher’s File5 e-Manual Premium (exclusivo para o Professor)7 e-Manual do Aluno8
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10 ten
1 So what can you remember about last year? Link the subtopics on the right to the topics that you studied in the 10th grade.
1. Young people in a new society • American English and British English
• Technology at school• Printed media• Young people and cinema• Studying abroad• The future of Englishes• Fame• Science fiction
2. The world in your hands
3. The Media − tune in
4. A world of many languages
2 Let’s start off by looking at and revising some useful vocabulary.
a. Suffixes: Add one of the suffixes in the graphic organiser to the words in the box. Then write them in the appropriate box in the graphic organiser.
dark • citizen • active • kind • parent • flexible • mother
brother • friend • nation • scarce • partner • productive • man
politeness
creativity
leadership
neighbourhood-hood
-ship
-ness
-ity
Teacher's GuideRESOURCES
e-Manual – interactive exercises
LEARNING STYLES
Visual
Linguistic
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b. Circle the odd word out and explain why.
1. rise, go up, climb, increase, decline 2. abruptly, suddenly, significant, dramatically, slightly 3. satellites, humans, location, space, cyberspace 4. series, newscast, talkshow, presenter, sitcom 5. wardrobe, chips, autumn, cookie, trousers 6. generosity, friendship, optimism, spite, enthusiasm 7. leather, suede, lycra, cotton, put on 8. local language, lingua franca, foreign language,
universal language, worldwide language
c. Form the antonyms of the words in the table below by adding one of the following prefixes: ab / anti / dis / il / im / in / ir / mis / non / un.
literate illiterate respect
real possibletrust sensitive
responsible governmental
normal climax
3 Complete the text below with an appropriate word.
eleven 11
High stress and high dramaBeep! Beep! Beep! Your alarm clock goes off at 5 a.m., and you’re lying there
1. bed catching a few more minutes of sleep after
2. to bed near midnight trying to study 3. that chemistry test you have the next day. We teenagers go through a lot. We take
on 4. much, and we end up feeling burnt out. So by the week-
end, all we want to do is sleep 5. relax. I’m 16 years old and
going to high school. High school is hard 6. as it is. I stay in school for seven hours then come home and do another two
7. three hours of homework.I have other things besides school to juggle. For example, I play
sports for my church basketball 8. and softball team. I also need my own personal time to myself or
with friends just to relax 9. a stressful day at school. Other things that I’m going through are relationships and friendships. Just the other week, my friend and I got in a
10. argument over something so dumb. And I know it’s dumb, because I can’t even remember what it
was 11. . High school is full of drama. Especially when I’m dating someone; it seems as if everyone else is in the
12. , too.
Block 0Getting started again
So who said that student life was easy?
Come on. Give us a break!
Teacher's GuideANSWER KEY
1. 1. young people and the cinema; 2. science fiction, technology at school; 3. fame; 4. the future of Englishes; studying abroad; American English and British English
2. a. hood: parenthood, motherhood, brotherhood, nationhood, manhood; ship: citizenship, friendship, partnership; ness: darkness, kindness; ity: activity, flexibility, scarcity, productivity
b. 1. decline (all the others have positive connotations); 2. significant (it is an adj. while the others are adverbs); 3. humans (all the others are concepts that are related to space − humans refer to people); 4. presenter (all the others are TV programmes); 5. cookie (all the others are in British English); 6. spite (all the others have positive connotations); 7. put on (it’s the only verb); 8. local language (all the others are on a universal scale)
c. unreal, mistrust, irresponsible, abnormal, disrespect, impossible, insensitive, non-governmental, anti-climax
3. 1. in; 2. having gone/going; 3. for; 4. too; 5. and; 6. enough/work; 7. to; 8. team/club; 9. from/after; 10. huge, terrible, awful, stupid; 11. about; 12. picture/relationship
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32 thirty-two
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Cultural diversitySet 2
1 How multicultural are you? Do the quiz below and find out.
1 . Bull fighting is a tradition in: a. Portugal, Spain, France, Mexico, Ecuador, Venezuela and Peru b. Portugal, Spain, France, Mexico, Ecuador, Venezuela, Peru and the Philippines
2. The largest bull fighting arena is in: a. Plaza Mexico – Mexico City b. La Maestranza in Seville
3. The following countries are historical wine lovers: a. Portugal, Spain, France and Italy b. The U.S.A., Australia, South Africa and Chile
4. The Tango originated: a. along the border of Argentina and Uruguay b. in Buenos Aires in Argentina
5. “Capoeira” is: a. a Brazilian dance b. a Brazilian martial art
6. Chocolate played a special role in: a. the Maya and Aztec culture b. the African culture
7. Machu Picchu is located in: a. Chile b. Peru
8. Kickboxing is a traditional martial art and stand up combat sport. a. Japanese b. Korean
9. Pizza was first invented in: a. Rome b. Naples
10. Naan is a typical: a. Asian dish b. Indian Bread
2 Now watch a video and see which other cultural traditions you can identify.
Teacher's GuideThe interaction pattern that has been chosen for the activity is a student-student pattern. However, it can be extended to a student-whole class interaction pattern.
RESOURCES
Power Point – Multicultural quiz
Multiculturalism – mixed nation
LEARNING STYLES
Auditory
Visual
Logical/Mathematical
ANSWER KEY
1. 1. b; 2. a; 3. a; 4. a; 5. b; 6. a; 7. b; 8. a; 9. b; 10. b
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Set 2Cultural diversity
thirty-three 33
The dress is
bored boring smashing smashed
f
1 Look at the pictures below and choose an adjective to describe the child/picture in question.
2 Did you know that these pictures are photos of the famous celebrities in the box below? Work with a partner and try to guess who is who.
“-ed” or “-ing” adjectives
The child is:
excited
exciting
interested
interesting
a The boy is:
surprised surprising intimidating intimidated
b
The baby is:
amazed amazing bored boring
c
The girl is:
amused
amusing
interested
interesting
e
The picture is:
thrilling
thrilled
interested
interesting
d
“-ed” adjectives “-ing” adjectives
Adjectives that end in “-ed” are usually used to describe people or how they feel.
Adjectives that end in “-ing” are used to describe things or situations.
Example:Celebrities are respected by their fans.
Example:The film that I watched yesterday was amazing.
Celebrities:
1. Angelina Jolie 2. Pierce Brosnan 3. Dwayne Johnson 4. Aubrey “Drake” Graham 5. Aubrey Plaza 6. Katy Perry
Teacher's GuideRESOURCES
Power Point – “ed/ing” adjectives"
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK page 11
LEARNING STYLES
Visual
Linguistic
ANSWER KEY
1. a. excited; b. surprised; c. amazed; d. interesting; e. amused; f. boring
2. 1. f; 2. b; 3. c, 4. a; 5. e; 6. d
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The end of a multiracial marriage
Starter Oral practice 1. What do you think the pictures on this page
have in common?
2. Do you enjoy reading about celebrities’ lives? Why/why not?
3. What do you think are the advantages/disadvantages of being a celebrity?
1 Tick the topics that Seal mentions in this interview:
a. Arguing with his wife
b. His children
c. Getting a divorce
d. Wearing his ring
e. How long he’s been married to Heidi
f. Getting married again
g. How he feels towards his wife
h. Grieving over the end of his marriage
2 Listen again and fill in the gaps.
“I think we were a. , you
know, because you b. into
these things with the greatest
c. , you know, when you
say “I do” and when you say “till
d. do us part”, I
e. that, those vows hold
value, they’re not just f. .
But these things happen, you know. I
think, we’ve pretty much said
g. we feel, I think we made
it clear in the release h. ,
but you know, for the intents and
purposes of this i. , you
just grow j. after a while.”
Seal opens heart to Ellen over Heidi Klum split
Teacher's GuideRESOURCES
Audio CD1 – track 10
”Seal opens heart to Ellen”
e-Manual – interactive exercises
LEARNING STYLES
Visual
Auditory
Linguistic
ANSWER KEY
1. They both portray celebrities. 2. Personal answer. 3. Suggested answers: advantages: fame, money, exciting life style, glamour, socialising, etc. disadvantages: no privacy, scandals, media harassment, paparazzi chase, hate email, tough schedule.
1. b, d, e, g, h
2. a. shocked; b. go; c. intentions; d. death; e. mean; f. words; g. how; h. statement; i. show; j. apart
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Set 2Cultural diversity
Remember to check your work for silly mistakes!
thirty-nine 39
Biography
1 Watch a biography of Drake, the famous rapper and order the personal details given.
Academic career/professional career
Major influences: people/events
Professional evolution
People’s/the public’s reaction
2 Now think about the characteristics of biographical writing.
Characteristics Language function
• Clear• Objective/factual
writing• Clear organisation
of facts• Formal English: no
slang/abbreviations• Well planned
• … was born in… on…• At… years old• In 2009…• One of his/her greatest
achievements is…• … had a major influence
on…• He/she is currently working
on…• … was well received by
critics and fans.• With… already under his/
her belt… continues to rise.• He/she has the talent, drive
and adaptability to be…
3 Choose a celebrity that you admire, do some research on the Web and write up his/her biography in about 150-200 words.
Date and place of birth
Major educational/professional achievements
Personal/professional qualities
Future ambitions
Teacher's GuideRESOURCES
Drake’s biography
EXTRA PRACTICE
HOW TO BECOME ... page 7
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
ANSWER KEY
1. 1. Date and place of birth; 2. Academic career/professional career; 3. Major educational/profissional achievements; 4. Major influences: people/events; 5. Personal/professional qualities; 6. People’s/the public reaction; 7. Future ambitions; 8. Professional evolution
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18 eighteen
Extensive viewing | Comedy · Social drama · Romance
1 In groups have a discussion about the topic “cinema” for five minutes. Use the cues below to guide you:
a. how often you go to the cinema b. how often you watch movies at home c. the types of films you prefer d. the latest film you saw e. DVDs you’ve got at home f. your favourite actors and actresses g. Hollywood celebrities, etc.
2 Share the main ideas of your discussion with the other groups.
3 Look at the acrostic below. It contains key words about the film you are about to see. Try to guess what they mean and the connection they may have with the storyline.
Outsourced
S H O C K
C U L T U R E
E X O T I C
B U S I N E S S
R O M A N C E
C U S T O M S
O V E R S E A S
C A L L C E N T E R
A M E R I C A
I N D I A
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nineteen 19
Outsourced
4 The word OUTSOURCED (past participle of the verb to outsource) has several meanings according to the dictionary:
Which meaning/s do you think is/are the most plausible for the film title? Justify your answer.
5 Analyse the posters below:
/'a§t?só:s/ out·sourced, out·sourc·ing.verb (used with object)1. (of a company or organisation) to purchase (goods) or subcontract (services) from an outside
supplier or source.2. to contract out (jobs, services, etc.): a small business that outsources bookkeeping to an
accounting firm. verb (used without object)3. to obtain goods or services from an outside source: U.S. companies who outsource from China.out·sourc·ing, noun
http://www.merriam-webster.com
out·source
name of the film Outsourced
places
main characters
events
details
a. Complete the following table with information from the posters:
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Adjectives
Use
Adjectives are: · Words that describe nouns· Invariable
1 Put the adjectives in brackets in the correct order.
a. Jane bought a (chair / wooden / antique / valuable) chair.
b. He made a (round / delicious / chocolate / big) cake.
c. Joan wore the (funky / strangest / reddish / party) hat I’ve ever seen.
d. I dream of owning a (modern / red / sports / Italian) car one day.
e. She now has an (curly / blonde / short / fashionable) hairstyle.
f. I’m reading a (interesting / long / strange / historical) book on the Egyptians.
g. Do you watch those (American / old / crazy) sitcoms on cable TV?
h. I’m thinking of wearing my (velvet / long / blue / shiny) dress to the party.
2 Interview a partner and find out what their favourite possessions look/are like.
Position of adjectives:
· Before the noun they are describing· After the following verbs: be, look, sound, feel, smell, appear
EXAMPLE: pet − Joe’s favourite pet is a tallish English hunting dog called a greyhound.
a. T-shirt:
b. electronic equipment:
c. book:
d. film:
When there is more than one adjective then they are placed in the following order:
a/anthe
opinion size age shape colour origin material purpose noun
a beautiful red straw hat
fantastic new brown leather bag
a small round Japanese soup bowl
Teacher's GuideRESOURCES
PowerPoint – Adjectives (word order)
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK pages 16-17
LEARNING STYLES
Visual
Logical/Mathematical
Linguistic
Interpersonal
ANSWER KEY
1. a. Jane bought a valuable antique wooden chair. b. He made a delicious big round chocolate cake. c. Joan wore the strangest funky reddish party hat I’ve ever seen. d. I dream of owning a modern red Italian sports car one day. e. She now has a fashionable short curly blonde hairstyle. f. I’m reading a strange interesting long historical book on the Egyptians. g. Do you watch those crazy old American sitcoms on cable TV? h. I’m thinking of wearing my long shiny blue velvet dress to the party.
2. Personal answer.
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1 Look through set 3 and jot down ten words that you like and are related to the topics of tolerance and discrimination.
Word My sentence
E.g. tolerance · To fight racism we need to show tolerance.
a. ·
b. ·
c. ·
d. ·
e. ·
f. ·
g. ·
h. ·
i. ·
2 Write a sentence with each of the words you have chosen in the table above. Underline the word in each sentence.
3 Go online to http://hotpot.uvic.ca and download the hotpotatoes programme on to your computer. Then choose a type of exercise that you like and prepare a vocabulary exercise for your classmates with the words in the table above.
Hotpotatoes and Jing
4 Make your own hotpotatoes tutorial to help your classmates use this tool. You can use Jing (http://www.techsmith.com/jing.html) to record the screen of your computer. If you want to share your tutorial with the world, why not upload it onto YouTube?
Tool YouTube tutorial
JClose: allows you to prepare a gap fill exercise
http://www.youtube.com/watch?v=FQCsMXRPwFo
JMatch: allows you to prepare a matching exercise
http://www.youtube.com/watch?v=UnvW3RO4IlA
JQuiz: allows you to create a quiz (e.g. multiple-choice)
http://www.youtube.com/watch?v=35YBIt8Lj_s
JCross: allows you to create a crossword
http://www.youtube.com/watch?v=zepH2lbdrGM
JMix: allows you to order words to write a sentence
Set 3Cultural intolerance
Teacher's GuideThese exercises have been designed to teach students English along with technology. However, they can all be done in a traditional paper format without the aid of technological learning tools.
RESOURCES
Sites to help students with hotpotatoes
Hotpotatoes software: http://hotpot.uvic.ca Jing software: www.techsmith.com/jing.html
Hotpotatoes tutorials: JClose, JMatch, JQuiz, JCross, JMix
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
21st Century skills
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2 Complete the gaps with the appropriate phrasal verb do in the right form and tense. Remember to add the object if the phrasal verb is transitive. a. How could you the Internet for so long? I wouldn’t be able to survive. b. Nobody wants bullying back at school. We for good, I hope. c. Our project has been delayed. We could well some extra time. d. She gave us the wrong information which misled us and applying for
the course. e. Children can’t TV nowadays. They are always glued to the box. f. I thought people religious fanatism, but I was wrong.
3 Match the phrasal verb make on the left with each meaning on the right.
Expressing result
4 Rewrite the sentences without changing their meaning and using the phrasal verb make.
a. Peter compensated Mary for his inappropriate behaviour and they are going to get married.
b. I didn’t understand the letter you sent me. Your handwriting is illegible.
1 Rewrite the following sentences with the word(s) provided without changing their meaning. a. They asked for help because the accident was serious and the car was smashed.
(so) b. They argued for hours, which caused a certain embarrassment at the meeting.
(consequently) c. Tennis requires a lot of training; that’s why I’m not so good at it.
(so... that) d. She’s a nasty and rude girl and her classmates dislike her.
(such) e. She hasn’t called me, that’s why I’m not going to the station.
(therefore) f. They bought too many gadgets so they got broke.
(as a result)
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Phrasal verb: make Meaning
a. make for 1. think/understand
b. make of 2. compensate for
c. make off 3. be nice to get something
d. make up for 4. move in the direction of
e. make up to 5. leave in a hurry
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A What are the qualities and attitudes you most value in your favourite celebrity/ies, music star/s, sportsman/men, etc.? (Write no more than 40 words.)
Reading comprehension
SELF-CHECK
forty-three 43
ENCOUNTER WITH BASEBALL STAR PEDRO MARTINEZ
1 In America’s intense media scrutiny, people get caught up with their favorite TV stars and sports figures. Sometimes these figures are
viewed as somehow superhuman, as if they do not possess any faults. If people ever get the chance to meet one of their idols, however, a whole new opinion may be formed. This is what happened to me when I had the opportunity of a lifetime: to meet one of my favorite baseball players, Pedro Martinez.
2 As we sat in the stands with Pedro, I noticed how easygoing he was. A smile never left his face. The fearsome pitcher who takes the mound every five days is not the real Pedro Martinez, he’s the ordinary 28-year-old guy standing next to me joking about
the Yankees coming to Boston. “You know, I beat them, and they beat me,” he chuckled.
3 Pedro gave excellent answers to our questions, but one struck me more than all the others. When I asked how he comes back to face the next batter after giving up a home-run, he said that both pitcher and batter have a job to do, and sometimes the
pitcher does the best he can, but the batter does a better job. Nobody can get mad, only deal with it.
4 The answer was profound and really affected me. It was an attitude that could apply to everything in life. Everyone fails at some point. Pedro’s attitude toward pitching is the right attitude. We must always do our best. No one is perfect, even if they can
throw 95 miles-an-hour. And we cannot let ourselves go down if we do our best and still fail. We must take satisfaction in the job we do, because just like the batters, the variables that control us sometimes do a better job than we do.
5 As I walked away from Fenway that night, I had a different attitude. I saw that Pedro Martinez was just like the rest of the people in the stadium that night. He succeeded, but he also failed sometimes. And if I took anything away, it was that although I cannot
throw a cut fast ball at 95 mph or throw a twelve to six curve ball, I am not that different from Pedro; none of us are. And what Pedro applies to baseball, we can apply to our lives. I learned that I should never be discouraged if I tried my hardest. Failure happens to everyone.
Source: Teen Ink
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20
25
(15 marks)
The world of work
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On page 197 of your student’s book you are asked to continue the story by writing the description (150-200 words) of what the environment used to look like in the height of all her youth and glory and what caused her decay. Use the frame text below to help you.
Set 1 · Writing a Description
Oh, how time can be cruel. I never used to
. Actually, when I really
think about it, I was really different: my fields used to be
and my rivers, well
what can I say except that they were a sight to see. Let me explain a
little better. They
.
The air that used to light up my days and nights used to
.
And the animals, flowers and trees that used to decorate
.
Sometimes, you could even see a
or an .
I suppose that if I had had a human form you could have described
me as being
.
Ah! How I miss those days… How I wish that I could still
and that you could
instead of .
GOOD VERBS TO USE: light up, embellish, flourish, smell, feel, look like, adorn, glide, graze (in the fields), inspire, sustain, support, provide for…
Metaphors to describe beauty:
· Beautiful like the golden sun over the rolling hills· As beautiful as gold· Beautiful like the frosting on a cake· Like a spring flower blossoming after the rain
twenty-one 21
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Card 1: Interviewer Card
Find out about:
1. Personal details: name, age, place of
residence, marital status.
2. Give details about the job:
• Part-time job
• Flexible working hours
• Tasks: prepare food / work at the till /
serve customers / clean up / wash dishes
3. Ask about:
• Previous work experience? Reference
you can call?
• Reasons for applying for the job – why?
• Which position they are interested in?
4. Ask about their best and worst qualities.
5. Thank them for coming + warn that you’ll
give an answer by next Tuesday.
Card 2: Interviewee CardAnswer questions about:1. Personal details: name, age, place of
residence, marital status.2. Ask more details about the job: • Part-time job – what is the pay per hour? • Flexible working hours – when?
Weekdays or weekends? From what time to what time exactly?
• Tasks: do you get training? Can you choose?
3. Give details about: • Previous work experience? (Working as
a cashier in a local supermarket – LIDL) Give name of a reference – boss/manager at your previous job. (Mrs Barroso/ Mr Santos)
• Give reasons for applying for the job – To earn extra pocket money…
• Say which position you’re interested in?4. Talk about your best and worst qualities:
hardworking; dedicated; social person; bit of a perfectionist; sometimes a bit too persistent (never give up)…
5. Ask when you’ll know the answer by.6. Say that it has been a pleasure and say
you are available to give more details.
Set 4 · A Job Interview
On page 115 of your student’s book you are asked to role-play an interview for a part-time job at a famous fast food chain called Subway.
Use the following speaking cards to help you.
44 forty-four
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I got fired by Accounting for fabricating my entire work and education history.
48 forty-eight
2 Look at the cartoon below and explain its message, in terms of the qualities that we should have to succeed in the market place nowadays.
Activity A
1 Match the expressions in column B with their corresponding functions in column A. Write only the letters and numbers.
The World of Work
Your final task is to write an opinion text about: the importance of getting a part-time job nowadays. Activities A and B will provide you with input for activity C.
Column A Column B
a. giving an opinionb. giving examplesc. justifying a(n)
fact/opiniond. summarising/
concluding
1. Many people believe that2. On balance3. It is said that4. All in all5. The reason I say this is that6. As far as I’m concerned7. This example can be illustrated by the fact that8. On the whole9. In conclusion10. In my view11. Such as
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I immediately got rehired by the Marketing Department!
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3 Complete the following text about job interviews with seven words from the box below. Use each word/expression only once. Write only the letters and numbers.
Why Should We Hire You?“Why should we hire you?” is another common interview question that can take you down the wrong road a. you’ve done some thinking b. of time. This question is purely about selling yourself in the interview. Think of yourself as the c. . Why should the customer “buy” you?The Wrong TrackSpencer answers by d. , “Because I need and want a job.” That’s nice, but the bottom line here is, “What can you do for us?”Mariana says, “I’m a hard worker and e. want to work for this company.” The majority of people think of themselves as hard workers − and why this company?The Right TrackTom’s answer to this question is, “Because I’m a good fit for the position.” Getting f. to the right answer, but give us more details, please.Sharon answers, “I have what it takes to solve problems and do the job.” This is the g. answer so far. Expand on this, and you’ve got it.
By Carole Martin, Monster Contributing Writer
1. product 2. warmer 3. saying 4. best 5. so6. because 7. ahead 8. if 9. unless 10. really11. telling
4 Complete each of the sentences below with a suitable compound word formed by joining one word from column A to another from column B. Three of the words in column B do not apply. An example is provided. Use each word only once. Write only the letters and corresponding answers.
a. Last summer I got a job as a babysitter looking after children.
b. I’m having trouble working and studying at the same time. The is really heavy.
c. I’m a good candidate for the job because I have experience in this line of work.
d. In my opinion, work satisfaction is a bit . I think the pay is more important.
e. Look! In the classifieds section they are looking for a for this company. Why don’t you apply?
Column A Column B
workbabyfirstoversales
onesitterloadhandmentratedmanist
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(7 marks)
(12 marks)
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The importance and benefits of diversityStarter Can you find diversity in your classroom? How does this make you feel?
1 Read each paragraph of the text and answer the question beneath it and then the questions that follow.
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A diverse organization
is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give them
insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
5
10
15
6 six
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organisation or community. A diverse
organization is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give
them insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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My immigration story
1 Listen to the CD and decide whether the following statements are true or false. Correct the false ones.
a. Rene has been living in the States for a decade. b. His father emigrated to the States before the rest of the family. c. His wife and children joined him later although they had a better lifestyle in Mexico. d. His mother found work in a food processing factory. e. His siblings have all been able to study and get a high school diploma.
2 Listen to Part 2. Replace the wrong words with the right ones. Correct the “wrong” words in bold.
3 Answer the following questions.
a. Why does Rene feel grateful to his siblings? b. Is he thoroughly happy in the US? Support your answer. c. What does he fear the most?
I have never felt like an “American”. To me a. knowing an American means having freedom.
Freedom to be b. someone you work hard for and always having a fair c. opportunity and
not being held back by your race, d. sender or sexuality.
In my case, it’s my illegal e. creed that keeps me down and unable to better my life. I have
never been in any f. fate with law enforcement but have g. sometimes feared that at any
moment someone in my family can be separated and sent h. predicament to a country that
doesn’t feel like home.
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Teacher’s FileUm manancial de recursos extra para o professor:
• Planificações anuais, planos de aula e orientações metodológicas.
• Teste de avaliação formativa, testes intermédios, exam-like tests, speaking tests com respetivas matrizes e grelhas de avaliação.
• Fichas de atividades alternativas.
• Soluções e guiões áudio.
5• No fim de cada block, apresentam-se dois tipos de testes: um tradicional (Self-Check) e um tipo-exame (Exam-Like Test).
How to Become a Good Writer and Speaker• Destinado a mixed ability classrooms.
• Fichas para os 4 blocks do manual que complementam as rubricas de Speaking e Writing no manual de forma a promover a autonomia e o sucesso de cada aluno relativamente às competências de Speaking e Writing.
4 3 CD Áudio• Contém todas as atividades de listening do manual,
do Workbook e dos testes de listening do Teacher’s File.
e-Manual PremiumO e-Manual Premium é a versão digital do manual para projeção na sala de aula. Contém centenas de recursos interativos sem precisar de aceder à Internet e inúmeros recursos digitais em contexto:
• Ficheiros editáveis em Word® (planificações, testes, grelhas e fichas de atividades)
• Dictations
• Vídeos
• Apresentações em PowerPoint® para exercitação de conteúdos
O acesso à versão definitiva do e-Manual Premium é exclusivo do Professor adotante e estará disponível a partir de setembro de 2014.
e-Manual do AlunoO acesso ao e-Manual do Aluno é disponibilizado, gratuitamente, na compra do manual em papel, no ano letivo 2014-2015, e poderá ser adquirido autonomamente através da Internet.
6
7
8
Extensive Reading / Viewing• Diversidade de propostas de leitura (mixed ability classes).
• Dividido em duas partes: Extensive Reading e Extensive Viewing.
• Extensive Reading – dois tipos de leitura extensiva: homepage de um projeto e uma história baseada na vida real.
• Extensive Viewing – didatização de três filmes.
2
Workbook• Complementa e consolida as aprendizagens focalizadas
no Student’s Book, dando especial ênfase à interpretação textual e auditiva, à revisão do vocabulário e da gramática.
• Cada block está dividido em 4 secções: Reading, Listening, Vocabulary e Grammar.
3• Cada secção apresenta, na banda lateral, remissões
essenciais para os elementos complementares do projeto assim como um mini plano/guia de aula para o professor.
Student’s BookInclui Glossary
• Organizado de acordo com o Programa de Inglês 11.° Ano Nível de Continuação, apresenta material atual, diversificado e facilitador do estudo, propondo tarefas interessantes e criativas que desenvolvem as 21st century skills e o pensamento criativo a nível individual e em grupo, não só para prática na aula, mas também em casa.
• Está dividido em 0 + 4 blocks, subdivididos em 5 sets – subunidades temáticas decorrentes do tópico central.
• O block 0 tem como objetivo ser diagnóstico e detetor de lacunas das aprendizagens anteriores. Pretende, ainda, reativar conhecimentos adquiridos pelo aluno nos anos anteriores.
1Nos restantes blocks – 1, 2, 3 e 4 – cada set apresenta as seguintes secções: Lead-In, Vocabulary, Reading, Grammar 1, Listening, Writing, Speaking, Grammar 2 e Follow-up.
• Contém atividades variadas que vão ao encontro dos interesses dos alunos: material áudio-visual como canções, vídeos e filmes.
SUP11EP_20131319_CAP.indd 2 3/29/14 12:15 PM
zona
de
cola
OoContamos com o seu melhor. Conte com o nosso.
e-Manual PremiumSimples. Completo. Sempre disponível.
e-Manual PremiumSimples. Completo. Sempre disponível.
Aceda ainda a estes e outros recursos gratuitamente em .
Adote este projeto e terá acesso ao e-Manual e recursos em qualquer dispositivo.
em espacoprofessor.pt
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Aceda ao Espaço Professor.
Clique em e-Manuais Premium e faça o seu login.
Abra o e-Manual Premium e utilize todos os seus recursos.
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Toque na aplicação e insira os seus dados de login do Espaço Professor.
Abra o e-Manual Premium e utilize todos os seus recursos.
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Clique em “Iniciar”.
Navegue no e-Manual Premiume utilize todos os recursos.
Manual com exercícios interativos
PowerPoint® Planos de aula digitais
Todos os recursos do Start-up 11 interligados e acessíveis a partir das páginas do e-Manual ou através de menus específicos: – Vídeos – Apresentações em PowerPoint® – Materiais editáveis (em Word®,
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Conteúdos ricos e diversificados, com indexação em cada página, para uso
exclusivo dos professores.
• Student’s Book (Inclui Glossary)
• Guia do Professor (na banda lateral do manual)
• Extensive Reading/Viewing (oferta ao aluno)
• Workbook
• How to Become a Good Writer and Speaker (oferta ao aluno)
• Ficheiros MP3 (disponíveis em www.escolavirtual.pt)
• Teacher’s File Planificações, testes, fichas de atividades, soluções e scripts
• 3 CD Áudio
• e-Manual Premium
Inglês · 11.º ano · Continuação
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Workbook 3Extensive Reading / Viewing2Student’s Book1 How to Become a Good Writer and Speaker
4 3 CD Áudio 6Teacher’s File5 e-Manual Premium (exclusivo para o Professor)7 e-Manual do Aluno8
Block
10 ten
1 So what can you remember about last year? Link the subtopics on the right to the topics that you studied in the 10th grade.
1. Young people in a new society • American English and British English
• Technology at school• Printed media• Young people and cinema• Studying abroad• The future of Englishes• Fame• Science fiction
2. The world in your hands
3. The Media − tune in
4. A world of many languages
2 Let’s start off by looking at and revising some useful vocabulary.
a. Suffixes: Add one of the suffixes in the graphic organiser to the words in the box. Then write them in the appropriate box in the graphic organiser.
dark • citizen • active • kind • parent • flexible • mother
brother • friend • nation • scarce • partner • productive • man
politeness
creativity
leadership
neighbourhood-hood
-ship
-ness
-ity
Teacher's GuideRESOURCES
e-Manual – interactive exercises
LEARNING STYLES
Visual
Linguistic
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b. Circle the odd word out and explain why.
1. rise, go up, climb, increase, decline 2. abruptly, suddenly, significant, dramatically, slightly 3. satellites, humans, location, space, cyberspace 4. series, newscast, talkshow, presenter, sitcom 5. wardrobe, chips, autumn, cookie, trousers 6. generosity, friendship, optimism, spite, enthusiasm 7. leather, suede, lycra, cotton, put on 8. local language, lingua franca, foreign language,
universal language, worldwide language
c. Form the antonyms of the words in the table below by adding one of the following prefixes: ab / anti / dis / il / im / in / ir / mis / non / un.
literate illiterate respect
real possibletrust sensitive
responsible governmental
normal climax
3 Complete the text below with an appropriate word.
eleven 11
High stress and high dramaBeep! Beep! Beep! Your alarm clock goes off at 5 a.m., and you’re lying there
1. bed catching a few more minutes of sleep after
2. to bed near midnight trying to study 3. that chemistry test you have the next day. We teenagers go through a lot. We take
on 4. much, and we end up feeling burnt out. So by the week-
end, all we want to do is sleep 5. relax. I’m 16 years old and
going to high school. High school is hard 6. as it is. I stay in school for seven hours then come home and do another two
7. three hours of homework.I have other things besides school to juggle. For example, I play
sports for my church basketball 8. and softball team. I also need my own personal time to myself or
with friends just to relax 9. a stressful day at school. Other things that I’m going through are relationships and friendships. Just the other week, my friend and I got in a
10. argument over something so dumb. And I know it’s dumb, because I can’t even remember what it
was 11. . High school is full of drama. Especially when I’m dating someone; it seems as if everyone else is in the
12. , too.
Block 0Getting started again
So who said that student life was easy?
Come on. Give us a break!
Teacher's GuideANSWER KEY
1. 1. young people and the cinema; 2. science fiction, technology at school; 3. fame; 4. the future of Englishes; studying abroad; American English and British English
2. a. hood: parenthood, motherhood, brotherhood, nationhood, manhood; ship: citizenship, friendship, partnership; ness: darkness, kindness; ity: activity, flexibility, scarcity, productivity
b. 1. decline (all the others have positive connotations); 2. significant (it is an adj. while the others are adverbs); 3. humans (all the others are concepts that are related to space − humans refer to people); 4. presenter (all the others are TV programmes); 5. cookie (all the others are in British English); 6. spite (all the others have positive connotations); 7. put on (it’s the only verb); 8. local language (all the others are on a universal scale)
c. unreal, mistrust, irresponsible, abnormal, disrespect, impossible, insensitive, non-governmental, anti-climax
3. 1. in; 2. having gone/going; 3. for; 4. too; 5. and; 6. enough/work; 7. to; 8. team/club; 9. from/after; 10. huge, terrible, awful, stupid; 11. about; 12. picture/relationship
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1 How multicultural are you? Do the quiz below and find out.
1 . Bull fighting is a tradition in: a. Portugal, Spain, France, Mexico, Ecuador, Venezuela and Peru b. Portugal, Spain, France, Mexico, Ecuador, Venezuela, Peru and the Philippines
2. The largest bull fighting arena is in: a. Plaza Mexico – Mexico City b. La Maestranza in Seville
3. The following countries are historical wine lovers: a. Portugal, Spain, France and Italy b. The U.S.A., Australia, South Africa and Chile
4. The Tango originated: a. along the border of Argentina and Uruguay b. in Buenos Aires in Argentina
5. “Capoeira” is: a. a Brazilian dance b. a Brazilian martial art
6. Chocolate played a special role in: a. the Maya and Aztec culture b. the African culture
7. Machu Picchu is located in: a. Chile b. Peru
8. Kickboxing is a traditional martial art and stand up combat sport. a. Japanese b. Korean
9. Pizza was first invented in: a. Rome b. Naples
10. Naan is a typical: a. Asian dish b. Indian Bread
2 Now watch a video and see which other cultural traditions you can identify.
Teacher's GuideThe interaction pattern that has been chosen for the activity is a student-student pattern. However, it can be extended to a student-whole class interaction pattern.
RESOURCES
Power Point – Multicultural quiz
Multiculturalism – mixed nation
LEARNING STYLES
Auditory
Visual
Logical/Mathematical
ANSWER KEY
1. 1. b; 2. a; 3. a; 4. a; 5. b; 6. a; 7. b; 8. a; 9. b; 10. b
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Set 2Cultural diversity
thirty-three 33
The dress is
bored boring smashing smashed
f
1 Look at the pictures below and choose an adjective to describe the child/picture in question.
2 Did you know that these pictures are photos of the famous celebrities in the box below? Work with a partner and try to guess who is who.
“-ed” or “-ing” adjectives
The child is:
excited
exciting
interested
interesting
a The boy is:
surprised surprising intimidating intimidated
b
The baby is:
amazed amazing bored boring
c
The girl is:
amused
amusing
interested
interesting
e
The picture is:
thrilling
thrilled
interested
interesting
d
“-ed” adjectives “-ing” adjectives
Adjectives that end in “-ed” are usually used to describe people or how they feel.
Adjectives that end in “-ing” are used to describe things or situations.
Example:Celebrities are respected by their fans.
Example:The film that I watched yesterday was amazing.
Celebrities:
1. Angelina Jolie 2. Pierce Brosnan 3. Dwayne Johnson 4. Aubrey “Drake” Graham 5. Aubrey Plaza 6. Katy Perry
Teacher's GuideRESOURCES
Power Point – “ed/ing” adjectives"
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK page 11
LEARNING STYLES
Visual
Linguistic
ANSWER KEY
1. a. excited; b. surprised; c. amazed; d. interesting; e. amused; f. boring
2. 1. f; 2. b; 3. c, 4. a; 5. e; 6. d
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The end of a multiracial marriage
Starter Oral practice 1. What do you think the pictures on this page
have in common?
2. Do you enjoy reading about celebrities’ lives? Why/why not?
3. What do you think are the advantages/disadvantages of being a celebrity?
1 Tick the topics that Seal mentions in this interview:
a. Arguing with his wife
b. His children
c. Getting a divorce
d. Wearing his ring
e. How long he’s been married to Heidi
f. Getting married again
g. How he feels towards his wife
h. Grieving over the end of his marriage
2 Listen again and fill in the gaps.
“I think we were a. , you
know, because you b. into
these things with the greatest
c. , you know, when you
say “I do” and when you say “till
d. do us part”, I
e. that, those vows hold
value, they’re not just f. .
But these things happen, you know. I
think, we’ve pretty much said
g. we feel, I think we made
it clear in the release h. ,
but you know, for the intents and
purposes of this i. , you
just grow j. after a while.”
Seal opens heart to Ellen over Heidi Klum split
Teacher's GuideRESOURCES
Audio CD1 – track 10
”Seal opens heart to Ellen”
e-Manual – interactive exercises
LEARNING STYLES
Visual
Auditory
Linguistic
ANSWER KEY
1. They both portray celebrities. 2. Personal answer. 3. Suggested answers: advantages: fame, money, exciting life style, glamour, socialising, etc. disadvantages: no privacy, scandals, media harassment, paparazzi chase, hate email, tough schedule.
1. b, d, e, g, h
2. a. shocked; b. go; c. intentions; d. death; e. mean; f. words; g. how; h. statement; i. show; j. apart
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Set 2Cultural diversity
Remember to check your work for silly mistakes!
thirty-nine 39
Biography
1 Watch a biography of Drake, the famous rapper and order the personal details given.
Academic career/professional career
Major influences: people/events
Professional evolution
People’s/the public’s reaction
2 Now think about the characteristics of biographical writing.
Characteristics Language function
• Clear• Objective/factual
writing• Clear organisation
of facts• Formal English: no
slang/abbreviations• Well planned
• … was born in… on…• At… years old• In 2009…• One of his/her greatest
achievements is…• … had a major influence
on…• He/she is currently working
on…• … was well received by
critics and fans.• With… already under his/
her belt… continues to rise.• He/she has the talent, drive
and adaptability to be…
3 Choose a celebrity that you admire, do some research on the Web and write up his/her biography in about 150-200 words.
Date and place of birth
Major educational/professional achievements
Personal/professional qualities
Future ambitions
Teacher's GuideRESOURCES
Drake’s biography
EXTRA PRACTICE
HOW TO BECOME ... page 7
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
ANSWER KEY
1. 1. Date and place of birth; 2. Academic career/professional career; 3. Major educational/profissional achievements; 4. Major influences: people/events; 5. Personal/professional qualities; 6. People’s/the public reaction; 7. Future ambitions; 8. Professional evolution
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Extensive viewing | Comedy · Social drama · Romance
1 In groups have a discussion about the topic “cinema” for five minutes. Use the cues below to guide you:
a. how often you go to the cinema b. how often you watch movies at home c. the types of films you prefer d. the latest film you saw e. DVDs you’ve got at home f. your favourite actors and actresses g. Hollywood celebrities, etc.
2 Share the main ideas of your discussion with the other groups.
3 Look at the acrostic below. It contains key words about the film you are about to see. Try to guess what they mean and the connection they may have with the storyline.
Outsourced
S H O C K
C U L T U R E
E X O T I C
B U S I N E S S
R O M A N C E
C U S T O M S
O V E R S E A S
C A L L C E N T E R
A M E R I C A
I N D I A
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Outsourced
4 The word OUTSOURCED (past participle of the verb to outsource) has several meanings according to the dictionary:
Which meaning/s do you think is/are the most plausible for the film title? Justify your answer.
5 Analyse the posters below:
/'a§t?só:s/ out·sourced, out·sourc·ing.verb (used with object)1. (of a company or organisation) to purchase (goods) or subcontract (services) from an outside
supplier or source.2. to contract out (jobs, services, etc.): a small business that outsources bookkeeping to an
accounting firm. verb (used without object)3. to obtain goods or services from an outside source: U.S. companies who outsource from China.out·sourc·ing, noun
http://www.merriam-webster.com
out·source
name of the film Outsourced
places
main characters
events
details
a. Complete the following table with information from the posters:
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Adjectives
Use
Adjectives are: · Words that describe nouns· Invariable
1 Put the adjectives in brackets in the correct order.
a. Jane bought a (chair / wooden / antique / valuable) chair.
b. He made a (round / delicious / chocolate / big) cake.
c. Joan wore the (funky / strangest / reddish / party) hat I’ve ever seen.
d. I dream of owning a (modern / red / sports / Italian) car one day.
e. She now has an (curly / blonde / short / fashionable) hairstyle.
f. I’m reading a (interesting / long / strange / historical) book on the Egyptians.
g. Do you watch those (American / old / crazy) sitcoms on cable TV?
h. I’m thinking of wearing my (velvet / long / blue / shiny) dress to the party.
2 Interview a partner and find out what their favourite possessions look/are like.
Position of adjectives:
· Before the noun they are describing· After the following verbs: be, look, sound, feel, smell, appear
EXAMPLE: pet − Joe’s favourite pet is a tallish English hunting dog called a greyhound.
a. T-shirt:
b. electronic equipment:
c. book:
d. film:
When there is more than one adjective then they are placed in the following order:
a/anthe
opinion size age shape colour origin material purpose noun
a beautiful red straw hat
fantastic new brown leather bag
a small round Japanese soup bowl
Teacher's GuideRESOURCES
PowerPoint – Adjectives (word order)
e-Manual – interactive exercises
EXTRA PRACTICE
WORKBOOK pages 16-17
LEARNING STYLES
Visual
Logical/Mathematical
Linguistic
Interpersonal
ANSWER KEY
1. a. Jane bought a valuable antique wooden chair. b. He made a delicious big round chocolate cake. c. Joan wore the strangest funky reddish party hat I’ve ever seen. d. I dream of owning a modern red Italian sports car one day. e. She now has a fashionable short curly blonde hairstyle. f. I’m reading a strange interesting long historical book on the Egyptians. g. Do you watch those crazy old American sitcoms on cable TV? h. I’m thinking of wearing my long shiny blue velvet dress to the party.
2. Personal answer.
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1 Look through set 3 and jot down ten words that you like and are related to the topics of tolerance and discrimination.
Word My sentence
E.g. tolerance · To fight racism we need to show tolerance.
a. ·
b. ·
c. ·
d. ·
e. ·
f. ·
g. ·
h. ·
i. ·
2 Write a sentence with each of the words you have chosen in the table above. Underline the word in each sentence.
3 Go online to http://hotpot.uvic.ca and download the hotpotatoes programme on to your computer. Then choose a type of exercise that you like and prepare a vocabulary exercise for your classmates with the words in the table above.
Hotpotatoes and Jing
4 Make your own hotpotatoes tutorial to help your classmates use this tool. You can use Jing (http://www.techsmith.com/jing.html) to record the screen of your computer. If you want to share your tutorial with the world, why not upload it onto YouTube?
Tool YouTube tutorial
JClose: allows you to prepare a gap fill exercise
http://www.youtube.com/watch?v=FQCsMXRPwFo
JMatch: allows you to prepare a matching exercise
http://www.youtube.com/watch?v=UnvW3RO4IlA
JQuiz: allows you to create a quiz (e.g. multiple-choice)
http://www.youtube.com/watch?v=35YBIt8Lj_s
JCross: allows you to create a crossword
http://www.youtube.com/watch?v=zepH2lbdrGM
JMix: allows you to order words to write a sentence
Set 3Cultural intolerance
Teacher's GuideThese exercises have been designed to teach students English along with technology. However, they can all be done in a traditional paper format without the aid of technological learning tools.
RESOURCES
Sites to help students with hotpotatoes
Hotpotatoes software: http://hotpot.uvic.ca Jing software: www.techsmith.com/jing.html
Hotpotatoes tutorials: JClose, JMatch, JQuiz, JCross, JMix
LEARNING STYLES
Visual
Auditory
Linguistic
Critical thinking
21st Century skills
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2 Complete the gaps with the appropriate phrasal verb do in the right form and tense. Remember to add the object if the phrasal verb is transitive. a. How could you the Internet for so long? I wouldn’t be able to survive. b. Nobody wants bullying back at school. We for good, I hope. c. Our project has been delayed. We could well some extra time. d. She gave us the wrong information which misled us and applying for
the course. e. Children can’t TV nowadays. They are always glued to the box. f. I thought people religious fanatism, but I was wrong.
3 Match the phrasal verb make on the left with each meaning on the right.
Expressing result
4 Rewrite the sentences without changing their meaning and using the phrasal verb make.
a. Peter compensated Mary for his inappropriate behaviour and they are going to get married.
b. I didn’t understand the letter you sent me. Your handwriting is illegible.
1 Rewrite the following sentences with the word(s) provided without changing their meaning. a. They asked for help because the accident was serious and the car was smashed.
(so) b. They argued for hours, which caused a certain embarrassment at the meeting.
(consequently) c. Tennis requires a lot of training; that’s why I’m not so good at it.
(so... that) d. She’s a nasty and rude girl and her classmates dislike her.
(such) e. She hasn’t called me, that’s why I’m not going to the station.
(therefore) f. They bought too many gadgets so they got broke.
(as a result)
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Phrasal verb: make Meaning
a. make for 1. think/understand
b. make of 2. compensate for
c. make off 3. be nice to get something
d. make up for 4. move in the direction of
e. make up to 5. leave in a hurry
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A What are the qualities and attitudes you most value in your favourite celebrity/ies, music star/s, sportsman/men, etc.? (Write no more than 40 words.)
Reading comprehension
SELF-CHECK
forty-three 43
ENCOUNTER WITH BASEBALL STAR PEDRO MARTINEZ
1 In America’s intense media scrutiny, people get caught up with their favorite TV stars and sports figures. Sometimes these figures are
viewed as somehow superhuman, as if they do not possess any faults. If people ever get the chance to meet one of their idols, however, a whole new opinion may be formed. This is what happened to me when I had the opportunity of a lifetime: to meet one of my favorite baseball players, Pedro Martinez.
2 As we sat in the stands with Pedro, I noticed how easygoing he was. A smile never left his face. The fearsome pitcher who takes the mound every five days is not the real Pedro Martinez, he’s the ordinary 28-year-old guy standing next to me joking about
the Yankees coming to Boston. “You know, I beat them, and they beat me,” he chuckled.
3 Pedro gave excellent answers to our questions, but one struck me more than all the others. When I asked how he comes back to face the next batter after giving up a home-run, he said that both pitcher and batter have a job to do, and sometimes the
pitcher does the best he can, but the batter does a better job. Nobody can get mad, only deal with it.
4 The answer was profound and really affected me. It was an attitude that could apply to everything in life. Everyone fails at some point. Pedro’s attitude toward pitching is the right attitude. We must always do our best. No one is perfect, even if they can
throw 95 miles-an-hour. And we cannot let ourselves go down if we do our best and still fail. We must take satisfaction in the job we do, because just like the batters, the variables that control us sometimes do a better job than we do.
5 As I walked away from Fenway that night, I had a different attitude. I saw that Pedro Martinez was just like the rest of the people in the stadium that night. He succeeded, but he also failed sometimes. And if I took anything away, it was that although I cannot
throw a cut fast ball at 95 mph or throw a twelve to six curve ball, I am not that different from Pedro; none of us are. And what Pedro applies to baseball, we can apply to our lives. I learned that I should never be discouraged if I tried my hardest. Failure happens to everyone.
Source: Teen Ink
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(15 marks)
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On page 197 of your student’s book you are asked to continue the story by writing the description (150-200 words) of what the environment used to look like in the height of all her youth and glory and what caused her decay. Use the frame text below to help you.
Set 1 · Writing a Description
Oh, how time can be cruel. I never used to
. Actually, when I really
think about it, I was really different: my fields used to be
and my rivers, well
what can I say except that they were a sight to see. Let me explain a
little better. They
.
The air that used to light up my days and nights used to
.
And the animals, flowers and trees that used to decorate
.
Sometimes, you could even see a
or an .
I suppose that if I had had a human form you could have described
me as being
.
Ah! How I miss those days… How I wish that I could still
and that you could
instead of .
GOOD VERBS TO USE: light up, embellish, flourish, smell, feel, look like, adorn, glide, graze (in the fields), inspire, sustain, support, provide for…
Metaphors to describe beauty:
· Beautiful like the golden sun over the rolling hills· As beautiful as gold· Beautiful like the frosting on a cake· Like a spring flower blossoming after the rain
twenty-one 21
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Card 1: Interviewer Card
Find out about:
1. Personal details: name, age, place of
residence, marital status.
2. Give details about the job:
• Part-time job
• Flexible working hours
• Tasks: prepare food / work at the till /
serve customers / clean up / wash dishes
3. Ask about:
• Previous work experience? Reference
you can call?
• Reasons for applying for the job – why?
• Which position they are interested in?
4. Ask about their best and worst qualities.
5. Thank them for coming + warn that you’ll
give an answer by next Tuesday.
Card 2: Interviewee CardAnswer questions about:1. Personal details: name, age, place of
residence, marital status.2. Ask more details about the job: • Part-time job – what is the pay per hour? • Flexible working hours – when?
Weekdays or weekends? From what time to what time exactly?
• Tasks: do you get training? Can you choose?
3. Give details about: • Previous work experience? (Working as
a cashier in a local supermarket – LIDL) Give name of a reference – boss/manager at your previous job. (Mrs Barroso/ Mr Santos)
• Give reasons for applying for the job – To earn extra pocket money…
• Say which position you’re interested in?4. Talk about your best and worst qualities:
hardworking; dedicated; social person; bit of a perfectionist; sometimes a bit too persistent (never give up)…
5. Ask when you’ll know the answer by.6. Say that it has been a pleasure and say
you are available to give more details.
Set 4 · A Job Interview
On page 115 of your student’s book you are asked to role-play an interview for a part-time job at a famous fast food chain called Subway.
Use the following speaking cards to help you.
44 forty-four
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I got fired by Accounting for fabricating my entire work and education history.
48 forty-eight
2 Look at the cartoon below and explain its message, in terms of the qualities that we should have to succeed in the market place nowadays.
Activity A
1 Match the expressions in column B with their corresponding functions in column A. Write only the letters and numbers.
The World of Work
Your final task is to write an opinion text about: the importance of getting a part-time job nowadays. Activities A and B will provide you with input for activity C.
Column A Column B
a. giving an opinionb. giving examplesc. justifying a(n)
fact/opiniond. summarising/
concluding
1. Many people believe that2. On balance3. It is said that4. All in all5. The reason I say this is that6. As far as I’m concerned7. This example can be illustrated by the fact that8. On the whole9. In conclusion10. In my view11. Such as
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I immediately got rehired by the Marketing Department!
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3 Complete the following text about job interviews with seven words from the box below. Use each word/expression only once. Write only the letters and numbers.
Why Should We Hire You?“Why should we hire you?” is another common interview question that can take you down the wrong road a. you’ve done some thinking b. of time. This question is purely about selling yourself in the interview. Think of yourself as the c. . Why should the customer “buy” you?The Wrong TrackSpencer answers by d. , “Because I need and want a job.” That’s nice, but the bottom line here is, “What can you do for us?”Mariana says, “I’m a hard worker and e. want to work for this company.” The majority of people think of themselves as hard workers − and why this company?The Right TrackTom’s answer to this question is, “Because I’m a good fit for the position.” Getting f. to the right answer, but give us more details, please.Sharon answers, “I have what it takes to solve problems and do the job.” This is the g. answer so far. Expand on this, and you’ve got it.
By Carole Martin, Monster Contributing Writer
1. product 2. warmer 3. saying 4. best 5. so6. because 7. ahead 8. if 9. unless 10. really11. telling
4 Complete each of the sentences below with a suitable compound word formed by joining one word from column A to another from column B. Three of the words in column B do not apply. An example is provided. Use each word only once. Write only the letters and corresponding answers.
a. Last summer I got a job as a babysitter looking after children.
b. I’m having trouble working and studying at the same time. The is really heavy.
c. I’m a good candidate for the job because I have experience in this line of work.
d. In my opinion, work satisfaction is a bit . I think the pay is more important.
e. Look! In the classifieds section they are looking for a for this company. Why don’t you apply?
Column A Column B
workbabyfirstoversales
onesitterloadhandmentratedmanist
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The importance and benefits of diversityStarter Can you find diversity in your classroom? How does this make you feel?
1 Read each paragraph of the text and answer the question beneath it and then the questions that follow.
1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organization or community. A diverse organization
is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give them
insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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1 Diversity can be defined as people coming together from different races, nationalities, religions and sexes to form a group, organisation or community. A diverse
organization is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas and perceptions.
Q. How can the concept of diversity be defined?
2 In society today, most people view diversity as a good thing because it gives people the chance to experience different things outside of what they are normally
accustomed to. Diversity in America should be openly viewed as a beneficial bacterium, rather than a cancer.
Q. Why is diversity compared with a beneficial bacterium?
3 Diversity can create curiosity. By being exposed to different people and cultures, a student may want to learn more about a particular group which can give
them insight into how and why things work as they do and possibly a way to change them for the better.
Q. What can a student learn from exposure to diversity?
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My immigration story
1 Listen to the CD and decide whether the following statements are true or false. Correct the false ones.
a. Rene has been living in the States for a decade. b. His father emigrated to the States before the rest of the family. c. His wife and children joined him later although they had a better lifestyle in Mexico. d. His mother found work in a food processing factory. e. His siblings have all been able to study and get a high school diploma.
2 Listen to Part 2. Replace the wrong words with the right ones. Correct the “wrong” words in bold.
3 Answer the following questions.
a. Why does Rene feel grateful to his siblings? b. Is he thoroughly happy in the US? Support your answer. c. What does he fear the most?
I have never felt like an “American”. To me a. knowing an American means having freedom.
Freedom to be b. someone you work hard for and always having a fair c. opportunity and
not being held back by your race, d. sender or sexuality.
In my case, it’s my illegal e. creed that keeps me down and unable to better my life. I have
never been in any f. fate with law enforcement but have g. sometimes feared that at any
moment someone in my family can be separated and sent h. predicament to a country that
doesn’t feel like home.
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Teacher’s FileUm manancial de recursos extra para o professor:
• Planificações anuais, planos de aula e orientações metodológicas.
• Teste de avaliação formativa, testes intermédios, exam-like tests, speaking tests com respetivas matrizes e grelhas de avaliação.
• Fichas de atividades alternativas.
• Soluções e guiões áudio.
5• No fim de cada block, apresentam-se dois tipos de testes: um tradicional (Self-Check) e um tipo-exame (Exam-Like Test).
How to Become a Good Writer and Speaker• Destinado a mixed ability classrooms.
• Fichas para os 4 blocks do manual que complementam as rubricas de Speaking e Writing no manual de forma a promover a autonomia e o sucesso de cada aluno relativamente às competências de Speaking e Writing.
4 3 CD Áudio• Contém todas as atividades de listening do manual,
do Workbook e dos testes de listening do Teacher’s File.
e-Manual PremiumO e-Manual Premium é a versão digital do manual para projeção na sala de aula. Contém centenas de recursos interativos sem precisar de aceder à Internet e inúmeros recursos digitais em contexto:
• Ficheiros editáveis em Word® (planificações, testes, grelhas e fichas de atividades)
• Dictations
• Vídeos
• Apresentações em PowerPoint® para exercitação de conteúdos
O acesso à versão definitiva do e-Manual Premium é exclusivo do Professor adotante e estará disponível a partir de setembro de 2014.
e-Manual do AlunoO acesso ao e-Manual do Aluno é disponibilizado, gratuitamente, na compra do manual em papel, no ano letivo 2014-2015, e poderá ser adquirido autonomamente através da Internet.
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Extensive Reading / Viewing• Diversidade de propostas de leitura (mixed ability classes).
• Dividido em duas partes: Extensive Reading e Extensive Viewing.
• Extensive Reading – dois tipos de leitura extensiva: homepage de um projeto e uma história baseada na vida real.
• Extensive Viewing – didatização de três filmes.
2
Workbook• Complementa e consolida as aprendizagens focalizadas
no Student’s Book, dando especial ênfase à interpretação textual e auditiva, à revisão do vocabulário e da gramática.
• Cada block está dividido em 4 secções: Reading, Listening, Vocabulary e Grammar.
3• Cada secção apresenta, na banda lateral, remissões
essenciais para os elementos complementares do projeto assim como um mini plano/guia de aula para o professor.
Student’s BookInclui Glossary
• Organizado de acordo com o Programa de Inglês 11.° Ano Nível de Continuação, apresenta material atual, diversificado e facilitador do estudo, propondo tarefas interessantes e criativas que desenvolvem as 21st century skills e o pensamento criativo a nível individual e em grupo, não só para prática na aula, mas também em casa.
• Está dividido em 0 + 4 blocks, subdivididos em 5 sets – subunidades temáticas decorrentes do tópico central.
• O block 0 tem como objetivo ser diagnóstico e detetor de lacunas das aprendizagens anteriores. Pretende, ainda, reativar conhecimentos adquiridos pelo aluno nos anos anteriores.
1Nos restantes blocks – 1, 2, 3 e 4 – cada set apresenta as seguintes secções: Lead-In, Vocabulary, Reading, Grammar 1, Listening, Writing, Speaking, Grammar 2 e Follow-up.
• Contém atividades variadas que vão ao encontro dos interesses dos alunos: material áudio-visual como canções, vídeos e filmes.
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zona
de
cola
OoContamos com o seu melhor. Conte com o nosso.
e-Manual PremiumSimples. Completo. Sempre disponível.
e-Manual PremiumSimples. Completo. Sempre disponível.
Aceda ainda a estes e outros recursos gratuitamente em .
Adote este projeto e terá acesso ao e-Manual e recursos em qualquer dispositivo.
em espacoprofessor.pt
no seu tablet
OFERTA AOPROFESSOR
com a pen driveDISPENSA LIGAÇÃO À INTERNET
1
2
3
Aceda ao Espaço Professor.
Clique em e-Manuais Premium e faça o seu login.
Abra o e-Manual Premium e utilize todos os seus recursos.
1
2
3
Descarregue a app para o seu tablet.
Toque na aplicação e insira os seus dados de login do Espaço Professor.
Abra o e-Manual Premium e utilize todos os seus recursos.
1
2
3
Insira a pen no computador.
Clique em “Iniciar”.
Navegue no e-Manual Premiume utilize todos os recursos.
Manual com exercícios interativos
PowerPoint® Planos de aula digitais
Todos os recursos do Start-up 11 interligados e acessíveis a partir das páginas do e-Manual ou através de menus específicos: – Vídeos – Apresentações em PowerPoint® – Materiais editáveis (em Word®,
Excel® e PowerPoint®)
E AINDA:• Workbook • áudios• vídeos
• questões editáveis• testes autocorretivos• planos de aula
Conteúdos ricos e diversificados, com indexação em cada página, para uso
exclusivo dos professores.
• Student’s Book (Inclui Glossary)
• Guia do Professor (na banda lateral do manual)
• Extensive Reading/Viewing (oferta ao aluno)
• Workbook
• How to Become a Good Writer and Speaker (oferta ao aluno)
• Ficheiros MP3 (disponíveis em www.escolavirtual.pt)
• Teacher’s File Planificações, testes, fichas de atividades, soluções e scripts
• 3 CD Áudio
• e-Manual Premium
Inglês · 11.º ano · Continuação
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