Teachers Book 8-Grade PDF

01Excel 8 Gr KAZ Ts_Contents.qxp_01Excel 8 Gr KAZ Ts_Contents 21/6/17 5:01 PM Page 1 Teacher’s Book Virginia Evans – Jenny Dooley – Bob Obee Translations by...

01Excel 8 Gr KAZ Ts_Contents.qxp_01Excel 8 Gr KAZ Ts_Contents 21/6/17 5:01 PM Page 1 Teacher’s Book Virginia Evans – Jenny Dooley – Bob Obee Translations by: Natalya Mukhamedjianova 01Excel 8 Gr KAZ Ts_Contents.qxp_01Excel 8 Gr KAZ Ts_Contents 21/6/17 5:01 PM Page 2 Contents Modules Use of English Vocabulary Our World Infinitive/-ing forms Global issues 1 Tenses of infinitive/-ing forms Habitats pp. 5-16 Forming nouns from verbs Natural disasters Clauses of reason/result Phrasal verbs: give Daily life & Present simple, present Daily routines & free time 2 continuous, present perfect activities Shopping Stative verbs Leisure activities & chores pp. 17-28 already/just/yet/ever/never Clothing & shoes Present perfect continuous Phrasal verbs: look Suffixes to form adjectives (-ous, -ive, -y, -ful) Entertainment & Past simple, past continuous Entertainment 3 Past habits (used to/would) Water experiences the Media -ing/-ed participles TV programmes pp. 29-40 Comparisons TV & the Media Phrasal verbs: keep Sport, Health & will/be going to Physical activities 4 Present continuous (future Sport Exercise meaning) Phrasal verbs: put pp. 41-52 Conditionals Wishes Forming sportspeople Reading for Some – any – every – no & Characters 5 compounds Phrasal verbs: go pleasure Many/more/much/few/a few/ pp. 53-62 less... than The Natural The passive Flowers 6 Comparative structures Endangered animals World Suffixes to form adjectives (-ous, Phrasal verbs: hang pp. 63-74 -al, ive, -y) Travel & Modals Signs relating to travel 7 Forming negative adjectives Sightseeing & means of Transport beginning with im-/in-/il- transport pp. 75-86 Phrasal verbs: make Food & Drink Countable/uncountable & Foods & drinks 8 pp. 87-98 quantifiers several, plenty of, (a large/small) amount/number Containers all, both, half Cooking methods Phrasal verbs: break Suffixes to form verbs (-ise, -ate, -en, -ify) The World of Reported speech Work & jobs 9 Work pp. 99-110 Reporting verbs Forming people nouns from verbs/nouns Jobs Phrasal verbs: take Language Review (pp. 111-119) American English – British English Guide (p. 163) Self-Check (pp. 120-128) Self-Check Key (pp. 164-165) CONTENTS Green Issues (pp. 129-147) Irregular Verbs (p. 166) Word List (pp. 149-162) Student Book Audioscripts (pp. 167-169) 2 01Excel 8 Gr KAZ Ts_Contents.qxp_01Excel 8 Gr KAZ Ts_Contents 21/6/17 5:01 PM Page 3 Speaking & Across Cultures/ Across Reading & Listening Writing Functions the Curriculum/Values The steppe: A golden Presenting the steppe An email about a film Unique structures treasure (T/F/DS statements) Applying to an An essay suggesting Global citizenship (PSHE) Change the World through environmental organisation solutions to a problem Engineering (multiple Pronunciation: oo sound VALUES choice) Be the change Dialogue (note taking) Being 16 (matching Buying a present for a An interview for the I love weekends headings to paragraphs, friend school magazine Penny wise (PSHE) T/F statements) Intonation in questions A blog entry about British Teen Scenes (multiple teenagers VALUES matching) A for-and-against essay Be a wise shopper Dialogue (matching) Steve’s Travel Blog (multiple Recommending places to A blog entry about a Festivals around the world matching, comprehension) visit water attraction Sound & hearing (Biology) BBC (T/F statements) Decide on a TV programme A TV guide TV programmes (matching) Expressing opinions An email reviewing a VALUES Intonation (expressing concert Entertainment feelings) Jane’s Sports Blog (multiple Presenting a sport A short text about a Sporting legends matching, comprehension) Asking for/giving advice sport Muscles (Biology) Teens & Exercise: The Pronunciation: \ju…\, \u…\ An email giving advice Surprising Benefits (gapped A for-and-against essay VALUES text) Fitness Dialogue (T/F/DS statements) The Lost City (extract) Giving the summary of a A short article about To the Sea (extract) story the mysterious lost city VALUES Kyz-Zhibek Presenting a character A comic strip of a story Benefits of reading The Mausoleum of Aisha Bibi A summary of a story The Red Panda (multiple Discussing ways to help An article about a Nature reserves around the world choice) endangered animals place of natural beauty Tree parts and functions Places of Natural Beauty (T/F Suggesting-agreeing/ (Science) statements) disagreeing Dialogue (multiple choice) Pronunciation: silent letters VALUES Environmentalism Become an Urban Explorer Suggesting a trip An email about a visit Airport terminals around the (multiple choice) Going through passport to a place world Island Destinations with a control A postcard Illegal Souvenirs (PSHE) Difference (complete Pronunciation: ea An email about a trip sentences, comprehension) VALUES Advert (gap fill) Be a responsible tourist Festive Food Calendar Presenting festivals A calendar for festivals The Best Way to Start the Day (matching headings to Talking about eating/ An email making Food Labelling (PSHE) paragraphs) drinking habits suggestions Food for thought (multiple Ordering breakfast An email describing VALUES choice) Pronunciation: ou how to make your Healthy eating habits Monologue (gap fill) favourite food Strange jobs – Unusual looks Compare jobs A short text about an Off Work! Public Holidays (multiple matching) A job interview unusual job A Christmas Carol by Charles Dream jobs (gapped text) Intonation in compound A short article about a Dickens (Literacy) Dialogue (note taking) nouns person Dialogue (gap fill) An opinion essay VALUES Working as a team Green Issues Key (pp. 170-172) Workbook Use of English Key (pp. 203-207) Evaluations (pp. 173-187) Workbook Vocabulary Bank Key (pp. 208-209) Workbook Key (pp. 188-199) Workbook Prepositions & Phrasal Verbs Key (p. 210) CONTENTS Workbook Audioscripts (pp. 200-202) Workbook Presentation Skills Key (pp. 211-215) 3 01Excel 8 Gr KAZ Ts_Contents.qxp_01Excel 8 Gr KAZ Ts_Contents 21/6/17 5:01 PM Page 4 Textbook language DIFFERENTIATED CREATIVITY / PROJECTS INSTRUCTION Check these words Pronunciation Student’s Book: Self-Check 1 Listening VIDEO Portfolio Collaboration Song Online research ICT pairwork groupwork Speaking Vocabulary Writing Reading Critical thinking FORMATIVE ACROSS CULTURES ASSESSMENT VALUES Learners’ support Study EDUTAINMENT Across the Curriculum Skills Workbook: 1a Workbook: Presentation Skills Student’s Book: Language Review 1a In Pronunciation, we learn to say words correctly. In , we evaluate our own progress and identify our strengths and weaknesses. In Listening, we listen to people speaking English. In Workbook, we refer to the workbook to complete the In ICT (Information & Communication Technology), we do relevant tasks. projects using computers and the Internet. In Language Review, we practise the vocabulary presented in means we check that we know the meanings Check these words the module. of the key vocabulary items from a text, or else we look them In Self-Check, we reinforce our understanding of the topics, up in the Word List or dictionary. vocabulary and structures presented in each module. Pairwork means we work in pairs. VIDEO indicates there is a video to watch, related to the theme of the unit/text. Groupwork means we work in groups of three or more. In Creativity/Projects we do creative tasks related to the In Speaking, we use the vocabulary/Use of English taught in theme of the module. the lesson to speak in English. In ACROSS CULTURES we learn more about different cultures; In Writing, we learn about different types of writing in the the section promotes cultural awareness. English language. Study In VALUES we promote a discussion of values. In Skills , we learn a helpful tip which helps us become autonomous learners. In Differentiated Instruction we do tasks that cater for In Portfolio , we do tasks related to the theme of each module different needs, content and process of individual students. to add to our portfolio of work. In Formative Assessment we allow for formal and In we develop our critical thinking skills. informal assessment during the learning process to improve In Reading, we practise reading skills in English. student attainment. tells us a joke in English related to the theme. In Across the Curriculum we link the theme of the module to a subject on the curriculum. In Song, we listen to a song related to the theme of the module. In Vocabulary, we learn new words. EDUTAINMENT this section is designed to educate and entertain. In , we check how much we remember from the module. CONTENTS 4 02Excel 8 Gr KAZ Ts_Intro.qxp_02Excel 8 Gr KAZ Ts_Intro.qxp 21/6/17 5:02 PM Page 5 Introduction Excel for Kazakhstan is a task-based English course of five Teacher’s Resource Pack & Tests CD-ROM levels based on the Common European Framework of The Teacher’s Resource Pack contains exercises to consolidate Reference and designed for learners studying English at CEFR what students have been taught in each module, as well as levels low-mid A2 to high B1. games, pairwork activities, portfolio activities, tests and a key to all exercises. It also contains all recorded material and Excel for Kazakhstan develops all four skills (listening, speaking, audioscripts that accompany the tests. reading and writing) through a variety of communicative tasks, and systematically recycles key language items. Above Class Audio CDs all, it is designed to promote active (activating all new The Class Audio CDs contain all the recorded material which vocabulary and structures in meaningful, everyday and cross- accompanies the course. cultural contexts), holistic (encouraging the creative collective IWB use of students’ brains as well as the linguistic analytical use of The IWB contains all the material in the Student’s Book, their brains) and humanistic (acquiring and practising Teacher’s Book and Audio CDs and aims to facilitate lessons language through pleasant tasks and topics, paying attention in the classroom. It also contains presentation of all the Use of to their needs, feelings and desires) ways of learning. English structures in the Student’s Book as well as video The course consists of: extracts for Ss to further practise their English and expand – The Student’s Book which contains nine modules with their knowledge. an Edutainment section at the end of each module; and ieBook Self-Check, Language Review and Green Issues sections at The ieBook contains all the material in the Student’s Book the end of the book. and is the Ss’ interactive study partner. – The Workbook & Grammar Book which contains: a Use of English section with theory and exercises, a Vocabulary Digi material section with exercises to revise the vocabulary presented The Workbook & Grammar Book is accompanied by a cross- in each module as well as a Presentation Skills section. platform digital application. COURSE COMPONENTS DVD Video Pal Student’s Book The DVD Video Pal contains videos tightly related to the The Student’s Book is in full colour. Each module is based on material in the Student’s Book. a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of DVD Activity Book & Key a Module). Many tasks included in the Student’s Book are The DVD Activity Book contains the exercises that accompany multi-sensory, enabling students to practise all four language the videos in the DVD Video Pal. The Key contains the answers skills as they complete the task. to the exercises. Workbook & Grammar Book ELEMENTS OF A MODULE The Workbook & Grammar Book is in full colour. It contains Each module starts with a module presentation page to units corresponding to those in the Student’s Book as well as familiarise students with the language and patterns in the a Use of English section, a Vocabulary Bank section and a module. The module presentation pages also whet students’ Presentation Skills section. It can be used either in class or for appetites by familiarising them with some of the text types, homework upon completion of the relevant unit in the pictures and activities found in the coming module. Student’s Book. It aims to consolidate the language and grammar presented in the Student’s Book through a variety Each module contains the sections described below. of exercises, incorporating all four skills. Translation and Vocabulary dictation exercises, prepositions and phrasal verbs are also Vocabulary is introduced in a functional and meaningful included. context, and is practised through a variety of exercises such Teacher’s Book as picture-word association and completing set phrases in The Teacher’s Book is interleaved and contains detailed order to help students use everyday English correctly. teacher’s notes, which provide: Reading the objectives of each module clearly and concisely Throughout each module, there is a wide variety of reading step-by-step lesson plans and suggestions on how to texts, such as: emails, text messages, letters, articles, poems, present the material etc, which allow skills, such as reading for gist and reading extra activities for stronger & weaker classes for specific information, to be systematically practised. games a full key to the exercises in the Student’s Book & Use of English Workbook & Grammar Book. The Use of English items taught in each module are first audioscripts of all listening material presented in context, then highlighted and clarified by INTRODUCTION i 02Excel 8 Gr KAZ Ts_Intro.qxp_02Excel 8 Gr KAZ Ts_Intro.qxp 21/6/17 5:02 PM Page 6 means of clear, concise theory boxes. Specific exercises and which give students the chance to process the information they activities methodically reinforce students’ understanding and have learnt and compare it to the culture of their own country. mastery of each item. The Workbook & Grammar Book Across the Curriculum section contains a detailed explanation of each Use of English point. This section enables students to link the theme of the module Listening to a subject on their school curriculum, thus helping them to Students develop their listening skills through a variety of tasks contextualise the language they have learnt by relating it to which employ the vocabulary and Use of English practised in their own personal frame of reference. These sections contain the module in realistic contexts. This reinforces students’ lively and creative tasks which stimulate students and allow understanding of the language taught in the module. them to consolidate the language they have learnt throughout the module. Speaking Controlled speaking activities have been carefully designed Language Review to allow students guided practice before leading them to less This section provides students with practice on vocabulary structured speaking activities. presented in each module as well as practice on prepositions and phrasal verbs. Everyday English Functional dialogues set in everyday contexts familiarise students Self-Check with natural language. The dialogues also present useful This section appears at the end of the book, and reinforces expressions so that students can practise everyday English. students’ understanding of the topics, vocabulary and structures that have been presented in each module. An Pronunciation answer key is provided for students to check their answers Pronunciation activities help students to recognise the various and a marking scheme allows students to evaluate their own sounds of the English language, distinguish between them progress and identify their strengths and weaknesses. and reproduce them correctly. EDUTAINMENT SUGGESTED TEACHING TECHNIQUES This section includes a Values section aiming to enable Ss to gain A – Presenting new vocabulary moral values and prepare them for their future role in society; it Much of the new vocabulary in Excel for Kazakhstan is includes a quiz that revises information presented in the module presented through pictures, and students are asked to match and acts as a sample for students to prepare a similar quiz of the pictures to listed words. Vocabulary is always presented their own. It also has a song that is connected to the themes of in context, and emphasis is placed on collocations and word the modules as well as a related task. Listening to lively, high association, since memorising new words is easier when they quality songs is a humanistic activity which lowers the students’ are presented in lexical sets. affective filters and allows them to absorb language more easily. Further techniques that you may use to introduce new Study Skills vocabulary include: Brief tips, explanations and reminders, at various points Miming. Mime the word to be introduced. For instance, throughout each module, help students to develop strategies to present sing, pretend you are singing and ask which improve holistic learning skills and enable students to students to guess the meaning of the word. become autonomous learners of the English language. Synonyms, opposites, paraphrasing and giving definitions. Writing Examples: Students develop their writing skills through the use of all – Present store by giving a synonym: A store is a shop. four language skills. – Present tall by giving its opposite: He isn’t short, he’s Guided practice of the relevant vocabulary is given and tall. consolidated and followed by a model text which is thoroughly – Present weekend by paraphrasing it: I don’t work at analysed. Plans are also provided to guide students. the weekend. I don’t work on Saturday and Sunday. There are writing activities throughout the modules, based – Present garage by giving a definition: A garage is a on realistic types and styles of writing, such as letters, notes, place where we put our car, next to the house. postcards and emails. These progress from short sentences to paragraphs and Context. Place vocabulary items in context with finally to full texts, allowing students to gradually build up examples which make understanding easier and more their writing skills. complete. For instance, introduce the words city and town by referring to a city and a town in the students’ Across Cultures section own country: Almaty is a city, but Stepnyak is a town. In these interesting and informative pages, students are Visual prompts. Show photographs or drawings to make provided with cross-cultural information and read about understanding easier. aspects of various countries and Kazakhstan which are Use of (bilingual/monolingual) dictionary. Encourage thematically linked to the module. The section also contains students to guess the meaning of a word, then use their related tasks and creative projects, such as making a poster, dictionaries to check if their guess is correct. INTRODUCTION ii 02Excel 8 Gr KAZ Ts_Intro.qxp_02Excel 8 Gr KAZ Ts_Intro.qxp 21/6/17 5:02 PM Page 7 Sketching. Draw a simple sketch on the board to D – Correcting students’ work illustrate the word(s) to be explained. For instance: All learners make errors; they are part of the process of learning. The way errors are dealt with depends on the activity. Oral accuracy. In drill work correct students on the spot, either by providing the correct answer and asking them tall to repeat it, or by indicating the error but allowing students to correct it. Alternatively, indicate the error short and ask other students to correct it. Oral fluency. In pairwork or free-speaking activities allow students to finish the task without interruption, but make a note of the errors made and correct them afterwards. Written work. Do not over-correct; focus on errors that Flashcards. Make flashcards out of magazine or newspaper are directly related to the point of the exercise. When pictures, photographs, ready drawings and any other visual giving feedback you may write the most common errors material which may serve as vocabulary teaching tools. on the board and help the class to correct them. Use of L1. In a monolingual class, vocabulary can be Remember that praising students and rewarding good work explained in the students’ mother tongue, although this is of great importance. Post written work on a noticeboard in method should be used only in moderation. Students the classroom or school, or give ‘reward’ stickers. Praise effort also need to compare their mother tongue to the as well as success. English language to find similarities and/or differences. The choice of technique depends on the type of word or E – Class organisation expression. For example, it may be easier to describe an action Open pairs. The class focuses its attention on two students verb through miming, and not through a synonym or definition. doing the assigned task together. Use this technique to provide an example of how the task should be done. B – Writing Closed pairs. Pairs of students work together on a task or All writing tasks in Excel for Kazakhstan have been carefully activity, while the teacher moves around the classroom designed to guide students to produce a successful piece of offering assistance and suggestions. Ensure the task is writing. clearly understood before closed pairwork begins. Always read the model text provided and deal in detail Stages in pairwork: with the vocabulary tasks. Students will then have – Organise students into pairs acquired the language necessary to cope with the final – Set the task and time limit writing task. – Rehearse the task in open pairs Make sure that students understand they are writing for – Ask students to do the task in closed pairs a purpose. Go through the writing task in detail so that – Go around the class and help students students are fully aware of why they are writing and to – Pairs report back to the class whom they are writing. Groupwork. Groups of three or more students work It would be advisable to complete the task orally in class together on a task or activity. Class projects or role play before assigning it as written homework. Students will are often most easily done in groups. Again, ensure then feel more confident about producing a complete students clearly understand the task in advance. piece of writing on their own. Rolling questions. A student answers a question, then proceeds to ask a question directed at the next student C – Assigning homework in turn. This continues around the class. It is recommended that homework is regularly assigned and routinely checked according to the specific needs of the class. STUDENTS’ LANGUAGE PORTFOLIOS When assigning writing tasks, prepare students as much as At the beginning of the course, students should be asked to possible in advance. This will help them avoid errors and get obtain a suitable folder, or sectioned document wallet, which maximum benefit from the task. they will bring to each lesson and which will hold their personal Language Portfolio. Commonly assigned homework tasks include: Vocabulary. Students memorise the meaning of words In practice, Language Portfolios may include projects or other and phrases. written work; memory sticks with work or drawings Spelling. Students learn the spelling of particular words completed inside or outside the class; DVDs with the without memorising the text in which they appear. students’ favourite story, filmed performances of songs, Reading aloud. Assisted by the Student’s CD, students school plays, Evaluation Sheets and reports from teachers, practise at home in preparation for reading aloud in class. various realia or pictures and so on. In short, it is a collection Writing. After thorough preparation in class, students are of what the learners want to keep as evidence of what they asked to produce a complete piece of writing. are learning through the medium of the English language. INTRODUCTION iii 02Excel 8 Gr KAZ Ts_Intro.qxp_02Excel 8 Gr KAZ Ts_Intro.qxp 21/6/17 5:02 PM Page 8 This Language Portfolio is the student’s property. It is a tool whole process. Evaluation also allows teachers to reflect on to accompany the students’ language learning throughout the validity of their teaching practices and the types of the course and is suitable for documenting their learning material being used. both inside and outside the classroom. The main emphasis is The process is divided into three parts: Initial Evaluation at on the process of learning, so that while compiling their the beginning of the course, Formative Evaluation, which is Language Portfolios, learners develop the skill of working done on a day-to-day basis, and Cumulative Evaluation, independently. upon finishing a module. The aim of the Language Portfolio is to develop the learners’ Initial Evaluation autonomy. However, they should be guided at first on how to This evaluation centres mainly on the students’ reports from organise their work, keep records, access their own information, the previous school year. The teacher can assess the students’ etc. Learners are usually willing to experiment and try new level, work already covered, work which needs to be covered, things, but at the same time, can be discouraged if they are not strengths/weaknesses, etc. sure what is required of them. Once a routine has been established and learners begin to develop their autonomy, they Formative Evaluation can be given more responsibility and freedom. Learners will still Any exercise a student does can be used for this type of appreciate feedback and appraisal though, so it is important evaluation. The results are then recorded on the student’s that their efforts are monitored and facilitated. Formative Evaluation Chart. TYPES OF LEARNING STYLES Make as many photocopies as you need and complete the charts as indicated. Write the names of the activities you are Experienced teachers will be aware that some of their going to evaluate (e.g., dialogues, songs, pairwork, etc) and students learn best by listening to new information, some write the marks obtained. prefer to read about it, whereas other students need to do something with the new information. There is no absolute Cumulative Evaluation ‘best’ method of learning; these are all valid learning styles, Cumulative evaluation takes into account the work the as different people learn in different ways. Consequently, a students have done throughout the module as well as their coursebook should offer a variety of exercises and material participation and attitude. The instruments of evaluation are: which stimulate all types of learning styles in order to help the learners learn according to their personal learning styles. Student’s Self-Assessment Forms: After the students have Visual Learners need to see the teacher’s body language completed the Self-Assessment Form section of each and facial expressions to fully understand the content of module, they fill out the photocopiable Self-Assessment the lesson. They think in pictures and learn best from Form, giving their subjective opinion of their own visual displays, including diagrams, illustrations, performance. This learning-to-learn technique enables transparencies, videos, flashcards and hand-outs. the students to develop awareness of their progress. The Auditory Learners learn best through verbal explanations, Self-Assessment Forms should be kept in their Language discussions, talking things through and listening to what Portfolio for future reference. The Self-Assessment Forms others have to say. Written information may have little are printed at the back of the Teacher’s Book. meaning until it is heard. They often benefit from Progress Report Cards: After students complete each reading a text aloud and using a CD player. module and take the corresponding test, photocopy the Tactile/Kinaesthetic Learners learn best through a hands- respective Progress Report Card from the Teacher’s on approach, actively exploring the physical world Book and fill out a card for each student. The students around them. They may find it hard to sit still for long should keep these cards in their Language Portfolio for periods and may become distracted by their need for future reference. activity and exploration. These learners express ABBREVIATIONS themselves through movement. They have a good sense of balance and hand-eye co-ordination. By interacting The following abbreviations are used in the Student’s Book with the space around them, they are able to remember and Teacher’s Notes: and process information. Involve them in role play, T teacher sb somebody pairwork and other classroom activities. S(s) student(s) sth something EVALUATION HW homework n noun L1 students’ mother tongue v verb Evaluation is an essential part in the learning process. It helps Ex. exercise adj adjective the learners recognise their progress in the target language, p(p). page(s) adv adverb how much they have achieved and what areas need further e.g., for example phr phrase practice. The learners’ attitude towards their own learning i.e., that is phr v phrasal verb experience is positively influenced as they participate in the etc et cetera INTRODUCTION iv 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 9 Our World 1 Topic 1e Across Cultures 13 In this module, Ss will explore the themes of solutions to Lesson objectives: To listen and read for gist, to read for global issues, natural disasters and global citizenship. specific information, to compare buildings, to write about an eco-friendly building Module page 5 Vocabulary: Verbs (imitate, maintain, withstand, produce, Lesson objectives: To talk about solutions to global collect); Nouns (covering, exhibition, sustainability, solar issues, to get an overview of the module panel, pipe); Adjectives (see-through, distinctive, remarkable) Vocabulary: Problems (species extinction, homelessness, 1f Across the Curriculum: PSHE 14 air pollution, excess waste) Lesson objectives: To listen and read for gist, to read for 1a Reading & Vocabulary 6-7 specific information, to make a speech about the Lesson objectives: To listen and read for gist, to read for importance of being a global citizen, to prepare a poster specific information, to learn animals and their habitats, on how to make a positive change to the world to learn prepositional phrases, to talk about the steppe, Vocabulary: Verbs (affect, raise); Nouns (charity, appliance); to prepare a poster of plants and animals that live on the Adjective (interconnected); Phrase (be involved with) steppe Vocabulary: Habitats (desert, tropical rainforest, polar, 1g Writing 15 grassland, marine); Animals (polar bears, camels, whales, Lesson objectives: To read for gist, to read for specific lions, gorillas); Verbs (face, adapt, shape, preserve); Nouns information, to write an essay offering solutions to a (plain, shelter, natural resources, raw materials, habitat, problem wildlife, birthplace, respect, challenge, identity, generation); Adjectives (stunning, recognisable, harsh, agricultural); EDUTAINMENT 1 16 Phrases (critically endangered) Lesson objectives: To learn about and discuss values, to 1b Use of English 8-9 do a quiz, to write a quiz, to listen and read for gist, to read for specific information Lesson objectives: To learn infinitive/-ing forms, to learn the tenses of infinitive/-ing forms, to learn word formation Language Review 1 111 (nouns form verbs), to learn clauses of reason/result Self-Check 1 120 1c Skills 10-11 Lesson objectives: To learn natural disasters, to listen and read for gist and specific information, to learn phrasal verbs with give, to talk about the ASCE Foundation, to listen for specific information, to write an email about the Dream Big film Vocabulary: Natural disasters (drought, flood, earthquake, tsunami, hurricane, tornado); Verbs (collapse, prevent, specialise in sth, achieve); Nouns (civil engineer, structure, skyscraper, career); Adjective (inspirational); Phrase (raise awareness) 1d Everyday English 12 Lesson objectives: To apply to an environmental organisation, to listen and read for gist, to role play a dialogue, to pronounce the /oo/ sound Vocabulary: Applying to an environmental organisation (I’d like to find out about volunteering opportunities. What equipment do I need? How do I sign up? Can you tell me about your next event? That sounds great. I’d like to take part.); Verbs (volunteer, register); Nouns (conservation, footpath, equipment); Adjective (waterproof) MODULE PAGE v 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 10 2 Daily Life & Shopping Topic 2e Across Cultures 25 In this module, Ss will explore the themes of daily routines Lesson objectives: To read for gist, to read for coherence & free-time activities, leisure activities & chores and and cohesion, to write a short article about teenagers’ clothing & shoes. weekend activities Vocabulary: Verb (chat); Nouns (alternative shop, window Module page 17 shopping, court, waterslide); Adjective (cool); Phrases Lesson objectives: To talk about daily routines & free- (mainstream fashion) time activities, to get an overview of the module 2f Across the Curriculum: PSHE 26 Vocabulary: Daily routines & free-time activities (do homework/study, be in a sports club, work, hang out with Lesson objectives: To listen and read for gist, to read for friends, do chores, go shopping, surf the Net, watch TV, eat specific information, to make a list and categorise your out, exercise, play video games, go to school) spending Vocabulary: Verb (reduce); Phrasal verb (cut back); Nouns 2a Reading & Vocabulary 18-19 (tip, expenses, pocket money, income, savings); Phrases Lesson objectives: To listen and read for gist, to read for (manage money, set a budget, long-term goal, keep track of) specific information, to learn leisure activities & chores, 2g Writing 27 to express likes/dislikes, to learn prepositional phrases, to interview sb, to write an interview Lesson objectives: To read for specific information, to Vocabulary: Leisure activities & chores (dust the furniture, listen for ideas, to write a for-and-against essay mop the floor, set the table, vacuum the carpets, go Vocabulary: Verb (purchase); Nouns (goods, doorstep, skateboarding, do the laundry, do the washing-up, do pleasure aspect); Adjective (convenient); Phrase (in a hurry) archery, go to the theatre, go dancing); Nouns (leisure time, chore, laundry, grade); Adjectives (additional, local) EDUTAINMENT 2 28 2b Use of English 20-21 Lesson objectives: To learn about and discuss values, to do a quiz, to write a quiz, to listen and read for gist, to Lesson objectives: To revise the present simple, the read for specific information present continuous and the present perfect, to learn/revise stative verbs, to learn/revise already/just/yet/ Language Review 2 112 ever/never, to learn the present perfect continuous, to Self-Check 2 121 learn word formation (adjectives) 2c Skills 22-23 Lesson objectives: To review clothing & shoes, to listen and read for gist, to read for specific information, to learn phrasal verbs with look, to listen for specific information, to talk about British teen scenes, to write a blog entry about teenagers in Kazakhstan Vocabulary: Clothes & shoes (scarf, sandals, suit, tracksuit, dress); Types of clothes (sports clothes, designer labels, casual, second-hand, formal); Verbs (express, grab); Nouns (subculture, hoodie, nerd, geek, whizz-kid, design, slogan, atom, gadget); Adjectives (loose, long-sleeved, short-sleeved, baggy, average); Phrase (big deal) 2d Everyday English 24 Lesson objectives: To buy a present for a friend, to listen and read for gist, to role play a dialogue, to learn intonation in questions Vocabulary: Buying a present for a friend (How can I help you? Is it still in stock? It’s a present for a friend. Do you know what size she is? Can I pay by credit card? That’s £35.99, please. Thank you very much.); Nouns (size, receipt); Adjectives (sold out); Phrases (in stock) MODULE PAGE vi 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 11 Entertainment & the Media 3 Topic 3e Across Cultures 37 In this module, Ss will explore the themes of entertainment, Lesson Objectives: To listen and read for gist, to read for water attractions, TV & the media and festivals around the specific information, to present two festivals, to write world. about a cultural festival Vocabulary: Verbs (lead, symbolise); Nouns (playwright, Module page 29 birth, parade, leader, marching band, mayor, grave, legacy, Lesson Objectives: To talk about forms of entertainment, nomad, yurt, aspect, craft, introduction) to get an overview of the module 3f Across the Curriculum: Biology 38 Vocabulary: Entertainment (play online video games, watch traditional dancing, go to a water park, take a guided tour of Lesson Objectives: To listen and read for specific a museum, attend a concert, read a novel, go to the theatre) information, to read for order, to give a monologue Vocabulary: Verbs (bark, collect, hit, vibrate, bump, enter, 3a Reading & Vocabulary 30-31 create); Nouns (horn, wave, brain, outer ear, ear canal, Lesson Objectives: To listen and read for gist, to read for eardrum, bone, hammer, anvil, stirrup, cochlea, tube, snail specific information, to learn compound nouns and shell, liquid, nerve, signal); Adjective (curled) compound adjectives, to learn prepositional phrases, to 3g Writing 39 talk about water attractions, to recommend, to write a blog entry Lesson Objectives: To read for gist, to read for cohesion Vocabulary: Water experiences (slide, dip, sunbathe, sandy, and coherence, to write an email reviewing a concert sailing); Verbs (recommend, escape); Nouns (attraction, Vocabulary: Verb (perform); Nouns (support group, tropical climate, waterslide, mineral spring, resort); Adjective mixture, crowd); Adjective (exhausted); Adverb (patiently); (picturesque); Phrase (it’s worth it) Phrase (electric atmosphere) 3b Use of English 32-33 EDUTAINMENT 3 40 Lesson Objectives: To learn the past simple and the past Lesson Objectives: To learn about and discuss values, to continuous, to learn used to/would, to talk about types of do a quiz, to write a quiz, to listen and read for gist, to media, to learn word formation (-ing/-ed participles), to read for specific information learn comparatives Language Review 3 113 3c Skills 34-35 Self-Check 3 122 Lesson Objectives: To learn about TV programmes, to listen and read for gist, to read for specific information, to learn phrasal verbs with keep, to listen for specific information, to decide what to watch on TV, to create and present a TV guide Vocabulary: TV programmes (quiz show, cartoon, the news & weather, sports programme, documentary, soap opera, talent show, sitcom, reality show, cookery programme, action/adventure series); TV & the Media (documentary, film, cartoon, international news, reality show, political discussion, comic strip, weather, horoscope, talent show); Verbs (found, unify); Nouns (broadcaster, source, identity, nation, coronation, news report, current affairs); Adjective (trusted) 3d Everyday English 36 Lesson Objectives: To express opinions, to listen and read for gist, to role play a dialogue, to learn intonation when expressing feelings Vocabulary: Expressing opinions (What was it like? It was fantastic! The dancers were amazing! Did you enjoy it? Not really. It was nothing special.) MODULE PAGE vii 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 12 4 Sports, Health & Exercise Topic 4e Across Cultures 49 In this module, Ss will explore the themes of physical Lesson objectives: To listen and read for specific activities, sport and health. information, to present athletes, to write about a national sporting legend Module page 41 Vocabulary: Verb (qualify); Nouns (wrestler, medal, Lesson objectives: To talk about physical activities, to breaststroke, competition, heat); Adjectives (countless, get an overview of the module determined, terrified, record-breaking, competitive) Vocabulary: Physical activities (aerial yoga, aikido, weightlifting, Pilates, Zumba, squash, rugby, boxing, 4f Across the Curriculum: Biology 50 swimming) Lesson objectives: To read for specific information, to read for cohesion and coherence, to give a presentation 4a Reading & Vocabulary 42-43 on muscles Lesson objectives: To listen and read for gist, to read for Vocabulary: Verbs (depend, breathe, digest, vary, attach, specific information, to practise word formation (person require, contract, beat); Nouns (muscle, bundle, elastic nouns), to present sports, to write about a sport tissue, nerve, hormone, thigh, bone, internal organ, Vocabulary: Sport verbs (kick, pass, hit, score, beat, digestive system, pupil); Adjectives (skeletal, smooth, catch); Verbs (score, guard, serve); Phrasal verb (set up); cardiac, voluntary, tiny, involuntary); Phrase (pump blood) Nouns (broomstick, pitch, keeper, hoop, athlete, teamwork, chest, net) 4g Writing 51 Lesson objectives: To read for specific information, to 4b Use of English 44-45 read for structure, to write a for-and-against essay Lesson objectives: To learn/revise will/be going to, to Vocabulary: Verbs (attend); Nouns (individual, attention, learn/revise the present continuous (future meaning), to instructor, fitness level, pace); Adjective (shared); Phrase learn/revise conditionals and wishes (get fit) 4c Skills 46-47 EDUTAINMENT 4 52 Lesson objectives: To read for gist, to read for cohesion Lesson objectives: To learn about and discuss values, to & coherence, to learn phrasal verbs with put, to learn do a quiz, to write a quiz, to listen and read for gist, to prepositional phrases, to listen for specific information, talk about your lifestyle to talk about teens & exercise, to write an email giving Language Review 4 114 advice Vocabulary: Verbs (lower, boost); Phrasal verb (give up); Self-Check 4 123 Nouns (benefit, pressure, temptation, physical health, diabetes, heart disease, endorphins, epinephrine, brain cell); Phrases (change mood, spotty face, physical health, burn fat, build muscle, fight stress, concentration level) 4d Everyday English 48 Lesson objectives: To ask for/give advice, to listen and read for gist, to read for specific information, to role play a dialogue, to learn the pronunciation of /ou/ Vocabulary: Asking for/giving advice (I don’t know what to do to keep fit. Any ideas? Have you thought about exercising at home? It’s also easier to get an injury when you exercise with a trainer. You don’t need any equipment to do aerobics or yoga. Thanks for the advice!); Verb (afford); Nouns (equipment, injury, trainer) MODULE PAGE viii 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 13 Reading for pleasure 5 Topic 5d The Mausoleum of Aisha Bibi 60-61 In this module, Ss will explore the themes of novels and Lesson Objectives: To listen and read for specific stories. information, to read for comprehension, to learn/revise Module page 53 many/more, a few, few, less...than, to draw a story, to present a story, to write a summary Lesson Objectives: To talk about book/film characters, Vocabulary: Verbs (refuse, pack, beg); Nouns (mausoleum, to listen for gist, to get an overview of the module region, tile, kingdom, nanny, empire); Adjectives (delicate, 5a Twenty Thousand Leagues patterned, poisonous, faithful) Under the Sea 54-55 EDUTAINMENT 5 62 Lesson Objectives: To read for specific information, to listen for order of events, to read for comprehension, to Lesson Objectives: To learn about and discuss values, to identify type of narratives, to predict events in a story, to do a quiz, to write a quiz, to listen and read for gist, to research a story, to write an article read for specific information Vocabulary: Verbs (surround, escape, appear, produce, exist); Nouns (land, hole, tunnel, cave, surface, lava, ocean Language Review 5 115 floor, stone house, temple); Adjective (possible) Self-Check 5 124 5b Moby-Dick 56-57 Lesson Objectives: To read for gist, to listen and read for specific information, to learn phrasal verbs with go, to learn some-any-every-no & compounds, to write a summary, to draw a picture, to present a modernised version of a book character Vocabulary: Verbs (explore, reflect, obey); Nouns (boredom, shipping, edge, passenger, crew, order, school, merchant, coast); Adjectives (harsh, wholesome, pure, deliberate, distant, forbidden); Phrase (trapped anger, fate has sth in store for sb) 5c Kyz-Zhibek 58-59 Lesson Objectives: To listen and read for gist and specific information, to complete a graphic organiser, to order events in a story, to write a summary, to draw a comic strip, to write a different ending to a story Vocabulary: Verbs (capture, attack, disappear, comfort); Phrasal Verbs (leap out, reach out); Nouns (intelligence, effort, gift, desire, enemy, hatred, ground, cliff); Adjectives (strong-willed, wicked, beloved, heartbroken); Adverb (bravely); Phrase (ask for sb’s hand in marriage) MODULE PAGE ix 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 14 6 The Natural World Topic 6e Across Cultures 71 In this module, Ss will explore the themes of flowers, Lesson objectives: To listen for gist, to read for specific endangered animals and nature reserves. information, to write about a nature reserve Vocabulary: Verb (migrate); Nouns (woodland, hectare, Module page 63 wetland, landscape, crossroads); Adjectives (rare, swampy, Lesson objectives: To talk about flowers, to prepare a massive); Phrase (guided canoe trip) poster, to get an overview of the module Vocabulary: Flowers (thistle, jade vine flower, petunia, 6f Across the Curriculum: Science 72 lady’s slipper orchid, rose, poppy) Lesson objectives: To listen for gist, to read for specific information, to prepare a quiz 6a Reading & Vocabulary 64-65 Vocabulary: Verbs (spread, perform, absorb); Phrasal verbs Lesson objectives: To listen and read for gist, to read for (turn into, suck up, dry out), Nouns (ingredient, carbon specific information, to learn about endangered animals, dioxide, support, structure, mineral, photosynthesis, sunlight, to learn prepositional phrases, to practise word formation glucose, pipe, nutrient); Adjective (distinctive); Adverb (adjectives), to talk about helping endangered species, to (underground) prepare a poster about protecting endangered species Vocabulary: Endangered animals (snow leopard, black 6g Writing 73 rhino, loggerhead turtle, blue whale, giant panda, great white Lesson objectives: To read for key information, to write shark); Verbs (threaten, sponsor, adopt, ensure, survive); an article about a place of natural beauty Nouns (fur, tail, relative, bamboo, grub, livestock, destruction, Vocabulary: Verb (identify); Nouns (granite, valley, pond, creature); Adjectives (rusty, bushy, iconic, urgent) mountaineering, coyote, otter) 6b Use of English 66-67 EDUTAINMENT 6 74 Lesson objectives: To learn the passive, to learn/revise Lesson objectives: To learn about and discuss values, to comparative structures do a quiz, to write a quiz, to listen and read for gist, to 6c Skills 68-69 read for specific information Lesson objectives: To listen and read for gist, to read for Language Review 6 116 specific information, to learn phrasal verbs with hang, to Self-Check 6 125 listen for specific information, to create a poster Vocabulary: Verbs (nestle, form, drain, flood, restore); Nouns (scenery, mixture, waterfall, meadow, avalanche, dam); Adjectives (stunning, thick, coniferous majestic) 6d Everyday English 70 Lesson objectives: To suggest – agree/disagree, to listen and read for gist, to listen and read for specific information, to learn pronunciation (silent letters) Vocabulary: Suggesting – Agreeing/Disagreeing (What are your plans for the summer? I heard about a great volunteering programme. What will we do there? The main activity is monitoring the penguins. Verbs (monitor, tag, track); Phrasal verb (run out); Nouns (project, movement); Phrases (volunteering programme, in trouble) MODULE PAGE x 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 15 Travel & Transport 7 Topic 7e Across Cultures 83 In this module, Ss will explore the themes of signs Lesson objectives: To read for specific information, to relating to travel, sightseeing and means of transport as read for cohesion and coherence, to compare terminals, well as terminals around the world. to present terminals in your country Module page 75 Vocabulary: Verbs (land, respect); Nouns (terminal, destination, construction, airline, passenger flight, Lesson objectives: To talk about signs relating to travel, assassination, architecture, boulevard, dome); Adjectives to get an overview of the module (official); Phrases (out of respect, the late president) 7a Reading & Vocabulary 76-77 7f Across the Curriculum: Geography 84 Lesson objectives: To listen and read for gist, to read for specific information, to learn prepositional phrases, to Lesson objectives: To listen and read for gist, to read for talk about travelling around London, to write an email, specific information, to make a speech about the to present unusual ways to travel importance of not buying illegal souvenirs, to talk/write Vocabulary: Sightseeing and means of transport (go on a about how to protect animals from illegal hunting cable car, go on a walking tour, take a helicopter tour, go Vocabulary: Verbs (disappear, decline, protected, cure); on a bus tour, go on a bike tour, go on a river cruise); Verb Phrasal verb (break off); Nouns (savannah, poacher, tusk, (recommend); Phrasal verb (sort out); Nouns bracelet, necklace, tribesman, extinction, shell, law, natural (accommodation, attraction, spot, landmark, safety helmet, organism, global warming, illness); Adjectives (unique, departure, pier, the ultimate, cable car, perspective); illegal); Phrase (under threat) Adjectives (available, regular, panoramic, spectacular); Phrases (off the beaten track, at my own pace, in advance, 7g Writing 85 a head for heights) Lesson objectives: To read for key information, to write 7b Use of English 78-79 an email about a trip Lesson objectives: To learn modals, to learn word EDUTAINMENT 7 86 formation (negative adjectives beginning with im/in/il) Lesson objectives: To learn about and discuss values, to 7c Skills 80-81 do a quiz, to write a quiz, to listen and read for gist, to read for specific information Lesson objectives: To listen and read for gist, to read for specific information, to learn phrasal verbs with make, to Language Review 7 117 listen for specific information, to talk and write about Cat Self-Check 7 126 Island Vocabulary: Verbs (chase, remain, explode, develop); Nouns (resident, nickname, silkworm, mainland, cabin, contest, continent, wildlife, biologist, vase, reptile); Adjective (stray, furry, alien, fairytale) 7d Everyday English 82 Lesson objective: To go through passport control, to listen and read for gist, to pronounce \ea\ Vocabulary: Going through passport control (Can I see your passport and visa, please? I took a direct flight here from London. Are you in the country for business or pleasure? How long are you staying in the country? Do you have a return ticket? Have a nice stay!); Nouns (passport, direct fight); Phrase (for business or pleasure) MODULE PAGE xi 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 16 8 Food and drink Topic 8e Across Cultures 95 In this module, Ss will explore the themes of foods and Lesson Objectives: To read for gist, to listen and read for drinks, cooking methods, special dishes and meals. specific information, to compare breakfasts, to write about typical lunch food in the UK and in Kazakhstan Module page 87 Vocabulary: Nouns (sausage, black pudding, porridge, jam, Lesson Objectives: To talk about foods and drinks, to marmalade, wheat, treat, berry, preparation); Adjective get an overview of the module (buttered) Vocabulary: Foods and drinks (fresh fruit, pizza, salad, 8f Across the Curriculum: PSHE 96 roast chicken with potatoes and carrots, grilled fish and rice, cereal with milk, yoghurt, chocolate cake, orange juice, Lesson Objectives: To listen and read for gist, to read for milkshake); Adjectives (tasty, healthy, delicious, light, filling, specific information, to talk about food labels, to present nourishing) food labels Vocabulary: Verbs (store, prepare, display, contact, complain); 8a Reading & Vocabulary 88-89 Nouns (label, consumer, law, ingredient, consumption, freezer); Lesson Objectives: To listen and read for gist, to read for Adjective (satisfied); Phrases (informed decision) specific information, to learn cooking methods, to talk about festival food, to prepare a calendar of festivals 8g Writing 97 Vocabulary: Special dishes (haggis, minestrone, jerk Lesson Objectives: To read for gist, to read for cohesion chicken, smoked fish, parkin, hotdogs, corn on the cob, and coherence, to write an email describing how to Dundee cake); Cooking methods (baked, roast, boiled, make your favourite food fried, grilled, raw, mashed, steamed, scrambled); Verbs Vocabulary: Verbs (chop, drain, fry, grate, peel, pour, (celebrate, line, last); Nouns (poet, main course, oatmeal, season, sprinkle); Nouns (celery, herb, recipe, saucepan, garland, bonfire, population, rhythm, stall, ash); Adjectives stalk); Adverb (finely) (stuffed, funky, unique, sticky); Phrase (the early hours) EDUTAINMENT 8 98 8b Use of English 90-91 Lesson Objectives: To learn about and discuss values, to Lesson Objectives: To learn/revise a/an-some/any-no- do a quiz, to write a quiz, to listen and read for gist, to (how) much/many-a lot/lots of-(a) few/(a) little, to learn read for specific information food categories, to learn/revise several, plenty of, (a large/ small) amount/number, to learn containers, to learn word Language Review 8 118 formation (verb suffixes), to learn all, both (of), half Self-Check 8 127 8c Skills 92-93 Lesson Objectives: To listen and read for gist, to read for specific information, to learn prepositional phrases, to learn phrasal verbs with break, to listen for specific information, to talk about eating habits, to write an email Vocabulary: Verb (function, maintain), Nouns (connection, organ, chemical, fat, mineral, effect, amino acid, fatty acid, memory, micronutrient, cell, neuron, vegan, bean, substance, zinc, iron, copper); Adjective (complicated) 8d Everyday English 94 Lesson Objectives: To order breakfast, to listen and read for gist, to role play a dialogue, to pronounce \ou\ Vocabulary: Verbs (order); Nouns (offer, omelette, filling); Adjectives (light, plain) MODULE PAGE xii 03Excel 8 Gr KAZ Ts_ModPages.qxp_03Excel 8 Gr KAZ Ts_ModPages 21/6/17 5:03 PM Page 17 The World of Work 9 Topic 9e Across Cultures 107 In this module, Ss will explore the themes of work and Lesson objectives: To read for gist, to read for cohesion jobs. and coherence, to present two public holidays, to write a short text about a public holiday Module page 99 Vocabulary: Verb (shake); Nouns (crown, spirit, ribbon, public holiday, handkerchief, pattern, chore, exhibition) Lesson Objectives: To talk about jobs, to get an overview Phrases (off work, rural area, sweet treats, in honour of sb) of the module Vocabulary: Jobs (surgeon, newsreader, tutor, firefighter, 9f Across the Curriculum: Literacy 108 chef, receptionist, police officer, plumber, vet, lawyer, hairdresser, electrician); Work (treats sick animals, makes Lesson Objectives: To read for gist, to listen and read for sure people obey the law, receives calls and welcomes specific information, to describe characters visitors, gives private lessons, advises people on the law, Vocabulary: Verbs (moan, treat, mutter); Phrasal verbs cuts and styles people’s hair, cooks delicious food, fixes (blow out, do up); Nouns (stool, clerk, wage, excuse, broken water pipes, performs operations, fixes electrical button, chin, slide); Adjectives (bad-tempered, convenient, problems, puts out fires, reads the news on TV or radio) fair); Adverbs (instantly) 9a Reading & Vocabulary 100-101 9g Writing 109 Lesson Objectives: To listen and read for gist, to read for Lesson Objectives: To read for specific information, to specific information, to learn prepositional phrases, to write an essay form compound nouns, to learn word stress in Vocabulary: Verbs (graduate, owe); Nouns (debt, degree, compound nouns, to listen for specific information, to work experience); Adjective (financial) talk about sb’s job, to present an unusual job EDUTAINMENT 9 110 Vocabulary: Verbs (wink, cough, swing, extend); Nouns (living statue, dressing room, mime); Adjectives (still, furry, Lesson Objectives: To learn about and discuss values, to tolerant); Phrases (double sb’s size, in good shape, take a do a quiz, to write a quiz, to listen and read for gist, to rest) read for specific information 9b Use of English 102-103 Language Review 9 119 Lesson Objectives: To learn reported speech, to learn Self-Check 9 128 reporting verbs, to practise word formation, to learn phrasal verbs with take 9c Skills 104-105 Lesson Objectives: To read for specific information, to read for cohesion and coherence, to listen for specific information, to role play an interview, to write an interview Vocabulary: Verbs (aim [for sth], capture, discover, focus [on sth]); Nouns (career, spirit, value, wildlife, talent, passion, adventure); Adjectives (demanding, average); Phrases (dream job, follow in sb’s footsteps) 9d Everyday English 106 Lesson Objectives: To act out a job interview, to listen and read for gist, to role play a dialogue, to learn intonation in compound nouns Vocabulary: Nouns (CV [Curriculum Vitae], sales assistant, position, quality, enthusiasm, candidate) MODULE PAGE xiii 04Excel 8 Gr KAZ Ts_Mod 1.qxp_04Excel 8 Gr KAZ Ts_Mod 1 21/6/17 5:04 PM Page 18 Our World ▶▶ What’s in this module? Read the title of the module Our World and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding. Answer Key a Saiga antelope (p. 6) Have you heard of this animal? Do you know where it lives? Would you like to see one? Why (not)? an advert (p. 12) Where can you see an advert like this? Have you ever responded to an advert? When? a donation form (p. 11) Do you donate to a charity? Which one(s)? Do you think it is a good idea? Why (not)? Vocabulary 1 To present global issues Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. 2 To talk about solutions to global issues Read the ideas in the list and elicit/explain any unknown words. Invite one of the Ss to read out the example. Ask various Ss to suggest solutions to the global issues using the ideas in the list as well as ideas of their own. Suggested Answer Key A Protecting wildlife habitats helps fight species extinction B Opening more homeless shelters and providing free public housing help fight homelessness. C Walking instead of driving and using public transport help fight air pollution. D Recycling helps fight excess waste. MODULE 1 5(T) 04Excel 8 Gr KAZ Ts_Mod 1.qxp_04Excel 8 Gr KAZ Ts_Mod 1 21/6/17 5:04 PM Page 19 MODULE ▶▶ What’s in this module? Skills Focus: 1 Our World Vocabulary Global issues Reading & Listening for specific Look at the pictures. information and main ideas 1