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58 UNIT 3

Fashion3

IN THIS UNIT STUDENTS:●● talk about the clothes they wear●● talk about how often they do things●● ask for permission●● describe people

IN MORE! STUDENTS LEARNED:●● some clothes, colours and descriptive adjectives●● to use can/can’t for ability and in classroom phrases

for requests and permission●● simple shopping phrases

LANGUAGE FROM MORE! Clothes: dress, glasses, hat, jacket, jeans, shirt, shoes, shorts, skirt, socks, sweater, swimsuit, top, trainers, trousers, T-shirt, uniform, walking boots

Colours: black, blue, brown, green, grey, orange, pink, purple, red, white, yellow

Adjectives: awful, bad, beautiful, big, cheap, dark, expensive, fair, fantastic, favourite, good, great, long, new, nice, old, short, small, tall, wide

SUMMARY:The topic of this unit is fashion and clothes. It gives students the opportunity to revise talking about the clothes they wear, learn functional shopping phrases and act out shopping dialogues. They describe a person whose style they like. In Culture in mind they learn about important festivals in the United States when people dress up. The Geography-based cross-curricular topic is the processes involved in producing cotton for clothes.

In the context of describing clothes, students revise the present continuous to talk about what they’re wearing and the present simple to talk about how often they wear different things using adverbs of frequency. In the context of shopping, they revise the use of can for permission. They describe people using descriptive adjectives.

EXTRA RESOURCES:

The following resources are available for use in your classes as you work through Unit 3:

Workbook:p 30, Ex 6 Listening – shopping dialoguep 30, Ex 7 Reading – factual article about clothes; strategy training: understanding specific informationp 31, Ex 8 Reading and writing – email describing a festivalp 32 Watch out! focus on common errors

Language Builder:p 24 Study help: Opposites and synonyms p 25 Mind map: Describing people p 28 Language links: Asking for permission p 29 Study help: Word order

Website Teacher Zone PDF Language exercises:

PDF 3.14 Language Extra practice

PDF 3.15 Language Consolidation

PDF 3.16 Language Extension

DVD EiMTV Episode 3: It’s All About Me: Part 2PDF EiMTV Episode 3

The following self-access digital resources are available for consolidation and extension:

Website Student Zone language games and graded skills activities

DVD-ROM language practice exercises

Unit overview

TEACHING TIP

You may like to suggest that students listen to the following songs that are connected to the themes and/or the language of the unit:

Beautiful by Cristina AguileraDedicated Follower of Fashion by the Kinks Fashion by Lady Gaga

I Love My Shirt by DonovanNew Shoes by Paolo Nutini Yellow Raincoat by Justin Bieber

© Cambridge University Press 2015 English in Mind 9e Teacher's Resource Book

Warmers and coolers

59UNIT 3

Back to back

Aim to revise and consolidate the present continuous and describing clothes

●● Explain students are going to play a memory game to describe their partner’s clothes.

●● Demonstrate with a strong student. Stand back to back and describe the student’s clothes. Then the student describes your clothes.

●● Students play in pairs. They can swap partners and continue.

Book hunt

Aim to revise and consolidate describing people●● Students work in small teams. They look through

the book and choose a person in a picture to describe. They prepare a description in a number of sentences. Choose a team to start. They describe the person they have chosen, e.g. She’s wearing light blue jeans and a pink, white and blue top. She’s reading a magazine. (Katie on page 13.) The first team to locate the picture get a point.

Can I …?

Aim to revise and consolidate asking for permission

Preparation PDF Unit 3 Picture and word cards – clothes one

set of picture cards only per group; a coin per group●● Students work in groups of four with the cards

face down. They take turns to pick up a card and make a request for permission to the person on their left, e.g. Can I borrow your gloves? The person on their left tosses the coin and responds – yes for heads and no for tails. If they give permission, the student who asked keeps the card, if not they put the card at the bottom of the pile. The student on the left takes a new card and makes a request for permission and so on.

Chain memory game – clothes

Aim to revise and consolidate the present simple and describing frequency with clothes

●● Play the Chain memory game from the Games bank (page 14) with clothes words and adverbs of frequency, e.g. I often wear jeans. Mark often wears jeans and I never wear red.

Guess who?

Aim to revise and consolidate describing people●● Make sentences about a person in the class, e.g.

She’s tall and she’s got short dark hair. Today she’s wearing … . The student who identifies the person describes someone else, and so on.

Memory pairs

Aim to practise target active vocabulary

Preparation PDF Unit 3 Picture and word cards – clothes; adjectives

one set of each per group of four●● Students play Memory pairs from the Games

bank (page 13) in groups of four.

Who am I?

Aim to practise the present simple and adverbs of frequency

Preparation blank sheets of paper●● On a piece of paper, students write a sentence

about the clothes they wear, e.g. I hardly ever wear tight trousers. They don’t write their name and they write the heading Who am I? at the top.

●● Collect the papers and distribute them randomly. Students mingle and try to find the person by asking questions about the sentences, e.g. Do you ever wear tight trousers? / How often do you wear black clothes when you go out?

Word swatting

Aim to practise descriptive adjectives

Preparation two fly swats or rolls of newspaper●● Students play Word swatting from the Games

bank (page 20). Write up the new adjectives from Unit 3.

●● Make sentences describing Alexa Chung (see page 23 of the Student’s Book) or students in your class. The sentences should contain one of the target adjectives, but instead of saying the adjective, say beep, e.g. Alexa Chung doesn’t eat a lot. She’s very [beep]. (thin)

●● Students work in teams to swat the words.


UNIT 360

PAGE 20SB

Speak and read

AIMSOral production – describe the clothes you are wearingReading – scan a magazine article to understand the gist; extract specific information

●● Resources PDF 3.1 Mixed ability PDF 3.2 Mixed ability PDF 3.3 Mixed ability

TEACHING TIP

If you have a very weak class, start with the oral descriptions of the clothes students are wearing and revise the clothes and colours that they remember, but don’t do the reading activity at this point. Go straight to Exercise 2b on page 21 and do the clothes focus and present the adverbs of frequency as suggested. You can do the reading text and activities with the class later in the unit as revision and consolidation.

Lead-in●● Weaker classes: PDF 3.1 Mixed ability

Use the worksheet to revise basic clothes and colours. Then play Guess who? from the Warmers and coolers (page 59).

●● Mid-level classes: Revise basic clothes and colours with students using the clothes they are wearing. Then play Back to back from the Warmers and coolers (page 59).

●● Stronger classes: Write up the unit title Fashion and brainstorm words and ideas connected to fashion (clothes, colours, adjectives, etc.). Students work in groups and write their ideas on sheets of paper. Tell them to look through the unit quickly and add any other words they think of. Students pass their sheets of paper around the class so that they all have a chance to read each list. They could also make a mind map with the words and phrases.

Language noteWe talk about the generation gap when referring to differences in world view between people of different ages. The title plays on this in presenting the views of Ben and his mother on his fashion sense and clothes.

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●● Students describe the clothes they are wearing as in the examples. They work in pairs to make true or false sentences. Their partners listen and say true or false. This can also be done as a team game.

●● Students look at the picture of Ben. Elicit sentences about his clothes and his style. Ask Do you like his style? Read the statements with the class. Students read the article quickly to themselves and decide if the sentences are true or false. Feed back quickly with the class.

Answers1 T 2 F

●● Read the questions with the class. Stress that they should only look for the answers and not try to understand every word. Feed back with the class. Discuss the title of the article and ask students to suggest a good translation.

●● Mixed ability classes: PDF 3.2 Mixed ability PDF 3.3 Mixed ability

The worksheets offer students different levels of support and challenge. Give students the consolidation or extension activities depending on their level.

Answers1 Blue jeans and a grey and white jacket.

2 School uniform.

3 At home.

4 Because he spends a lot of money on clothes, his uniform is too tight and he’s late for school.

Situational dialogues

Write up or dictate these situations to the class:

1 It’s Monday morning. It’s time for school. Ben is very slow getting ready. His mum is angry.

2 It’s Sunday. Ben and his family are having lunch with his grandparents. His dad wants Ben to change his clothes.

3 It’s Saturday afternoon. Ben and his mum are shopping for clothes in a big shopping centre.

Elicit as many ideas as possible about each situation by asking questions, e.g. What does Ben think about his school uniform? What does his mum say about his school uniform? Why is his mum angry?

OPTIONAL ACTIVITY

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UNIT 3 61

Weaker classes: Choose one of the situations and build a dialogue on the board with the class. Then students work in pairs to practise saying the dialogue. While they are working, gradually rub out the dialogue one word at a time, until there are only a few key words left. If you like, some pairs can act out the dialogue for the class. Students then write the complete dialogue in their notebooks, using the skeleton dialogue on the board to help them.

Stronger classes: Students work in pairs to choose a situation and write a dialogue. Pairs practise then act out or record their dialogues.

PAGE 21SB

Focus on language The clothes we wear

AIMSFocus on clothesTalk about how often you do things using adverbs of frequencyOral production – talk about the clothes you wear

●● Consolidation and extension Language Builder p 22, p 26, p 29 Workbook p 26, p 27 Vocabulary bank p 88

●● Resources PDF Unit 3 Picture and word cards – clothes PDF 3.4 Frequency card game PDF 3.5 Odd word out

●● Weaker classes: Don’t do Exercise 2a with weaker classes who haven’t worked on the text. Present the vocabulary using Exercise 2b.

●● Stronger classes: Students look back at page 20 and make a list of the clothes and accessories in the article. A stronger student writes them on the board. Check the meaning, spelling and pronunciation with the class.

Answersjeans, jacket, shoes, uniform, tracksuit, (headphones), trousers

●● CD1 T19 Students match the words with the pictures. Play the CD. Students listen and check their answers, then they talk about the items in the picture in the same way as the young people on the CD as if they were looking at a website and commenting on clothes.

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AUDIOSCRIPT/ANSWERS

1 I like those trainers. 2 I don’t like that sweatshirt. 3 Those slippers are nice. 4 Those boots are great. 5 I love that shirt. 6 I like that tracksuit. 7 That coat is great. 8 That’s a nice dress. 9 I love that scarf. 10 That belt is cool. 11 I love those gloves. 12 I don’t like those socks.

●● Students complete page 22 of the Language Builder to ensure that they have a record of the clothes and accessory words.

●● Weaker classes: PDF Unit 3 Picture and word cards – clothes

Students work with the cards to practise the new language. See the Games bank (pages 13–14) for activity and game suggestions.

●● Stronger classes: Students learn the accessories in the Vocabulary bank on page 88. They can use the Student’s Book wordlist to check the pronunciation. They work in pairs and make personal sentences about them like this: I’ve got a great New York Yankee baseball cap. It was a present from my uncle.

1 Vocabulary guessing game

Students play a guessing game in pairs. Student A chooses an item of clothing from the picture. Student B asks questions to find out which it is, e.g. Is it black? Do you wear it on your feet? Student A can only answer yes or no.

2 Sound focus

Write the sounds /ʤ/, /s/, /z/ and /ʃ/ on the board and say them. Students look at their list of clothes words from Exercise 2b and identify all the examples of the sounds. A strong student writes the words on the board and underlines the sounds.

Students work in teams. Point to a symbol on the board. The first student to say a clothes word with that sound, pronounced correctly, gets a point. The winners are the team with most points.

/ʤ/ jeans, jacket

/s/ tracksuit, sweatshirt, boots, dress, scarf, socks, slippers

/z/ trousers, jeans, shoes, gloves, trainers, slippers

/ʃ/ shoes, shirt, sweatshirt

OPTIONAL ACTIVITIES


UNIT 362

●● Weaker classes: Ask questions to elicit some sentences with adverbs of frequency, e.g. How often do you wear a skirt? (you can ask a boy to elicit never). Elicit true sentences for the class onto the board like those in the examples. Some sentences should use the present simple of main verbs and some to be. Highlight the adverbs of frequency in the sentences.

●● Stronger classes: Students look at the example sentences about Ben. Elicit that we use adverbs of frequency to talk about how often we do things.

Adverbs of frequency●● Use the frequency line on the page to check

that students understand when to use the different adverbs.

●● Students read the questions in the Focus box and use the examples to work out the answers.

●● You may like students to complete page 26 in the Language Builder at this point to ensure that they all have a record of the grammar focus.

●● Point out to students that they can refer to the Grammar reference section at the back of the Student’s Book for a more complete summary.

OCUSFF

●● Use the picture cards or point at items of clothing. Students make true sentences about the item of clothing that you show. They work in pairs with the picture cards or pointing at different clothes. One student points and the other makes a sentence.

Answers1 when it’s a main verb, e.g. I never wear a

tracksuit.

2 when the verb is to be, e.g. He’s often late for school.

Language noteStronger classes: Point out that when we use more than one adjective, the order is: style + colour + clothes word, e.g. smart black clothes, new grey trousers, light blue jeans.

TEACHING TIP

The Study help tip on page 29 of the Language Builder focuses on correct word order in descriptive sentences.

●● Students read the example sentence and then make sentences about themselves and the clothes they wear. They should think of six sentences – one using each adverb. Write up these phrases

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for students to use in their sentences: at school / at home / when I go out. At least one of the sentences should be false.

●● Students work in pairs and ask and answer questions to find out which of their partner’s sentences is false.

1 Personal clothes descriptions

Weaker students: They write sentences about the clothes they wear using adverbs of frequency and then put their name at the top. Collect the sentences. Read them out without saying the student’s name. Students listen and guess who it is. After a few turns, hand out papers for students to read out.

2 Frequency card game

Mid-level classes: PDF 3.4 Frequency card game

Students work in AB pairs with one set of cards. They put them in piles face down. Students turn over one card from each pile and make a sentence. It can be true or false. They write down each other's sentences. When they have used all the cards, they guess which of their partner's sentences are false.

3 Odd one out discussion

Stronger students: PDF 3.5 Odd word out

Students work in pairs or small groups to choose the odd ones out and explain why. This can also be done as a team game.

OPTIONAL ACTIVITIES

PAGE 22SB

Speak and listen

AIMSOral interaction – fluency: ask for and give opinions and talk about routinesListening – for gist to identify topic; for specific information to understand details

●● Resources PDF 3.6 Clothes shopping survey

Lead-in●● Ask What are your favourite clothes? Students

think of one item of clothing and think of a sentence to describe it/them, e.g. My favourite (top/trousers) is/are … (red / from Zara). Play the Chain memory game from the Games bank (page 14) with their sentences.

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UNIT 3 63

PDF 3.6 Clothes shopping survey

●● Read and drill the questions with the class, paying attention to intonation. Show students that the intonation goes ↑ at the end of Yes/No questions and ↓ at the end of Wh- questions.

●● Demonstrate the activity with a strong student, encouraging him/her to give full answers and making notes on the board.

●● Students work in groups to do the survey, noting down the answers. Alternatively, they work with the survey worksheets. They compare answers and speak about the group, e.g. Four of us like shopping. Three people often go shopping.

BACKGROUND INFORMATIONIn Britain shoe sizes are numbered 0–13.5 for children (equivalent to European sizes 16–32), and then start again from 1 (33). Adult shoes are generally sold in sizes 3–14.5 (35.5–51).

Children’s and young teenagers’ clothes sizes are categorised by age. Women’s clothes sizes are numbered 6–22 (equivalent to European sizes 32–48), while men’s shirts are sized 34–46 (87–117) and suits are sized 32–44 (42–54).

●● CD1 T20 Students look at and describe the photos, e.g. It’s a yellow sweatshirt. Elicit/Revise the verbs borrow, change, have, try on. Play the CD. Students hear four dialogues about clothes. Each dialogue is about one of the items in the pictures. They listen and note down the order in which the clothes in the pictures are mentioned.

AUDIOSCRIPT

1Boy: Hi! Can I try those slippers on?Assistant: The red ones? What size are you?Boy: Size five.Assistant: OK. Just a moment. I’ll get them

for you.2Boy: Hello! Can I have that yellow sweatshirt,

please?Assistant: Yes, sure. What size?Boy: Er, size 12.Assistant: Sorry, we haven’t got the yellow one

in size 12. Boy: OK. Can I have the grey one then?Assistant: Of course. Do you want to try it on?Boy: No, thanks. It’s a present.3Girl: Excuse me. These gloves were a present,

but I don’t like them. Can I change them for a scarf?

Assistant: Yes, of course. Which one?Girl: That purple one, please.Assistant: OK, no problem.

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4Girl A: I’m going to a party. Can I borrow your

boots? Girl B: Which ones?Girl A: The new brown ones.Girl B: Well, I don’t know. They’re new.Girl A: I know, but please! Girl B: Oh, OK, then. Here they are.Girl A: Thanks!

Answers1 B 2 A 3 D 4 C

●● CD1 T20 Play the CD again. Students listen and say what the people in each dialogue want to do.

●● Stronger students: The first time they listen, they note down what the people want to do. The second time they listen, they answer these questions:1 What size slippers does the boy want? (Size 5.)2 Does the boy buy the yellow sweatshirt? (No, he

buys a grey one.)3 Does the boy want to try the sweatshirt on?

Why / Why not? (No, he doesn’t. It’s a present.)4 What does the girl want instead of the gloves?

(A scarf.)5 Why does the girl want to borrow the boots?

(She’s going to a party.)

AnswersA The boy wants to buy the yellow sweatshirt.

B The boy wants to try the slippers on.

C The girl wants to borrow the brown boots.

D The girl wants to change the gloves for a scarf.

Focus on language Asking for permission

AIMSListening – intensive to extract specific requests and responsesAsk for and give permission using can and one/onesOral interaction – fluency: ask for and give permissionPronunciation – focus on /æ/ and /e/

●● Consolidation Language Builder p 27, p 28 Workbook p 28, p 29, Ex 4

●● Resources PDF 3.7 Audioscript CD1 T20 PDF 3.8 Guided dialogue PDF 3.9 Jumbled dialogues

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UNIT 364

●● CD1 T20 Play the CD again. Students listen and then work in pairs to read and match the requests and responses. Play the CD again for students to listen and check. Ask students to call out other requests that they know that start with Can …? (a lot of the classroom language phrases that they know). Check that they remember that can is used in English for both abilities and permission.

TEACHING TIP

PDF 3.7 Audioscript CD1 T20

You may like to give students the audioscript to read as they listen the final time. Students can ask about any words or phrases that they didn’t understand.

Answers1 c 2 a 3 d 4 b

one/ones●● Students read the requests for permission

and responses again and focus on the words one/ones. They work in pairs to answer the question in the Focus box. Then check answers with the class.

●● You may like students to complete page 27 and the bottom of page 28 in the Language Builder at this point to ensure that they all have a record of the grammar focus.

●● Point out to students that they can refer to the Grammar reference section at the back of the Student’s Book for a more complete summary.

OCUSFF

Answersb boots c slippers d scarf

Oral drill

Call out different clothes items, as quickly as possible. Students respond using one or ones, e.g. T: Black jeans.Ss: The black ones.T: A red skirt.Ss: The red one.T: New gloves.Ss: The new ones.

OPTIONAL ACTIVITY

a TEACHING TIP

Language links

Language Builder page 28 * Asking for permission

You may like students to compare and contrast the ways in which English, French and German express requests for permission.

In MORE! 8 e students study can/can’t in the sense of ability.

In this exercise we focus on the language structure: can + infinitive / pouvoir + infinitive / können + infinitive.

Ask students to reorder the sentences and compare the similarities and the differences.

Language note

In the three languages there is the same structure with the infinitive. However, the infinitive in German is at the end of the sentence.

AnswersIn English En français Auf Deutsch

Can we go to the party on Saturday?

Pouvons-nous aller à la fête samedi ?

Können wir am Samstag auf die Party gehen?

●● Students work in pairs to practise the dialogues.●● Weaker classes: Choose one dialogue and build

it up with the class on the board. They practise it in two groups and then in pairs. Rub out words as they become more confident until there are only a few word cues left on the board.

●● Mid-level classes: PDF 3.8 Guided dialogue They can work

with the guided dialogue worksheet and use it as a model for their oral work.

●● Stronger classes: PDF 3.9 Jumbled dialogues

Students work in pairs to reconstruct and practise the four dialogues.

Pronunciation: /æ/ and /e/●● CD1 T21 Write the two phonetic symbols /æ/

and /e/ on the board and ask students if they know which sounds they represent. Play the CD. Students listen and repeat the words.

●● Point to /æ/ and show the class the shape of your mouth when you make this sound. Students make the same shape with their mouths and try to make the sound, keeping their mouths in the correct shape (as open as possible). Then practise the sound giving different instructions, e.g. Say it very loudly. Now say it quietly. Now say it angrily.

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UNIT 3 65

●● Encourage them to have fun making the sound in different ways. Point to the /e/ symbol and repeat the process. Then point at random to the two symbols. Students make the correct sound as quickly as possible.

●● CD1 T22 Play the CD. Students listen and repeat the phrases they hear. They can speak slowly and clearly at first and then faster and faster, as if saying tongue twisters.

AUDIOSCRIPT

1 Can I have a black tracksuit jacket?

2 Can I have that red and yellow dress?

3 Can I have a matching hat and bag?

4 Can I have an expensive yellow sweatshirt?

5 Can I have a red dress with a leather belt?

Sound sentences

Students work in pairs or small groups. They write more sentences using the words with the two sounds in, e.g. I’ve got a black and red sweatshirt. My belt is black. I like spending money on hats.

Encourage them to make fun sentences. Then students work in new groups and take turns to dictate their sentences to each other, focusing on correct pronunciation. They vote on the best sentences.

OPTIONAL ACTIVITY

PAGE 23SB

Read and speak Describing people

AIMSReading – scan a blog post for gist; intensive to guess the meaning of new words in contextFocus on descriptive adjectivesOral interaction – describe people

●● Consolidation and extension Language Builder p 23, p 24, p 25 Workbook p 29, Ex 5

●● Resources PDF 3.10 Mixed ability PDF 3.11 Mixed ability PDF 3.12 Mixed ability PDF Unit 3 Picture and word cards – adjectives

Lead-in●● Choose a famous person. The person should be

young and stylish and well-known by all the class. Play Twenty questions from the Games bank

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(page 18) with the class. Tell them to ask questions about the person’s clothes, hair, eyes and so on.

●● As you play the game, write up the descriptive adjectives that they use in a list. You will refer to these later.

BACKGROUND INFORMATIONAlexa Chung (5th November 1983–) is an English TV presenter, actress and model. She was born in England, her mother is English and her father is Chinese-English. At the age of 16, Alexa was approached by a London modelling agency while at a music festival and she decided to become a model. During her four years as a model she worked for teen magazines and big international companies, as well as appearing in music videos and a reality show. In 2006, Alexa got her big break on TV presenting a music show called Popworld. Since then she has presented various music and fashion programmes in Britain and the United States. She has continued to do some modelling. Fashion designers love Alexa’s style and she often appears on best-dressed lists and is a regular cover girl for fashion magazines such as Vogue, Elle and Harper’s Bazaar. She won the British Style Award at both the 2011 and 2012 British Fashion Awards.

●● Students open their books. Read the three possible topics and elicit what kind of information students would expect in a blog on each topic. Students read the blog quickly and choose the topic.

Answersher fashion icon

●● Mixed ability classes: PDF 3.10 Mixed ability PDF 3.11 Mixed ability PDF 3.12 Mixed ability

The worksheets offer students different levels of support and challenge. Give students the support, consolidation or extension activities depending on their level.

Students work in mixed ability pairs or groups to check their answers.

●● Focus attention on the list of adjectives on the board (from the Lead-in stage), or revise the adjectives to describe people that students know. You could use photos of people to do this. Students call out the highlighted adjectives in the blog entry about Alexa. Drill the pronunciation if necessary and check the meaning by eliciting examples. Read the adjectives in the box with the class. Students work in pairs to match the opposites and then compare with another pair.

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UNIT 366

PDF Unit 3 Picture and word cards – adjectives Students use the picture and word cards to revise and consolidate the adjectives. They can play matching games with the opposites or use them to make and drill sentences.

Answerscheap – expensive fair – dark fat – thin long – short loose – tight short – tall ugly – pretty

TEACHING TIP

Page 23 of the Language Builder focuses on recording these adjectives with their opposites to help learn them. There is follow-up extension work on antonyms and synonyms on page 24 of the Language Builder.

Pronunciation

Ask students to read the blog entry and the adjectives and find words with the sounds from the pronunciation activity, /æ/ and /e/ (/æ/ actress, fat, casual /e/ presenter, sweater, expensive)

Stronger students: They write tongue twisters using words from the unit, e.g. She’s a fat actress with casual shoes. The presenter’s sweater is red.

They draw a picture for their tongue twister, with the sentence underneath and the phonetic symbol on it. Display the posters on the wall. Use them for quick practice at the beginning or end of lessons.

OPTIONAL ACTIVITY

●● Tell students that they are going to play a guessing game. Students turn to page 65 and read the example questions. Explain that we usually use pretty and beautiful to talk about girls and women and good-looking to talk about men. Demonstrate the activity with a strong student. The student chooses someone while you ask questions. Students work in pairs and play the game. If you like, students can then swap partners.

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BACKGROUND INFORMATIONKate Windsor (9th January 1982–) is the wife of Prince William. Her full name is Catherine, but everyone calls her ‘Kate’ and her surname before she was married was Middleton. Her official title is the Duchess of Cambridge.

Prince William (21st June 1982–), the Duke of Cambridge, is the elder son of Prince Charles and Princess Diana and grandson of Queen Elizabeth II. He is second in line to the throne, after his father.

Lady Gaga (28th March 1986–) is the stage name of Stefani Joanne Angelina Germanotta. She is an American singer, songwriter, fashion designer and actress. She has sold over 25 million albums. She is also famous for her clothes style.

Matt Damon (8th October 1970–) is an American actor, screenwriter and producer. He became famous after the success of the film Good Will Hunting which he co-wrote with his friend Ben Affleck and starred in. Some of his most famous films include the Bourne series, the Ocean’s trilogy and Saving Private Ryan.

Brad Pitt (18th December 1963–) is an American actor and film producer. Some of his most famous films include the Ocean’s trilogy, Troy and Moneyball. He also owns a production company whose productions include the Oscar-winning film, The Departed. He is married to Angelina Jolie.

Britney Spears (2nd December 1981–) is an American singer. She released her first album Baby One More Time in 1999 and it became the best-selling album by a teenage solo artist. For this reason, she was called the ‘Princess of Pop’. Since 1999, she has sold over 100 million albums, making her one of the best-selling singers ever.

Emma Watson (15th April 1990–) is an English actress and model. She became famous playing Hermione Granger in the Harry Potter films. Since then she has appeared in films such as Ballet Shoes and The Perks of Being a Wallflower. She also models.

Will Smith (25th September 1968–) is an American actor and rapper. Amongst his most famous films are the Men in Black trilogy, I am Legend, The Pursuit of Happyness and Independence Day. He is the father of the actor and rapper, Jaden Smith, and the actress and singer, Willow Smith.

Emeli Sandé (10th March 1987–) is a British singer and songwriter. Her hits include Heaven, Next to Me and Clown.


UNIT 3 67

Wall dictation

Books closed. Do a Wall dictation from the Games bank (page 19) with the text of Marina’s blog. Make 4–6 copies of the text and stick them around the class on the wall. Students work in pairs. Students check each other’s dictations with the text on page 23.

OPTIONAL ACTIVITY

Write

AIMSWriting – make notes to describe a person; describe a person’s style and looks

●● Resources PDF 3.10 Mixed ability PDF 3.11 Mixed ability

●● Ask students to name some famous people whose fashion style they like. Write looks and style on the board. Elicit that looks = hair, eyes, height, weight, etc. and that style = clothes, shoes, hairstyle, accessories, etc. Elicit descriptions of the looks and style of a famous person from a stronger student.

●● Students work individually, in pairs or in groups to write about a person whose style they like. Ask them to find a photo for their description. They copy and complete the notes.

●● Students use Marina’s blog post as a model to help them write a description of the person they chose.

●● Weaker and mid-level students: They work with one of the support texts on the worksheets to write descriptions.

Interactive writing task

Bring in some photos or magazine pictures of famous people wearing different kinds of clothes. Students work in pairs to choose a photo and write a description, without writing the name of the famous person and using only he/she. Then they swap descriptions with another pair to check for mistakes.

Put up the photos around the classroom. Collect in and then give out the descriptions. Pairs read the description and try to find the person. When they think they have found the person, they stick the description under the photo.

OPTIONAL ACTIVITY

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a

b

PAGE 24SB

Culture in mind

Extension: celebration, (fancy dress) costume, decoration, festival, ghost, monster, parade, traditional, witch

USEFUL VOCABULARY

Read and speak

AIMSCross-cultural focus on popular festivals in the United StatesReading – scan a factual article for key information; understand specific detailsWriting – make notes to describe a festivalOral interaction – ask and answer questions about a festival

●● Extension Workbook p 31

●● Resources PDF 3.13 Language links

BACKGROUND INFORMATIONSt Patrick’s Day is a cultural and religious holiday on 17th March. It commemorates Saint Patrick, the patron saint of Ireland. It is a public holiday in Ireland. On St Patrick’s Day, people often wear green clothes and there are parades and processions to celebrate, as well as music events in many towns. It has become a celebration of Irish culture in general and is celebrated in many other countries such as Great Britain, Canada, the United States, Argentina and Australia.

Mardi Gras is French for ‘fat Tuesday’ – this refers to the tradition of eating richer foods with fat, such as meat, before fasting during Lent. (Lent is the period of around six weeks leading up to Easter when people used to give up some foods to prepare themselves for Holy Week.) Originally, Mardi Gras was the Tuesday before Ash Wednesday, the first day of Lent, but it now usually refers to the two-week carnival and celebrations before Lent begins.

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UNIT 368

Halloween is traditionally celebrated on 31st October, the eve of All Saints’ Day. The day was originally known in medieval England as All Hallows. Children nowadays dress up and go round houses in their neighbourhood asking for treats. If they don’t receive a treat (e.g. sweets or money) they may play a trick on the person. ‘Trick or treating’ was originally an American custom, but is becoming more popular in Britain.

Lead-in●● Students work with their books closed. Teach the

phrases fancy dress costume and dress up. Ask students if they like dressing up and when they do it. Ask them when the last time they dressed up was and what they dressed up as. Students describe their costumes.

●● Play a guessing game. Describe a fancy dress costume. Students have to say what it is or which festival it’s for. Do the same with students working in groups to describe and guess.

●● Students describe the photos and guess which festival each one is from. They scan the article quickly and check their ideas.

AnswersThe top photo is St Patrick’s Day. People paint their faces green and wear green clothes because green is Ireland’s national colour.

The middle photo is Mardi Gras. People wear fancy dress costumes and sing and parade in the streets.

The bottom photo is Halloween. People dress up in scary costumes.

●● Read the questions with the class and discuss which key information they need to look for, e.g. 1 When is St Patrick’s Day? = a date 2 How long are the Mardi Gras celebrations? = a period of time

●● Point out that they must focus on the question words to understand the questions.

●● Students read the text again, answer the questions and compare in pairs. They identify the line numbers in the text where the answers are and then write their answers.

●● Stronger students: They write more questions about the texts and use them to hold a team quiz with their books closed.

a

b

Answers1 17th March (line 3)

2 two weeks long (line 9)

3 Halloween (line 15)

4 costumes, for example ghosts, witches or monsters (lines 18–19)

5 St Patrick’s Day and Mardi Gras (lines 7, 13)

6 in the evening (line 17)

Extension

PDF 3.13 Language links This extension activity encourages students to develop good learning strategies by using their knowledge of other languages to help them understand unknown words in texts.

OPTIONAL ACTIVITY

●● Ask these questions: Are there any similar festivals in Switzerland or another country you know? How are they similar? How are they different? Brainstorm festivals. Students choose a festival that they like. They work on their own or in pairs to make notes about it following the model.

●● Students work in pairs to invent and act out dialogues.

●● Mixed ability classes: Divide the class into weaker students (Student As) and stronger students (Student Bs). Students work in AB pairs. Student As ask questions. Student Bs answer and talk about a Swiss festival.

Writing

Stronger students: They write a description of a festival. They write about: – the details about when and where it is and

why people celebrate it– what people wear, eat and do– the decorations, the parades, the music, etc.

OPTIONAL ACTIVITY

c

d


UNIT 3 69

PAGE 25SB

GeographyThe cotton journey

Extension: by hand, cotton, factory, machine, material, pick, sew, spin, thread, weave, wheel

USEFUL VOCABULARY

BACKGROUND INFORMATIONCotton grows in tropical and subtropical regions. The main cotton-growing countries in the world are China, India, the United States, Pakistan, Brazil, Uzbekistan, Australia and Turkey.

Speak and read

AIMSCross-curricular focus on the cotton-making processOral interaction – give facts and express ideasReading – for specific information to order the stages in a processWriting – write short summary sentences to describe photos

Lead-in●● Elicit/Teach the different materials that objects

in the classroom are made of, e.g. glass, wood, cotton, wool, plastic, paper, cardboard. Call out a material and students point to an object made of it. Do this with all the materials. Students stand up and walk around, pointing at different objects and saying the materials – the whole class does this at the same time.

●● Show students a garment made of cotton and ask them if they know how cotton is made. Elicit what they know (in French if necessary) and tell them they are going to learn about how cotton clothes are made.

●● Students look at the labels in their clothes and call out the materials that they are made of. Then they read and discuss the first question. Students show their clothing items that are made of cotton. Ask Where does cotton grow? (See the Background information.) Show a world map and elicit the main cotton-growing countries. Tell the class that the photos tell the story of cotton. Ask what they know about how cotton is made. Elicit ideas from the class.

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TEACHING TIP

Mixed ability classes: Weaker students (Student As) can do Exercise 8b and stronger students (Student Bs) can do Exercise 8c. Then AB pairs share answers and explain the information they have learned.

●● Students say what is happening in the photos. Feed in useful words, e.g. weave, weaver, loom, thread, pick, grow, spin, sew, factory, seed, machine, fluffy. Students ask about words they don’t know using How do you say … in English? What does … mean?

●● Students read texts A–F and match them to photos 1–6.

Answers1 B 2 F 3 D 4 A 5 E 6 C

●● Do an example with the class. Students work on their own or in groups to write captions for the photos on small pieces of paper. They write the photo numbers on them. Put all the captions for each photo together in different places around the room. Students move around the room reading the captions. The class vote on the best caption for each photo.

Mini projects

Students can explore this topic further by doing one of these mini project tasks, depending on their level and on their interest in the topic. There are weblinks on the website Student Zone to help them with their research. They can work alone or in pairs or groups. You may like to use these pieces of work as oral assessment tasks.1 Students do some research and make a world

map of cotton-producing countries.2 What are your clothes made of? Students

research materials and prepare a presentation.3 Students research how cotton grows. They

prepare a presentation about the life of a cotton plant.

OPTIONAL ACTIVITIES

b

c


Memo from Mario

70 UNIT 3

Extra practice of the present simple

●➤ Preparation: photocopy the question grid (opposite), one for each student.

●➤ Put words that may be new to students up on the board, e.g. sleep dream in colour in black and white early late go to bed get up

●➤ Elicit the meanings of the words using students’ prior knowledge, mime, pictures and translation.

●➤ Give out the question grid and demonstrate the exercise. Pick a student and ask them all the relevant questions from the grid. Put these ways of answering up on the board: Yes, I do. No, I don’t. Yeah, I do. Not really. Sure, yes. Nah!

●➤ When the student answers affirmatively, note their name down next to the question.

●➤ Students mingle and ask relevant questions from the grid. They note other students’ names next to the questions answered affirmatively.

●➤ After the mingling phase, call out a student’s name and ask people to tell you about this student’s night time habits, e.g. Noah sleeps eight hours. He dreams in colour. He doesn’t go to bed early. He gets up late.

●➤ Check that the final -s of the four verbs is being pronounced correctly. Go through five or six students in this way.

●➤ Then call out two names and see if these two students have given any common answers to generate: They both (get up late).

●➤ Round the exercise off with students coming to the board and writing their own most interesting answers.

Questions Name

Do you sleep six hours?

……………………………………

Do you sleep seven hours?

……………………………………

Do you sleep eight hours?

……………………………………

Do you sleep nine hours?

……………………………………

Do you dream? ……………………………………

Do you dream in colour?

……………………………………

Do you dream in black and white?

……………………………………

Do you go to bed early?

……………………………………

Do you go to bed late?

……………………………………

Do you get up early? ……………………………………

Do you get up late? ……………………………………

RATIONALE

Here you have a simplified version of Find someone who …, which I first learned from Gertrude Moskowitz’s book Caring and Sharing in the Foreign Language Classroom (Newbury House, 1978).

To my mind the virtue of the activity is that it brings the present simple off the page and into the group, with students talking about themselves, in however limited a way.

A frequent way of affirming in British English, and across the age groups, is yeah.

If you listen to the negating habits of British English speakers between the ages of 12 and 25, nah is a form you will frequently hear. Many of our students will meet such usage when emailing, blogging and social networking.

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