key Jetstream ket answer unit 7 PDF

Preview

Summary

Teacher’s GuideTerry Prosser####### with Jane Revell and Jeremy HarmerintermediateBHello – and a big welcome to Jetstream Intermediate , the course we’ve written to help your students learn English (and improve what they already know). We’ve used engaging and stimulating topics and activities so tha...

Description

Terry Prosser with Jane Revell and Jeremy Harmer

intermediate

B

Teacher’s Guide

Letter to you, the teacher Hello – and a big welcome to Jetstream Intermediate, the course we’ve written to help your students learn English (and improve what they already know). We’ve used engaging and stimulating topics and activities so that, we believe, students will study successfully and enjoyably. Our intention has been to blend the familiar (activities and exercises with which teachers and students feel comfortable) with some newer, different features which are intended to add extra depth and interest to the learning experience, for example: • Jetstream is thought-provoking. It gets students to think in a variety of different ways, not only about ideas, but also about the language itself; • Because we live in a connected digital society, Jetstream often invites students to venture beyond the Student’s Book itself (if they can) and bring what they’ve found and enjoyed back to the classroom; • Jetstream presents a wide variety of people, cultural settings and topics – because learning how to communicate also means learning about the world we all live in; • Above all, Jetstream encourages students to use the language they’re learning in a grown-up way that fits with our increasingly interconnected world.

The thinking behind Jetstream Underlying everything in Jetstream are a number of principles that have guided us during the writing process. We believe: • that what students bring to the learning experience (and the Student’s Book) is as important as what’s between the covers. That’s why students are often asked for their input, and to share (if they want) their stories, thoughts, reactions and opinions; • that providing a range of stimulating topics – and, crucially, a repertoire of appropriately challenging activities – is the key to successful student involvement, and, therefore, learning; • in providing students with a range of the most appropriate and useful vocabulary at this level – and offering them different ways of meeting, learning and practising that vocabulary; • that grammar is important (of course!) and that students need to interact with it in enquiring and creative ways;

•

in providing a range of stimulating and appropriate practice and production activities which both bolster students’ knowledge whilst at the same time giving scope for creativity and experimentation.

The Teacher’s Guide As teachers ourselves, we know how busy and demanding a teacher’s life can be. That’s why Jetstream comes with a Teacher’s Guide which can take you through each lesson, step by step. There’s a wealth of support online, too, including extra material and practice tests. However – and this is important to stress – you don’t have to use any of this if you don’t feel like it. It’s there in case you want it and find it useful, that’s all. But if you’re happy to ‘do your own thing’, that’s wonderful too. We believe that Jetstream allows you considerable flexibility if that’s what you’re after! So this is Jetstream: a course designed to provide students with a rich and rewarding learning experience; a course which we believe is extremely enjoyable to teach with. Have a good time and good luck! Jane Revell and Jeremy Harmer

Contents Letter to you, the teacher Jetstream Intermediate Student’s Book contents Unit notes Unit 7 Unit 8 Units 7&8 Review Unit 9 Unit 10 Units 9&10 Review Unit 11 Unit 12 Units 11&12 Review Tasks Teacher’s notes Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Technique banks Using the video Using memory games Working with mixed-ability classes

4 6 21 37 41 59 77 81 95 110 113 114 114 115 115 116 116 117 118 119

Contents

3

Jetstream Intermediate

CONTENTS VOCABULARY

UNIT 7 Technology rules?

INTRODUCTION

Technological inventions

page 5

LESSON 1 Futurology

Optimism (adverbs of degree)

LESSON 2 What they know

GRAMMAR

SPEAKING AND WRITING

will be able to will future and future continuous hope

Reading: FE Smith’s predictions Listening: Thomas Frey’s predictions

Giving your opinion on various world topics Making predictions for the future

Future plans and predictions: going to, will probably, present continuous, might

Reading : They’ve got your profile

Acting out a conversation in a computer shop

Time adverbials

Listening: a conversation in a car

Describing a regular journey Writing a sat nav script

READING AND LISTENING

SPEAKING AND WRITING

Listening: a radio film show

Talking about the last film you saw Describing and guessing jobs Reporting what people said Acting out a film scene

LESSON 3 Losing skills

On the road

EVERYDAY ENGLISH VOCABULARY PLUS p69

Asking for and giving directions Cars Pedestrians Collocations VOCABULARY

READING AND LISTENING

Listening: a museum audio guide

GRAMMAR

UNIT 8 Film

INTRODUCTION

Compound nouns connected with films

page 13

LESSON 1 Who does what in films?

Jobs in films Adjectives to describe character

Neutral singular pronoun: they Reporting orders and requests

Reading: Jobs on a film set

LESSON 2 YouTubers

Statistics

would and used to

Reading: Meet Bing!

LESSON 3 I’m going to be a star.

Jobs and actions

Reporting what people say Reporting what people said

Listening 1: a conversation with a casting director Listening 2: a conversation with a friend

Writing and acting out an interview for a TV show

EVERYDAY ENGLISH VOCABULARY PLUS p60

Giving good and bad news At the movies Collocations Wordbuilder Weddings

READING AND LISTENING

SPEAKING AND WRITING

Writing and filming a vlog about your life as a child

REVIEW Units 7 & 8 page 21; Aspects of culture: Films VOCABULARY

UNIT 9 The good, the bad and the ugly page 23

INTRODUCTION

Buildings

LESSON 1 Beautiful buildings

Materials

Passive (1): present and past simple Past participles

LESSON 2 Should they be demolished?

Compound nouns for buildings

Passive (2): modals

Reading: Sky blue with white clouds

Talking about buildings you dislike Writing about an ugly building

LESSON 3 Cowboy builders

Building problems

have / get something done need

Listening: a conversation about a cowboy builder

Talking about work you’ve had done in your home Writing a poem

EVERYDAY ENGLISH VOCABULARY PLUS p61

Making and responding to a complaint Umbrella words Phrasal verbs: down Wordbuilder: nouns from verbs; verbs with the prefix re - Homophones VOCABULARY

UNIT 10 A question of beauty

GRAMMAR

INTRODUCTION

Professions

LESSON 1 I wish …

Accidents

Giving a talk about a beautiful building

GRAMMAR

Giving a talk about a wellknown building Acting out a short story

READING AND LISTENING

Wishes and regrets If only

Talking about things that have gone wrong Writing a poem

page 31 LESSON 2 Things would have been different.

Third conditional

Reading: Eris and the golden apple

Retelling a story from Greek mythology Talking about a myth or legend from your country

LESSON 3 It wasn’t easy.

be able to

Reading: Connections Listening 1: a conversation about a new pop star Listening 2: an interview about a Boston Bombing survivor Listening 3: a radio extract about a dancer

Retelling a survivor’s story Giving a short talk about an inspirational person

EVERYDAY ENGLISH VOCABULARY PLUS p62

Showing concern; Cheering someone up Gender-specific and gender-neutral words Wordbuilder: verbs with mis- Focus on: wrong Phrasal verbs: back

REVIEW Units 9 & 10 page 39; Aspects of culture: Types of dance

4

Contents

SPEAKING AND WRITING

VOCABULARY

Unit 11 Games and temptation page 41

page 49

READING AND LISTENING

SPEAKING AND WRITING

Board games

LESSON 1 Playing games

Compound nouns with game

Indirect questions

Reading: Some recent research findings Listening: street interviews about video games

Talking about video games statistics Writing a description and giving a talk about how to play a game

LESSON 2 Temptation

Describing food

Defining relative clauses

Reading: Self-control or clever thinking?

Giving a talk about your favourite food Talking about how to resist temptation

LESSON 3 Cheating?

Running and walking

Making sentences into questions

Listening: an American radio play

Confirming information Preparing an argument to defend your opinion Persuading others to agree with your opinion

EVERYDAY ENGLISH VOCABULARY PLUS p63

Complimenting someone’s appearance Crime and criminals Crime verbs Crime metaphors READING AND LISTENING

SPEAKING AND WRITING

Listening: a description of a night in the mountains

Retelling a story Describing your favourite landscape

VOCABULARY

UNIT 12 Survival and loss

GRAMMAR

INTRODUCTION

Listening: descriptions of games

GRAMMAR

INTRODUCTION

Emergency equipment Features in a landscape

LESSON 1 Why we forget

remember and forget

Past perfect review

Listening: three stories about forgetting things Reading: Why we forget. Why we get lost.

Talking about a time you forgot or lost something

LESSON 2 An unlikely rescue

Injuries

Non-defining relative clauses

Reading: Jessica Bruinsma

Retelling Jessica’s story Talking about a time you were injured

LESSON 3 Songlines

Conditions

Tense review

Listening: a conversation in Melbourne Reading: Songlines of the aboriginal people of Australia

EVERYDAY ENGLISH VOCABULARY PLUS p64

Telling and reacting to stories Injuries Body metaphors (2) Phrasal verbs: break

REVIEW Units 11 & 12 page 57; Aspects of culture: The law Pages 68 – 73 Pages 74 – 77

Information gap activities and extra material Stories

Pages 78 – 84 Pages 85 – 91 Pages 92 – 93

Grammar reference Transcripts Pronunciation and irregular verbs

KEY audio (on CD and mp3 online)

P

pronunciation activities

EXPLORE ONLINE

test your memory

extend your learning with online projects

similar or different to your language?

VIDEO OPTION

6 watch the video

make a short film with your phone or camera Contents

5

Technology rules? UNIT FOCUS

GRAMMAR: will future and future continuous; hope; future plans and predictions; time VOCABULARY: technological inventions; optimism (adverbs of degree); on the road FUNCTION: asking for and giving directions

Introduction p5 Aims The focus of this lesson is to introduce the theme of technology. Students are encouraged to think about when things were invented, then check their answers in a listening.

You first! Students choose from the photos or think of other inventions. Do a quick survey and vote for the most popular invention. 1 Pre-teach the word obsolete (= not in use any more, replaced by something newer and better). Students work in pairs and draw timelines, arranging the inventions in chronological order. They then compare with other students to see if they agree. Don’t check their answers at this stage. 2

1.2 Play and pause the recording for students to check their answers and timelines. You could also write the names of the inventions on slips of paper for students to arrange chronologically on a timeline as they listen. This varies learning styles and adds a kinaesthetic element to the activity.

Answer cassette player: 1962 ATM: 1969 video cassette: 1971 mobile phone: 1973 IBM computer: 1981 CD-ROM: 1982 world wide web: 1989 iPod: 2001 smartphone: 2007 iPad: 2010 Transcript Welcome to the Science Museum. We hope you will enjoy this audio guide. 1 You are looking at a cassette player. The first cassette player was invented in 1962. 6

Unit 7

adverbials

The model you are looking at dates from ... 2 The first real ATM – often called a cash machine, or ‘hole in the wall’ – was installed by the Chemical Bank in Rockville Center in New York in 1969. They called it a ‘docuteller’. 3 Video cassettes changed everything for TV and film viewers. They could record their favourite TV programmes and watch films in their own homes. They first appeared in 1971. 4 The first mobile phone call was made in 1973 by Martin Cooper, then Vice President of the Motorola corporation. He took his phone onto the streets of New York. People were amazed. But his company wasn’t interested for ten years – they were more interested in their phones in cars. 5 The IBM PC – ‘PC’ stands for ‘personal computer’ – first appeared in 1981. It was the first mass-market desktop computer. 6 It wasn’t until 1982 that the first compact discs were available, and at first they only stored audio data. Later, video and other data was included. CD-ROMs are still used, but increasingly people are using digital downloads … 7 The world wide web was invented by a man called Tim Berners-Lee, a software engineer, when he was working in a physics laboratory in Switzerland in 1989. The world wide web allows people to share information from computers all over the world using a system of coding … 8 You are looking at a first-generation iPod – the mp3 player that changed everything for the music industry. It was introduced by Steve Jobs, the CEO of Apple, in 2001. People weren’t very happy with it at first. But it became more and more popular and is now an iconic music … 9 The first smartphone was launched in 2007. The CEO of Apple, Steve Jobs, said at its launch, ‘Every once in a while a revolutionary product comes along that changes everything.’

10 Mobile computing really became popular when the iPad arrived in 2010. Apple was not the first company to try tablet computing, but the iPad was the first great success. Tip: Try to vary activities so that students can move and touch things and focus on different learning styles. Adding sentence slips to arrange or word cards for language games adds a kinaesthetic element to lessons and keeps things interesting. It takes a bit more preparation, but pays off in terms of increased learner motivation and interest. Culture notes • Steve Jobs (1955–2011) was a pioneer in personal computing. He founded Apple in 1976 with Steve Wozniak; it has gone on to become one of the most successful companies of all time. He also helped to instigate the visual-effects industry, which resulted in the first fully computeranimated film, Toy Story, in 1995. • Martin Cooper (1928–) is an American engineer considered the ‘father of the cell phone’. He and his wife, Arlene, have co-founded numerous successful communications companies, and he worked for Motorola for 29 years. In addition to pioneering the mobile phone, he was instrumental in expanding pager technology. He formulated the Law of Spectral Efficiency, which is now known as ‘Cooper’s Law’, and won the Marconi Prize in 2013. • Tim Berners-Lee (1955–) is the English computer scientist credited with the invention of the world wide web. He is now the director of the World Wide Web Consortium (W3C), which oversees the web’s continued development. He is reputed to talk very fast, so much so that his colleagues supposedly asked him to speak in French to slow him down. Background notes Students should be familiar with most of the items pictured, even in their archaic forms. The only two that they may not have come across are the video cassette and the

cassette player. The video cassette pictured is actually a small format developed for camcorders. More common were VHS cassettes for use in domestic VCRs (video cassette recorders). Both these and audio cassettes used magnetic tape, onto which analogue data was recorded. Sound and picture quality were relatively poor, and both formats soon became obsolete when digital recordings in the form of CDs and DVDs became available in the 1980s and 1990s respectively. 3 Play and pause the recording again so students have time to write notes. Encourage them to write abbreviations so they can note down information more quickly (eg 1st smart, S. Jobs, App 2007). They then write the answers in proper sentences, compare with a partner and add extra information.

Answers 1 Steve Jobs was the CEO of Apple. He introduced the iPod in 2001 and the smartphone in 2007. He described the smartphone as a ‘revoluntionary product’ that would ‘change everything’. 2 The first ATM was installed the Chemical Bank in Rockville Center in New York in 1969. 3 The first mobile phone call was made in 1973 by Martin Cooper, then Vice President of the Motorola corporation. 4 The world wide web was invented by Tim Berners-Lee, an English software engineer, in Switzerland in 1989. 5 The iPod is an mp3 player that was introduced by Steve Jobs, CEO of Apple, in 2001. People didn’t like it at first, but it became very popular. 6 CD-ROMs first appeared in 1982. Initially, they just had audio data, but then had video and other data. They are still used today. 4 Copy the mind map onto the board and elicit where broadband should go (connectivity). Students then arrange the other words in the correct place. You can point out that some words can go in more than one place.

Unit 7

7

MA You may prefer to do this as a wholeclass activity, inviting individual students to come to the board to write the words in the correct place, consulting with their classmates if necessary. They can then brainstorm other lexical items to add. 5 If you didn’t do 4 as a whole-class activity, students should compare their mind maps in small groups and check together in feedback. They could also come to the board to complete the mind map.

Answers operating system: Windows program*: Windows, Twitter, Facebook app: Twitter, Facebook mobile technology: mobile / cell phone hardware: desktop, laptop, monitor connectivity: broadband, cloud computing * You could draw students’ attention to the fact that the American English spelling is always used in relation to computers.

Tip: It’s good to invite students to come to the board from time to time to brainstorm words with the class, write answers and play games. This movement sends oxygen to the brain and keeps them more active, alert and involved after a long time seated. It also creates more learner interaction and minimises your work too.

Lesson 1 Futurology pp6–7 Aims The focus of this lesson is predictions about the future. Students focus on the future simple and continuous in the Grammar section, and also learn adverbs of degree to describe their hopes and fears about the future.

You first! Students think about their future life and w...