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Turning PointsThe students are assessed on a variety of tasks. The chart below shows tasks and activities for

assessment according to domains and benchmarks.

5Domains and Benchmarks

SocialInteraction

Access toInformation

Presentation Appreciation of Language, Literature and Culture

WRITE IT!Write an application to participate in a TV program. (Student’s Book, page 122)

Assessment Chart:Teacher’s Guide, page 130

• express ideas and opinions

WRITE IT!Write a description of an experience.( Student’s Book, page 127)


• Follow the development of an argument in a range of texts and use this knowledge as needed

• identify and infer the attitudes of the writer / speaker and draw conclusions

• react in depth to the content of something read, seen, or heard using the appropriate higher-order thinking skills for this level

SPEAK UP! Give a presentation. ( Student’s Book, page 132)


• express ideas and opinions, providing in-depth explanations

• interact for a wide variety of purposes, such as persuading, discussing and group decision making

• engage in conversations on a wide range ofgeneral topics, such as social and global issues, using language to suit context, audience, and purpose

• create, collaborate and respond to a variety of written texts in print or handwriting, as well as digital, such as Skype, discussion forums, and different Web 2.0 tools showing awareness of context, audience and purpose

WRITE IT! Write a proposal for a project. ( Student’s Book, page 137)


• synthesize and present information in depth from multiple sources

• react in depth to the content of something read, seen, or heard using the appropriate higher-order thinking skills for this level

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Discuss the title, “Turning Points”. Point out that this is also the title of the book. Ask the students to explain what meanings the title has.

Read the subtitle which describes how this theme will be developed. The theme is facing change as a challenge. Get the students to give examples of what can be described as twists and turns in life. Explain that this is another expression, like short and sweet, made up of two words. Point out that twists and turns can be both positive and negative. Either way, they are the causes of change.

Possible examples include: changing schools, losing friends, making new friends, losing someone you love, starting a new job, changing a study track at school, becoming famous, etc.

A The opening activity introduces the theme by presenting messages of two famous writers, Mark Twain and Hans Christian Andersen. The students read what the writers wrote to see what the message of each is and then decide if they are the same.

Ask the students if they think the messages of the two writers are the same or not. Share the background information with the students.

Accept all logical and grammatical responses.

Background Information

Hans Christian Andersen (born April 1805, died August 4, 1875), was a Danish author. Although he wrote many plays, novels, travelogues and poems, he is most famous for his fairy tales, including “The Snow Queen” and “The Emperor’s New Clothes”.

Mark Twain, actually named Samuel Langhorne Clemens (born November 30, 1835 and died April 21, 1910), was an American writer. He was known for his wit. He is famous for his stories and novels, which include “Tom Sawyer” and “Huckleberry Finn”. He traveled a lot and wrote about his adventures.

POSSIBLE ANSWERSHans Christian Andersen:Go places and look for adventures, because by getting out in the world and discovering new places and people, you are truly living. / Reach out, travel and see the big world – that’s what living is all about.

Mark Twain:Take chances and do whatever it is that you want to accomplish. If you don’t, you may regret it later. / Take risks in life, because you’ll be disappointed if you don’t.

Explore, dream, discover: be open to change.

Both messages are about embracing new experiences: taking risks and leaving our comfort zone to experience life to its fullest. Both writers use the concept of travel to stress the feeling of moving away from a safe “place” in your life and to take chances.

B The students make the connection between the title “Turning Points” and the message of the two writers. First discuss with the students what the title means. Elicit that it refers to a moment or a time in life when the decision you make will affect your immediate future, if not the rest of your life. Once the students understand the meaning of the title and the message of each quote, they can look for possible connections between them.

POSSIBLE ANSWERSIn life, we are constantly faced with choices that must be made. There are certain points in life when these decisions can really change our fates and futures. When we reach a specific turning point in our lives, we can make use of these writer’s wise words. By taking risks sometimes, we can experience new and wonderful things in our lives. So it is important to face our fears at these turning points in our lives. That way we won’t limit ourselves to the old and familiar ways of doing things. The words of the writers teach us to broaden our horizons and live fully.

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PAGES 118-119

PART 1 COMMUNITY

Point out the title of Part 1, “Community”. Point out that sometimes change can come about by people working together as a community. Draw the students’ attention to “Your Goal” which states the objective of Part 1. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will complete an application to participate in the television show Survivor, using wish clauses and new words. They will relate to ideas of cooperation, survival techniques and determination.

READINGThe students will read an article about how a community of children worked together to bring about change.

A 1 The purpose of this pre-reading discussion is to trigger a conversation about community, and the benefits of being part of a group. Begin a discussion with the students about community. Ask them if they think community life is important and why. Read the points that are listed and ask them which they think are the most important aspects in community life.

2 In pairs, the students compare their lists and explain their choices. Direct the students’ attention to the phrases that will help them begin formulating sentences.

B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.

See Teaching Suggestions for Vocabulary in the Introduction to this Teacher’s Guide.

1 Have the students find the words that can name or describe a place.

POSSIBLE ANSWERS region, remote, southern, located on, surrounded by

2 The students use the new words to predict what they can about the community they are going to read about, especially words that imply there is a helpful community there.

POSSIBLE ANSWERS Something floats. There is or will be a championship. There are obstacles they need to overcome. The people show persistence. The kids go barefoot. The community is enthusiastic and inseparable. They share a favorite pastime. They accomplish something with their bare hands.

Direct the students to the box entitled “Words You Know”. Have the students look at the words and name words in the word list that come from the same family. For example: end – endless, live – livelihood.

C The students look at the pictures and guess what the story is about.

Accept all logical and grammatically correct answers.

D The students read the article for the main idea: they check to see if their story was right.

See Teaching Suggestions for Reading in the Introduction to this Teacher’s Guide.

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E The students answer reading comprehension questions about the article. For question 6, remind the students of the meaning of ironic. Explain to the students that something that happens that is unexpected or the opposite of what one would expect, is considered to be ironic. Ask them to give you other examples of ironic situations.

ANSWERS1. c2. the soccer pitch is completely surrounded by water3. No. Fishing is the village’s main source of livelihood; tourism adds to its source of income.4. c, d5. a. had to float on the water b. stuck out, which was painful for the barefoot players 6. a. difficult conditions, the players became soccer sensations / champions b. surprisingly7. different from8. Paragraph 4: “The first team became soccer sensations.” / “Koh Panyee is currently one of the most

successful youth soccer clubs in Southern Thailand.” Paragraph 5: “the success of the team led to decades more of talented soccer players in Koh Panyee.”

F In this speaking activity, the students discuss questions raised by the article.

1 This question will generate discussion about how a younger generation can see solutions that the older generation cannot. Have the students try to define qualities or ways of thinking in the younger and older generations that may explain this.

2 The purpose of this exercise is to get the students to talk about what they have just read about and to relate it to their own lives. The students discuss whether they would like to visit Koh Panyee and explain why or why not. Encourage them to take into account the location, population, sports activities, as well as other factors.

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VOCABULARYIn this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A The students match new words to words with the opposite meaning. Explain that this helps them expand their vocabulary as well as remember the meanings of the words by making it part of a pair.

ANSWERS1. f 2. d 3. e 4. g 5. b 6. c 7. h 8. a

B The students use the words in context to complete an e-mail sent from someone visiting Koh Panyee.

ANSWERS1. remote 5. favorite pastime2. located on 6. enthusiastic3. villagers 7. championship4. livelihood 8. comes in handy

C In this open-ended activity, the students write sentences in their notebooks using at least two words in each set.

Suggestion for less-advanced students: Go over the meanings of the words again with the students. Then brainstorm ways in which two words seem to go well together in a sentence.

For example: to have endless persistence, to build a surface with accuracy, it’s located on an island and surrounded by sea, a stable structure, set out to do something with your bare hands

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GRAMMAR Wish Clauses

Read the Grammar box at the top of the page together with the students. Explain the difference between wishes in the present, the past and the future. Read the example sentences, focusing on the meaning and on the tense of the verb used to express that meaning. Point out the form in the small box at the right.

Refer the students to the Grammar Appendix on page 161 for explanations in Hebrew and Arabic and additional examples.

In this exercise, the students practice completing sentences with wish clauses by looking at the pictures. Explain that they decide what the people are saying accordingly.

POSSIBLE ANSWERS1. I wish I had taken more photos. / I wish I had traveled there.2. I wish I were taller.3. We wish you were here.4. I wish you would stop talking so loudly / shouting / speaking on the phone here! / arguing.

WRITEIT! Write an application to participate in a TV program.

This task offers an opportunity for writing and is the culmination of Part 1.

Go over the guidelines with the students and make sure they understand them. Review the application form so they know how to complete it to become a contestant on the show.

You may need to give the students some background about the show if they don’t know anything about it: It is a competition to see who can survive on a deserted island. The game has two teams or tribes and each contestant has to use strategies to stay in the game. The contestants compete against one another in challenging tasks that are related to the outdoors and survival. Slowly contestants are voted out of the game. There is only one winner.

Point out that if they wish, they can enter someone else into the show. They can write the application as if they were someone else or even write it in third person.

Emphasize that they are to write at least two sentences in answer to each question.

Refer the students to the checklist for this task on page 174. Explain that the checklist will help them stay focused as it reminds them what they need to do and gives the criteria by which their work will be assessed. You may share the photocopiable assessment charts on page 130 of this Teacher’s Guide with the students. These charts may be used for ongoing and summative assessment.

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PART 2 YELLOW RIBBON

Point out the title of Part 2, “Yellow Ribbon”. Explain that this was the name given to a mission brought off by an entire community in a small town in Canada.

Draw the students’ attention to “Your Goal” which states the objective of Part 2. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will describe an experience using descriptive words, connectors, informative details and the third conditional.

LISTENING In this section, the students listen to an interview about a musical.

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A In this opening activity, the students learn about Operation Yellow Ribbon. Some of the pictures and the sentences illustrate the role Canada played. Tell the students to put the sentences into a logical order. Note that b and c can be in any order. Share the background information with the students.

Background Information

Operation Yellow Ribbon is the name of a mission that Canada initiated just after the September 11, 2001 attacks on the United States. Canada’s aim was to remove air traffic from American air space and allow them to land on Canadian soil. The local residents hosted thousands of passengers stranded in Canada until U.S. airspace was reopened.

Operation Yellow Ribbon is the subject of the Broadway musical called “Come From Away” which tells the story of several passengers and local residents from a town called Gander in Newfoundland who helped out during this event. The show is currently running on Broadway and has received several awards.

ANSWERS d, a, b, c / d, a, c, b

B The purpose of this pre-listening activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.


1 The students look at the word list on the side of the page and choose the words that relate to negative aspects of the day.

ANSWERS disaster, stranded, unbelievable, unexpectedly, awful news

2 The students look for words that relate to positive aspects of that day.

ANSWERS hospitality, humanity, mission, calming, comforting, moving, restore (my) faith in, complete stranger

Draw the students’ attention to the “Words You Know” box. Point out that these words will help them understand the meaning of some of the new words, based on what they learned about word families.

ANSWERScalm – calming, believe – unbelievable, expect – unexpectedly

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C The students listen to the interview, focusing on where the interview took place and the reason the people were interviewed.

LISTENING SCRIPT

REPORTER: Welcome to our weekly radio show called “Everyday Heroes”. Today I am standing outside a theatre in New York City, where a new musical called “Come From Away” is being performed. The show is nearly over and I’m going to ask some members of the audience what they thought of the musical. “Come From Away” is a musical based on true events that happened right after the 9/11 tragic terror attacks in New York. While the people of New York were dealing with the disaster, Canadian airports opened their runways to the hundreds of airlines that were meant to land in New York. This mission was called “Operation Yellow Ribbon” and it helped thousands of travelers stay comfortable while they were stranded in Canada. I see the show has ended and people are coming out of the theatre. Let’s go speak to this gentleman here.

cont ➔

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REPORTER: Hello, sir. I’m a reporter for a weekly radio show. Do you mind if I ask you a few questions about the show?

MAN: Sure, no problem.

REPORTER: What did you think of it?

MAN: Well, I just loved it! The musical really showed the reality of September, 2001. I should know, because I was one of those people stranded in Gander, Newfoundland.

REPORTER: I’m sorry to hear that. What happened?

MAN: I was supposed to land in New York City, but my plane got sent to Gander when the awful news of the attacks came out.

REPORTER: I’m sure most of our listeners are curious to know where Gander is.

MAN: Gander is a small town on an island off the east coast of Canada.

REPORTER: What happened after you landed?

MAN: The residents of Gander who greeted us at the airport were unbelievable, just like the actors portrayed in the show. They were smiling, calming and comforting, and they offered us places to sleep and have a shower. We also got three meals a day for the entire week we were stranded there. There was no limit to these people’s hospitality. If they hadn’t helped us, I don’t know what we would have done!

REPORTER: May I ask how this story was told as a musical? I mean it’s based on such a sad time in history.

MAN: The show used music to tell the story of a light that shone in Gander in the middle of one of the darkest periods of history. I think that sometimes music tells that kind of story best. Actually the music was very moving.

REPORTER: Thank you sir for sharing your story with us. I think I’ll stop this young woman over here. Hello, ma’am. I’m reporting for a weekly radio show. Would you mind telling me your impressions of the musical?

WOMAN: Wow! It was just amazing to watch. You know, so many people in the audience feel connected to this story because they themselves were plane people – And so was I as a matter of fact.

REPORTER: What do you mean by “plane people”?

WOMAN: We were called “plane people” because we unexpectedly arrived in Gander and other surrounding towns by plane.

REPORTER: Where did you stay when you got there?

WOMAN: It was very moving. Complete strangers invited us into their homes. People also received clothes and medicines for free when they needed. I can’t imagine what would have happened if they hadn’t been so wonderful.

REPORTER: Are you glad you saw the show?

WOMAN: Yes, definitely. I must admit I cried as I was reminded of all the people who had lost loved ones in the attacks. But at the same time, a small community supported us during a difficult time, and this restored my faith in humanity. If you ask me, it’s an important show for everyone to see.

REPORTER: Thank you for your message. What an inspiring story. And thank you too listeners. I think it’s safe to say that lots of people will be going to see this moving musical. I know I will!

ANSWERS1. They were interviewed outside the theater because they had just seen the musical “Come From

Away”. 2. their opinion of the musical3. They both loved it.

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D Have the students read the questions and make sure they understand them. Then play the recording again and have them answer the questions in their notebooks.

ANSWERS1. were stranded in Canada2. c3. moving4. b

E In this activity the students compare the two people who were interviewed to decide what they have in common. They can do this after listening.

ANSWERSa, e

F In this speaking activity, the students discuss issues generated by the topic of the rescue mission. The purpose of the discussion is to relate what they learned to their own lives.

Encourage the students to express themselves about the three questions: whether they think the people of Gander were exceptional in their hospitality, how Israel would have responded, and the appropriateness of using music when dealing with tragic subject matter.

Suggestion: Discuss how Israel is constantly helping countries both near and far with medical care.

Suggestion for less-advanced students: Have each pair choose only one question to discuss. Provide phrases in English that will help them express their ideas. Suggest that they jot down some of their ideas so they can contribute to the class discussion.


A This exercise helps the students practice the new vocabulary in a way that is meaningful to them, since they can express their own opinions.

The students read sentences with the new words in context and decide whether they agree or disagree with the statements provided. They must explain why, which will give them the opportunity to use the new words. The students may discuss their answers in pairs or as a class discussion.

Accept all logical and grammatically correct responses.

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B In this exercise, the students complete a personal account about Operation Yellow Ribbon taken from the point of view of one of the Gander residents. Explain to the students that they should first read it through to get the general meaning. Then they can begin selecting the missing words. Point out that they may have to change the form of a word. For example, use the noun in the plural form or a verb in the past.

ANSWERS1. meant to 7. residents2. unexpectedly 8. mission3. awful news 9. humanity4. unbelievable 10. disaster5. runways 11. hospitality6. stranded 12. restored my faith in

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C In this activity, the students write their own sentences about the interview they heard or any other rescue mission. They are to write sentences that use at least two words in each, to provide a challenge.

Suggestions for less-advanced students:1. Have the students write sentences with only one word in each. 2. You can write the sentences below on the board. Either write the complete sentence or just the first

part of it, for the students to complete together.

• It was unbelievable to watch complete strangers help each other. • It was moving to see how the residents came help. • It has restored my faith in people.

Then have the students write the sentences in their notebooks.

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GRAMMAR Third Conditional

Read the grammar box presenting the rules and examples for the third conditional. Point out the form in the box at the side.

Suggestion: To practice the structure orally, give the students examples of conditions to respond to. Encourage as many different endings as they can think of. For example: You say, “If I hadn’t had my computer with me,” and they complete “I would have had to do my homework with pen and paper.” or “I would have had to borrow one.” or “I would have had to wait until I got home.”If you hadn’t gotten angry with me, ... .If I had had more time, ... .

Refer the students to the Grammar Appendix on page 160 for explanations in Hebrew and Arabic and further examples.

A The first exercise focuses on language comparison. The students translate the sentences in order to compare the form in English and in their own language.

ANSWERS1. If they hadn’t helped us, we would have been stranded and we wouldn’t have had any clothes or food

or places to sleep.

אם הם לא היו עוזרים לנו, היינו נתקעים ולא היו לנו כלל בגדים או אוכל או מקומות ללון בהם. لوال ساعدونا، لكّنا مهجورين ولم تكن لنا أي ثياب أو طعام أو أماكن مبيت.

2. We wouldn’t have known what to do if they hadn’t been so helpful.

לא היינו יודעים מה לעשות אם הם לא היו עוזרים כל כך.لم نعرف ما علينا القيام به لوال ساعدونا إلى هذا الحّد

B In these practice sentences, point out the meaning of each sentence before the students begin, by going over the short sentences that give the context for using the third conditional: Thanks for calling! / It’s too bad. / We were so lucky. / It’s a good thing I read the ad. / I’m really sorry.

Also, point out or elicit that the condition is in the first part of each of these sentence. Sometimes they complete the condition and sometimes they complete the result.

ANSWERS1. hadn’t called2. had taken3. would have gotten4. would never have met5. hadn’t seen6. would have come

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C The students complete the sentences in at least two ways. They work in pairs or groups to generate more responses. Read the example in the speech bubbles to make sure the students understand what to do. Have students share their answers with the class.

Accept all logical and grammatically correct answers.

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WRITING Describing an Experience

Read the Writing box with the students. Point out the steps to follow when describing an experience in writing. Read the teaching points and the example sentences together.

The students would benefit from writing the basic steps in their notebooks as well.

1 The students work in pairs or groups to describe what happened in the pictures using adjectives. Go over the points with them, explaining that they should make up the information they include.

2 Having brainstormed the ideas for the description, each student writes his or her description individually in their notebook. Remind them to use connectors from the teaching box above.

WRITEIT! Write a description of an experience.


In this writing task, the students describe an experience as if they were a plane person.

Go over the guidelines with the students. Elicit what the students learned about seeing something from another person’s perspective. Explain that they will write their description in the format of an e-mail to someone who helped them. Point out that in addition to describing their experience in detail, they will want to express their gratitude for that person’s help and hospitality.

Point out the list of expressions “Expressing Thanks” and make sure the students know what they mean. Encourage them to use them in their description.


PAGES 128-129

PART 3 LOOKING AHEAD

Direct the students’ attention to the title of Part 3, “Looking Ahead”. In this part of the unit, the focus is on an innovative solution that addresses many of the issues in our environment. Point out “Your Goal” and explain that the students will be able to give a presentation about a solution to an environmental issue using the information from the article and new words.

READINGThe students read an article about tiny housing and how it offers a solution to both financial and ecological issues.

A The opening activity introduces the concept of living “light” by asking the students how they prefer to travel: with a lot of items or traveling light. The students discuss what kind of traveler they are – the big suitcase or the small backpack type of person. Encourage them to list what they usually take with them and explain their choices.

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B The students relate to the pictures of the homes on pages 128 and 129, comparing and contrasting tiny homes with large homes. They say how they are the same and how they differ. Encourage them to describe the lifestyles they each represent. Allow for differing opinions; the students may see the tiny homes as vacation homes or the biggest home as a resort.

POSSIBLE ANSWERS

Things in common: all the photos show homes that provide shelter for people.Differences: size, style. The tiny houses are small, basic and compact. The mansion is fancy, spacious and luxurious.

Suggestions:• Present the answers in a table with two columns labelled Similarities and Differences.• For less-advanced students, write the following vocabulary on the board to help them:They both / Similarly / They are alikeThey differ / while / whereas / in contrast

C The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.


Point out that the meaning of the word movement in the article is “organization”.

1 1. The students look for words and expressions related to money. Ask them to explain the connection between the words and money.

POSSIBLE ANSWERS consume, downsize, earn, owe, bill, homeowner, mortgage, payment, rent, tax, financial,

bank account, cost of living, make ends meet

Possible explanations: When someone lacks money, they sometimes try to downsize their lifestyle.

2. The students find the words or expressions in the list with positive and negative connotations. Point out that these may overlap with the words about money they listed in question 1. The students need to be able to explain their answers.

POSSIBLE ANSWERS Positive: earn, focus, arrangement, homeowner, lifestyle, content with Negative: downsize, owe, bill, dilemma, mortgage, payment, rent, tax, stressful, make ends meet,

the homeless

2 In this pre-reading activity, the student use the words and expressions to predict the writer’s opinion about tiny houses. Accept all predictions based on the words.

D The students read the article in order to find out the writer’s opinion of tiny houses. Point out that the writer does not need to say “I believe” or “in my opinion” when stating his or her opinion. Discuss the article with the students and elicit the possible answers.

POSSIBLE ANSWERSThe writer lists and describes only the advantages of tiny homes. In the last paragraph, the writer states (lines 53-54): “and therefore it is worth taking it seriously.”In (lines 58-59), the writer says, “To them, with good reason, …” The title also indicates an opinion: “When less becomes more.” It shows that the writer sees tiny houses as a good solution to many problems.

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E After the students have read the article, they answer the reading comprehension questions. Remind them to pay attention to the specific paragraph that they need to refer to for the answer.

ANSWERS1. have to pack 2. He lives in a tiny house. It’s a solution to his financial difficulties.3. b, c, e4. Animals benefit – less land is taken for building Environmental benefits – limited amount of heating, cooling and lighting necessary. / It

decreases the amount of energy that is consumed daily.5. c6. connecting to people and nature, living in a huge home

F The students are given the opportunity to discuss important issues by answering the questions in pairs. The students discuss whether or not they’d like to live in a tiny house and why. Ask them what they’d miss most if they did. They also have the opportunity to be creative and think about how they would design a tiny home. Point out that in order to do this, they have to prioritize their living space and decide which areas are most important and which can be combined into one space.

Have the students share their ideas with the class. Encourage the students who are interested, to use an app to help them with their design.

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A 1 The students match the words to their definitions.

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

2 The students use the vocabulary to write three sentences of their own describing a real or imaginary product. Allow time in class for some the students to express themselves in this exercise. After they write, they can describe their products orally as well.

B The students complete the ad about tiny houses using the new words provided. Go over the words and make sure the students remember what they mean.

ANSWERS1. making ends meet2. tax3. financial4. opt for5. lifestyle6. owing7. mortgage8. rent9. consume

10. stressful

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C 1 The students choose three words in each group to form a category and give it a name. Point out that categorizing can help them remember the meanings of the words.

Accept all logical answers.

2 The students choose two categories they formed and write sentences. Each sentence should use all of the words in that category. Have them share their sentences with the class.

SPEAKUP! Give a presentation.

This task offers an opportunity for speaking and is the culmination of Part 3.

Go over the guidelines with the students. They work in pairs or small groups and decide which environmental issue they want to address. They will need to do research to find solutions. It will be easier to describe the solution by answering the questions. Next, the students prepare visuals to illustrate their presentation and take the time to practice their presentation before presenting it to the class.

Go over the helpful phrases for each stage of “Giving a Presentation”: the opening, moving on to the next point, using visuals during the presentation, and closing. Make sure they know what these phrases mean. Point out that they only have to choose one or two from each group in their presentation.


Suggestions for less-advanced students: The students divide the presentation so that one person presents each part.

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PART 4 TIME FOR CHANGE

Point out the title of Part 4, “Time for Change”. Draw the students’ attention to “Your Goal” and read the goals together with them. The students will write a proposal for a project using inspiration from the article about Design for Change and new words.

READINGThe students will read an interview about an innovative program that empowers students of all ages to create social and environmental change.

A The opening activity introduces the topic of change. The purpose is to raise awareness of the fact that young people can bring about change in society. The students look at the pictures and read the captions, then answer the questions.

ANSWERS1. The photos all show items or projects that have created change in society. 2. blind people / people who live in remote regions without Internet access / people who don’t have

washing machines3. Technology is not always needed to create change in society. Accept all logical explanations.

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B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.


1. The students are asked to focus on the noun and adjectives endings.

ANSWERS Nouns: -ing (gerunds), -ence, -ance, -tion Adjectives: -ial, -ed, -ive

2. The students find the words and expressions related to research. Emphasize that some may be related to the process of doing research, others to explaining the results of research.

POSSIBLE ANSWERSaffect, aim, evidence, process, stage, internationally, common, effective, worldwide, analyze data, bring about, conduct a survey, in order to, raise awareness

PAGES 134-135

C 1 Point out that many magazine and online articles are based on and written as interviews. Before they read the interview, the students read only the questions in the interview. Ask them to predict what they think they will learn. This focuses their attention on the main ideas of the interview and creates anticipation.

2 The students read the interview and answer the questions.

See Teaching Suggestions for Reading in the Introduction to this Teacher’s Guide.

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D The students demonstrate their understanding of the text by answering the comprehension questions.

ANSWERS1. professionals, young people 2. c, d3. a project which created a bicycle to wash the clothes of the homeless a project about stopping bullying4. a. bother them, do research, conduct surveys b. come up with a solution c. put their ideas into action d. sharing their success5. bullying is an international issue / problem6. d7. It means that the program encourages students to believe in their own power to make change8. Accept all relevant and grammatically correct questions.

E In this speaking activity, the students have the opportunity to discuss issues raised in the article. In pairs or groups, the students discuss whether they think the bullying project was effective and why. They consider whether they think it would work in their school. They also discuss what issue/s they would want to research and improve. Give the students the opportunity to share their ideas with the class.


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A The students match new words to their synonym or meaning. The words affect, implement and bring about have similar meanings. Have the students check their answers in the dictionary.

ANSWERS1. f 2. a 3. d 4. h 5. b 6. g 7. c 8. e

Suggestion: In order to test their answers, the students use the words in sentences and see which definition replaces it. For example:His kind words affected how I felt. (influenced, had an impact on) She implemented her new idea in class. (starting using a plan, put into action) The new dance teacher brought about change in the performances. (caused something to happen)

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B The students read the beginnings of the sentences provided and complete them using their own words. By doing so, they demonstrate their understanding of the words in color.

Suggestions for less-advanced students: Go over the words in color and make sure the students understand their meaning.

C 1 The students practice using adjectives and nouns in context, first matching those that go together. Have the students translate the phrases they create.

2 The students now create sentences with the phrases they made in part 1 of the exercise.

Accept all logical and grammatically correct sentences.

WRITEIT! Write a proposal for a project.


The purpose of this writing activity is to provide an authentic reason for the students to put together the skills learned in Part 4. They are to complete the plan, and then use information from the article and new words to write their proposal.

Go over the guidelines with the students. Make sure they understand that they can choose one project to relate to or create a project of their own. Go step by step with them making sure they understand what is expected of them in this writing activity.

First, they research the topic to find out at least three facts about the issue. Then they complete the form below to help them organize their thoughts. Remind them that writing is a process: completing the form, much like an outline, will enable them to write their proposal, knowing they have thought it through and including all the facts.

Finally, each student writes a proposal. Although they worked together in pairs or groups to select the project, do the research and even complete the form, the final work is individual.


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WORD REVIEWThis section reviews and consolidates the new vocabulary in the unit. An alphabetical list of the words learned in the unit appears at the top of the section. Expressions are listed separately.

The purpose of the activities is for the students to review the words they have learned.

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The students should be able to do these activities independently. A photocopiable answer key is provided on page 134 of this Teacher’s Guide, so that the students can assess their progress.

Refer the students to Express Yourself on page 165 for lists of the functional language taught in the unit.

Cumulative Review appears on page 146 for independent review of vocabulary. A photocopiable answer key appears on page 136 of this Teacher’s Guide for self-assessment.

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VOCABULARY BUILDERThe purpose of this section is to increase vocabulary by raising awareness of the concepts of word families, collocations, noun-noun phrases, the prefixes down- and up-, and common words related to research.

Read the instruction at the top of the page with the students. Stress that these tips will help the students to expand their vocabulary. Explain that they must check their answers in the dictionary. Also point out that a list of all the new words taught on these pages appears on page 167 for the students’ convenience and for review.

A Word FamiliesTell the students to copy the chart into their notebooks. Point out that the words in bold in the chart are words they have learned. Have the students complete the chart on their own, using a dictionary to help them or to check their answers.

ANSWERSSome noun endings: -tion, -or, -ment1. innovate 10. comfort 2. locate 11. comfortable3. location 12. surroundings4. power / empowerment 13. belief5. appreciate 14. moveable6. appreciative 15. confuse7. finance 16. confusion8. guiding / guided 17. expected9. consumer / consumption

B Collocations

Read the teaching box with the students, pointing out the importance of learning chunks: when you recognize words in chunks, your reading and listening comprehension improves and speaking and writing become easier. The students use given collocations in a natural linguistic context.

ANSWERS 1. international conference2. Recent studies3. worldwide concern4. natural resources5. positive effect

C Noun-Noun PhrasesRead the teaching box with the students. Point out that in these phrases, a noun is used to describe another noun. Phrases like this are common, especially in more formal writing.

1 The students match the words in A to words that complete a phrase in B.

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

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2 The students write sentences using the phrases they matched in exercise C1.

D Prefixes down- and up-Read the teaching box with the students.

1. The students guess the meanings of the words and check themselves with a dictionary.

2. The students choose the two correct answers for each question.

ANSWERS1. a, b 2. a, c 3. b, c

E ResearchRead the words with the students and make sure they know their meanings.

To practice these words, the students discuss a topic that they would like to research, then write sentences using six of the new words.

Refer the students to the Vocabulary Builder on page 167 for all the words taught in this section in Unit 5.

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READ ONThis is a text for Independent Reading. The purpose of this extra reading is to motivate the students to read for enjoyment on their own. Allow time in class for the students to read and answer the questions.

The students read an article that encourages them to think about the positive traits we can admire and emulate, even from the animal kingdom.

A The students read the article and find out what all of the animals have in common.

ANSWERThe all have an admirable trait.

B 1 The students answer questions to demonstrate understanding of the article.

ANSWERS 1. beaver 2. penguin 3. goose 4. capybara

2 The students consider which of the traits they read about they already have.

3 The students write about traits or skills that they would like to achieve and why.

Suggestions for Further Reading

New York by Vicky Shipton, Penguin Readers, Level 3

Grey Owl by Vicky Shipton, Penguin Readers, Level 3

We Didn’t Mean to Go to Sea by Arthur Ransome, Oxford Bookworms, Stage 4

The Everest Story by Tim Vicary, Oxford Bookworms, Stage 3

Recycling by Sue Stewart, Oxford Bookworms, Stage 3

Disaster! By Mary McIntosh, Oxford Bookworms, Stage 4

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5 turning points€¦ · turning points the students are assessed on a variety of tasks. the chart...

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