• Teacher’s Book Overview
Coursebook:Activities1,
2
Lead-in:
activating prior knowledge of the topic area
Unit 1 Goodbye to Childhood (Reading)
Coursebook:Activity
1 Lead-in: discussion
Coursebook:Activity
2 Reading a text for gist
Coursebook:Top
Tip
Looking
for the main ideas in a reading text
Coursebook:Activity
3Words with similar meanings
Coursebook:Activity
4 Reading and understanding
Workbook:Activity
1 Discussion
Workbook:Activity
2 Vocabulary practice: gap-fill activity
Workbook:Activities
3, 4 Vocabulary development
Coursebook:Time
to Talk Discussion
Workbook:Activity
5 Discussion and paragraph writing
Unit 2 Teens and Adults (Grammar)
Coursebook:Activity
1 Lead-in: discussion
Coursebook:Activity
2 Reading for specific information
Coursebook:
Grammar Recall
Past
simple and past continuous verb forms: review
Coursebook:Activity
3
Past
simple and past continuous verb forms: practice
Workbook:Activity
1 Vocabulary development
Workbook:Activity
2 Listening for specific information
Workbook:Activities
3, 4
Past
simple and past continuous verb forms: practice
Coursebook:Activate
Your English
Role
play and discussion
Workbook:Activity
6 Grammar practice activities
Unit 3 Teenage Friendships (Vocabulary)
Coursebook:Activity
1 Lead-in: discussion
Coursebook:Activity
2 Listening for specific information
Coursebook:Activity
3 Reading a letter: giving advice
Workbook:Activity
1 Vocabulary development
Workbook:Activity
2 Discussion: proverbs
Workbook:Activity
3 Listening for specific information
Workbook:Activity
4 Vocabulary practice: gap-fill activity
Coursebook:Activity
4 Discussion: a poem
Additional activity: writing a short poem
Unit 4 Western Influence – Good or Bad?
(Listening and Speaking)
Coursebook:Activities
1, 2 Vocabulary development
Workbook:Activites
1, 2 Listening and understanding
Coursebook:
Soundbites Asking questions
Coursebook:Activity
3 Asking and answering questions
Coursebook:Activity
4 Asking for and expressing opinions
Workbook:Activity
3 Agreeing and disagreeing
Workbook:Activity
4 Giving a talk from a fact file
Unit 5 Teenage Angst (Writing)
Coursebook:Activity
1
Reading
and discussion: giving advice
Coursebook:Activity
2 Categorisation
Coursebook:Top
Tip Checking for errors
Coursebook:Activity
3 Language in letters and e-mails
Workbook:Activity
1 Reading and vocabulary practice
Workbook:Activity
2 Proofreading
practice
Workbook:Activity
3 Reading and vocabulary practice
Workbook:Activity
4
Writing
an informal letter to a problem page
Summary
Teens and Adults
• Teacher’s Book •
Topic (b)
Teenagers have several bad health habits.
One habit is ...... This is bad for their health
because .....
Another bad habit is .....
A third bad habit is .....
Topic (c)
I miss many things about my childhood.
One thing I miss is ...... because .....
Another thing I miss is ....... because .....
A third thing I miss is ....... because ......
Coursebook, pages 20 and 21
Workbook, pages 18 and 19
Lead-in
Discuss with students the differences between
the past simple and the past continuous. Ask
them to note down what they did last weekend,
last night, yesterday, last week. To answer, they
should use the past simple – I visited my friend, I
went to the cinema. Then ask them to note
down what they were doing when something
else happened or was happening – e.g. What
were you doing when I called you? I was
listening to
music, I was watching TV.
Introduce the topic of changing relationships.
Many teenagers find that their relationships with
adults change during the teenage years,
especially with parents. Parents give teenagers
more responsibility and freedom, but at the
same time, expect more from them. Teenagers
have to make more of their own decisions than
when they were children.
Coursebook, page 20, Activity 1
In groups, students discuss the three questions,
and think about their own relationships with
their parents. They discuss the reasons why
there might be a communication breakdown
between teens and parents. This usually
happens because of misunderstandings between
the generations. One common teenage
complaint is that “My parents don’t understand
me.”
Teenagers often suffer from mood swings,
which makes life at home difficult sometimes.
On their side, parents are worried and
confused about the changes they see taking
place in their children, especially if they have
never had to deal with teenagers before. For
example sometimes a child who was always
very talkative and open, becomes silent and
withdrawn.
Regarding question c, it can be easier for a teen
if their parents have already been through the
26
Theme 2 Unit 2
Teens and Adults
• Teacher’s Book •
Answers:
Examples of the past simple
wanted
did
was
looked
saw
did you go
did
watched
went
did you go
went
chatted
did you go
Examples of the past continuous
were falling
weren’t paying attention
were closing
were snoring
was working
was finishing
were chatting
Answers to Activity 3:
a were having
b wrote
c experienced
d were you doing . . . was drinking
e fell
Workbook, page 18, Activity 1
Before students attempt the gap-filling activity,
direct their attention to the vocabulary in the
box on the left side of the page. Go over the
words with them and make sure they
understand the meanings. New words may be
interrogate, critical and moody. Point out that
glued can be used in an informal sense of giving
something all your attention as in, “He’s glued
to his computer.”
When you are sure that students understand all
the vocabulary items, ask them to read each
sentence and fill in the gaps with one word in
each gap. They can do this with a partner.
teenage experience with an older brother or
sister. On the other hand, some teens complain
that their parents compare them unfavourably
to older siblings, and they can’t seem to do
anything right!
Coursebook, page 20, Activity 2
This dialogue between Nasser, a teenage boy,
and his teacher, Mr Hamed, can either be read
silently, or if you prefer, read or acted out
between students in pairs.
As a lead-in, ask students whether they have
been tempted to stay up too late online. Have
their parents imposed any restrictions on the
use of the Internet? If time allows, discuss the
benefits and disadvantages of the Internet – e.g.
the Internet is a great study resource, but also
requires self-discipline as young people often
waste time chatting to friends. You can link this
theme with Theme 1 (Communication) and the
positive and negative effects of using the
Internet.
Coursebook, page 21, Grammar Recall
Direct students’ attention to the Grammar
Recall box, which focuses on the differences in
usage between the past simple and past
continuous. Read through the example
sentences on the left and ask students to match
each sentence with the description of its usage
on the right. Refer students to the Grammar
Reference section on page 74 of their
Workbooks for further guidance.
Answers:
1 c
2 a
3 b
Coursebook, page 21, Activity 3
Students read the dialogue in Activity 2 again
and find examples of the past simple and past
continuous. They then choose the best form of
each verb in the sentences a – e.
27
Theme 2 Unit 2
Teens and Adults
• Teacher’s Book •
Answer to Question a:
Carol is worried because Jane has started
smoking.
Direct students to the part b of the activity.
Give them a few minutes to focus on what kind
of information is needed to fill in the table – i.e.
two reasons why Jane likes smoking, and three
reasons why Carol says she shouldn’t smoke.
Before you play the second part of the dialogue,
pre-teach the phrase freak out. This
is used
informally and describes the behavior of
someone who becomes extremely upset.
The answers are given in Bold in the Listening
Script below.
When they have finished, and their answers
have been checked, they should read the
sentences again and discuss the views expressed
in the sentences. Ask sentences such as:
• Do they share these teenage views about
parents?
• Have their own parents ever said these
things?
• Are there other things that they or their
parents have said?
Answers:
1 suspicious
2 interrogate
3 comparing
4 critical
5 moody
6 glued
7 treats
8 untidy
As a homework activity, students should write
sentences containing the words in their exercise
books. Make sure they understand that they
should create their own sentences, not just
copy the sentences from their Workbooks.
Workbook, page 19, Activity 2
Tell students they are going to hear a
conversation between Carol Brown – a mother
of a teenage girl, Jane – and her friend Sally.
Their first task is to listen for the reason that
Carol is worried about Jane, and write it on the
writing line beside question a. Play Listening
2.2.1. Repeat as necessary.
So I went inside. There was an awful
smell in her room.
Sally: What kind of smell?
Carol: Cigarettes.
Sally: No! Was Jane smoking?
Carol: No, she wasn’t. She was sitting on her
bed, reading a book. But then I
noticed something under her bed. I
bent down and picked it up.
Sally: What was it?
Carol: An empty packet of cigarettes.
Sally: How shocking!
Carol: I know. I’m so worried. I don’t want
Jane to start smoking. She’s only
sixteen.
Listening Script 2.2.1
Listening Script 2.2.2
Carol: I’m really worried about Jane.
Sally: Oh dear. What’s the problem?
Carol: Well, last night she was upstairs in her
room. I went up to ask her to come
down to dinner. I knocked on her
door but she didn’t hear me. So I
Sally: What did you do? Did you freak
out?
Carol: No, I tried to keep calm. I said, “Jane,
are these your cigarettes?” She said
“Yes.” So then I said, ‘But, Jane, why
are you smoking? Don’t you know it’s
bad for you?
Sally: What did she say?
Carol: She said, “Yes, Mum, I know it’s a bad
habit. But smoking
is so cool. And
besides, all my friends smoke. I
Teens and Adults
• Teacher’s Book •
Workbook, page 19, Activity 3
Students read through the text and complete it
by writing the verbs in the past simple or the
past continuous.
1 happened
2 caught
3 was sitting
4 came
5 asked
6 answered
7 saw
8 said
9 were you doing
10 Were you smoking
Workbook, page 19, Activity 4
Students read the example sentences, and then
make up five sentences of their own which
contain one verb in the past simple and one
verb in the past continuous. Give them time to
compare their sentences with a partner. Go
round the class and write some of the best
examples on the board.
Coursebook, page 21,
Activate Your English
This gives students the opportunity to create a
role play based on the ideas in the list.
However, if they prefer, they can think of other
things that might lead to conflict between
parents and teenagers, and make up a role play.
Students can swap roles between parents and
teenagers. Emphasise that they should try and
reach
an agreement in their dialogues.
Choose some of the best role plays, and ask
students to act them out in front of the class.
Workbook, page 19, Activity 5
The Grammar Practice activities on page 65 of
the Workbook provide extra practice with the
grammar focused on in this unit. They should be
given as homework. Refer students to the
Grammar Reference section on page 74 of their
Workbooks for guidance.
Answers to Grammar Practice Activities
1 a Irregular verbs in the past simple
Students can choose any three of the following:
met
was
came
had
saw
began
became
b Regular verbs in the past simple
Students can choose any three of the following:
didn’t live
invited
arrived
walked
looked
started
c Verbs in the past continuous
Students can choose any three of the following:
was spending
was working
was living
was studying
was wearing
2 1 happened
2 won
want to be like them.”
Sally: Oh dear. What did you tell her?
Carol: I gave her three good reasons why
she shouldn’t smoke. I said that
firstly, smoking is a major cause
of cancer and other diseases.
Secondly, it
will spoil her good
looks. Her teeth will turn yellow
and her breath will smell. And
thirdly, I told her she’ll never get
a husband if she smokes.
Sally: Did she pay any attention?
Carol: Yes, she did. She said she was sorry.
And then she said, “You’re right,
Mum. I’m going to stop smoking!”
Teenage Friendships
• Teacher’s Book •
Coursebook, pages 22 and 23
Workbook, pages 20 and 21
Lead-in
Discuss friendship with students. Ask them to
think about their own friendships. What makes
a good friend? Why are friends particularly
important to teenagers? Have their friendships
changed since they became teenagers?
Coursebook, page 22, Activity 1
This activity can either be done in groups, or if
you prefer, opened out into a whole class
discussion. Students read the questions around
the teenager in the photo and discuss both the
questions and possible answers.
Go round the class and ask for feedback. Write
any other questions the groups give you on the
board.
Coursebook, page 22, Activity 2
Ask students if they have any friends from a
different culture. Ask them to read through the
five questions, and discuss their own views with
a partner.
Tell them they are going to hear a short
interview with Emily, a 17 year old student at
an international school in Muscat. They should
note down the main points of Emily’s answers
to the five questions in their exercise books. It
is not necessary to note down details.
Play Listening 2.3.1. Repeat as necessary. The
answers are given in Bold in the Listening
Script below.
3 was driving
4 was listening
5 was playing
6 asked
7 knew
8 called
9 was
3 a He was watching television when
the phone rang.
b She was driving to work when the
police stopped her car.
c My brother learned English while
(when) he was living in Britain.
d While (When) he was going
upstairs, he heard a noise.
e While (When) Mary was walking
on the beach, she found 100
rials.
f My cousin hurt his leg while
(when) he was playing football.
Listening Script 2.3.1
Interviewer (Int)
Emily
___________________________
Int: How important are your friends to
you, Emily?
Emily: Very important. My friends are the
Teenage Friendships
• Teacher’s Book •
A possible reason why this boy cannot maintain
friendships could be that he is not sufficiently
interested in the boys he wants to make friends
with. There is an old saying, “To make a good
friend, you have to be one.” But students may
be able to think of other good reasons.
As an optional homework activity, students
could write a reply from the Counsellor to the
boy.
Workbook, page 20, Activity 1
Students read the list of adjectives and check
the meanings if necessary. Working with a
partner or in their group, they have to decide
whether each adjective represents a positive or
negative attribute or quality and write it into
the appropriate column. Then ask students to
choose five adjectives from each column and
make sentences containing these adjectives.
They can either do this orally or write out the
sentences in their exercise books.
Answers:
Workbook, page 20, Activity 2
Ask students to read the four proverbs about
friendship. Ask if they know any proverbs in
Arabic about friendship. If yes, let students say
them so that others can hear them. Get
students to discuss the meanings of the four
English proverbs in their groups, then come
together in a class discussion.
Make sure that they have understood the
meaning of the first proverb – “A friend in
need is a friend indeed.” This means that a true
first people I ask about everything
– homework, social life, music, movies,
books and many other things. I don’t
think that anyone can make it through
their teen years without a good circle of
friends.
Int: What qualities are important to you in a
friend?
Emily: I think it’s really important for friends to
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