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Student's
Book 3: A and B
Units
1 - 3 | Units 4 - 6
| Units 7 - 9 |
Units 10 - 12
Unit
1 – Life Stories
http://www.rolemodel.net/
In Lesson 1 the focus is on personal profiles and looks at Princess
Diana and Prince William, while in Lesson 2 the focus is on unforgettable
memories. Finally, in Lesson 3 we take a look at people who have been
successful. This site gives you the opportunity to combine personal
profiles, memories and success stories as well as giving your students
a chance to practice using the past tense. Ask your students to choose
one of the people profiled and then to take turns asking and answering
questions, e.g. When was he born? When did he start his first job? etc.
One of the features is on Geoffrey Michel - a young entrepreneur and
the president of Juiceology, a natural juice bar. He helped pioneer
juicing and made it a spectator event. Take a closer look at him when
teaching Lesson 3.
http://www.abc.net.au/news/offbeat/
In Lesson 2 there is a news story about Peter Sutton who had a strange
experience when he saw a tiger in his garden. This site has lots of
strange stories – simply click on the headline. Ask your students to
choose a couple of stories and then report back to the class.
Alternatively try http://www.ananova.com/news/ and click on ‘Quirkies’
in the left hand column.
Then ask them to
choose one and write it up as a newspaper article in a similar way to
the one about Peter and put them up around the room for everyone to
read, or turn them into a newspaper similar to the one you can find
at http://www.weirdnewsonline.com/
Unit
2 – Work & Play
http://pa.essortment.com/tipsadvicework_rqje.htm
Lesson 2 in this unit has the heading "Living to work, or working
to live?" Being a workaholic can become a real problem, so here
is a page that aims to give useful tips – 7 in all – to potential
workaholics. Ask your students to predict what the tips could be (it
might be useful to give them some clues – although the quiz on
page 16 should help) and then check their predictions here. After reading
you can discuss the tips and whether they would really work. You may
want to find out if your students know anyone who is a workaholic (but
be careful as this might be too close to home!).
How do you know
if you’re a workaholic? – other than the quiz on page 16 the
best way is to check out this set of questions from the official "Workaholics
Anonymous" site.
http://www.workaholics-anonymous.org
http://test3.thespark.com/stresstest/
An online stress
test that aims to find out how stressed your life is – an interesting
extension to Lesson 4. It’s easy to use since you simply check/click
on the appropriate answer and the computer does the rest. At the end,
pairs could discuss their answers and results and try giving each other
advice.
Unit
3 – Toward the Future
http://primusweb.com/fitnesspartner/library/weight/calsburned.htm
How Many Calories Does Your Body Need? - a short article that shows
you how to calculate how
many calories you need per day. Is it the same as the article on page
28 indicates?
http://www.bupa.co.uk/health_information/asp/quizzes/
Lots of online quizzes to do with all aspects of health and fitness.
Get your students to select a quiz which they feel would be of interest
to them and try it out. Easy to use with a quick online response – do
they agree with the advice given?
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Unit
4 – City Life
http://www.bbc.co.uk/radio4/routesofenglish/storysofar/programme1_3.shtml
A BBC site that, among other things, traces the history of the English
Language. Put up the dates (from the site) on the board and ask your
students where in the world English was spoken. Click on "World
of English" + the date to find out. Afterward click on the "Games"
and your students can guess where certain "English" words
originally came from as well as trying out an online crossword of "new"
words.
For more interesting
information regarding English click on the "links" icon.
http://www.cities.com/
Lesson 4 looks at the biggest cities in the world. Take a more in-depth
look using this comprehensive site that brings you information about
over 4300 cities in 150 countries. Ask your students to pick 3 cities
and then to make a comparative study of the 3, they can then put their
results up on a bulletin board, write a short quiz of their own and
create a display of the information they have discovered.
Unit
5 – Fortunes
http://www.pbs.org/wgbh/nova/moolah/history.html
Interested in money? If your students enjoyed the article on page
47 then give them a reading comprehension exercise based on this site.
10 simple comprehension questions like: Where were shells first used
as money? Why did coins often have holes in them? and, What happened
in 1816 in England? Once your students have finished they could add
two or three questions of their own.
http://esl.about.com/library/vocabulary/blwordgroups_money.htm
A very thorough list of words connected to money. Play a simple
game by putting your students into 3 or 4 groups. Ask each group to
choose 5 words and write definitions for each, using dictionaries to
help. They then read out the definitions and the other groups have to
write down the word being defined - for each correct answer they get
a point.
After they have
done this they could try one of the six connected quizzes listed at
the bottom of the page.
http://www.businesscommunications.fr/autre%20jeux.htm
A simple matching activity that looks at eight ‘money idioms’.
http://www.clta.on.ca/EAOnline/CrazyEnglish/idiom-money.html
A few more interesting idioms connected to money. See if your students
can use these during a speaking activity (for example activity 5 on
page 47).
http://www.onestopenglish.com/News/Magazine/Vocab/studyskills.htm
Scroll down to find a ready-made lesson on Money brought
to you by www.onestopenglish.com, the online teacher's resource from
Macmillan.
Unit
6 – Entertainment
http://tv.yahoo.com/lineup?co=us
An online TV guide that shows you the programs that are on in the
U.S.A. You will be given 3 sets of options, for ease click on "Time
Zone Listing," select a Zone and click "Go." You will
then see the TV programs for the day. Use this to get your students
to compare TV in their country with TV in the U.S.A. Or, conduct a reading
quiz by brainstorming types of programs and then getting your students
to see what types of programs are on and when. Or, ask you students
to work in a group and decide what they would watch.
If you’d like
to focus on TV in Britain then go to:
http://uk.tv.yahoo.com/grid?lineup=uk&.intl=uk
http://www.triviaplaza.com/movie1.htm
A nice way to lead in to the topic of movies is to ask your students
to try one, or more, of these movie quizzes. The questions range from
characters in films to who won Oscars. Put them into teams and get them
to discuss each question as it comes up.
http://www.bbc.co.uk/films/quizzes/
For some more contemporary quizzes you could always try some of these.
http://critics.home.att.net/page3_actors.html
Page 54 focuses on two ‘Hollywood Greats’, Gladys Smith and Rudolph
Valentino, who were both extremely influential. Why not ask your students
to take a look at other influential people from the realm of movies?
This web page gives a list of the top 20 actors of all time (there is
also a link to the top 20 actresses of all time). On the board write
five names that your students might have heard and ask them to rank
them in terms of influence (mix the order on the board and don’t put
the numbers). Then make five groups and assign each group one person
– they then have 10 minutes to find out as much as they can about the
person. Finally, ask the students to write five questions they would
like to ask about each person, e.g. When were they born? What is their
‘real’ name? What was the first film they made?, etc.
For a more modern
view look at:
http://www.1celebritysearch.com/
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Unit
7 – Living Culture
http://www.shagtown.com/days/
This site is host to the Encyclopaedia of days and is extremely detailed.
Choose a day (possibly the day on which you are teaching) and ask the
students to find out all they can about the holidays celebrated on that
particular day.
http://www.cstone.net/~bry-back/holidayfun/index.html
Brief descriptions of festivals and celebrations from around the
world – some of which, like Chinese New Year and Halloween, are
mentioned in this unit. The level of language is appropriate and yet
the site is aimed at adults. The site contains pages on a number of
holidays. Why not try a jigsaw reading? Split your class into groups
and give each group the task of reading about a particular holiday.
Afterward put one person from each group into a new group and get them
to talk about the holiday they read about.
http://www.festivals.com/
Why not get your students to check out "real" festivals
from around the world? Instead of only reading about "traditional"
festivals, this site includes music festivals, beer festivals, etc.
from all over the globe. Split your students into groups and ask each
group to click on a continent, find out all they can about festivals
there (maybe one for each month, for example) and then get them to report
back to the class.
http://www.esl-lab.com/shock1/shock1.htm
This site contains a comprehension activity based on a short listening
as well as a quiz. Why not test your students to see how aware they
are on "culture shock?"
Unit
8 – Good Health
http://www.active.org.uk/
http://www.bupa.co.uk/
http://www.healthnet.org.uk/
Begin by brainstorming the type of questions a doctor might ask a patient
to determine how healthy they are. Then pair up your students and ask
them to find out about their partners current lifestyle, e.g. exercise,
smoking, drinking, etc. Finally get them to check out some of these
sites before giving advice to their partner about what they should,
and shouldn’t, do.
http://www.quitsmoking.com/info/method/readmethods.htm
A site that includes a variety of suggestions on how to quit smoking
– related through true stories. Start off by asking your students
to look at the headings and predict what the method/suggestion might
be. Then they can take a look to see if they were right. Next, get them
to discuss and rank the various ideas in order of "most likely
to work" down to "least likely to work." If they do this
last activity in small groups you can then compare and discuss their
rankings.
http://dir.yahoo.com/Health/Alternative_Medicine/
In Lesson 4 the idea of Alternative Medicine is introduced with
a brief look at Acupuncture and Chiropractic. Find out how many forms
of "alternative medicine" your students have heard about.
Then ask them to go to this web portal and select one of the areas they
are interested in - there are hundreds of sites here so it may well
be worth limiting the areas to ones that have already been mentioned
by the class. Ask the students to write down 5 "facts" about
the "medicine" they have chosen, e.g. what it’s used
for, where it originally came from, etc. – finally collate all
the findings as a whole class activity.
Unit
9 – Imagination
http://www.factmonster.com/people.html
Although originally designed for kids this site is so well organized
and has such a good search tool that it’s a must for this unit.
Lesson 1 takes a look at a few inspirational people. Brainstorm a few
more people, e.g. Nelson Mandela, John Lennon or John F. Kennedy and
why they are regarded as inspirational. Then get your students to check
out facts about each person using this site. They could develop their
own quiz on "famous figures who inspired the world."
Another site you
might find useful is www.time.com/time/time100/index.html
which takes a look at the top 100 of the twentieth century. Ask your
students to choose their top 5 and then see where "Time" has
ranked them.
http://www.ucs.mun.ca/~emiller/count.htm
Where did the name "Dracula" come from? Was he a real
person? Where did he live? These and many other questions are answered
on this site. Start off on this page but click back (remove the count.htm
part of the web address) to find lots more pages of information on Count
Dracula. Also click on your related links button to get even more.
http://www.kimwoodbridge.com/maryshel/maryshel.shtml
Comprehensive site about Mary Shelley and her creation, "Frankenstein."
Get your students to write 3 or 4 questions then get them to try and
find the answers using this site.
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Unit
10 – Seeing the world
http://www.armchair-travel.com/
A "virtual" travel company with, at the moment, a few
places to choose from. Extremely interesting but requires Quick Time
player to run. Check out the site first and then ask your students which
of the places they would like to see. While they look ask them to write
a brief "travel" description similar to those on page 87.
Lesson 2 deals with
ways of traveling. Ask your students to select a place to visit and
then get them to use any web browser to find out about the different
transportation options for getting there. Try sites such as: http://dir.yahoo.com/Recreation/Travel/
http://www.travelonline.com/
http://travel.lycos.com/
http://ce.eng.usf.edu/pharos/wonders/
Where in the world would you go? What about a visit to the 7 wonders
of the world? See if your students can name the 7 wonders and where
they were. Click on this site to see the icons, click on each icon to
find out more as well as lots more information on related sites.
Since six out of
the seven did not survive ask your students what existing sites they
would wish to see – then click on the "Other wonders"
to see which places are regarded as "modern" wonders.
Unit
11 – Progress
http://www.krysstal.com/inventions.html
Choose four or five inventions from this exhaustive list. Put your list
up on the board and ask your students to guess where and when these
things were invented before getting them to search this site to find
the answers.
http://library.thinkquest.org/C002942/home.shtml
Use this site to find out the name of the inventor or date of invention.
Type the object you wish to find out about in the search box, click
and wait. Get your students to use this to research any of the inventions
mentioned in this unit.
http://www.EnchantedLearning.com/inventors/indexa.shtml
Although designed
for English-speaking children this site is a mine of information. Hundreds
of scientists are listed in alphabetical order. Find out how much your
students know, brainstorm facts and then use the articles to check,
or create a web-based project.
Unit
12 – Consumerism
http://adbusters.org/home/
The home page of this site includes a U.S. flag where the stars
are replaced by well-known company logos – see how many your students
can identify - then click on "spoofads." This site is dedicated
to spoof, or joke, advertisements. Ask your students to talk about an
advertisement they’ve seen recently, or a product they know well.
Then ask them to think about how they would make a joke advertisement.
Finally, check out this site and compare ideas.
Alternatively you
can ask the students to discuss what "point" the spoof advertisements
are trying to make.
http://www.levistrauss.com/about/history/timeline.asp
The unit also takes a look at the topic of clothing. This site takes
a look at the history of Levi Strauss jeans. How many of your students
are wearing jeans? What brand are they wearing? Do they know? Do they
look for a logo when they buy their jeans? Start off with a few personalized
questions and then find out how much they know about the invention of
"jeans," where the name originates, and anything they know
about the Levi Strauss company – probably one of the best known
logos in the world.
Check out this site
which is full of really interesting information and get your students
to design an "information" corner.
http://disney.go.com/disneyatoz/waltdisney/home.html
Comprehensive site on Walt Disney – includes Walt’s story
as well as many other features. Search through the site and write up
some comprehension questions based on the information you find there.
Put your students into teams and allocate each team a computer. Get
them to log onto the site and then read out the first question. As soon
as they have the answer they run to you, tell you the answer and, if
the answer is correct, collect the next question and continue. The team
that answers all the questions first wins.
^
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