Challenges 2 Teachers Book

7/30/2019 Challenges 2 Teachers Book

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Pearson Education Limited,

Edinburgh Gate, Harlow,

Essex, CM20 2JE Englandand associated companies throughout the world

www.longman.com

© Pearson Education Limited 2006

All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, or transmitted in any

form or by any means, electronic, mechanical, photocopying,

recording or otherwise, without the prior written permission of

the copyright holders.

The right of Patricia Mugglestone to be identified as the author

of this work have been asserted by her in accordance with theCopyright, Designs and Patent Act 1988.

First published 2006

Third impression 2007

Printed in Slovakia by Neografia

ISBN: 978-1-4058-3315-8

Photo acknowledgements

We are grateful to the following for permission to reproduce

photographs:

Front cover images

Corbis: tl (Ariel Skelley), bl (Royalty Free), br (Gabe Palmer);

http://www.longman.com/

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Introduction

About the Students' Book

The course has ten main modules and two pages of revision at the start to get students to use language from

Challenges 1. At the end of the book there is a magazine section related to the units with fun activities like

puzzles, games and reading for pleasure. Each module starts with a Get Ready page which introduces the module

topic. There are then three main lessons. In odd-numbered modules, there are Across Culture lessons and in

even-numbered modules, there are Your Challenge and Understanding Grammar spots. Each module finishes with

a Language Check and a Study Corner with learner development activities to help students become better learners.

New features in Students' Book 2

Helps

These sections offer advice that students then put into practice in reading, listening and speaking activities.

The Help sections cover reading skills such as predicting (Module 1, page 10), listening skills such as listening for

specific information (Module 6, page 63) and speaking skills such as showing interest (Module 4, page 43).

Everyday Listening

These sections give students the opportunity to listen to English in everyday situations, such as shopping

(e.g. Module 1, Unit 3, page 13), phoning (Module 2, Unit 6, page 23) and listening to announcements (Module

6, Unit 18, page 63). The exercises train students to listen as we do in real life, for example for specific facts and

key information.

Text Builder

These sections occur in Your Challenge (Modules 2, 4, 6, 8 and 10). They build on the sentence level skills that

students practised in the Sentence Builders in Challenges 1. They focus on important features of whole 'texts',

such as layout (Module 2, page 24), using linkers (Module 8, page 84) and punctuation (Module 6, page 64).

About the Teacher's Handbook

This handbook contains reduced pages from the Students' Book, together with teaching suggestions, background

information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, answers

to exercises and ideas for extra activities; it also includes the answers for the Workbook.

The Handbook will help you plan your lessons and is handy for use during lessons.

Features in Challenges

Fact or Fiction?

Th e Fact or Fiction texts provide short real-life contexts related to the module topic. Students decide whether they

think the information is true or false. Sometimes students can use their general knowledge (e.g. page 81, their

knowledge of stars with planets around them). Sometimes, students have to guess (e.g. page 9, How much do

teenagers in the USA spend on the Internet?). Encourage students to discuss and give reasons for their guesses.

The Time Out magazine

This section is at the back of the Students' Book and provides a set of 'fun' activities and puzzles in a magazine

format. There is one activity for each of the core units in the Students' Book. Students can do the activities

individually, in pairs or in small groups.

The magazine activities are designed to be used if there is time after students have completed a related activity in

the Unit, at the end of a Unit or at home. The magazine recycles language and topics of the Units in new contexts

and authentic, motivating activities such as puzzles (e.g. Activity 2, page 110), quizzes (e.g. Activity 14, page 113)

and stories (Activities 10-12, pages 114-115).

The Picture Dictionary

Students use the Picture Dictionary to check the meaning of Key Words when they are first presented.

Later, they can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or

individually. For example, students cover page 122 (Interests and games) with a sheet of paper, leaving just the top

row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then

move the paper down the page, repeating the activity for each row of pictures and checking their answers.



Try this tongue-twister

Tongue-twisters encourage students to practise pronunciation features from the unit in a light-hearted, 'fun' way.

When introducing the first tongue-twister (page 33), check that students understand what a tongue-twister is.

If possible, give them one or two examples of tongue-twisters in their own language. Reassure students that

native-speakers of English find tongue-twisters difficult to say, especially when they try to repeat them quickly.

Students may find it helpful to start by repeating short phrases after you, (e.g. page 33 'history teachers', 'Irishhistory teachers', 'three shy Irish history teachers') before trying to say the whole sentence. The emphasis is oncorrect pronunciation rather than speed in saying the tongue-twister.

Using the Teacher's Handbook in the classroom

Module objectives

The module objectives are listed at the top of the first page of each Module in the Students' Book.

When starting a Module, read through the objectives with the students and check that they understand any new

vocabulary, e.g. 'a takeaway' in Module 2. If appropriate, ask students to discuss any of the activities they have

done, using their own language or English, e.g. 'writing e-mails' (Module 2). Encourage students to say what they

remember about any of the grammar points they have studied in the past, e.g. Present Simple (Module 1).

At the end of a Module, ask students to read the objectives again. Help students assess how well they have

achieved the objectives and to say which objectives they found easy or more difficult to achieve.

Background information

The Background provides facts and information about aspects of the social and cultural content of the Units.

It is intended primarily for the teacher but is helpful when students ask about events, people and places mentionedin a Unit, e.g. London and Londoners (Module 2, Unit 4, page 18).

Extra activities

Use the short Extra activities if there is time in the lesson. These activities develop from the content of the

Students' Book and are intended to give a change of focus and help student motivation and concentration.

Extra activities include:

• activities developing from a reading text, e.g. Module 3, after Exercise 10, page 31

• activities developing from a listening text, e.g. Module 4, Unit 12, after Exercise 2, page 42

• activities practising a language point from the lesson, e.g. Module 7, Unit 20, after Exercise 7, page 71

Ways of checking answers

Students can work in pairs or small groups.

Try to vary how you check students' answers to exercises:

• If spelling is important, ask students to spell the words for you to write on the board or invite students tocome to the board and write the answers.

• Alternatively, ask students to read the answers aloud. If necessary, correct any serious pronunciation problems.

• At times, you may prefer to write the answers on the board yourself, for students to check their own answers.

• Students self-check the answers to some exercises, such as pair activities (e.g. page 41 exercise 9) and quizzes(e.g. page 97, Exercise 5) by referring to the answers given in their book and to the Language Check bylistening to the cassette or CD.

The Challenges website

The Challenges website is valuable resource for teachers and students. For every unit at each level there is aphotocopiable activity for the teacher and an interactive test for the student. In addition, there are module-specific

weblinks for both teachers and students and regular competitions.

Challenges CD-ROM

The CD-ROM provides further practice of all the skills and topics covered in the Students' Book. There is a rangeof fun, interactive activities in which students can practise their listening, reading, writing and speaking skillsthrough games, videos, listening and gap-fills. There is also a focus on pronunciation, with activities which enablestudents to record themselves in interactive dialogues. The CD-ROM forms a fun and valuable addition to theStudents' book, providing both extra practice and consolidation.


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Grammar

I saw an interview with Nicole last weekbut she didn't talk about her childhood. Didshe like school?

Tim Steer, London.

No, she didn't. Nicole was very tall, pale and shy. Somegirls didn't like her and they called her names. She didn't

go to the beach with them - she went to the theatre!

What did she like doing when she was young?

Colette Bridges, Manchester

She liked dancing and acting. Her fir st part was a sheep '

in a Christmas play when she was six!

Did Nicole go to acting classes when she was young?Tania Jones, Cardiff

Yes, she did. She took her first acting class when she

was ten.

When did she first go to Hollywood?

Kelly Firth, Glasgow

She made her first Hollywood film in 1989. She won anOscar for 'Best Actress' three years ago for The Hours.

Practice

7 Complete the sentences with the correct form of the

verbs in brackets.

B I O D A T A . . .

Born: 1967, Hawa iiMoved to Australia: 1971

First film: 1981Married: Tom cr u i se 1990

Oscar: 2003Best film: The Others, 2001

9 Study Nicole Kidman's

biodata and finish each

sentence in three different

ways.

Example

Nicole moved to Australia in

1971.

She moved thirty-five years ago.

She moved when she was four.

1 She played in her first fil m ...

2 She married Tom Cruise ...

3 Nicole got her firs t Oscar...

4 She made her best fi lm ...

John lennon and Paul McCartney,

were (be) at school.wet (meet) when they

Bill Gates, head of Microsoft,.

computer company when he _

started . (start) his first

. (be) fourteen.

Michael Jordan, the world's best basketball player, didn't like

(not like) basketball as a child - he preferred (prefer) baseball.

Beethoven wrote (write) his first composition when hewas ten.

Pele scored (score) two goals for Brazil in the 1958 World

Cup final when he .

Albert Einstein didn't pass

. (be) seventeen.

(not pass) his physics exam at school.

8 Make questions about Nicole Kidman's lif e. Then answer the

questions.

Example

1 Did Nicole's parents live in Canada? No, they didn't. They lived in the US and Australia.

1 Nicole's parents / live in Canada?

2 go to school in the United States?

3 when / get her first theatre part?

4 go to music classes?

5 when / make her first Hollywood film?

6 when / win an Oscar?

Your Turn

10 Make questions about your

partner's life when he/she

was 6-9 years old. Work in

pairs. Ask and answer the

questions.

Example

A: Did you have many friends?

B: Yes, I had a lot of friends.There were a lot of nice people in my first class.

have / many friends?

have / a pet?

where / spend holidays?

what / do in your free time?

play / musical instruments?

what sports / play?

what hobbies / have?

when / start school?

what subjects / like?

— •TIMBOUTJ Page 112, Exercise 7

3

Exercise 9

• Do the first item with the

class. Write cues on the

board:

in (year)

(numbers of years) ago

when she was (age)

1 in 1981/25 years ago/when

she was 14


she was 23


she was 36


she was 34

Your Turn

Exercise 10• Elicit the ques tion s from

the class before students

work in pairs.

ExtraStudents tell the class two

or three things about their

partner when he/she was 6-9

years old.

_ ^ - TIMS OUT! Page 110,

Exercise 7

Photocopiable Activity 5, TTP,

Page 52

Practice

Exercise 7

• Check answers by asking individuals to

read aloud the sentences.

Answers —* student page

Exercise 8

• Check answers by asking pairs of

students to ask and answer the

questions.

Answers

2 Did she go to school in the United

States? No, she didn't. She went to

school in Sydney/Australia.

3 When did she get her first theatre part?

She got her first part when she was six.

4 Did she go to music classes? No, she

didn't. She went to acting classes

5 When did she make her first

Hollywood film? She made her fi

Hollywood film in 1989.

6 When did she win an Oscar? She won

ggflan Oscar in 2003.



8

mt\



This UnitShort of time: set some of theexercises for homework (e.g.Exercises 8 and 9)

More time: do the Extra

activities

Background

Many people believe thatanimals have some kind of 'sixth sense'. The stories hereare both true, although thenames of the people havebeen changed. In the tsunamiin 2004, many wild animalsescaped the tragedy, despitethe huge loss of human life.

Warm-up

@ Ex er ci se 1(CD2 Track 4)

• If students disagree about

any of the answers,

encourage them to explainthe reasons for their

answers.

Suggested Answers

You can hear (see/touch - CDs

etc.) music but you can't smell

or taste it!

You can see, smell and touchperfume but you can't hear it.

You can see the sun but you

can't hear, smell, taste or

touch it.

You can hear, see, smell, tasteand touch sea water.

Extra

Write on the board:

We hear things with our

ears.

Ask students to make similar

sentences about the other

ecial Powers

Warm-up

1 Look at the Key Words. Then say sentences

about these things.

Example You can see, smell, taste and touch

cheese but you can't hear it!

• cheese • music • perfume

• sun • sea water

Q Key Words: Senses

hear, see, smell, taste, touch

2 Do you think people or animals have other

'senses'? Are these things possible? M$gd

a) to communicate b y thought (telepathy) M \ v

b) to find a place with no maps or directions

c) to see the future

Reading

3 Read the two interviews. Which

Exercise 2 are they about?

Two readers tell us their stories

BLast summer, Tom was coming

back from Scotland when his

dog disappeared.

What were you doing when it

happened?

We were having a break ata motorway cafe. My mum anddad weren't feeling very well and

they were having coffee. I wastaking Paddy for a walk when he

saw a rabbit. He ran after it and

disappeared.

What did you do?

We looked for him for hours. Finally,

we went home to Birmingham, 350

kilometres away. Five weeks later,

we were having lunch when we

heard a dog outside. We looked out

of the window and there was Paddy!

BOn 26 December 2004, Pam's aunt was on

holiday in Thailand.

E was your aunt doing on the morning of the

tsunami?

My aunt was with a group of tourists They werehaving an elephant ride on the beach. Ten minuteslater, the tsunami destroyed the town.

How did she escape?

came the elephant was carrying her up the hill.The elephant saved her from the tsunami!

Read the interviews again. Answer these

& 9 ^ questions.

&<M 1 Why did Paddy run away?

2 How far did Paddy travel?

3 Where was Pam's aunt on holiday?

4 How did the elephant save Pam's aunt?

(Answers: see/eyes, smell/noses,

taste/mouths, touch/hands)

Exercise 2

• Encourage students to

share their opinions and to

give examples to support

their views.

Reading

© Exercise 3(CD2 Track 5)

• Ask students to read the interviews

quickly for gist understanding and to

find out what they are about.

• After checking answers, play therecording for students to read andlisten to the interviews.

Answers

1 to find a place with no map or

directions

2 to see the future

Exercise 4

Answers

1 He ran after a rabbit.

2 350 kilometres

3 Thailand

4 It carried her up the hill.

ExtraAsk students to look at the two interviews

and find four expressions using have.

Ask students to look at the secondinterview and find the word for the noise

that elephants make (trumpet).Explain or encourage students to guess the

meaning of new words and phrases, e.g.

acting normally, the guides, to calm it.



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