20
2 WORLD WISE STUDENT’S BOOK
STUD
ENT’
S BO
OKW
ORL
D W
ISE
2
2WORLD WISESTUDENT’S BOOK
WORLD WISE 2 CEFB1+
W orld Wise is a Common European Framework B1+ two-level series for young adult/adult learners of English whose first language is Portuguese.
Instruction based on the CEF goals helps learners communicate confidently and fluently on a wide variety of universal topics.
Natural-sounding audio and realistic reading texts provide a springboard for language development and student interaction.
Dynamic and effective two-page lessons, plus opportunities for follow-up practice, as well as on-going assessment give learners a genuine sense of achievement.
Student’s Book• 24 complete lessons plus fully-
integrated activity book exercises• Interactive tasks with strong emphasis on the
development of vocabulary and speaking skills• An audio programmme introducing and
building interest in the topics while providing a natural scenario for language in use
• A grammar, pronunciation and lexical syllabus responding to the specific needs and characteristics of Brazilian learners
• Built-in revision and recycling• Complete answer keys and audioscripts
Activity Book• Fully integrated into the Student’s Book• Lesson-by-lesson support containing a list of
idioms and useful expressions, vocabulary and grammar practice activities
• Special support for writing skills development from guided to open-ended writing tasks
• Learner-friendly training tips and activities
Teacher’s Guide• Step-by-step lesson plans that help
reduce teacher preparation time• Useful tips and ideas for recycling and extension• Extra photocopiable activities
Multimedia CD-ROMMultimedia teacher resource with activities that integrate visual and audio stimuli
Online resourcesFor download and use in class
9 788580 781267
ISBN 978-85-8078-126-7
Track Content Track Content01 Introduction 12 C1/ Activity 502 A1/ Activity 3 13 C2/ Activity 303 A1/ Activity 4 14 C2/ Activity 504 A2/ Activity 2 15 C2/ Activity 605 A2/ Activity 3 / Activity 4 16 C4/ Activity 306 A2/ Activity 5 17 C4/ Activity 407 B2/ Activity 2 / Activity 5 18 D1/ Activity 408 B2/ Activity 3 / Activity 5 19 D3/ Activity 409 B2/ Activity 6 20 D4/ Activity 2 / Activity 410 B4/ Activity 2 21 B2-AB-211 C1/ Activity 4 22 B2-AB-3
CD-ROM track list
Phonemic ChartThe 44 phonemes of Received Pronunciation
Vowels
Consonants
i:
sheep
ɪ
ship
ʊ
good
u:
shoot
e
bed
ə
teacher
ɜ:
bird
ɔ:
door
æ
cat
ʌ
up
ɑ:
far
ɒ
on
eɪ
wait
ɔɪ
boy
aɪ
my
aʊ
cow
ɪə
here
ʊə
tour
eə
hair
əʊ
show
p
pettop
b
batcab
t
tenbeat
d
dogbed
tʃ
chewmuch
dʒ
Jackage
k
carrock
g
gofrog
f
fivewife
v
videolove
θ
thintooth
ð
therewith
s
seahouse
z
zebracheese
ʃ
sharppush
ʒ
television
mmoon room
nnowfin
ŋsing
hhat
lloveball
r
red
w
wet
j
yes
voiced
unvoiced
World Wise 2STUDENT’S BOOK
Andy Cowle
Theme: RelationshipsScope & Sequence
Theme: Crime and punishment
Word File: relationshipWriting: Comparative and contrasting paragraphs
Word File: crimeWriting: Process (analysis) paragraphsReading for Pleasure World Wise Blog: Self defence page 29Stop & Check page 81
Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills
A1 Explaining/ identical twins, Review: Interview Note-taking Two is defining roles siblings Zero company. conditional with Discussing if, when, unless sibling page 6 relationships A2 Getting to know Speed dating Wish Talking about Identifying implied Who has a person what you should meaning the time? have done
Pronunciation: -s page 8
A3 Catching up Relationships: Future with will: Saying what you Email Understanding Stay in touch. spouse, husband, continuous, will be doing inference wife, partner, perfect this year mate page 10
A4 Remembering Adverbs for Third conditional Talking about Blog: Finders Identifying ‘Till death do an event telling stories: how your Keepers consequences us part surprisingly, parents met page 12 suddenly, luckily
A5 Ending a Negative Sparing Internet site: Identifying It’s not you, relationship questions another’s Breaking up is so empathy it’s me. feelings hard to do. page 14
Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills
B1 Offering Crimes Modals + past Providing A magazine Evaluating Crime is on alternative infinitives evidence or article: alternatives the increase. explanations support for an The Canoe Man opinion page 18
B2 Describing books It’s about Ability in past Listening to a Identifying a Cat amonst (or films) someone who . . . , time: could vs. radio interview speaker’s purpose the pigeons People say it’s . . . was able to I found it . . . , It’s Pronunciation: based on . . . , It reduced forms has . . . in it, It looks at . . . , It’s page 20 really . . .
B3 Giving opinions Words for Sharing options Online newspaper Distinguishing Prison break describing places article: Frequent between fact page 22 Flyer—from justice! and opinion
B4 Giving advice and Words related to Imperatives Listening to a Ranking Burglars steal warnings transport: parts radio show the show. of a car page 24
B5 Giving probable Words to Present perfect Talking about Email chain Speculating Jail mail reasons for describe pastimes continuous vs. motivation for on motive page 26 certain actions perfect simple doing things
Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills
C1 Talking about Sitting exams; Past phrasal Conversation Blog excerpt: Identifying If at first you sitting exams resit, pass, modals Doing the purpose don’t fail, revise Exchanging news Knowledge succeed . . . page 32
C2 Describing a . . . made a huge Causative verbs Formal speech Giving reasons An person’s positive impression on . . ., extraordinary influence got me interested Talking about teacher in . . ., helped me extraordinary to . . . teachers
Pronunciation: page 34 schwa sounds
C3 Talking about be in charge of, Subjunctive Expressing your Letters to the Recognising bias Whose fault is discipline and be responsible that- clause own, and other editor it? respect in the for, take care of, people’s, modern classroom coordinate with, opinions page 36 deal with
C4 Talking about Words related to Review: Second Round table Online discussion Problem-solving Survival at teachers who are personal qualities: conditional discussion thread school bullied by their have + noun (e.g. pupils patience) page 38
C5 Talking about Disabilities Stative verbs Showing Article: Seeing is Expressing Review: Third Go the distance special needs conditional agreement and Believing empathy page 40 education disagreement
Lesson Language Vocabulary Grammar Oral Reading Study Function skills Skills
D1 Talking about Appliances Adverbs with -ly Interview Predicting impact Family goes changes from changes green Responding to page 44 recommendations
D2 Talking about Oil drilling/spills Present perfect Responding to a Newspaper Identifying cause Oily clean-up responsibility and past simple: news report excerpts and effect page 46 just, yet, already
D3 Talking about how Money and Review: Informal Online newspaper Responding to When the economy is banking Passive voice conversation article public opinion economies fail doing Discussing common beliefs page 48 and expectations
D4 Talking about City-living, Future real Informal Identifying personal Urban sprawl advantages and suburbs conditionals interviews/ preferences page 50 disadvantages surveys
D5 Talking about Participle phrases Commenting on a Facebook Giving an opinion Stop the noise! noise pollution webpage: written campaign page 52 speech text
Theme: EducationScope & Sequence
Theme: Global concerns
Word File: learnWriting: Evaluation (analysis) paragraphs
Word File: greenWriting: Expository textReading for Pleasure World Wise Blog: School uniforms page 55Stop & Check page 96
Revision Section page 57Vocabulary Builder page 65Activity Book page 69Audio Script page 99Answer Key page 108Language Bank page 114
20
Cat amongst the pigeonsB2
Work with a partner. In your opinion which things do thieves steal most often? Give reasons or evidence based on what you know or have heard. Number the pictures. (1=stolen most often, 5=stolen least often)
Listen to the rest of the interview. What is the interviewer’s main purpose? Explain your answer.
Listen to the first part of a radio programme. Which of these pictures would best identify the author of the book? Which of the items in Activity 1 would the author have stolen?
1
3
2
a To talk about a certain type of crime.b To talk about a writer’s new book.c To talk about a criminal’s regrets.
‘Smoking kills and so do I—the difference is I’m faster. Now give me your wallet.’
21
Listen to the interview again and fill in the gaps.
Listen and circle the reduced forms you hear. Listen again and repeat the sentences.
Look at the sample sentences in the grammar box. Answer these questions.
Complete each sentence with either was(n’t)/were(n’t) able to.
Have there been specific instances in your life when you were suddenly able to do something special? Join a small group and share your story.
Write T (true) or F (false).
5
6
7
8
9
4
1 The author wrote his book while in prison. 2 The book is an autobiography. 3 The interviewer thinks burglary is dangerous.4 The author specialised in a specific type of crime. 5 We never learn the title of the book.
1 Rob’s book is _________________ on the life of a cat burglar.2 Rob _________________ onto roofs and balconies easily.3 __________________ is a risky business.4 Rob was ________________ pick a lock or crack a safe in record time. 5 Rob did burglaries because he liked the _______________, beating the ___________.6 Rob finds life in prison very _______________.
1 I’m talking to Rob Holmes.2 What did you steal?3 But light stuff—easy to move, easy to carry. 4 Did you work alone?5 You’ve also got to do your homework. 6 What do you mean by that?7 You have to get to know your product and your competition.
1 Rob was such a successful cat burglar because he _____________ get in and out of any building in under 10 minutes.2 The police __________ catch the kidnapper very quickly because he’d written the ransom note on the back of an envelope addressed to himself.3 The thieves _______________ get away because someone had stolen their car. 4 The investigators ______________ find lots of footprints at the scene of the crime because it was so muddy.5 The prosecutor _________________ convict the thief because there was no evidence that he had been in the museum.
Word FilecrimeA crime is an illegal act for which someone can be punished by the government.A crime scene is the place where a crime happened.A crimewave is a sudden increase of criminal activity in a certain place.Someone’s partner in crime is the person he/she committed the crime with.Crimeprevention is the attempt to reduce criminal activity and victimisation.Organised crime is carried out by a groupof professional criminals who work together, often in secret.
Rob was able to pick a lock or crack a safe in record time. Rob could pick a lock or crack a safe in
record time.
Once when Rob was robbing a London penthouse, he was able to escape through a skylight.
NOT: Once when Rob was robbing a London penthouse, he could escape through a skylight.
wWe use both could and was able to to talk about general ability in the past.wWe use was able to if someone was successful in doing something. Could cannot be used.
talking about ability in the past
wWhen was Rob able to escape through a skylight?wWhen was Rob able to pick a lock or crack a safe in record time?
I could never run faster than my brother, but once our neighbour’s dog
got loose and I was able to . . .
The following year at an inquest, he was declared officially dead.
And his death certificate was issued allowing his wife to claim all the insurance money and his pension.he following year at an inquest, he was declared officially dead, and his death certificate was
40
22
Prison breakB3
Which of these places would you be able to live in? Work with a partner. Take turns to describe the place in each picture using adjectives from the list.
1
2
Appearance
attractive crowded drab filthy grotesque old-fashioned unusual
Condition
charming creepy depressing fantastichorrible modern pleasant
Shape
crooked curved deep flat narrow shallow steep
Size
colossal gigantic immense mammothmassive miniature tiny
I couldn’t live in a cave. They’re creepy, dark and full of bats.
I would hate the lack of privacy.
Work in a small group. Agree on five things that would make life in prison unbearable.
Pascal Payet is a notorious criminal who loves the high life. During a period of seven years, he
Luynes PrisonFrequent Flyer—from Justice!
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escaped from prison twice by helicopter, and even took part in a third helicopter breakout for his fellow inmates. French convict Pascal Payet, 43, was initially sentenced to 30 years in Luynes prison in France for a murder committed during the armed
+a -a
robbery of a security van. In 2001, he escaped when his accomplices hijacked a helicopter and flew down to the jail to simply pick him up and take him away. Two years later, while still on the run, Payet used a helicopter again to take him back to the same prison, where he was able to free some inmates and get away. The inmates were later caught, and Payet was caught months later and arrested, too. He was returned to jail and seven more years were added to his sentence. In an effort to increase security, the prison authorities moved Payet around different prisons in France on a regular basis. However, this did not prevent him from escaping again in 2007, this time from Grasse prison. Once again a hijacked helicopter came to get him. It landed on the roof of the prison and masked gunmen jumped out and threatened guards, before entering the prison to find Payet and take him away. Payet was captured a few months later in Spain and sent back to prison, where he is still serving his sentence.
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ancient building cave
cottage
prison
apartment
palace
Grasse Prison The Canoe Man
. . . Inmates saw the helicopter clearly from the (1)_____________ where they had been exercising. One prisoner later said that the helicopter had barely missed the (2) ________________ as it landed on top of the (3) _________________. The guards in the tower did not fire on the helicopter as they had been expecting the arrival of prison supervisors that week. Prison guards standing along the inside (4) _________________ were
The following year at an inquest, he was declared officially dead.
And his death certificate was issued allowing his wife to claim all the insurance money and his pension.The following year at an inquest, he was declared officially dead, and his death certificate was issued allowing his wife to claim all the insurance money and his pension.he following year at an inquest, he was declared officially dead, and his death certificate was
The following year at an inquest, he was declared officially dead.
And his death certificate was issued allowing his wife to claim all the insurance money and his pension.he following year at an inquest, he was declared officially dead, and his death certificate was
the first to notice the gunmen on the roof enter the prison. The gunmen triggered the alarms, which automatically locked the (5) ____________. Guards were unable to enter the (6) _____________ until after the helicopter had flown off with the escaped prisoner. Escape from Grasse Prison
guard tower
yard
inner block
gate
wall
cell block 40
Work with a partner. Your teacher will provide you with a handout.
Read the article. Which of these statements best describes the article? Give reasons for your answer.
7
3
a the writer’s factual account of a prisoner’s escapesb the writer’s opinion about prison securityc the writer’s surprise at a prisoner’s escapes
I agree that kidnappers who kill their victims
deserve the death penalty.
I don’t think protestors should go to jail, but
they should be forced to compensate people for the
damage they do.
Write T (true) or F (false).4
1 Payet has escaped three times from prison in a helicopter. 2 Payet’s second escape was from Grasse Prison. 3 Payet has been recaptured after each escape. 4 Payet’s accomplices didn’t buy the helicopter for his escape. 5 Payet is always returned to the same prison. 6 Payet has not completed his sentence and is still in prison.
Choose the correct ending for each sentence. 6
1 After the interrogation, the guards took the burglar 2 Someone who commits a crime for the first time is sometimes 3 The kidnappers were sentenced 4 The rioters were charged 5 After the accident, Sam was not allowed
a not sent to prison, but must report to authorities regularly. b to his cell. c £250 and made to pay for damaged property.d to drive for nine months. e to life imprisonment.
Study the map of Grasse prison. Read the labels. Use the words to complete the news report.
5
sports
76
ACTIVITY BOOK B2
Complete the sentences with intrude, intruder, intruding or intrusion.
Listen to the conversation (track 21) and answer the questions.
Answer the question and listen to the end of the conversation (track 22) to confirm your prediction.
Write T (true) or F (false).
Listening Part 1 Listening Part 2
1
2
3
4
What do you think Mrs Arnold did next?
to intrude on someone or something, verb phrase ‘Excuse me. I thought you were alone. I didn’t mean to intrude on your conversation.’Meaning: to get involved in something that is someone else’s businessAnother expression with intrude: an intruder [a person who enters a building or grounds without permission]
1 The pilot was advised to turn back, because he was _____________ into Chinese air space.
2 ‘Sorry to _____________ . Can we use this office?’
3 When the police caught the _____________ he was carrying a DVD player.
4 Celebrities complain about media _____________ because they say it’s an invasion of their privacy.
5 Since 9/11 there was a huge growth in goverment _____________ into people’s lives.
6 The man was caught _____________ inside Buckingham Palace itself.
1 Who is speaking to Mrs Arnold?
a an intruder b Ernest Shackleton c a police officer
2 Where was Mrs Arnold when the incident took place?
a in her bedroom b in the kitchen c downstairs
3 What incident does the man want to hear about?
a Shackleton’s adventure b the attempted burglary c Mrs Arnold’s climbing trip
1 Someone broke into Mrs Arnold’s house.
2 Mrs Arnold’s book on Shackleton
was stolen.
3 Mrs Arnold shared her husband’s love
of climbing.
4 Mrs Arnold’s husband was attacked by
an intruder.
5 Mrs Arnold hit the intruder with a torch.
6 The intruder got in through the window.
7 The police locked up the intruder near
a hospital.
77
B3to break out, phrasal verb A group of inmates broke out of prison and one is still at large.’ Meaning: to escape fromAnother expression with break out: To break out something [to suddenly have spots, a rash or sweat appear on your skin]
In October 2000, the American television network CBS aired CSI: Crime Scene Investigation. The programme became a runaway success. It was a new type of crime drama which followed the activities of Las Vegas criminalists, named crime scene investigators. The series has been criticised for portraying an incorrect image of how police officers actually solve crimes. However, that has not prevented it from becoming the most watched programme in the world with an estimated audience of 73.9 million in 2009. Its popularity has launched a new television genre: a graphic, gritty style of crime investigation. The series has made forensic science and procedures common knowledge for its viewers as they solve mysteries alongside the characters who collect and analyse enormous amounts of irrefutable evidence. The CSI franchise includes spin-off series located in Miami and New York as well as comic books, videos, novels and a travelling museum exhibit called The CSI Experience.
Read the text. Write T (true) or F (false).
Find these words in the text. Match them to the definitions below.
1
2
1 CSI is only popular in the US.
2 CSI shows authentic police procedures.
3 There is more than one CSI series.
4 CSI created public awareness of forensic procedures.
5 The CSI Experience is a course in forensic science.
1 related to the scientific study of crime investigation
2 a brand that can be used to promote and sell a line of products
3 crime investigators
4 showing something unpleasant as it really is
5 something that happens quickly or uncontrollably
6 to transmit a programme on television
a to air b criminalists c gritty d forensic e a franchise f runaway
80
WRITING WORKSHOP
1 Circle the topic sentence of the first paragraph.
2 What do you expect to read about and learn based on the topic sentence?
3 What is the main topic of each paragraph?
1 Choose a process to write about. Use your own idea or an idea from the box.
2 List three steps and the outcome of the process you will write about.
3 How will you introduce your topic? Write the topic sentence of your first paragraph.
Escaping from prison is not easy—there are three things you can’t do without. Firstly you need documents—an identity. In today’s digital world people can be traced every time they make a phone call or a purchase. People can be traced the minute they leave home. Only a government or a very talented forger can supply a person with a new identity and the documents to support it—a photo ID, a credit card and a driver’s license. The next thing you need is a lot of money. Preparation, escape and survival all cost money. There will be bribes to pay at every stage. Some prisoners are very clever at making money inside prison—selling smuggled goods and services.
Others will need a loyal accomplice on the outside to get the necessary money. Once you have the documents and the money it is time to devise the escape plan. Every escape plan is different. It depends on the prison, its security system, its routines, its geographic location and the prisoner’s skills and patience. The most common escape plan is tunnelling, but some prisoners climb over the wall, escape from the infirmary (the prison’s hospital) or as they are transferred to a hospital outside the prison. And then there’s the Monte Cristo escape—escaping as a corpse. But that’s another story.
Analyse the writing model
Plan your writing
Write
Write your process analysis include at least three steps and the outcome.
1
2
3
a ___________________________________________________________________
b ___________________________________________________________________
c ___________________________________________________________________
Planning a burglary Planning a bank robbery Solving a crime Catching a criminal
Step 1
Step 2
Step 3 Outcome
Manual do professor
Orientações para o uso do livro do aluno
WORLD WISE 2TEACHER’S BOOK
Andy Cowle
30
Cat amongst the pigeons
Function: Describing books (or films)Vocabulary: It’s about someone who . . ., It’s based on . . ., It has . . . in it, It looks at Grammar: Ability in past time: could vs. was able to
LANGUAGE
Aim of the lesson: Talking about burglary and cat burglars
B2
Listening: A Skype interviewSpeaking: Talking about being able to do something special Pronunciation: reduced formsCompetency: Identifying a speaker’s purpose
SKILLS
WARM UP 10 MIN
TS Books closed. Ask Has anyone ever stolen something from you? What did they steal? Why do you think they stole it?
1 PW Books open. Have sts identify the pictures. (Top to bottom: a sports car, a pedigree pet, cash, a smart phone, a painting and jewellery) Sts will rank the items, numbering pictures 1–5. Call on different sts to share their answers with the class.
VIDEO ACTIVITY 10 MIN
LISTENING 25 MIN
CD Track 7
CD Tracks 7 and 8
CD Track 8
Provide a handout for each pair of sts or alternatively project the handout from Track 20 of the Multimedia CD-ROM.
Video summary: Robbery Bob™ (Universal): Gameplay Trailer: Robbery Bob, the Man of Steal, is broken out of jail and participates in two ‘house jobs’ in the suburbs.Time: 02:36 min
2 TS Play the audio. Ask Who are the speakers? (A radio host, Rob Holmes – a prison inmate/a burglar) Where are they? (At the radio station, in prison) What kind of radio programme is it? (A book review programme) Read the questions aloud.
Key: the top picture: the thief robbing the safe; the jewellery, possibly the painting
5 PW Sts complete the sentences and compare their answers with those of a partner. Play the audio again for sts to check their answers.Alternatively you can use the activity for dictation practice. Play the audio and have sts work individually listening for the missing words and phrases.
Key: 1 based 2 could climb 3 Burglary 4 able to 5 challenge (the buzz), alarm systems 6 boring
3 TS Play the audio. Sts listen for the main idea. Check for general comprehension as necessary. Classcheck.
Key: b
4 IND Sts work independently to answer the statements true or false and then compare their answers with those of a partner. Classcheck.
Key: 1T 2F 3T 4T 5F
Track 4-B2/Video
Resource Pack, page 71
31
PRONUNCIATION 10 MIN
CD Track 9
Reduced forms6 TS/IND Write the first sentence on the board. Read it aloud. Have sts repeat the sentence as a chorus imitating your pronunciation. Ask Do you notice any reduced sounds? Elicit vowel-vowel and consonant-vowel reductions.Have sts listen again and repeat the sentence as they work on their own to circle the reduced sounds. Then in pairs have them compare their answers and practise reading the sentences aloud.
Key: 1 talking-to, Rob-Holmes 2 What-did-you 3 easy-to-move, easy-to 4 Did-you, work-alone 5 You’ve-also-got, to-do 6 What-do-you 7 have-to, get-to-know, product-and
WORD FILE crime
A thematically linked Word File appears once in every unit. It is designed to introduce sts to idioms, collocations, colloquial terms, jargon and interesting uses of common, high-frequency words they already know.We recommend a 3-part task for Word Files, which can be managed full-class, as pair work or group work.
1 Analyse Point out the headword. Sts read the words or expressions coined from this word and their meanings.2 Compare sts work backwards from the meanings to determine how they would express the same idea in their native language and compare the words and expressions to note similarities and/or differences.3 Put to Use Sts write original sentences using the new words and phrases to share with the class.
GRAMMAR 20 MIN
7 Draw sts’ attention to the grammar box. Read the first two sentences aloud. Ask Is there a difference in the meaning of these two sentences? (No) Read the first explanation. Tell sts that these sentences are examples of general ability in the past.Read the next explanation. Read the third and fourth sample sentences. Explain to sts that ‘could’ cannot be used in this sentence because it refers to a specific event.Have sts answer the questions. Classcheck.
Key: when he was robbing a London penthouse, in general in the past
8 PW Have sts work in pairs to analyse the time frame and meaning of each sentence and complete the sentences by choosing between was/were able to, was/were unable to and couldn’t. Classcheck.
Key: 1 was able to 2 were able to 3 were unable to 4 were unable to 5 couldn’t
9 TS Ask What sort of events show-off special abilities? Write sts answers on the board:Sports, Trips, Emergencies, Accidents, School Events (exams, presentations, plays)Ask for at least two examples of a special or a remarkable ability linked to any of these events.GW Group sts so they can take turns and tell each other their stories. Monitor sts’ conversations offering support as necessary.
HOMEWORK
Activity Book B2, page 76
32
Prison break
Function: Giving opinionsVocabulary: Words for describing places
LANGUAGE
Aim of the lesson: Talking about prison escapes
B3
Reading: Online newspaper article: Frequent Flyer––from justice!Speaking: Sharing opinions Competency: Distinguishing between fact and opinion
SKILLS
READING 20 MIN
2 GW Group sts in threes or fours. Sts need to come to a consensus about five things that would make prison life unbearable. Call on each group and list their responses on the board. As a class produce a list of the top 5 items.
3 TS Based on the format and layout have sts predict the type of reading text they are going to read. (Online newspaper article) Remind sts that newspaper articles always provide all the necessary information in the first paragraph and then add details in subsequent paragraphs. Have sts read the first paragraph and elicit the answers to the basic wh- questions:• Who is the article about? (Pascal Payet)• What did he do? (He escaped twice from prison.)• When did he escape? (In 2001)• How did he escape? (By helicopter)Have sts read the rest of the article and determine the writer’s purpose. Have sts support their answer. Classcheck.
KEY: c
DEVELOPING READING SKILLS 20 MIN
4 IND/PW Sts work independently to answer the statements true or false and then compare their answers with those of a partner. Classcheck.
KEY: 1F 2F 3T 4 T 5 F 6T
5 PW Have sts work independently to study the picture and identify the different places in a prison. Then pair sts to use the words to complete the text. Classcheck. If sts have alternative choices, have them give reasons to support their answers.
KEY: 1 yard 2 guard tower 3 cell block 4 wall 5 gate 6 inner block
6 TS Draw sts’ attention to the sentence stems. Have sts identify the different crimes mentioned in each sentence. (1 burglary, 2 misdemeanour or less serious crime, 3 kidnapping, 4 riot, 5 DUI or driving under the influence of alcohol)PW Sts match the stems to make logical sentences. Classcheck.Have sts discuss if these punishments are light, harsh, or justly deserved.
KEY: 1b 2a 3e 4c 5d
CONVERSATION 20 MIN
7 PW Provide a handout to each group or alternatively project the handout from track 21 on the CD-ROM. Monitor sts’ discussions providing assistance as required.
TS Books closed. With a show of hands, find out who lives in a house and who lives in a flat. Ask Where else would you consider living? (i.e. a caravan, a tent) For how long?
1 PW Books open. Try to pair sts with different living situations. Read the rubric aloud. Monitor sts’ discussions. Call on different sts to share a description of each picture.
VOCABULARY 15 MIN
HOMEWORK
Activity Book B3, page 77
Resource Pack, page 72
Track Content Track Content01 Introduction 12 C1/ Activity 502 A1/ Activity 3 13 C2/ Activity 303 A1/ Activity 4 14 C2/ Activity 504 A2/ Activity 2 15 C2/ Activity 605 A2/ Activity 3 / Activity 4 16 C4/ Activity 306 A2/ Activity 5 17 C4/ Activity 407 B2/ Activity 2 / Activity 5 18 D1/ Activity 408 B2/ Activity 3 / Activity 5 19 D3/ Activity 409 B2/ Activity 6 20 D4/ Activity 2 / Activity 410 B4/ Activity 2 21 B2-AB-211 C1/ Activity 4 22 B2-AB-3
CD-ROM track list
Phonemic ChartThe 44 phonemes of Received Pronunciation
Vowels
Consonants
i:
sheep
ɪ
ship
ʊ
good
u:
shoot
e
bed
ə
teacher
ɜ:
bird
ɔ:
door
æ
cat
ʌ
up
ɑ:
far
ɒ
on
eɪ
wait
ɔɪ
boy
aɪ
my
aʊ
cow
ɪə
here
ʊə
tour
eə
hair
əʊ
show
p
pettop
b
batcab
t
tenbeat
d
dogbed
tʃ
chewmuch
dʒ
Jackage
k
carrock
g
gofrog
f
fivewife
v
videolove
θ
thintooth
ð
therewith
s
seahouse
z
zebracheese
ʃ
sharppush
ʒ
television
mmoon room
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hhat
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2
2WORLD WISESTUDENT’S BOOK
WORLD WISE 2 CEFB1+
W orld Wise is a Common European Framework B1+ two-level series for young adult/adult learners of English whose first language is Portuguese.
Instruction based on the CEF goals helps learners communicate confidently and fluently on a wide variety of universal topics.
Natural-sounding audio and realistic reading texts provide a springboard for language development and student interaction.
Dynamic and effective two-page lessons, plus opportunities for follow-up practice, as well as on-going assessment give learners a genuine sense of achievement.
Student’s Book• 24 complete lessons plus fully-
integrated activity book exercises• Interactive tasks with strong emphasis on the
development of vocabulary and speaking skills• An audio programmme introducing and
building interest in the topics while providing a natural scenario for language in use
• A grammar, pronunciation and lexical syllabus responding to the specific needs and characteristics of Brazilian learners
• Built-in revision and recycling• Complete answer keys and audioscripts
Activity Book• Fully integrated into the Student’s Book• Lesson-by-lesson support containing a list of
idioms and useful expressions, vocabulary and grammar practice activities
• Special support for writing skills development from guided to open-ended writing tasks
• Learner-friendly training tips and activities
Teacher’s Guide• Step-by-step lesson plans that help
reduce teacher preparation time• Useful tips and ideas for recycling and extension• Extra photocopiable activities
Multimedia CD-ROMMultimedia teacher resource with activities that integrate visual and audio stimuli
Online resourcesFor download and use in class
9 788580 781267
ISBN 978-85-8078-126-7
