Channel your english intermediate teacher book

H.Q. Mitchell - J. Scott

mm publications


Introduction

2

Contents of Student's Book
Student's Book and Teacher's Notes

Unit 1

6

Unit 2

12

Unit 3

18

Revision (Units 1-3)

24

Unit 4

26

Unit 5

32

Unit 6

38

Revision (Units 4-6)

44

Unit 7

46

Unit 8

52

Unit 9

58

Revision (Units 7-9)

64

Unit 10

66

Unit 11

72

Unit 12

.

.

78

Revision (Units 10-12)

84

Unit 13

86

Unit 14

92

Unit 15

98

Revision (Units 13-15 )
Pairwork Activities

104
:

:

106

Songs

109

Grammar Reference

110

Listening Transcripts

120

Word list

127


Out line of the course
: - a nnel your English Intermediate is an innovative course,

, en smo othly takes teenage learners of English from
e e enta ry to a higher level of fluen cy. It has been
culously designed to boost students' existing knowledge
=-0 build their ability to communicate their ideas accuratel y
confi dent ly. The main concern of the writers of th is book

-"t
='"

-a s been to explicitly demonstrate how English is used in
~~ o~life situations. thus, enabling studentsto use it in
-"aningful contexts. Other important factors such as the
ea rners' age and interests have been taken into
co nsiderat ion in the planning and design of this book . The
:,:," cs have been carefully selected to attract stud ents'
":erest and motivate learning .

:"annel your English Intermediate uses an integrated
eooroach to all four language ski lls (reading, listen ing,
soeaking, writing) in a well-organised. user-friend ly sylla bus
:o'Tlbining functions, structures. vocabulary and
:0 municat ion sk ills. The book is divided into 15
e i-developed and carefully stru cture d units. each of which
5 cased on a general topic and divided into three lessons.
xa bulary and grammar are systematic ally categorised and
_ esent ed in each lesson helping teache rs to manage an d
y ganise their time efficiently. Communicative language
-- aching is viewed as a practical activity rather than a
tr eoret ical notion.
:-annel your English Intermediate is suitabl e for

- :ermediate level students . By the end of the book,
5:udents will have mastered the functions and structures
:~tJi n e d in t he contents. Addit ionally, they will have
o", eloped all four skills, having been given adequate
c-acuce t hroughout the book. The mate rial included can be
: ered in approximately seventy-five hours. The precise
- ...... e needed will vary accord ing to factors such as school
:rganisation. class size, learner ability and motivation.
- 'ere are certain key feat ures in t he book tha t add to the
:-allenging and motivating materi al of the course , suc h as
e dialogues presenting real spoken English, and th e
soecial emphasis given on vocabulary building, including
:'"' rasal verbs, collocations. lexical sets. idioms, words easily
contused and derivatives. Useful tips also facilitate skills
oeveloprnent and help students deal wit h new task types .

• Five two-page revision units appearing at the end of each
module.
• Pairwork speaking activities.
• Lyrics of the songs.
• A Grammar reference section with useful tables, examples
and explanations of the grammatical structures dealt with in
each unit.

• Workbook
The Workbook is divided into units and lessons in
accordance with the Student's Book and contains exercises
for furth er practice of the items dealt with in th e St udent 's
Book . The exercises may be done in class or assigned for
homework. In some units. short texts thematically linked to

the topic of each unit offer further reading comprehension
practice. Each unit also contains an exercise for further
writing practice.

• Class cassettes or CDs
The Class Cassettes or CDs con tain all the recorded material
from the Student's Book: the dialogues. t he intonat ion
sections. the listening exercises and the songs.

• Study Companion
The Study Companion contains the words and expressions
introduced in each lesson together with pronunciation.
definitions in English, example sentences. their translation in
the student's native tongue and vocabulary exercises. It also
includes notes on grammar and usage in the student's
native tongue.The Study Companion is available in a number
of different languages.

• Interleaved Teacher's Book
The Teacher's Book contains:
• An introduction.
• Table of contents as it appears in the Student's Book.
• Teacher 's Notes inte rleaved with the Student's Book
pages. The notes include tables wit h th e fun ct ions,
structures and active vocabulary introduced in each lesson,
useful tips and notes for lesson planning, answers to all
exercises , the transcripts for the listening exercises and
ideas for optional activities.
• Pairwork activities, lyrics of songs and the Grammar
refer ence sect ion as they appea r in the Student's Book.

• A word list.

Course components
• Student's Book
--e Student's Book contains:
• able of contents presenting th e to pics, vocabu lary,
Sir ctu res, functions as well as the microskills practised in
ea h unit.
• Fifteen six-page units, each divided into three lessons.
arranged in five modules.

• Test Booklet an d CD·ROM
The Test Booklet conta ins:
• Fifte en Quizzes (one per unit)
• Five Revision Tests corresponding to the Revision Units.
• A Final Exam.
The CD·ROM includes all t he mater ial in the Test Booklet in
elect ronic form. whic h gives t he teacher the possibi lity to
add, omit or change the order of items and/ or exercises
according to the needs of each class.


~'~~"

Introduction .'. '"7\'-7"
The structure of the units
(units 1·15)

thus providing controlled practice of sentence stress and

intonation patterns (of a variety of f unct ionallanguage).Since
intonation is an important feature of natural, nati ve-like

delivery of speech, it is essential that it be practised
Each of th e fifte en units is divided into t hree two-page

systematica lly. Teache rs a re advised to encou rage repetit ion

lessons, which are discussed in deta il below.

either individual or in pairs or chorus.

• Lesson One

Words and phrases

Lesson One is divided into three basic sections : presentation

(dialogue), words and phrases and grammar. Some units also
have an oral practice activity while for others it is incorprorated

Elaborating on t he dialogue. the purpose of this activity is to
expose Ss to real/actual examples of the English language in
use. The activity focuses on various kinds of words and

phrases (i.e. phrasal verbs, conversatio nal English,

in t he Teacher's book.

collocations, differences between British and Ame rican

Presentation
The aims of this section are to present vocabular y. structures

English) introduce d in the.dialogue. Ss are once more
exposed to diffe rent instances of spoke n English as well as
pract ising important and widely used phrasal verbs and

and functions in the context of a dialogue and to expose

collocations. In this way, English is viewed as a language

students to nat ural spoken English throu gh a meaningfu l

directly linked to contem porary English culture not designed
to simply serve th e purposes of a textbook.

context.
. The presentation is divided into four stages :
Stage one : This is a lead-in to prepare students for the

dialogue th ey will hear later. A short discussion is generated
through visual a nd verbal informat ion with t he aim of

introducing the topic of t he dialogue that follows to th e
students. Moreo ver. students are encouraged to get involved
personally in an activity that creates expectations and
motivates the m to move on to the next stage. As this is

actua lly a warm-up activ ity, it is advisable that students

should not spend more than a few minutes doing it.

Stage two: In this stage students listen to the dialogue
without looking at the ir books. All the dialogues have been
speciall y designed to fami liarise students with spoken
English in a variety of differe nt real-life situations as well as
to present the functions , vocabula ry and structures
practised further on. These dialogues motivate students'

ineterest t hrough witty exchanges with up-to-date modern
English, the objecti ve of which is to promote learn ing in a
communi cati ve way. The aim of this stage is to facilitate the
unde rsta nding of ma in ideas .

Stage three: In this stage stud ents listen and read at t he
same time in orde r to carry out a variety of task types.These
cover T/ F sentences , open ended questions, orde ring events.

ident ifying speakers and their tone of voice, extracting
specific informatio n. etc. This stage aims at enhan cing

st udents' understand ing of detailed /specific informa tion.
Stage four: This final stage of the presentatio n is actually a
discussion expanding on the topic of the dialogue . requiring
students to relate it to personal preferenc es and experiences
and/or demo nstrate some critical think ing.

Intonation
The intona tion practice appearing at th e end of the
presentation

stage is in the

form of a listen-and-repeat drill,

Grammar
The grammar section in this lesson dea ls with a major
grammatical phenomenon appearing in the presentation

stage, and is clearly presented, while usage is illustrated
thro ugh notes and/or examples. However. Ss are always
actively involved in the understa nding of gramma r through
various language awareness activities. Ss are asked to refer
to the dialogue an d the information provided in the grammar
section in order to make inferences about the functions and
usage of gram matical phenomena. The accompanyi ng tas ks
vary, and require Ss to complete tabl es, match structures
with functions a nd find more examp les or make their own.
The grammar section always ends with a short exercise giving

Ss the opportunity to practise the grammatical phenomena in
context. If time is scarce, we suggest that it be assigned for

homework. A more detailed presentation of th e grammatical
phenomena is included in the Gramm ar Reference at the
back of the book. which Ss may refe r to whenever necessa ry.

Oral practice
This section appears eit her in t he Student 's Book or the
Teacher's depending on the unit. The aim of this section is to

provide students with furt her practice of the functions,

str uctures and vocabulary already presented in the dialogue
through visual and verbal stimuli. It is advisable that every
lesson be rounded up wit h t he oral practic e activity and that
reas onable time be allowed for students to carry out the

task.


• Lesson Two

ce

. esso n Two focuses on recept ive sk ills (read ing and
stenlng) and deals with the target language (grammar and
e is) appearing in the read ing text. Lesson Two is divided
-to four sections; reading. vocabulary. grammar and
stenlng,

n

n

St ag e four: This stage appears only in th e teacher's book as
an optional post-reading activity but it is recommended th at it
be done systmatically to round up the reading sect ion. Its
aim is to help st udents expand on the topic of the reading
text relating it to personal preferences and experience.
Students should be encouraged to use as muc h of the topic

related vocabula ry in the text as possible.

Rea ding

Words and phrases

- :.his section students are exposed to a wide veriety of
material, such as magazine and newspaper articles,
terary texts and encyclopaedic extracts.The texts have been
soecially adapted to suit teenage learners' needs and
--erests.They cover a broad range of motivating and
: "temporary topics and provide students with interesting,
..... LJ ti-cult ural information about the real world. The main
- ..en ion is to provide intensive reading practice although
--eo, also lend themselves to presenting target vocabulary
a-c grammar in context. Each module focuses on specific
s"oskills. The tasks approximate exam type tasks (such as
=CEl and they are graded in terms of diffi culty but do not
' each FCE level. There are also tips as to how to approach
hand le each task type.The reading section is divided into

As with the activity under the same heading in Lesson One.
this activity gives students further practice with various
lexical items, such as phrasal verbs, expression s. word s
easily confused. prepositional phrases. collocations and
derivatives appearing in the reading text.The tasks vary and
expand on the vocabulary introduced in the text.

~ea din g

,-a stages:

~

..Jr

Stage one : A pre-reading task always precedes the reading
Its main aims are to introduce the topic of the reading
--\1 with questions that relate it to the students' personal
evoerience and to activate topic-related vocabulary students
, -eady know.!t may appear in the form of questions that
;-e"'erate a short discussion or visua l/verbal stimuli in order
• students to predict the content of the readingtext. As it is
, arm-up activity it is advisab le that it be done syternat ically
:J€"ore the actual reading task.
·
.
-:? 1.

Grammar
In this section a minor grammatical item introduced in the
reading text is dealt with, similarly to what has been
described in the corresponding section in Lesson One.

Listening
The process of listening is very similar to that of reading.
There is always a direct or indirect thematic link between the
liste ning and the reading text. A variety of spoken text types
and task formats have been em ployed, through whic h
important listening microskills are developed. In most units

the listening section is also divided into three stages, where
as in others. where students listen to short extracts, there is
only the liste ning stage focusing eithe r on gist or specific
detail. Wherever there are three stages they appear as
follows :
Stage on e: A pre-listen ing activity smoot hly int roduc es the
topic of the listening activity act ivati ng Ss' background
knowledge and preparing them for the task at hand.

Stage two: In this stage students read the text for the first
. """"Ie in order to perform a task. The main aim of this stage is
Sta ge two: The main aim of this stage is to focus on gist an d
- " elp studen ts understand t he gist of the text or th e main
understanding main ideas. Students listen once to perform
oeas. The tas k types vary and include matching headi ngs
the task. There are various task types including multiple
• paragraphs, check ing predictions. reordering jumbled
.evts. multiple choice. matching paragraphs with pictures and -, matching, checking predictions. and multiple choice .
--atc hing summary sentences with paragraphs, It is
St age th ree: The main aim of t his stage is listening for det ail
sa isable that students be given some time to perform the
or specific information. Students listen to the text again or to
:ask and that teachers point out to' them that unknown words
a sequel and carry out the task . Task types vary and include
s.-ould not worry them at this stage .
T/ F exercises. mu ltiple choice, muitiple matching, note
taki ng, blan k fillin g, correct ing incorrect sentences and
Stage three: In thi s stage st udents are asked to read the text
matc hing speake rs to what th ey said.Most activities in th is
again in order to do the reading activity. The aim of th is stage

stage also familiarise Ss with exam type tasks such as those
s to help students develop certain microskills such as
of the FCE examination.
scanning for specific information, understanding text
x gsntsat lon and making inferences, The task types vary and
It is advisa ble that the teacher ask studen ts to read th e
' elude mu ltiple matching. multiple choice, gapped texts with
inst uctions and tip carefully before the y do each activity
.....,·ssing sentences or paragraphs. open-ended questions and
making sure they full y understand what the y are expected to
;;ap filling_ The tasks intend to familiarise students with
do. After making sure tha t Ss have unde rstood th e
=CE-type tasks. Students should be given am ple time to carry
instruct ions and the language included in the tasks, the
tr ese tasks out in class, especially when t hey appear for th e
teacher can play the tape. When answers are elicited from
"rst time, When classroom time is scarce. they can be
Ss, we suggest that students should be asked to justify their
assigned for homework.
answers. Then. if necessary. the tape may played again and
any points that have not been understood can be clarified.


-

Introduction
• Lesson Three
Lesson Three focuses on the productive skills (speaking and
writ ing) and lexical items.

Words and phrases
The lexical items presented in this lesson are usually
semantically grouped and clearly presented. Ss are asked to
carry out one or two tasks (matc hing. labelling. classifying.
word building. blank filling. multiple choicej .Thus. th ey
practise usingthe lexical items presented in controlled
practice activities. The lexical items practised include
collocations. derivatives. idioms. verbs with prepositions,
similes. compound nouns, nouns with prepositions and
lexical sets.

Speaking
The aim of the speaking section in Lesson Three is to enable
Ss to use some of t he vocabulary. grammar and fun ct ions
introduced in the unit in a meaningful context. The activities
are inter esting. they closely approximate real-life tasks and
there is always a goal to be achieved through th e activity. Ss
always work in pairs and perform a variety of tasks . They
discuss or exchange information, make suggestions. make
decisions or express personal opinion in order to achieve
thei r goal. Other tasks include speculati ng and narrating a
story, prioritising and comparing. and contrasting pictures
The speaking tasks are based on visual and/ or verbal
sti muli. In some of t he speaking act ivit ies. each of th e two
students is provided with different information found in a
special sect ion at the end of th e book. For some of the
activities there are useful tips for the students. relatingto
how to hand le th e task and enhance their performance.
To achieve optimum results. it is advisable to set a time limit
for the activity. During th e activity. the teacher should go

round the classroom and listen to the discussions taking
place and make sure that Ss speak only in English. If
necessary. help and support should be provided. As the aim
of the activity is to enhance Ss' fluency. it is not
recommended to interrupt them to correct their errors. It is
preferable that the teacher keep a record of common or
basic mista kes and comme nt on them at the end of the
activity. There is ample opport unity to focus on accuracy and
correct errors while doing other types of exercises.

Writing
Like speaking. writing is a productive skill and one that Ss
often have diffic ulty with. Stu dents are int roduced to different
exam type writing tasks: story writing. informal letters, formal
letters, articles, reports and discursive compositions. This
section is also divided into stages. There are three or four
.
pre-writ ing stages dependin g on the unit In th e fir st
pre-writing stage students are asked questio ns related to the
topi c of the writ ing task . In the second stage st udents are
introdu ced to a sample text in most units and elaborate on it
in a variety of ways. The tasks at thi s stage focus on
understandi ng gist and ident ifying style. register. purpose

':'V"'-.,,,,

"~:~' .

and target reader as well as elaborat ing on format/layout . In
the next stages labelled Plan and Improve your style various

activities focusing on a number of sub-skills (planning and
organising ideas. editing to improve writin g style) prepare Ss
for the actu al Writin g task. the final stage. which should be
assigned for homework. Concise tips provide useful guidelines for students to base their writing on. It is very importa nt
to make sure that students have fully understood what they
are expected to do. Moreover. they should be fami liarised
with a correction code. like the one suggested below. which
will help th em identi fy and correct their own mistak es.
WW: wrong word
S: spelling
P: punctuation
T: tense
A: artic le
WO: word order
1\ : something missing

Revision Units
The five Revisions Units with exam type tasks could be done
either at home or in class depending on th e time available.
The exercises thoroughly revise the functions, grammar and
vocabulary that have been taught in the preceding units.
Since the Revision Units are not tests. we suggest that you
allow Ss to refer to the relevant units and/or the grammar
reference sections when doing th e exercises if they need to.
Each revision units consists of non-fictional reading
comprehension texts. which are lengthier than the reading
texts appea ring in the precedi ng units. and which derive from
aut hent ic sources. The aim is to consolidate the sub-skills
already practised in th e module.There is also a Use of
English sect ion. which famili arises Ss with FCE-type tasks .

There are two tasks appear ing in th e Student's Book and
thr ee in t he corresponding unit of the Workbook. together
with other tasks. some of which can be done in class or
assigned for homework . Each revision unit ends wit h a pop
song. which aims at helping Ss practise their listening skills
in a highly communicative and enjoyable way. Ss should
listen to the song and carry out t he tasks involved (i.e.
completing missing words from th e lyrics. making and
checking predictions, answering comprehension questions).

Optional activities and projects
In the Tea cher's Book there are various optiona l activ ities
which help Ss get a beller understanding of th e dialogue and
the reading or listening texts and give t hem further practice
with various grammat ical st ructures or forms. In t he
Teacher's Book there are f ive projects. each of which
corresponds to a Revision Unit These projects are
communicat ively designed. as th e main idea is to induce Ss
to be creative wit h the language rather t han simply revise
gram mar and vocabular y. Through proj ect work Ss are
required to use language for a purpose.


Lin

lOS

Points to remember

j

Ss

-e
:a nt
~y

:h

• Whether a task is carried out in class or assigned for homework it is advisable that every effort be made to ensure that
stu dents fu lly understand the rubrics, in order that t hey comprehend what they are expected to do,
• For most act ivit ies, it could prove helpful to demonstrate t hrough examples what th e ta sk demands students to do, by
doing the fi rst item,
• Whenever a task requires understanding gist. it is recommended that the teacher should not explain unknown words,
thus encouraging students to focus on gist only. Wherever necessary, however, ceratin key words that block understanding
could be explained,
• Regarding the grammar section , students will feel more confident if unknown words are explained before they do the
grammar activities.
• For the listening tasks it shou ld be ensured t hat students have no unknown words before t hey procede to th e listening
task,
• When explaining new lexical items a variety of techniques could be employed such as example sentences, mimicry.
definitions, antonyms, synonyms, enumeration and/ or translation. At this level. discovery techniques on the students' part
can also be encouraged.
• Wherever elicitation procedures are required it should be ensured that everybody speaks before corrections are made by
me teacher,
• In cases where students are asked to do guesswork, no answers should be revealed before students precede to the
actua l task and check predict ions".
'.
• All tips should be read and explained thoroughly so that task performance is enhanced ,

e

I,

Abbreviations used in Teacher's Book

adj - adjecti ve
adv - adverb
e.g, - for example
etc.
et cetera
n
noun
-0.

-0.

p, pp, prep
sb sth Ss -

v

-0.

page
pages
- preposition
somebod y
something
students

verb

TB - Teacher's Book


M

UNITS

TOPIC

1

Sports
and hobbies

•
•
•
•

Adventure

• Phrasal verbs
• Adjectives describing
situations andfeelings
• Adjectives ending
in -ed and-Ing
• Word building
(adjective suffixes)

• Past Simple
• Past Progressive
• Prepositions of time

• Referring to time
• Narrating pastevents
• Expressing feelings

People

• Phrasal verbs
• Adjectives describing
personality
• Words easily confused
• Word building
(adverbs, negative
prefixes and suffixes)

• Present Perfect Simple
• Present Perfect
Progressive
• Comparisons

• Giving news and
responding to it
• Comparing
• Expressing agreement
anddisagreement

Education

• Phrasal verbs
• Collocations (verb + noun)
• Adjectives expressing
like and dislike
• Adjectives with
prepositions

•
•
•
•
•

Talking about future plans
Making arrangements
Making predictions
Expressing obligation,
prohibition and necessity
• Expressing like and dislike

Places

• Collocations with take
• 'Strong' adjectives
• Collocations
(adjective + noun)

• Defining and Non-defining

Relative Clauses

• Referring to place
• Definingand giving
additional information
about people, things
and places
• Making polite requests
and responding

Environment

• Phrasal verbs
• Prepositional phrases
referri ngto place
• Word building
(noun suffixes)

• Zero, First and Second
Conditionals
• Articles

• Talking about
possibilities and
future or imaginary
situations
• Referring to
conditions
• Giving information

• Phrasal verbs
• Prepositional phrases
including the word

• Past Perfect Simple
• Past Perfect Progressive
• Time linkers

• Sequencing past
actions andevents
• Reacting positively or
negatively to what is
being said

• Had better
• Would rather
• Should + present
and perfect infinitive

• Expressing
preferences
• Expressing opinions
• Making suggestions
• Asking for andgiving
advice

PAGE 6

:::l

Cl

0

::?::

Phrasal verbs
Words easily confused
Lexical sets (sports)
Collocations (verb + noun)

STRUCTU RES
•
•
•
•

Present Simple
Present Progressive
Stative verbs
Adverbs of frequency

On your
m arks

LU
....I

VOCABULARY

2

PAGE 12

Go for it!

3

PAGE 18

Wh at are
you like?

FUNCTIONS
• Talking about habit ca
actions
• Distinguishing betweer
temporary and permar
situations
• Expressing interest
and surprise

Revision Units 1-3 PAGE 24

4

PAGE 26
N

LU

....I

Learning
zone

5

PAGE 32
:::l

Cl

0

::?::

Future will
Future goingto
Future Progressive
Future Perfect
Must, have to, need

The place
to be

6

PAGE 38

What on

earth ?

•
•
•
•

Revisi on Units 4-6 PAGE 44
C'l

LU
....I

7

8

Teen age
::?::

2

• Collocations with make
• Idioms

That 's
Spooky!

PAGE 52

0

time

PAGE 46

:::l

Cl

Mystery

Channel your English

Teenagers

• Expressions with go
• Verbs + prepositions


>I1t

Coritents
• :oosing headings for
",-agraphs
Focus: skimmingfor gist
' soeringopen-ended

: .esnons

LISTENING

SPEAKING

WRITING

• Multiple matching
Focus: understan dinggist
• True/False

• Speculatingand makinga
decision
• Making suggestions and
justifying them

• An e-mail message

• Telling a story based on
visual and verbal prompts

• A short story with a
given title

• Multiple choice
Focus: understanding gist

• Comparing and
contrasting pictures
• Discussing issues related
to family and friends

• An informal leitergivingnews

• Multiple matching

• Speculating and making a
decision
• Discussing issues related
to education

• An informal leiter
including plansand
arrangements

• Listening to check
predictions
• True/False
Focus: listeningfor specific
information

• Exchanginginformation,
discussing and making a
decision

• A brochure for a place
based on given
information

• MUltiplechoice
Focu s:identifying the speaker's

• Expressing preferences and
opinions
• Making decisions
• Prioritising

• Atransactional leiter
givinginformation

• Speculating about the missing
partsof a comic strip and
narratingthe events

• A story beginningor
ending with given words

• Discussing problems and
making suggestions

• An informal leiter giving
advice

Focus: understandin g specific

details

=ocus: readingfor specific
:etails

•

= ~ ac - r.g to check
_ ecc ions
• - D e matching

• Which speaker said what?
Focus: understanding specific

details

s: scanningfor specific

-'

abo"

• '2:c,-ng headings with
~~3?aph s

s: skimmingfor gist
_ - De matching
5: scanningforspecific

-'

ation

• - Die choice
~ s:
3~'"

•

global understanding
rea ding forspecificdetails

= ~a :

ng to check

_ eccuons
• :J~e choice
: transferring from verbal
. risual information

•

~ ~: 'aeringju m b l ed

texts
s: understanding text
_ 53 isation
a::o-ngtexts with pictures

Focus: identifying speakers,
understanding mainideas

mainpoint, listening forspecific

information

5: transferri ng from verbal

::.
.~

risual information

• ' . tiple choice

-ocus: summarising
• :;Coned text
=Dals: understanding text

ganisation

= ~ a c n g to check
: ecictions
• : oea-enoed questions
=ocus: reading for specific

•

~:

• Listening to check
predictions
• Gap filling
Focus: listeningfor specific
information

• Listening and doing a
personality quiz
Focus: emphasising listening for
a purpose

ation

Channel your English

3


UNITS

TOPIC

VOCABULARY

9

Humour

STRUCTURES

FUNCTIONS

• Collocations with do
• Word building
• SimBes with as... as...

• May, might. could,
must. can't. couldn't +
present
and perfect infinitive
• Clauses ofconcession

• Expressing possibility
• Making deductions about
present and past
• Expressing contrast

Culture and
lifestyles

• British andAmerican
English
• Compound nouns

• Passive Voice I
• Present Participle
• Participle clauses

• Making and accepting
apologies

Employment

• Collocations withget
• Words easily confused

• Word building
(noun suffixes referring to
people)

• Infinitives and -ing
forms
• Passive Voice II

• Asking for
clarification and
clarifying

Technology

• Phrasal verbs
• Idioms
• Collocations
(adjective + noun)

• Causative
• Infinitive of purpose,
for + -ing form

• Expressing and
acceptingthanks
• Expressing purpose

• Reporting verbs

• Reported speech

(statements, questions,
commands and requests)

• Reporting
• Asking for
information

Media

• Phrasal Verbs
• Lexical sets (media)
• Nouns with prepositions

• Wishes and unreal
past
• Clauses of result

• Makingwishes
• Expressing ca use and
result

Travel

• Phrasal verbs
• Words easily confused
• Lexical sets (holiday)

• Third conditional
• Wishes in the past

• Expressing regret
• Complaining

PAGE 58

What a
laugh!
Revision Units 7-9 PAGE 64

10

'
PAGE66

That's life!

LU

...
:;)

11

PAGE 72

Job-hunting
Cl

0

:2:

12

PAGE 78

Hi-tech
Revision Units 10-12 PAGE 84

13

IS)

LU

...
:;)

Cl

0

:2:

Entertainment • Phrasal Verbs

PAGE 86

Showbiz

14

PAGE 92

Connecting
people

15

PAGE 98

Travellers'
tales
Revision Units 13-15 PAGE 104
Pairwork Act ivit ies
Songs
Grammar Referenc e

4

Channel your English

PAGE 106
PAGE 109
PAGE 110


= ~-DIN G

LISTENING

... Dole choice

= s: identifyingthe
ter's purpose
• ~~Ded text
:
5: understandingtext
sa isation

SPEAKING

• Speculatingabout pictures
• Multiple choice
Focus: identifying thespeaker's

WRITING
• An article (personal)

mainpoint

• Gap filling
Focus: listening forspecific
information

_' J e choice
: s: interpreting, deducing
- eaning

• Listeningto check
predictions
• True/False
Focus: listeningforspecific
information

• Comparing and
contrasti ng pictures
• Discussing lifestyles

• Anews report

_' ore matching
s: scanninga text to
specific information

• Multiple matching
Focus: identifying speakers

• Speculating and makinga
decision

• A letter of application

2::"" g paragraphs

• Which items are
mentioned?
Focus: identifying the main
ideas

• Correctingstatements
Focu s:listeningforspecific
details

• Discussing advantages
and disadvantages

• Areport

• MUltiple choice
Focus: understanding gist

• Exchanging information,
discussingand makinga
decision

• Atransactional letter
askingfor information

• Multiple matching
Focus: identifyingthetopics
discussed

• Speculating and making a
decision
• Prioritising

• A discursive composition
(advantages and
disadvantages)

• Multiple matching
Focus: identifying speakers

• Comparingand
contrasting pictures
• Discussing holidays

• A transactional letter of
complaint

:

.-

:.=:
-

etures
: transferring from verba l
al information
r "og
: reading forspecific
ation

~

:~-: ","ng the topics

: sc. ssec

"'= lI1derstandinggist
• ' :0 e choice
"'= readingforspecilic
"

, infening

summary
wit h paragraphs
: understanding main

~ , . " " ,g

~-:=- ces

=
: ,:s

• : O':"'€nded questions
-

s: understanding specific

- :ta S

•

:~ :, ', "ng the main point of

ca -agraohs of a text
= : understanding gist
:.=:oec text (missing
: -=g-aphs)
: understanding text

' -~

: :.3 .sation

Channel your English

5


Lesson One

presentation

o

o

EJ Listen and check your a nswers in 1 . S

a . What do es Paul want to do?
b . What day is it ?
c. Who ca n't play foot ball tonight? Why?
d . What are t he three boys d oin g to n ig ht?
e . Who's playi ng as a g oa lke e per?

Before you read the dialogue, look at the picture
and discuss the following:
• What do yo u t hink t he boys are talking a bo ut?
• Why are t hey ha ppy?

Paul
Stuart
Paul

Stuart
Paul
Steve
Paul
Steve
Paul
Stuart

Hey guys! What are you up to?
Not muc h. We're ta lking about what to do
ton ight .
Listen . I'm glad I ran into you two. I'm th inking
about joining the football team. How can I find
out more about it?
Ask Steve . He's th e captain.
Really?
Ju st turn up at training with your boots, Paul.

Paul
Stuart

Steve

OK, whe n's training?

Stuart

On Mondays, and we play matches on
Wednesdays .
Are you playing tonight then ?
No, the match has been called off becau se one
of th e players is... Hang on a minute! What
position do you play?

D Discuss the following:
• How po pu la r is football in your
cou ntry?
• Do yo u like it ? Why/Why not ?

6

Channel your English

Paul
Stuart
Steve

Steve
Paul
Stuart

Read the dialogue an d a nswer the following
questions:

I'm a goalkeeper.
Are you?
You're kidding ! We need a goalkeeper. Can you
play for us tonight ?
Tonight! Why? What's up with your
goalkeeper?
He's ill. I think he's got the flu or something.
He's a load of rubbish, anyway. He always drops
the ball.
That's tru e. The only thing he can catch is a
cold!
So Paul. what do you think?
What time's kick-off?
Nice one !

intonation
The expressions below sho w interest or su rprise. Listen a nd repeat them.
Reall y?
Ar e you?

Are you serious?
Do you?

You're kidding !
How interesting !

teacher's notes 01
Functi ons
~ o-essin g

surprise
mg interest
- g abo ut routines, temporary situations and future

--

-a·

2""cr gements

EJ

-a · - g about spo rts and hobb ies
Structures

- esent Simple / Present Progressive
S;:a:, ,e verbs

Vocabulary
s and phrasesrelated to football
goal keeper
kick-off
;-.a:;:a "n
join a tea m
match

: xxs

- cac

ersallonal English
of rub bish
- e JOU serious?

position
t rain (v)

t raining

What are you up to?
What's up with ...?
You're kidding!

ce one!
somet hing
:0;,,;, 501 verbs

off

=<;

fin d out

hang on

run into

turn up

):werwords and expressions

:G::- (a cold / t he flu )
: -::0
:

They are talking about footb al l.
Because one of them is j oining t heir team for toda y's
match .

)

-

Aim: to check com prehens ion of specific information
in the dia logue
• Ask Ss to read que stions a-e.
• Ask Ss to unco ver the dialogue so that they can read
and listen at the same ti me. Play the tape again.
• Ask Ss to underline words and expressions they are not
fami liar.with , but teli t hem not to worr y about unknown
words at t his stage .
• Give Ss ti me to work out the answe rs to the quest ions.
• Check Ss' answers and ask them to provide
justification.

a. He wants to j oin the foot ball team.

b. Wednesda y.
c. The team' s goal keeper. Because he is ill.
d. They're playing a football game .
e. Paul.
• When t his act ivity is over. ask Ss some more questio ns.
e.g. When do the boys train?
What position does Paul play?
What do Steve and Stuart think about the team 's
goalkeeper?
• Encou rage Ss to guess th e mea ning of new vocabulary
such as join , position an d kick·off.

-~ 1. door

II

Aim: to encourage Ss to relate the topic of the
dialogue to personal experience and prefe rences
• Ask Ss to look at t he questi ons and discuss t hem.

rese ntation
:0 present voca bulary, structures and functions in

optional

• e context of a dialogue about football between

If there is t ime, you may ask Ss more questions .
e.g. What age gro ups usually watch football matches?
Do girls like football in your country?

tee nagers

'm: to use visual information to predict the content
of th e dialogue
..,;. Ss to look at t he pict ure and discuss th e questions.

intonation S

:: : i on a l

Aim: to present and practise intonati on in expressions

: _ "-'a, also ask Ss a few more questions:
_ e-row old do you think the boys are?
,~hat is the relat ionsh ip between them?
,~h a t are they wearing?
•~h e re are they?

• Play the tape and pause after each express ion.
• Ask Ss to repeat th e expressions whi le you make
move ments wit h your han d to show t he rising or fal lin g
tone in each expression .

showing interest or surprise

lms: • to listen to the dialogue and check predictions
• to unders ta nd the gist of the dialogue
-,5, Ss to cover t he dialogue, look at t he picture and
'-:- car eful ly. Play t he tape.

• ... scuss answers.

S

Channel your English TB

6


I
Lesson One

(continued)

EJ Alms:

0

o

words and phrases

to revise the basic uses of the Present
Simpl e and the Present Progressive
to give Ss practice making their own
exam ple sente nces

Ask Ss to read the uses of the two tenses. Ensure that
t hey underst and the terms used. If necessary, provide
explanations.

o Ask Ss to work individually and make their own
examples.
o Check answers.
o

1 Phrasal verbs
Alms:

to Introduce the concept of a phrasal verb
to match the phrasal verbs In the dialogue with
their meanings
Read out and explain t he introducto ry comment.
Ask Ss to do t he activ ity.
Check answers.
0

o

o
o
o

a. run into b. find out c. turn up d. call off e. hang on

optional
If there is tim e, ask Ss to make their own sentences
using the phrasal verbs and check them.

2 Conversational English
Aims: • to introduce expressions used in conversational

English
o to match the expressions with their meanings
o Ask Ss to do the activity.
o Check answers.

Nice one! -+ Great!
What are you up to? -+ What are you doing?
You 're kidding! -+ Are you serious?
a load of rubbish -+ very bad
What 's up wit h...? -+ What' s wrong with ...?

grammar

o
o
o
o
o

o

o

Aim: to elicit some of the uses of the Present
Simple and the Present Progressive as
presented in the dialogue
Ask Ss the first set of questions .
Tell Ss to refer to the dialogue.
Elicit and check answers.
Do the same for the rest of the sets of questions.

They're tal king about what to do tonight.
Present Progressive.
Because it is an action happening now.
On Wednesdays.
Simple Present.
Because it is a habitual action/ routine .
Tonight.
Present Progressive.
Because it is a future arrangement.
Tonight.
Present Simple.
Because need is a stative verb.

o

Aim: to revise stative verbs and present some new
ones
o Ask Ss to read the note and explain the meaning of any
unknown words.
o Ask Ss to fi nd t wo examples of stati ve verbs in t he
dialogue (we need a goalk eeper, I think he's got the flu)
and check answers.
o Point out that think can be used in the Present
Progressive when it means process in one 's mind (e.g.
I'm thinking about j oining the foot ball team).

optional
Ask Ss to write a set of sentences or a short paragraph
including as many stative verbs as possible .

D

Aim: to practise the uses of the Present Simple, the
Present Progressive and the stative verbs
o Ask Ss to read through the e-mail and complete the
blanks.
o Check answers and ask Ss to provide justification .
o If time is scarce, assign the exercise for homework .

(1 ) understan d (3) lives (5 ) is playing (7) hope
(2) Do you know (4) plays (6 ) are training (8 ) don't mind

optional oral practice
Aims:

to practise the structures, funct ions and
vocabulary presented in this lesson in the
context of a dialogue
o to exchange personal information
Divide Ss into pairs.
o Tell Ss to talk about their hobbies and the sports
they do/play and discuss them in relation to the ir
plans for the weekend.
o If necessary, write some prompts which they can
use in t heir questions on the board.
e.g. what / sport / you / play?
how often / you / train?
what kind / music / you like?
you / play / musical instrument?

what / you / do / weekend?
o Point out to Ss that they should use the Present
Simple and the Present Progressive. They should
also try to use expressions which show surprise or
interest while discussing .
o Have Ss do the activity.
0


ords and phrases

,.

;

.

• actions happening now
e.g. Stuart, Paul and Steve are talking about the game.

1 PIlrasaI verbs
- • -rasal verb consists of a verb (e.g, give, make) and an
__ e.g. forward, back) and/or a preposition (e.g. for,
- --e ~ eani n g of the phrasal verb is differentfrom the
Y -g
the verb it includes.

• temporary situations
e.g. They're playing for the same team this season.

• future arrangements

e.g. Paul Is playing with the team tonight.

:- : - e phra sal verbs in the dialogue and match them
- -. _ m eanings given.
- • by chance

_

EJ

Read the note below and find two examples of
stative verbs in the dialogue.
Thefollowing verbs are not normally used In progressive

2..."11

tenses:

ar

• see, hear, smell, taste, notice, seem, look (= seem)
• like, dislike, love. hate, want, need, prefer, mind
• believe, think (=believe), know, understand, remember,
forget, hope, mean, imagine
• be, have (=possess), belong, cost

el

-,
• at

-

e examples of conversational English from
gue and match them with the meanings on

ne!
- . are yo u up to ?

t2

D Read th e e-mail Stuart has sent to the team's
goalkeeper. Complete the blanks with the Present
Simple or the Present Progressive of the verbs in
brackets.

What's w ro ng w i th ... ?
ve ry bad

';' .idd in q t

Great !

- of rubb i sh
• 5 u p wit h ... ?

What are you doing?

Are yo u se rious?

ammar
.~ K

at the dialogue and answer the following

Page 1 of 1

= estions.
3: are Stuart and Steve doing at the moment?
:- tense is used? Why?

--e- do they play matches ?
- :- tense is used? Why?
-ers Paul playing his firs t game with the new team?
: ~ ense is used? Why?

-e- do Stuart and Steve need a goalkeeper?
:- tense is used? Why?
"ead about the uses of the Present Simple and the
esent Progressive and th ink of one mo re exam ple
:J ~

each use.

From:
Sent: Wednesda~ 2 May
To:
Hi David

I'm really sorry to hear that you caught the flu.
1 (1)
feel. Guess what! (2)

•

~n e n t

sit uations

· ;.

- nes / habitual actions
- --e) ' usually play matches on Wednesdays.

• ;;",""""al truths
=;;. "eople play football all over the world.

(you
_

know) Paul Watson who (3)

(live) next door to Steve? He (4) - - - - -- - (play) in goal as well and he (5) - -

- --

--

(play) with us in tonight's game. At the moment he's

with Steve and they (6)

-.; - >J<3rt and Steve live in the same town.

(understand) how you

for the match. 1 (7)
you (8)

(train)
(hope) that
(not mind), and that

you'll be better soon.
See you around
Stuart

ChannelyourEnglish

7


reading

o

EJ Read the te xt qu ickly a nd decide which of the two hea dings a or

Before you read the text

• Do yo u know of any
te e nag e sports champion s ?
• What sp orts d o they
do/play a n d w hat awards
have t h ey w on?
• What so r t of pe rs on do you
think you need to b e to
be come a cham pion?

1

a . An un h a pp y g irl

2

a . Gre at achi ev eme nts

3

a. Tr a ining and re la xation

4
5

a . Die ting habits
a . Rich a nd famo us

b . H e avi er but stron ger
b . J ust another t e e nager
b . A tale n t e d artist

b . Family suppo rt
b . Appearances d on't cou nt

""",'" Read the text quicklV. Jlou don't need to understand ellerv detail, [ust
the main point of each para9raph . Find the keV Ulords/phrases in each
para9raph and choose the headin9 Ulhich includes words similar in meanin9
or refer to the same topic.

r

1 When Cheryl was at
primary school, nobody ever
called her by her real name.
There was always someone
making fun of her size. But
one day, when she was
eleven, as she was building a
tree hou se in her garden. she

When Chervl Haworlh
was vounger,
everybody used 10
lease her for being
chubby! Well, she's
found a way 10 make
Ihe whole world look
beyond her size...

b is more

suitable for each of the paragraph s 1-5.

answer these questions:

realised she had more
physical power than all the
boys. She could lift heavy
logs and do thing s that
oth er kids couldn't , So, she
decided to go to the gym
and try weightlifting.
2 Cheryl was really good
at weightlifting, so her coach
encoura ged her to take part
in competitions. She so on

became a weightlifting
phenomenon. She holds
every American record in her
class and she also won a
bronze medal at the 2000

Olympic Games, when she
was on ly sixteen.

3 Cheryl is not only
strong but also very dedicated
to her sport. She usually
works out for three hours a
day including Saturdays.

How ever, this doesn't mean

that weightlifting is her only
interest. Ju st like othe r
teenagers Cheryl enjoys
spending her free time with
friends and her two sisters.
They don't always go out,
but when they do, they
often go to the cinema or a
seafood restaura nt. Cheryl
also likes drawing and
painting and she's a very
talented artist. Her portraits
made in pencil have wo n
prizes in contes ts.

4 One reason why Cheryl
has become the kind of

person she is today is her
upbringing. Her mother says
"1 never made food an issue
when Cheryl was a young
girl. She was born to be big.
The important thing is that
she is self-confident and
feels good about
herself."
5 Cheryl's fame and

international success have
made her an idol, especially
among oversized teenagers.
She says: "Hopefully, I can
set an example to other
people who feel they are far
from normal and encourage
them to do things that are
challenging. We're not all
going to be supermodels.
I don't want to look like
that. What's important is
how you feel and how you
act towards others."

IE] Read the text again and answer the following questions.
a . H ow did p e op le behav e towards Ch e ryl w h e n she
w as younge r?
b. vvnat has sh e ach iev e d so far?
c. Wh a t d oe s Cheryl do in her free time?

8

Channel your English

d . Ho w does Cheryl' s m ot h e r fe e l about h er
daughter's size?
e. What do e s Cne, yi think is more important th an
a per son's size ?

teacher's notes 01

Vocabulary
ords related to sports andhobbies
prize
petition
weightlifti ng
test
win (a medal, a game)
-edal
work out (v)

oeat (an opponent )

Other words
oron ze
: nallenging

cnubby
Jedicated
01

I

ys:
re

g.

lift (v)
log
oversized
pheno menon
primary school

raise
self-confi dent
support (n)

Other phrases and expressions
oe far from normal
-o ic a record
oak beyond someo ne's size
-iake fun of
-,ake something an issue
se an example
scene free ti me
tak e part in
take place

eading
Aim: to introduce the topic of the reading text
through an oral acti vity involving personal
exper ience

-'sk Ss the questio ns and generate discuss ion .
o -'sk Ss to look at the heading and photograph and
;;.055 what the text is about.

1.b (making fun of her size, she had more physical
power, she could lift heavy logs... other kids couldn 't)
2 .a (phenomenon, holds records, won a bronze medal at
the 2 000 Olympic Games)
3.a (works out, spending her free time , go to the cinema
or a seafood restaurant, drawing and painting)
4.b (upbringing, her mother, "I never made food an
issue... 0)
5.b (set an example, we're not all going to be
supermodels, I don 't want to look like that. What's
important is how you feel... ")
Note: Do not expect Ss to supply all key words/phrases
and do not explain any unknown words at this stage.
• Ask Ss to read the text again paragraph by paragraph
and ask th em comprehension questio ns.
e.g. How did Cheryl realise she was stronger than all the
boys?
How did she start taking part in competitions?
What is Cheryl's hobby?
Explain unknown words.

EJ

Aim: to read for detail and understand specific
inform ation

• Assign th is activity for homework.

a. They never called her by her real name and they
used to make fun of her size.

b. She holds every American record in her class and
won a bronze medal at the 2000 Olympic Games.
c. She spends it with friends and her two siste rs. When
they go out , they go to the cinema or to a seafood
restaurant. Cheryl also paints in her free time.
d. She th inks that what is important is that Cheryl is
self-confident and feels good about herself.
e. How you feel and act towards others.

o

Aim: to read for gist and choose an appropriate
heading for each paragraph in the text
Read and explain the tip.
o -'sk Ss to read the fi rst paragraph and choose the most
s; ta ble heading.
o
heck answers,
o Point out to Ss the key words/ phrases in paragraph 1,
o -'sk Ss to read the text paragraph by paragraph and do
tr.e rest of the activity.
• -'sk Ss to look out for key words/phrases.
o Check answers.

optional post-reading activity
Ask Ss questions of persona l response related to the
topic of the read ing text.
e.g. What is your imp ression of Cheryl now that you
have read the text?
Do you know anyone like her?

Note: You do not need to ask detailed questions
at thi s stage as you will also ask some at the
pre-listening stage.

Channel your English T8

8


Lesson Two (continued)
words and phrases
Words easily confused
Aim: to practise disti nguishing betwe en words that can
be easily confused
• Refer Ss to the text to the word win (a medal/a prize).
Ask Ss: What else can you win?
• Ask Ss to do the exercise, one set at a time. For each
set explain the difference through definitions or examples.
beat an opponent
win a game/match
understand the meaning of somet hing
realise the meaning and the importance of something
big in size
great in import ance
take part parti cipate
take place happen
• Check answers and ask Ss to make their own examp les.
Note: Explain to Ss the difference between othe r words
easily confused, which will be practised in the Workbook.
e.g, spend/waste

size/ number
among/between
norma l/physical

a.won
b. beat
c. understand
d. realise

e. big
f. great
g. taking part
h. t ake place

grammar

II
•

•
•
•

Aim: to practise the correct sequen ce of adverbs
of frequency
Refer Ss to the text. Ask th em questions:
e.g.: How often does Cheryl go out?
How often do you go out?
Elicit adverbs of frequen cy.
Draw Ss' atte ntion to hard ly ever and occasionally.

Have Ss do the exercise and check answers.

always / usua lly / often / occasionall y / hardly ever /

before
after
after

EJ

Aim: to practise using adverbs of frequenc y in an
extend ed activ ity
• Ask Ss to read the information and tick the boxes
which are t rue for them .
• Have Ss make fu ll sente nces using the information in
the table or, if t ime is scarce, assign it for homework.

listening S

II

Aims: • to expand on th e topic of the reading text
• to present the topic of the listening text
• Refer Ss back to th e reading text. Ask Ss:
How do you feel about a female weightlifter?
What did this text make you thi nk?
• Elicit answers.

• Ask Ss the questions in the Student's Book and
generate discussion .

EJ

Aim: to listen for gist

• Ask Ss to look at the photographs and ask:
Have you heard of any of these sports?
Would you like to try any of them?
• Read and explain the tip.
• Play the tape .
• Ask Ss to do the exercise. Check answers and ask Ss
to provide j ustificatio n.

Nicole: surfing (wave, balancing on your board,
watching the shore, beach, catch the perfect
wave)
.
'
Laura: paragliding (taking off from small hill s, height s,
a bird 's eye view, from up there, great deal of
climbing, avoid trees, crash-free land ing)
Sara h: kickboxing (self-defence, martial art, karate,
judo, kick, punch throw, contact sport, bruises,
broken bones)

EJ

Aim: to listen for specific information

• Ask Ss to read sentences a-t.

• Explain any unkno wn words in the sentences.
• Play the tape again.
• Ask Ss to do the exercise. Check answers and ask Ss
to provide j ustification.

never

EJ

Aim: to present the position of adver bs of frequency

a. F

b. T

c. T

d. F

e. T

f. T

in a sentence

• Ask Ss to comment on the senten ces and do the
activity.
• Tell Ss that usually and occasionally can also be placed
at the beginning of the sentence.

optional post-listening activity
You may ask Ss furth er questions of persona l response
related to the listen ing text.
e.g, Which sport do you think is most unusua l for a gir l?
ListeningTranscript (see page 120)

9

TB Channel your EngliSh


UNIT 01

listening S

ords and phrases

o

Words easily confused

• Can you t hink of so me spo rts w hic h a re
genera lly believed to be mo re su ita ble for
men than for w omen?
• Do you agree w ith this? Why/Why not?

e the word that best completes each sentence.
e has won / beaten seve ra l cham pions hips
5 season.
"ialy w on / beat Ge rm any in t he fina l.

do n't really understand / realise this exercise.
: m so rry, I didn't understand / realise you were
here .
me people think t hat we ig ht lifte rs ne ed to be
/ great . but t hat's not t r ue .
toliy Karpov was a big / great chess playe r
wo rld cham pion.
ill" so n is taking part / taking place in a
-""lIrlITling com pe t it ion .
5e .era l sport ing events take part / take place in
to wn every year.

Discuss the following:

EJ You
will hear three teenage girls Nicole, Laura
and Sarah talking about extreme s ports they do.
Listen and write the correct nam e under the

pictures. You will not use one of the pictures.

I 1....:rD
~,

While listening to the tape try to understand
the main points, not erlerlJ sinljfe word. Listen

(or key words or phrases which can guide you

to the correct answer.

bungee jumping

,

~.

ammar
:Amplete the chart below with the following words.
::<6ooa lly

hardly ever

never

usually

always

.1t-

rnIJIlIIIIII] ITIIIIIIIIIlIJ [[j]]]J]]JJ[J]
_

often

_

_

_

----"11

-

"ead the following extracts from the text.
-...." as always so meone making fun of her size.
always go out, but when they do, they often
' -e cinema or a seafood resta urant.
00 you notice about the position of the adverbs of
""",:""ncy in these sentences? Complete the rules.
of frequency appear:
_ _ _ _ _ _ the main verb (e.g. play, go)
_ _ _ _ _ _

the verb be (e.g. is , are, was)

_ __ _ _ _

the auxilia ry/modal verb (e.g. don't, will)

EJ Listen agai n a nd decide if the sentences a-f are True
or False. Write T or F in the boxes.

the boxes which are true for you. Then, make
58 ten ces using the information from the table.
,

m::J

I ~'
-" """ ' 0<

school

L ; necinema

a,..e
a;::- txxnall on TV
_-...., -"in my mum

mn,

a . Nicole started this sport re cently.
b . Nico le like s to s how the boys t hat she's
as good as t hey a re .
c. Laura was a littl e scare d w hen she had her
first le sson .
d . Laura is plea sed be cause lots of people
her age are int e rested in the sport she does.
e. Sa rah ha s take n part in com pe t it ions .
f. Sarah has h urt herself a few t imes.
Channel your English

9


words and phrases
1 Collocations

A collocation is a combination of two words (e.g. verb + noun, adjective + noun) which are often used together.

Com plete the coll ocations using th e verbs in th e box. Sometimes more than one verb can be used .
do

join

go

win/p/qy

play

win

t ake part in

a gam e

skiing

w indsurfi ng

a championshij

a competition

a cu p

a cl ub

a prize

swimming

gymnastics

a m edal

a tournament

at h le t ics

a race

jigsaw puzzles

for a team

2 Lexical sets
Comp lete t he tab le below using the appropriate pla ces and equipment from the boxes. You wi ll need to use some of
the words more than once .

SPORT

football

EQUIPMENT
pilch

EQUIPMENT

slope

bait. boots: d-crt s: , tir t

tennis

court

boxing

ball

boots

goggles

board
net

gloves

racquet

pitch

water polo

ring

snowboarding
basketball

sea

windsurfing

pool

speaking
Work in pai rs. The three people in the pictures below want to
ta ke up a new sport/hobby. Look at the pictures and th e notes
and discuss whi ch sports/hobbies would be suitable for each of
them and why. Use the ideas and the expressions in th e boxes.

shirt
T-shirt

shorts

swimwear

trainers

vest

-1-1.'r1' When
lJ ou do pairulork, look at lJ our
partner, list en careful/lJ, show interest in

1

What he/she ;S sQljinq, express lJour opinion
and ask him/her questions.

o
(.-

./t: \:c--

~,.-----~---,\'=-'
~
~

r ~~£~( ~T
i..>: /~- --JA.\

...

b i rd - w at chin g
j et -s k i ing
gar den in g
beach vo lleyba ll
bask et ball cl imbing
w indsu r fi ng
skyd ivin g

10

Esmeralda (/8)
Acapulco, Alexico
bio'o student

Tim (4 2)
GlasljOul, Scotland
bank manaljer

Channel your English

•

Mitch (26)
Los Anqeles, USA
'ifequard

•

Th e m ost suitabl e spor t/hob by for... wou l d be .. .. becau se .. .
W h at do y ou think?
.. . i s/liv es.... so I think...
D o yo u agree?
In my op inion. .. . shou ld t ake u p ...
I ag r ee. bu t I also believe .. .


.- teacher's notes 01

p

Words related to sports and hobbies
at hlet ics
court
bird-wat chi ng
gloves
board (n)
goggles
championship
gymnastics

j et-skiing
j igsaw puzzle
net
pitch

race
racquet
shoot hoops
skydiving

Otherwords and phrases
art s and crafts
lifegua rd
creat ive
personal
in my opinion
scrapbo ok

st uff
t ake up

t ime consumi ng

website
workout

slope
swi rnwear
tournament
vest

words and phrases
1 Collocations

I

Aims: • to introduce the concept of a collocation
• to match verbs and nouns to form collocations related to sports and hobbies
o Read t he def inition of a collocat ion and ensure t hat Ss und erst and what it means. Give th em an example and as k
them to make their own.
o Explain any words Ss might not know. '. ..
o Have Ss do t he exercise an d check answers.

in/play a gam e
in/ take part in a com petition
go swi mming
do at hlet ics

go skiing
win a cup
do gymnastics

win/take part in a race

go windsurf ing
join a club
win a medal
do j igsaw puzzles

win a championship
win a prize
tak e part in a tourna ment
play for a team

::Jti ona l
• "sk Ss to work out some more collocat ions wit h th e verbs in t he box.
• "sk: What else can you do/join/ play/win/ take part in?
o Elicit answers e.g. do aerobics/the long jump, take part in a play/contest, go fishing/yachting, play golf/chess/a match

2 Lexical sets
. : to form lexical sets
• \1ake sure th at Ss know what t he sports
·-.a t appear in t he table are.
• "sk Ss to use the words in t he first box
., complete t he t abl e with the places
- ere each sport takes place.
• Explai n any un known words in t he
:. iornent box.
• -tave Ss do t he exercise.
• : . eck answers.

SPORT

PLACE

EQUIPMENT

tennis

court

ball, racquet. net. short s. trainers, I -shl rt

boxing

ring

boots, gloves, shorts

water polo

pool

ball, goggles, swimwear

snow boarding

slope

boots, board, goggles, gloves

basketba ll

court

ball , net, shorts , t raine rs. vest

sea

swimwea r, board

windsurf ing

p ea kin g
to give Ss practice using vocabulary related to sports
to discuss and make a decision
. 'de Ss into pair s.
"-SK Ss to look at t he pictu res an d the notes belo w them.
E.. p1ain any words and/or expressions in the tabl es t hat s s might not know.
~ea d and explain t he t ip.
-' - e Ss do t he act ivity.
:

0

o

?

Channel your English T8

10

Lesson Three (continued )
writing

o

Aims: • to activate backg round knowledge
• to prepare 5s for th e writi ng ta sk
• Ask Ss the questi ons and generate discussion.
Background Note:
A website is a collecti on of webpages on the Internet. There are millions of websites to choose from .

EJ

Aim: to identi fy purpose, audience and stylistic features of a teena ger's website

• Ask Ss to read through the website and answer the questi ons a-c.
• Check answers.
Explain any words Ss might not know.

a. To give information about himself.
b. Teenagers visiting his website and interested in answering back.
c. Informal: e.g. Hello, that's not true, loads of fun, good workout, stuff, e-mail me.

optional
Ask 5s comprehension quest ions related to the website.
e.g. Where is Sebastiao from?
What does he like doing in his free tim e?

mm

Aim: to help Ss plan their writi ng and encou rage them to include relevant information in it
• Ask Ss to do the exercise.
• Check answers.

name
age

0

0

where you live

0

school subjects you like

things you do with your friends

0

hobbies

0

0

4 Linking ideas

Aim: to give Ss practice linking sentences with and, so, but
• Ask Ss to fi nd sentences from 5ebastiao's website including and, but and so.
e.g. but that's not true, and a good workout, so I don't have muc h time to see my friends .
• Read and explain the tip and ask Ss to do the exercise.
• Check answers.
a.
b.
c.
d.
e.

There was no food in the fridge , so we ordered a pizza.
Luke likes playing th e guitar and going to the theatre.
Jude heard a noise so/and he called the police.
The car is very old, but it's in good condition.
I'd love to come to your party. but I'm busy tonight.

5 Writing task
Aim: to give Ss practice writing an e-m ail about their hobbies
• Read and explain t he tip.
• Assign the writ ing task for homework.
• Remind Ss that they need not divide the ir writing into paragraphs.


UNIT 01

w rit ing
Imagine that you've decided to write an e-mail to Sebastiao .
Tick which of the following you would include.

Discuss the following:
Do yo u u se th e Int ern et ? W hy/Why not ?
• W hat i s a webs i te?

name

Read the website and answer the questions below.
, W hy has Sebastiao cr eat ed t h i s webs i t e?
W h o i s going to r ead i t?
Do es Sebas t ia o use form al or in f ormal
l an g uage? H ow do yo u kn ow ?

~

age

things you do with your fr iends

family details
hobbies

-

3e

.Edit

ack

-,pess

Y:iew

F2vorites

..

G

Forward

Slop

100ls

where you live

schoo l subjects you like

future plans

places you've visited

I!!IElD

!:ielp

@]
Refresh

~

Home

I~~~~ebastiaosao.com ::::J

SEBI\STll\ors HOMEPI\GE

»

4 Linking ideas
Link your ideas. Use:
• and to join tUlo similar ideas.
• but to join two opposite ideas.
• so to show result.

----------- --'-j~
Join the sentences below using and, but or so.

.\BOUT ME

a. T here w as no food in t he fr idge. We or dere d a pi zza.

-iellol
'. y name is Sebastiao

b . Luke likes pl aying the guitar. He likes go ing t o the
t h eatre .

and I'm 17. Welcome

to my website. I live

Sao Paolo, Brazil.

c. Jude heard a noise downstair s. H e called the police.

eenagers here love

oarties, music and
d . T he car i s v ery old. It's in go od con di t ion.

dancing. Most people
ink t hat football is the only sport we play here, but
that's not true. We also like to shoot hoops. I usually

e . I'd l ove to com e to yo u r party. I 'm busy tonight .

olay basket ball with some kids from my
"8ighbourhood. It's loads of fun and a good workout.
I also do creative stuff like arts and crafts. At the
moment, I'm working on a personal scrapbook, so I

don't have much time to see my friends. Maybe it's
"me consuming, but I love it' What about you?

E-mail me,

5 Writing task
Now write an e-mail to Sebastiao, tellin g him about your
hobbies. Mention what teenagers in your count ry like to

do in their free time, too. Use the ideas you have ticked
in the plan , as well as li nking words. Your e-mail should
be between 80 and 100 words.



•

iii

When lJOU write an e-mail:
• Use informallan9uage.
• Include only relevant information.

- - -- - - - -- -- --'-'17
• Link lJour ideas.

Channel your English

11


Lesson One

pre sentat ion

II

Before you read the dialogue, look at the
picture. Which of the girls do you think

says the following? Why?

It was fantastic!

IIt

was ho r rible ! I

II don't w ant another go.

I

{I wa s so embarrassedi]

\y"ot a ve ry good idea]

EJ
EJ

Listen and check your answers in 1.

S

Read the dialogue and put th e foll owing
events in the order in which they happened.
Write 1-7 in the boxes.

a . The roller coaster jolted.
b . Alice bought a hot dog .
c. Alice refused to get on the roller coaster.

d . The roller coast er stopped upside down.
e . Alice started eating the hot dog.
f. Alice covered the boy with mustard and
ketchup.
g. Alice and Hannah got on the roller coaster.

Hannah Well, Alice, shall we have another go?
Alice

Hannah

Alice

Hanna h
Alice

Hannah
Alice

Han nah
Alice

D

I don't want to go on a roller coaster ever
again. It was horrible!
What are you talking about? It was fanta stic!
The bit where we stopp ed and were hang ing
upside down was wicked!
Hannah, I don't think that was supposed to

happen. Something went wrong .
Maybe you're right , but who cares? It was great
fun .
Anyway, you wer e sitt ing at the back. It was a
lot more scary at th e front, believe me.
Was it? I'm going to sit at the front this time,
then.
We're not going on it again! Anyway, I'm not , I
can't.
Why not? Are you still scared?
It's not only that. Remember th e hot dog I
bought before we got on the roller coaster?

Discuss th e following:

• Should Alice go on the roller coaster
aga in ? Why/Why not?
• Have you eve r been in a situation
whe re you felt embarrassed?

12

Channel your English

Hannah Yeah... You finished it before we got on, didn't you?
Alice

Hannah
Alice

Hannah
Alice

Hannah
Alice

Ha nnah
Alice

No, I didn't have time, so I hid it inside my
coat .
You didn't!
When we started moving, I tried to eat it.
Not a very good idea.
Tell me about it! As I was eating, the
roller coaster jolted suddenly and I dropped the
hot dog on the boy next to me .
Not that cute guy in the whit e shirt !
It's not white anymore. I cove red him in
ketchup and mustard. I was so embarrassed!
How funny!
Don't laugh. While you were having fun, I was
making a fool of myself. And there's more .
The roller coaster operator went nuts and
threatened to throw me out of the amusement
park. Now, maybe you understa nd why I don't
want another go.

intonation
The expressions below show feelings. Listen and repeat th em.

It was fantastic!
How funny!

It w as horrible!
How awfu l!

I w as so embarrassed!
It was great fun!


teacher's notes 02
Functions

t"

Alice
It was horrible!
I don't want another go.
I was so embarrassed!

Showing feelings
Expressing opinions
arrating past events

Hannah
It was fantastic!
Not a very good idea.

EJ

Vocabulary
Vocabulary related to feelings and opinions
a vful
rilliant
dlsgust tng
em barrassed
orrible

nasty
nervous
sca ry / sca red
super
terrific

Conversational English
Who cares?
go nuts
wicked!
"ell me about it
" at are you talking about?
ther words and expressions
usement park
ce su pposed to
: ase (v)
: 'e
- (n)
; ~ vrong
-a ng

-

hide
jolt
make a fool of oneself
operator
roller coaster
throw out
upside down

resent at ion
. to present vocabulary, structures and functions in
t he context of a dialogue between two teenagers
talking about a day at an amusement park

•

Aim: to use visual and verbal information to predict
the content of the dialogue
• -- Ss to look at the picture and discuss the questions.
can also introduce the girls' names to Ss (Alice is
- - ~ ie uer one wearing the red top).

:::i ona l
:

may ask a few more questions:
_ Where are the girls?
What are they doing?
hat might they be talking about?
J

Aims: • to listen to the dialogue and check predictions
• to understand the gist of the dialogue
• -- Ss to cover the dialogue, look at the picture and
caref ully. Play the tape.
• _ s uss answ ers.

3-:.

S

Aims: • to check overall comprehension of the
dialogue
• to sequence
• Ask Ss to read sentences a-g.
• Ask Ss to uncover the dialogue so that they can read
and listen at the same time. Play the tape again .
• Ask Ss to underline words and expressions they are not
fam iliar with , but tell them not to worry about unknown
words at this stage.
• Ask Ss which of the events a-g happened first.
• Give Ss time to put the rest of the events in order.
• Check Ss' answers and ask them to provide
justification.

l.b

2.g

3.e

4.a

5.f

6.d

7.c

• When this activity is over, ask Ss some more questions.
e.g. Why does Hannah want to sit at the front?
Why was Alice embarrassed?
What did the roller coaster operator threaten to do
to Alice?
• Encourage Ss to guess the meaning of new
vocabulary such as roller coaster and amusement park.
Note: Draw Ss' attention to the question: Remember the
hot dog I bought before we got on the roller coaster?
Point out to Ss that the personal pronouns and
auxiliary verbs are sometimes omitted in questions
in everyday speech.

a

Aim: to enourage 5s to relate the topic of the
dialogue to personal experience and
preferences
• Ask Ss to look at the questions and discuss them.

optional

If there is time, you may ask Ss more questions.
e.g. What age groups usually go to amusement parks?
Are amusement parks popular in your country?

intonation

S

Aim: to present and practise intonation in expressions
showing feelings
• Play the tape and pause after each expression.
• Ask Ss to repeat the expressions while you make
movements with your hand to show the rising tone (for
positive expressions, situations or feelings) or falling tone
(for negative expressions, sit uations or feelings) in each
expression.
It was fantastic! (rising tone)
How funny! (rising tone)
How awful! (fa llin g tone)
It was hor rible ! (falli ng tone)
I thought it was great! (rising tone)
I was so embarrassed! (falling tone)

Channel your English 18

12