Teacher’s notes Module 1
Module 1 includes topics which focus on communication, new technology and social media, and how these things have changed society.
Photocopiable activities 1A Word to sentence p.115 1B Talk about … p.116 1C Describing data p.117
Teacher’s Online Materials • Test Practice Lesson: Speaking 3, Listening 2 • Module Test 1
2 It may be better to do this exercise in two stages. Stage 1: Ask students to read questions 1 and 2. Then give them 30 seconds to look at the passage on page 9. Then ask students to discuss questions 1 and 2 in pairs. Stage 2: Ask students to then read paragraph A (the introduction) in more detail to answer question 3. 3 The introduction is about how things look different in photos from real life. Sometimes, cameras add objects to photographs. These are called ‘photographic artefacts’. 3a Individually, students answer the questions. Get them to compare answers in pairs. 3b Ask students to brainstorm words and phrases connected with topics A–C. Then ask them to read paragraph B and answer the question. A distance (Words include depth of field , far away , very near , near . The words design and recent changes are mentioned, but not repeated.) 3c Ask students to identify the difference in meaning between headings 1 and 2. Then, ask them to choose the correct heading. 2 (The underlined topic sentence focuses on comparing humans and digital cameras.) 4a Explain that a topic sentence usually introduces the main idea of a paragraph. Ask students to read paragraph C and identify the themes. Then ask them to underline the topic sentence. Get them to compare answers in pairs before checking with the class. Remind students that a topic sentence is not always the first sentence in a paragraph. However, digital cameras are also significantly different from the old film cameras. 4b Elicit from students which topic is repeated in paragraph C. There is a lot of vocabulary related to time ( more than once, a period of less than a second, during the photo, for longer ). 1 B 2 B 1 In a popular science magazine. 2 Photos of unusual things when you use smart phones.
Lead-in p. 7
Warm-up Write these questions on the board and ask students to discuss them in pairs or small groups: Do you like having your photo taken? Do you like sharing photos with other people? What do you usually like taking photos of ? 1 Check that students understand the saying a picture says a thousand words . You could use a picture of your own to demonstrate how easy it is to explain something just by using images. 1 Students might mention phones, texts, instant messaging, video conference calls, letters, emails, etc. 2 It means that we can understand more from looking at a situation than we can with a written description. 3 They were taken with a normal camera, but then altered with
photo-editing software. 4 Students’ own answers.
2 Check that students understand the meaning of the words in the box. Ask them to discuss the questions in pairs or in small groups. Check answers with the class.
1a Communication today Reading pp. 8–9
Lesson objective: to identify topic sentences
Warm-up Divide students into groups and ask them to compare their mobile phones. Give them the following questions, and ask them to think of more: Which phone is the best value for money? Which phone is the most attractive? Which phone has the best camera? Which phone is the newest? 1 Ask students to discuss the questions in pairs. Ask questions to check they know the meaning of the words in bold: Which word in bold is a picture that you see through a camera, on TV, or something that is drawn? (image).
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