NEW PROSPECTS TEACHER’S BOOK SECONDARY EDUCATION, YEAR THREE
CONTENTS (CLICK BELOW LINKS)
ERRATA
UNIT FOUR: SAFETY FIRST (pp.106-134)
Introduce the theme of the unit through questions and answers around the pictures. Then refer the students
to the project outcome on p.132.
LISTEN AND CONSIDER (pp.106-112)
Language outcomes (p.107)
Let students skim through the language outcomes preview in order to be aware of the objectives of this
section.
Getting started (p.107)
The are many possible answers.
Let’s hear it (p.108)
Task one (p.108)
There are many possible answers to the questions. Students don’t have to agree on a particular answer.
A. T B. NM C.NM D.T
Task two (p.108)
Summary
The interview is about the types of food consumers prefer buying. According to the market researcher,
the preference goes to organic foods for two main reasons. First, they think they are safer to eat than both
GMFS and conventonial food. Second, GMFs have received bad publicity. For the market researcher, the
issue of whether or not GMFS are safe to man’s health and the environment has not been settled. So the
debate about GMFs is likely to continue in the future.
Around the text (pp.108-110)
Grammar explorer I (p.108)
Degrees of certainty
1.Categorical certainty
2.Probability
3.Possibility
4.Remote possibility
Positive statement
1.GMS will certainly disappear.
2…..
3.They may disappear.
4.They can have a comeback.
They might have harmful effects The debate could continue.
Negative statement
1…..
2…..
3.They may not disappear.
4.They might not have harmful effects
Task (p.109)
Remote possibilty:In the near future, advertisements for fast foods might be banned and health warnings
might be written on the packages of processed food.
Possibility: The Algerian government may impose an eco-tax on polluting industries next year. = It is
possible that the Algerian government will impose an eco-tax on polluting industries next year.
Flavourings and colourings may cause irritabilty and skin irritations .=
It is possible that flavourings and colourings will cause irritability and skin irritations.
Probability: Most Algerian consumers will probably boycott products which are not environmentally safe. = It
is probable /likely that most Algerian consumers will boycott products which are not environmentally safe.
Certainty: Food safety will (certainly) be one of the major problems in the next decade.
In the future people won’t eat as much processed food as they do now.
Grammar explorer II (p.109)
1.A 2.B and D 3. C
Task 1 (p.110)
The art of cooking requires the use of garlic. Of course, the eating or consumption of garlic is generally
not approved of. Working beside someone who has eaten garlic is as bad as sitting beside someone who
smokes. But while smoking is definitely bad for you, there is no doubt that eating garlic is good for your
health and your high blood pressure. We are likely to see more ‘No smoking’ signs, but we won’t see an ‘No
breathing’ signs for garlic eaters.
Cultivating and exporting garlic has become big business now that so many people use it for flavouring
meat and for making medicine that reduces cholesterol. People often buy it when they do their shopping.
Being a garlic eater is something to be proud of and shows that you enjoy healthy living.
Vocabulary explorer (pp.110-111)
Consume: consumer, consumption, consuming
Advertise: advertising, advertisement
Produce: producer, production
Promote: promoter, promotion, promoting
Compete: competitor, competition
React: reaction
Oppose: opposition
Introduce: introduction
Reject: rejection
Treat: treatment
Manage: manager, management
Farm: farmer, farming
Pay: payment
Commercialize: commercialization
Task 2 (p.110)
1.consumers 2. consumption 3. production
4. advertisements 5. advertising 6. rejection 7.reaction
Task 3 (p.111)
1. with 2. from 3. from 4. about 5. to 6. for 7. from 8. of
Pronunciation and spelling (p.111)
Task 1 (p.111)
Advertise (v) AdVERtisement (n)
ASSOciate (v) AssoCIAtion (n)
COmmerce (v) CoMMERcial (n)
REgulate (v) ReguLAtion (n)
PUblicize (v) pubLIcity ( n )
Task 2 (p.111)
Make sure the students are aware of the stress shift patterns.
Task 3 (111)
Use weak forms of the past modals in bold.
Think, pair, share (p.112)
We may live a totally different life in the next few decades because modernity has brought with it a new
life style. Nowadays people take less time to eat, go to fast food shops to gulp hamburgers, hot dogs and
chips. In the future, we might have conventional food being replaced by food substitutes like pills, or we might
get our nutrients out of crude oil; that would shorten meal times even further. Conversely, many people are
prepared to spend more time shopping in supermarkets (and even on the Internet). A lot of them are now
becoming shopaholics, buying products that they don’t really need. Their number will rise further in the near
future.
This is partly because it is much easier to shop, especially as more and more supermarkets are
equipped with fast serving cash desks which prevent long queues. In the future, shop assistants may be
replaced by robots which could actually do the same job as them, with greater efficiency and in less time.
That of course would probably have side effects like an increase in unemployment.
Leisure will also change, because of the development of all sorts of electronic devices, like the
multimedia, cable television and other contrivances. People will be less tempted to go out for a film, a play or
a concert. They’ll pay even less visits to each other because the cell phone is such a convenient way to keep
in touch. And what to say about the Internet through which people can instantly chat with and watch each
other via the web cam! Alternatively, we’ll have more free time to enjoy holidays at lower prices in distant
places. But is this life of the future the kind of life people would like to have? Couldn’t modernity preserve
social relations and be a means to an end rather than an end in itself?
READ AND CONSIDER (pp. 113- 120)
Language outcomes (p.113)
Let the students preview the objectives of the section in the language outcomes reminder.
Getting started (p.113)
Students are free to answer the way they like provided they justify their answers. They don’t have to agree.
Taking a closer look (p.113)
Task 1 (p.113)
A.T B.T C. T D.T E. F
Task 2 (p.113)
Students are free to express their different opinions as long as they justify them.
Task 3 (p.113)
Before setting the students to task, refer them to the Coping box on page 68.
Line 2: They = people - Line 3: they= people - Line 4: they = people - Line 5: this = when we eat enough
food for the exercise we take - Line 7: they= people - Line 9: their = people - Line 10: them = fatty and
sugary foods - Line 12: their = a large number of people - Line 12: those people - Line17: this (study)= a
recent study - Line 18: their = parents - Line 19: they= children - Line 26: ones= slim people - Line 27:
their= obese people - Line: 33, which=loss of energy - Line 36, they=governments
Around the text (pp.115-118)
Grammar explorer I (p.115)
The text belongs to expository prose. It raises an issue a problem and suggests a solution to it. The author
uses the present simple because s/he presents facts which are regarded as true at all times.
Grammar explorer II (pp.115-116)
A. supposition/hypothesis/condition If indicates that the author is just making a supposition.
B. Result/prediction
C. The main clauses are: They won’t get enough energy./ They will put on weight. The subordinate clauses
are the clauses which start with if.
D. The main clauses can stand alone whereas the subordinate ones depend on the main clauses for their
meaning.
Task (p.116)
If you eat rotten food, you will have a serious indigestion. If you have a serious indigestion, you will go and see
a doctor. If you go and see a doctor, he will hospitalize you for two to three weeks. If he hospitalizes you, you
will lose your job. If you lose your job, you won’t earn enough money to buy good food. If you don’t have
enough money to buy good food, you will eat rotten food.
Grammar explorer II (p.116)
Task 1 (p.116)
A. Sufficient/appropriate= enough
B. 1. If they eat too little food or the wrong kind of food, they won’t have enough energy.
2. If they eat too much food, they will put on weight.
3. If people eat too many products which contain a large amount of fat and sugar …, and too few products
which provide them with enough quantities of fibre it is because of the many advertisements to which they
are exposed.
4. A recent study shows that a large number of people who cannot manage to keep their energy balance
are those who spend too much time in front of their T.V.sets.
C. much, many, a lot of, little no -at all …
D.See Grammar reference on pp.216-217.
Task 2 (p.117)
A. too much B. too much C. too few D. too much E. too many
F. too little G. too much H. too few I. too few
Grammar explorer III (p.117)
A. Have the students pick up the sentences. The link words express cause and effect
B. and See Grammar Reference pp.226-227.
Task 1 (p.117)
A. because B. because of, owing to, due to C. because, since
Task 2 (117)
There are many possible answers.
Vocabulary explorer (p.117)
Task 1 (p.118)
A.Salty, peppery, savoury, tasty tricky, greedy
B. easy, speedy, dirty, dusty, stuffy, slimy
Task 2 (p.118)
Life is becoming increasingly expensive. So when shoppers/ buyers do their shopping they are more likely to
look at the price tags of the products than at anything else. Saving even a little money by buying poor quality
goods helps people with a low budget to pay utility bills and the rent at the end of the month. These savings
also help to purchase mobile phones for the loved ones
Pronunciation and spelling (p.119)
Task 1 (p.119)
Going supermarket need anything
Get , flour, oil, oranges, packets, biscuits, please
Need , flour , oil, bottles, juice
No, said, packets biscuits
Oh see
Task 2 (p.119)
Need please bottles biscuits Oh
Think, pair, share (pp.119-120)
Food safety has become one of the major worries for mankind. This worry has three major sources: the
chemical contamination of agricultural products, the use of additives, preservatives and colourings in a large
number of food products and the consumption of ready-made food.
Perhaps the first cause for worry about food safety is the highly intensive mode of farming and
agribusiness now prevailing in industrialised countries. This has led big companies to use chemicals,
fertilisers and pesticides to ensure maximum output. As a result, fruits and vegetables are contaminated by
chemicals which may prove harmful to our health.
The second cause for concern is again related to mass production, and the need to keep products
fresh and attractive. Consumer requirements have led manufacturers to introduce colourings, additives and
preservatives. Some of them have been suspected of being dangerous while others have definitely been
classified as harmful by independent research laboratories. Scientists maintain that some colourings and
sugar substitutes can cause cancer, diabetes and other metabolic disorders.
Finally, fast food and ready-made meals have led people to take undesirable eating habits, like nibbling
at work or at home, or having frequent snacks in front of the computer or the TV set. More worrying is the fact
that the younger generation are the most prone to consume fast food and soft drinks. These eating habits, as
shown in “advanced” countries especially, have caused a large part of the population to become overweight
or obese, and to develop diseases like diabetes or high blood pressure. These are due to an excess
consumption of animal fat and fried food, as well as sugar and salt.
In conclusion, the conjunction of contaminated agricultural products, processed foods and poor eating
habits is indeed a good reason to worry about food safety and to take corrective measures to change or
improve our attitudes to eating.
TAKE A BREAK (p.121)
Let the students describe the picture. Then elicit the humour in it.
Proverbs and sayings (p.121)
It’s no use crying over spilt milk. = It was a great pity that it happened, but there’s nothing we can do about
it now. Don’t regret. Look to the future.
Equivalent proverb: What’s done cannot be undone.
Don’t teach your grandmother to suck eggs. = Don’t offer advice to those who are more experienced
than you are. The saying is often used in the form of a retort. E.g. ‘Be careful how you use that chisel. It’s very
sharp and may slip.’
‘You go and teach your grandmother to suck eggs.’
Gluttony kills more than the sword. = More people die from overeating than are killed in battle. This is a
very old proverb, dating back to the times when gluttony was more common than it is today, and it was no
rare thing for people to die of overeating.
You cannot make an omelet/omelette without breaking eggs.= You cannot expect to get something for
nothing. You must be prepared to make sacrifices in order to get something done. E.g. ‘We shall be much
more comfortable in our new house, but I’m afraid it’s not going to be as cheap to run as this one.’
‘You can’t make an omelette without breaking eggs.’
You cannot sell the cow and drink the milk. = You cannot enjoy the s milk and have at the same time the
advantage of the money got for the sale of the cow. In other words, you must have one thing or the other, not
both.
RESEARCH AND REPORT (p.122)
Students can choose either assignment one or assignment two.
LISTENING AND SPEAKING (p.123)
Skills and strategies outcomes (p.123)
Preview the objectives of the section with the students.
Before listening (p.123)
1. The advertisement is about Omega brand watches. The watch is associated with a beautiful face.
2. Ladies
3. Cindy Crawford, American top model
4. Possible answers: She is beautiful./ she is famous.
5. ‘Cindy Crawford’s choice’ / The students may have different opinions about the second part of the
question.
6. There are many possible answers. Students should feel free to voice their opinions and thus start off the
discussion about the theme of the unit.
As you listen (pp. 124-125)
Task 1 (p.124)
Please see the errata at the beginning of this book, and correct the mistake in the instruction
before setting the students to task.
A. JE B. JE C.JE D.JE E. JE F.JA G.JA H. JE and JA
This may not be a consensus, but what’s important is the students to talk to justify their choices. Replay the
dialogue as needed.
TASK 2 (p.124-125)
Possible answer. Students can come out with their own summary. Make sure you set the speaking time
allocated.
Jenny and James are talking about the impact of advertising. The problem is whether or not advertising has
a negative or a positive influence on consumers. Jenny is in not in favour of advertising whereas James is
one of its supporters. At first James denies that advertising manipulates consumers. Then he admits that it
does. In the end, both of them agree that manipulating people is wrong.
After listening (pp.125-126)
Let the students skim through the text in the coping box before setting them to the task.
Saying it in writing (p.127)
READING AND WRITING (pp.128- 131)
Skills and strategies outcomes (p.128)
Let the students skim through the preview so as to get acquainted with the objectives of this section.
Before reading (p.128)
The questions mostly involve the expression of personal opinions. So students should feel free to answer in
any way they like as long as they justify their answers.
As you read (p.128)
Let the students skim through the text in the coping box before setting them to task.
Task 1 (p.129)
Brand: Toshiba - Advertised item: cooktop - Audience: Housewives, homemakers - The four expectations
exploited: safety, the need to be up-to-date - energy - efficency - modernity.
Is the advert persuasive or not ?: Elicit students’ opinions. They don’t have to agree.
Task 2 (p.129)
A. Iron or steel pot. B. It’s safer and energy saving C. It works by creating a magnetic field that heats the
inside of the pot instead of the cooking surface. D. regret
After reading (p.130)
This involves model writing. Refer the students to the advertisement on page 129.
Writing development (pp.130-131)
PROJECT OUTCOME (p.132)
ASSESSMENT (p.133)
Text 1
The Story Behind Supermarket Success
I. Read the text carefully and circle the one answer (a,b, c, or d) which you think is the right one
according to the text. (3 pts)
What does the author say about supermarkets?
They are more and more attractive.
Shoppers are sensitive to the way the products are placed on shelves.
Supermarkets do not sell vegetables and fresh fruit.
They should not sell sweets to children.
What does the writer imply about supermarkets.
Everyone buys basic food in them.
People walk quickly through their aisles because they are always under time pressure.
Good supermarkets are designed by clever architects.
Supermarket managers want their premises to be designed so as to make their customers buy
more.
(Key: A-b , B-d)
II. Complete the following sentences with words or phrases from the text. (2,5 pts)
A product that sells very well is a …
A circular movement from left to right is a …
Food that everyone needs and buys is …
A person who makes a product is a …
A customer in a store or shop is a …
(Key: a. bestselling product , b. clockwise movement , c. basic food, d. manufacturer, e. shopper)
III. What do the words or phrases underlined in the text and reproduced here refer to? (2 pts)
(you) do §1
Another §2
(ten-foot) one §3
them (because) §5
(Key: a. know , b. position c. display d. shelves
IV. Find in the text words or phrases whose meaning is opposite to the following: (2pts)
walk out § 1
ignore § 1
speed up § 3
d. slowly §3
(Key: a.enter, go into , b. pay attention to, c. slow down , d. quickly)
V. In the text below, add the appropriate ending to the words in brackets so that this text makes
sense. (3.5 pts)
My favourite parts of the New York Times Sunday newspaper are the (advertise) because they exert a
hind of hypnotic (fascinate). In the gift catalogue from the Z company of New York, you can find all (sort) of
odd things. I once bought something from this catalogue. It was a little (read) light that you can clip into your
book so as not to disturb anyone (sleep) in the same room. But it didn’t work: the light was feeble and, apart
from the first two ( line), the rest of the page was left in (dark). I have seen more luminous insects !
(Key: 1. advertisement , 2. fascination 3. sorts, 4. reading , 5. sleeping , 6. lines 7. darkness)
VI. Look again at the text above and do this pronunciation task. Pick out four words ending with
the /s/ sound and four other words ending with /z/sound. Place them them in the corresponding
columns below. (2pts)
/S/
1....... 2..... 3.......4.....
/Z/
1....2....3.......4.......
(Key: /s/ parts, supplements, sorts, darkness, /others accepted/ this, luminous, insects)/z/ was, times, as,
lines, shoppers, etc.)
VII. Writing
Choose one topic (5 pts)
Write a twenty-line letter to your local newspaper to complain about an item widely advertised on TV
which you bought but failed to work properly within two days of purchase. (Use the appropriate letter
format.)
Write a short article (20 lines maximum) for publication in a weekly magazine) in which you argue against the
construction of a big supermarket in your area, because small shops and businesses would die out.
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