NEW PROSPECTS TEACHER’S BOOK SECONDARY EDUCATION, YEAR THREE
CONTENTS (CLICK BELOW LINKS)
ERRATA
UNIT SIX: KEEP COOL (pp. 165- 195)
Introduce the theme of the unit by asking questions about the two pictures. Refer the students to the project
outcome on page 193.
Listen and consider (pp.166-170)
Language outcomes p.166.
Students will get acquainted with the language outcomes by skimming through the text of the preview.
Getting started (p.166)
1. Biyouna, Salah, Bakhta …
The other questions are open-ended.
Let’s hear it (p.167)
Task 1 (p.167)
1.C 2.B 3. A 4.D 5. E
Task 2 (p.167)
Students don’t have to agree on the statements.
Around the text (pp.167-168)
Grammar explorer I (p.167)
1. The 2. the 3. the 4. zero article 5. zero article 6.a 7. zero article 8. the 9.a 10. a
11. zero article 12.an
Grammar explorer II (p.168)
Task 1 (p.168)
A. must = obligation mustn’t= prohibition
B. have to =necessity
C. don’t have to= lack of obligation
D. Should = advice
E. Ought to= advice
Task 2 (p.168)
Make sure you give time to students to prepare the dialogue before they act it out.
Vocabulary explorer (p.169)
Tasks1 and 2 (p.169)
1.Positive
Noun
Fun
Humour
Happy
Help
Joy
Comedy
Thought
Optimism
adjective
Funny
Humorous
Happiness
Helpful
Joyful
Comic
Thoughtful
Optimistic
2.Negative
noun
Stress
Tragedy
Self-centredness
Self-satisfaction
Sickness
Worry
adjective
Stressful
Tragic
Self-centred
Self-satisfied
Sick
Worried
Task 3 (p.169)
Broaden - deepen - widen - shorten - darken - roughen - soften
Please note that humanity and humour belong to neither category.
Humour broadens our minds because it allows us to see the funny side of life. Moreover it can deepen
and widen our emotional lives since it develops in us that capacity to laugh at ourselves. Without it, our life
expectancy would shorten and our prospects would darken. More importantly, while hardships roughens
our lives, humour softens them.
Task 4 (p.170)
Some of the items can be figure either in the positive or negative column. It depends on how you look at
things.
1.Positive
Noun
Self-help
Self-reliance
Self-discipline
Self-esteem
Self-defence
Self-sacrifice
Self-denial
adjective
Self-educated
Self-reliant
Self-made
Self-effacing
Self-condifent
Self-possessed
Self-assured
Self-supporting
Self-assertive
2.Negative
Noun
Self-pity
Self-deception
adjective
Self-satisfied
Self-conscious
Self-assertive
Self-fulfilling
Self-evident and self-portrait belong to neither category whereas some of the other items can belong to
either category depending on the student’s point of view.
Task 5 (p.170)
1. Self-educated 2. self-effacing 3. self-control 4. self-help 5. self-esteem 6. self-reliance 7.
self-denial/self-sacrifice
Pronunciation and spelling (p.171)
Tasks 1 and 2 (p.171)
Sound /h/ in accented words and in initial position.
Henry - heroes - heroines - humanity - history - homeland - heart
Sound /h/ in unaccented words
Honourable - honest- humour
Task 3 (p.171)
The sound-spelling link = 4 letters for two sounds
Task 4 (p.171)
Use the weak form of “of” except for made of where the strong form of of must be used .
Think, pair, share (p.172)
Dear Miserable,
I’m very sorry to hear that you are having difficulty coping with stress and anxiety, due to the forthcoming
final examination. I more than sympathise with your being depressed. Let me tell you however that taking a
few commonsense steps would restore confidence and cheerfulness in you.
I think you are working too hard, and not taking enough time for breaks. Do you know that cramming and
doing exercises endlessly produce more anxiety in you? That’s why you don’t feel you have time to spare for
your friends, and to enjoy some of the pleasures of life you are entitled to.
So, as I said, you should relax and sleep regularly, meanwhile leaving your brain to process the hardest
points of lessons and activities. You should go out for walks or practise some sport everyday to help you
relax. You ought not to worry constantly about the time when your exam occurs, lest you would lose your
concentration on the appointed day.
Think that after all, you have reached a good level of competence, and that you have enough strategies
at this stage to decide how to organise your work. Let me tell you again that when the exam comes, always
start with the things you can do easily and leave time for the most tricky parts.
I’m sure that when the time comes, you will be able to overcome your stress and perform quite
successfully.
I wish you all the best.
Aunt Hillary
Reading and writing (pp.173-178)
Language outcomes (p.173)
Let students skim through the preview to get them acquainted with the objectives of the section.
Getting started
1. The lady is comforting the weeping child. You can take the opportunity to ask other questions. E.g. Who is
the lady?
Questions 2-6 are open-ended questions.
Taking a closer look (p.174)
Tasks 1 and 2 (p.174)
1. Nearly all of them.
2. The great majority of them would rather let all of it out and say what they feel than bottle it up inside and
make matters worse.
3. They give little attention to people who complain in public.
4. They hug one another when they score a goal.
5. The American people are extrovert because they show their feelings whereas the British are both
introvert and phlegmatic. The British tend to hide their feelings and are not easily moved. This is not
necessarily the way students will formulate the answer.
N.B Let students c²heck up the meaning of the words (extrovert, introvert and phlegmatic) if necessary.
Make sure you give students the necessary time to think over the second part of task 2 before you set them
to task.
Around the text (p.175)
Grammar explorer (p.175)
Sentences expressing likes and dislikes:
q Almost all of them enjoy talking about their own experiences.
q (…) a national tendency to avoid showing strong emotion (…)
q The British like to keep a stiff upper lip.
q Many elderly people do not like to see this.
Sentences expressing preferences:
q Nearly all Americans believe that it is better to share what they think or feel.
q When some of them are upset they prefer to cry rather than retain their tears.
q The great majority of them would rather let all of it out and say what they feel than bottle it up inside
and make matters worse.
q They prefer hiding them (their feelings).
A. The form of the verbs are: -ing , the to-infinitive or the infinitive without to.
B. and C. The verbs enjoy, dislike, don’t mind and avoid are always followed by a gerund whereas
like, love, hate and can’t stand, prefer can be followed by either a gerund or an infinitive.
D. It is better is followed by the to-infinitive whereas rather is followed by an infinitive without to.
Tasks 2 and 3 (p.176)
Students follow the model provided in the textbook. Provide context to make the task more communicative.
E.g. Making students play the role of journalist/ interviewer ( conducting a survey about spare time activities)
and that of interviewee.
Grammar explorer II (p.176)
Task 1 (p.175)
q Women sometimes kiss each other on the cheek as a greeting.
q Players now hug one another when they score.
A. They are double/compound pronouns used as object .
B. They express reciprocity.
C. One another is used with the same meaning as each other. The former is used in preference to each
other when reference is made to more than two persons.
D. Give names to the players and the women in the sentences which the students have picked up to
make the reciprocal relationships more explicit.
E.g. Jane and Maud kiss other other on the cheek.
q Jane kisses Maud. Maud kisses Jane. (repetition of the structure)
Task 2 (p.177)
1. each other 2. each other 3. each other 4. one another 5. one another 6. one another
Grammar explorer III
Task 1 (p.177)
q Nearly all Americans believe …
q A great many of them expect …
q Almost all of them enjoy talking …
q When some of them are upset …
q Few Americans consider it bad to show…
q Few British people would dare venture even a little anger …
q Many British youths now show feelings …
Elicit other quantifiers before students move to the second part of the task.
See Grammar Reference pp. 216-217.
Task 2 (p.178)
1. many/ a great many 2. some 3. a little 4. a little 5. most / nearly all 6. all 7. few 8. many/some 9.
much 10. little
Vocabulary explorer (p.178)
Task 1 (p.178)
A. Let all of it out: to air / express one’s feelings angrily
B. bottle it up: to hide/not show one’s feelings
C. to show no emotion, sign of fear or anxiety
D. to show even a little anger
E. to avoid interfering with other people’s problems/business
Task 2 (p.178)
Adjectives
1) Bitter
2) Friendly
3) Happy
4) Lonely
5) Sad
6) Tender
7) Humorous
8) Kind
9) Peaceful
10) Graceful
11) Generous
12) Courageous
13) Selfish
14) Pessimistic
15) Chauvinistic
16) Enthusiastic
17) Faithful
adverbs
1) Bitterly
2) ……..
3) Happily
4) ……..
5) Sadly
6) Tenderly
7) Humorously
8) Kindly
9) Peacefully
10) Gracefully
11) Generously
12) Courageously
13) Selfishly
14) Pessimistically
15) Chauvinistically
16) Enthusiastically
17) Faithfully
nouns
1) Bitterness
2) Friendship/friendliness
3) Happiness
4) Loneliness
5) Sadness
6) Tenderness
7) Humour
8) Kindness
9) Peace
10) Grace
11) Generosity
12) Courage
13) Selfishness
14) pessimism
15) Chauvinism
16) Enthusiasm
17) Faith
Pronunciation and spelling (p.179)
Task 1 (p.179)
/T/
Admired
changed,loved
preferred,resigned
died,happened
pursued,caused
proved, involved, televised
/ID/
Separated/married
Devoted
Committed
Succeeded
Concluded
Assassinated
/D/
Looked
missed
divorced
shocked
watched
Think, pair, share (pp.180-181)
Though not necessarily applying to Algerians, the text below could be used as a model.
The death of a close friend or a relative, the occurrence of a natural disaster or an accident, and other
fatalities are likely to generate different feelings and emotions in people.
Actually the difference in reaction is more particularly a question of gender. Men will tend to hide their
grief over the death of somebody they know, or their awe when they witness a tragedy; during a natural
disaster, they will try not to panic and control their emotions; instead, they will react by taking steps to protect
their families and neighbours. Women will show their emotions more openly. They will express their sadness
and mourning, and cry profusely when they learn about a relative’s death. Likewise, they will be rather
shocked and terrified when they see an accident in which there are casualties. Finally, they are likely lose
their self- control, and fail to take the right decisions to protect themselves in an emergency.
The difference in response regarding the expression of love and affection will most likely follow the
same pattern. Men always try to avoid excessive sentimentality. They generally avoid showing in verbal
manner too much emotion and feelings to their families and friends; they will express their care in a different
way; for instance by showing concern, offering help or giving presents. Women are again prone to showing
their feelings more openly. They would more often than not use terms of endearment, and they often hug and
kiss family members, especially children.
The differing levels of sensitivity between men and women concerning the facts of life is probably the
reason why their marks of sympathy and affection are dissimilar. But the male and female attitudes are
complementary, and both necessary for good human interaction.
TAKE A BREAK (p.181)
Tasks 1 and 2
1- B 2.F 3.A 4.D 5. C 6.E
Try to elicit the humorous/sarcastic dimension of the cartoon before setting students to task.
Provide some useful language to students if necessary.
E.g. Do you know the one about the two lumberjacks who…?
One day, …
RESEARCH AND REPORT (p.182)
Tasks 1 and 2
As suggested in task 2 the FAQ web page can be presented in the form of a class wallsheet. The
pronunciation of FAQ is /ef ei kju’/ .
LISTENING AND SPEAKING (p.183)
Skills and strategies outcomes (p.183)
Let students skim through the text in the preview to get acquainted with the objectives of the section.
Before listening (p.183)
All the questions in this rubric are open-ended questions meant to activate background knowledge and
trigger off interest in the topic of the follow-up reading passage.
As you listen (p.184)
Task 1 (p.184)
A.1. B. 4. C .2 D .3
Task 2 (p.184)
A. Introduction: (Rhetorical questions to attract attention) How…? Why…? Then link words : first, then,
after that, finally.
B. The link words are also called sequencers. They indicate the order in which the lecture will be delivered.
C. Students won’t reproduce the lecture verbatim.
D. S/He won’t talk about anything. S/He will simply wait for her/his audience to hand in the handouts (filled
in) and comment upon them.
Tasks 3 and 4 (p.184)
1. B 2.D 3.A 4.F 5.C 6.E
Task 5 (p.185)
Summary B is the best one. It states both the main idea (how to make friends) and the lecturer’s attitude.
After listening (p.185)
A. The lecturer has not explicitly stated what he thinks is the ideal way of making friends. But he has
implied it through the use of her/his own words.
B. The adjectives in task 3 (As you listen) refer to the six values that s/he considers as important for
making friends.
C. This is an open-ended question.
Task 2 (p.185)
B. Introduction
F. Body §1
A. Body §2
C. Body §3
E. Conclusion
The irrelevant paragraph is D.
Task 3
A. Repetition of the words love, knoweledge and pity
B. The key words , pride, national anthem are not included in the introduction.
C. The answer is yes. Introduction: Three passions : longing for love - search for knowledge - pity for the
suffering of mankind.
We can deduce from this that the technique of developing the speech is by listing. We can expect that the
speaker will develop the three passions in the order in which they are listed.
D. We can add link words such as In the first place, To begin with, To start with, Next, Also, In addition,
Moreover …
E.g. In the first place, I have sought for love. I have sought for it first because it brings happiness - happiness
so great that I would often have sacrificed all the rest of life for a few hours of this joy. Next I have searched
for it because it helps me not feel alone. Finally, I have search for it because in the union of love, I have seen
the vision of the heavens that saints and poets have imagined.
I have also searched for knowledge. …
To sum up /in short/ in conclusion/to conclude/ this has been my life. ...
Saying it in writing (p.187)
The students will use Bertrand Russel’s text as a model.
Reading and writing (pp.188-192)
Skills and strategies outcomes (p.188)
Students will skim through the preview to get acquainted with the objectives in the section.
Before reading
1. The horse, the cow and the sheep are real whereas the dragon, the unicorn and the Loch Ness monster
are mythical.
2. Mythical beasts are generally found in folk tales.
3. This is an open-ended question. It may lead to a discussion of readers’ emotional/intellectual responses.
As you read (p.189)
A.While he was having breakfast, he looked from the window and saw a white unicorn in the garden.
(Reference question)
B. They are not. (Inference question) This answer can be infered from the following sentences: She opened
an unfriendly eye . She turned her back on him.
C. This means the same as ‘ we shall see who will put the other in a mental institution’. (Inference)
D. The police and a psychiatrist (Reference)
E. When the policemen and the psychiatrist arrived, they sat down in chairs and looked at her. (Reference)
F. They looked at her with great interest because they thought that it was she who was mad. She was
probably talking excitedly about her husband.
G. (Inference) The moral that the author wants to illustrate through his story could be something along these
lines.
q If you set a trap, you could be caught by it;
q Seemingly naive people may prove more clever than you think;
q Don’t shout ‘victory!’ before you bring your opponent to the
ground.
q Don’t count your chickens before they are hatched, i.e.,
It is a mistake to assume that because your hen is sitting on a dozen eggs you will have twelve chickens,
since some, perhaps all of them, may be bad and not hatch. So never be too optimistic about anything; wait
till your difficulties are over before you boast of success. The wife is too triumphant. She thought that she
could easily put her husband in a madhouse, but the situation was completely reversed at the end of the story
because it was she who was taken to the asylum.
The other proverbs which can illustrate the story are:
Catch your bear before you sell its skin.
Do not hallooo till you are out of the wood.
First catch your hare
Never spend your money before you have it.
There’s many a slip ‘twixt the cup and the lip.
After reading
Task 1 (pp.189-190)
A. D and E .See the answers to the questions in task 1 above.
C. Reference questions are easier to answer because they refer directly to the text.
D. By ‘reading between the lines’, by expliciting what is just implied. Refer to the text in the coping box on
page 189.
Task 2 (p.191)
A. He starts and ends his story as if it were a folk/fairytale. It starts with “once upon time” and ends it with
“lived happily ever after”.
B. Traditional fairy tales usually shows young characters in love with each other whereas Thurber”s story
represents a middle-aged couple. The theme of traditional fairytales is that of love and marriage while that of
Thurber is separation. The language used is modern, colloquial English whereas the language used in
traditional fairy tales is rather archaic.
C. The question is open to debate. Students can differ in their opinions.
D. and E. There are open-ended questions.
F. The best two answers are fantastic and comic. But opinions may differ.
Task 3 (p.192)
What matters in this task is the justification. All choices can be justified.
Writing development (p.192)
Follow the procedure in the textbook.
Project outcome (p.193)
Assessment (p.194)
Time for… (p.195)
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