English ID Teacher's Notes 2 - PDFCOFFEE.COM (2024)

English British English Edition

TEACHER’S BOOK

Paul Seligson ELAINE HODGSON

650347_001a003-Prelims-TB2.indd 1

22/12/15 13:34

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Richmond publications may contain links to third party websites. We have no control over the content of these websites, which may change frequently, and we are not responsible for the content or the way it may be used with our materials. Teachers and students are advised to exercise discretion when assessing links.

Publishers: Ruth Goodman, Sandra Possas

We would like to thank the following reviewers for their valuable feedback, which

Content Development: Paul Seligson

has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian

ID Café and Grammar Section: Pamela Vittorio

Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria

Editors: Jennifer Wise, Cristina Cesar

Abalada Ghetti, Elisabeth Blom, Frank Lício Couto, Henrick Oprea, Isabela de

Assistant Editors: Olivia McGrath, Ed Prosser,

Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin, Juliana Tavares,

Sarah Pollard, Nathália Horvath, Sandra Romani

Kathleen M. Johnson Scholl, Kátia Andréa da Silva Falcomer, Lilian Leventhal, Louise

Art Coordinator: Christiane Borin

Potter, Luzia Colferai Araujo, Lycia Lourenço Lacerda, Maria Cecília Pérez Gamboa,

Art Editor: Fabiane Eugenio

Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro Vieira, Pamela Vittorio, René

Project Design: Raquel Buim

F. Valdívia, Ronaldo Mangueira Lima Junior, Silvana Sanini, Sueli Monteiro, Suzy

Design Manager: Lorna Heaslip

Teixeira de Almeida, Thais Musa.

Layout: HL Studios, Arbore Editoração, Flavia Maria Susi, Talita Guedes Digital Content: Jennifer Wise, Jemma Hillyer, Luke Baxter

Paul Seligson would like to express his incalculable gratitude to all his family, friends, fellow teachers, ex-students, co-authors and the entire Richmond team, without whom ID could never have happened. The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

650347_001a003-Prelims-TB2.indd 2

22/12/15 13:34

n ic,

ge may ercise

Contents Language Map ........................................................................................................................................................ 4 Introduction .............................................................................................................................................................. 8 Features presentation ................................................................................................................................... 17

Unit 1 ............................................................................................................................................................................ 25

ria

Unit 2 ............................................................................................................................................................................ 39

es,

Review 1 .................................................................................................................................................................... 52

oa,

né

Unit 3 ............................................................................................................................................................................ 54

ly,

Unit 4 ............................................................................................................................................................................ 67 Review 2 .................................................................................................................................................................... 79 Unit 5 ............................................................................................................................................................................ 81

al;

est

Review 3 .................................................................................................................................................................... 94 Unit 6 ............................................................................................................................................................................ 95 Review 4 ................................................................................................................................................................ 107 Unit 7 ........................................................................................................................................................................ 110 Unit 8 ........................................................................................................................................................................ 125 Review 5 ................................................................................................................................................................ 137 Unit 9 ........................................................................................................................................................................ 139 Unit 10 ..................................................................................................................................................................... 150 Review 6 ................................................................................................................................................................ 164 ID Café ...................................................................................................................................................................... 166 Writing ...................................................................................................................................................................... 173

650347_001a003-Prelims-TB2.indd 3

22/12/15 13:34

ID Language Map Question Syllabus

➤➤

Vocabulary ➤➤

Life priorities

1.1 ➤➤

1.2 1.3

➤➤

1.4

1.5

➤➤

The senses + verbs & adjectives

What’s your favourite advert? What should you do when you’ve got a headache?

Common illnesses

➤➤ ➤➤

Talking about & aspects of life & working from home ➤➤ Talking about your favourite sensations & experiences ➤➤ Promoting a product ➤➤ Writing an advert ➤➤ Giving advice ➤➤ Making suggestions ➤➤ Agreeing & disagreeing

➤➤

Speaking & Skills Talking about life priorities ➤➤ Creating a personal profile ➤➤

Will for predictions / unplanned decisions / future plans

➤➤

Should

➤➤

L M

F A ➤➤ C ➤➤ S ➤➤ ➤➤

Will there be TV in 2030?

➤➤

There will be

➤➤

Giving advice & making predictions

➤➤

Shall I switch on the light?

➤➤

Reflexive pronouns

➤➤

Offering, accepting & refusing help

➤➤

In / On (news media)

➤➤

2.1 ➤➤

2.2 ➤➤

2.3

Where do you get your news from?

hat were you doing at 8 W o’clock last night? Are you afraid of lightning?

➤➤

News media

Global problems

Present continuous / Past continuous / Past simple ➤➤ State vs action verbs ➤➤

Natural phenomena

Talking about the media you use Talking about different types of news stories ➤➤ Answering a news survey ➤➤ Talking about global problems ➤➤ Describing photos using the past continuous ➤➤ ➤➤

➤➤

2.4 ➤➤

2.5

What’s your favourite item of clothing?

Grammar Verb + infinitive (have to / need to / want to) ➤➤ Verb + gerund (enjoy / mind) ➤➤ Both (love / like / start) ➤➤

➤➤

What’s really important in life?

➤➤

What were you doing when you heard about 9/11?

➤➤

Past continuous vs past simple

What have you got in your pockets? Are you a good listener?

➤➤

Expressions to show you are listening

➤➤ ➤➤

Describing TV programmes Talking about the scariest natural phenomena

G P

W w ➤➤ N ➤➤ P s ➤➤ Ja ➤➤

Asking & answering about particular moments in the past ➤➤ Talking about dramatic interruptions ➤➤ Reacting to news ➤➤

➤➤

H N

Understanding and retelling a story

ID n ➤➤ B ➤➤

Review 1 ➤➤

3.1

Do you get stressed when travelling?

➤➤

Travelling expressions

➤➤ ➤➤

➤➤

Have you ever been to Australia?

➤➤

Past participle verbs

➤➤

Have you visited London yet?

➤➤

Travel tips

➤➤

Points & periods in time

➤➤

3.2

3.3 ➤➤

3.4 ➤➤

3.5

➤➤

4.1 ➤➤

4.4

Were you a spoiled child?

➤➤

Did you use to like school?

Present perfect for completed actions (already, just, yet)

Present perfect (for, since) Unfinished past

Word formation

➤➤

Talking about past experiences

➤➤

Listing ten things to do before you die

➤➤

Talking about unfinished events

➤➤

Finding relevant information Asking & answering personal questions ➤➤ Reacting to unexpected information ➤➤ Clarifying meaning ➤➤ Talking about childhood ➤➤

➤➤

Childhood Personality Do vs make

Did you use to wear a school uniform? Are you as tall as your parents?

S h ➤➤ Q ➤➤ T ➤➤ P e ➤➤ L ➤➤ W th ➤➤

➤➤

Adjectives

Have you ever had a pet? Which animal makes the best pet?

Used to vs past simple

➤➤ ➤➤

Talking about childhood habits Telling stories about childhood

Talking about past habits Talking about childhood memories ➤➤ Comparatives / superlatives / as… ➤➤ Making comparisons ➤➤ Talking about tweets as… ➤➤ So / but ➤➤ Talking about pets ➤➤ Prepositions + -ing ➤➤ Making recommendations

➤➤

In T

➤➤

4.5

Have we really been to the moon? How much personal information have you got online?

➤➤

4.2 4.3

How long have you had that hairstyle?

Present perfect for past experiences

Telling travel stories Comparing feelings about travelling

ID T

➤➤

L V ➤➤ (n

➤➤

ID M ➤➤ S ➤➤ ➤➤

Review 2 ➤➤

5.1 ➤➤

5.2 ➤➤

5.3 ➤➤

5.4

What do you like to study?

What must you do to learn English well?

Why do people drop out of school?

➤➤

School subjects

Class activities

Phrasal verbs

What will you do when you pass this course?

How do you prefer to communicate with people? ➤➤ Do you often take risks?

650347 _ 0004-0007.indd 4

➤➤

5.5

➤➤

Talking about school / university life & choosing a course ➤➤ Talking about life choices ➤➤ Talking about class activities ➤➤ Talking about rules where you live ➤➤

Modals of obligation & prohibition

Too / Enough, Too much / Too many

Zero & first conditionals

Pronouns & referencing

Warning phrases

➤➤ ➤➤

S L

C M ➤➤ M ➤➤ ➤➤

Giving tips about school Talking about dropping out of school

➤➤

Talking about best friends Talking about your workplace ➤➤ Making suggestions to your boss / head teacher ➤➤

➤➤

Z O

➤➤

Comparing generations

➤➤

Making warnings & promises

➤➤

Review 3

22/12/15 10:36

Audio / Video / Pron.

Reading / Writing

Life in ten seconds ➤➤ Messages for Jenny

➤➤

Five adverts

Common Mistakes Box Enjoy + -ing ➤➤ Studying is very important to me. ➤➤ Have to + infinitive ➤➤ Want to + infinitive ➤➤ Look at vs watch vs see ➤➤

➤➤

Do you want to work or study from home?

Box & World of English Verb + to + infinitive (want to, need to) ➤➤ Verb + -ing (enjoy, mind) ➤➤ Verbs + to / -ing (love, like, start) ➤➤

➤➤

Sight & hearing verbs

➤➤

Going to vs will

es Five extracts Adverts ➤➤ Common illnesses ➤➤ Should

Adverts of the month Write a short advert ➤➤ Letters to Lori

➤➤

ID Café 1 – Old school

➤➤ ➤➤

Will + bare infinitive

Advice (uncountable) Should + bare infinitive ➤➤ Going to vs will ➤➤ When + present simple + will + verb ➤➤

➤➤

I can’t believe they said that! Write a piece of advice

➤➤

Offering help

➤➤

How do you get your news? News stories & genres Global problems Past continuous

Which programmes were they watching? ➤➤ Natural phenomena ➤➤ Past continuous vs past simple ➤➤ Jane’s story

➤➤

➤➤ ➤➤

➤➤

TV guide

Piece of news (uncountable) Lose vs waste ➤➤ The news is really interesting today. ➤➤ Past continuous, subject-verb agreement ➤➤ Past simple vs past continuous ➤➤ Get together vs reunion vs meeting ➤➤

➤➤

➤➤ ➤➤

➤➤

➤➤ ➤➤

What were you doing when…?

➤➤

Silent letters & linking of sounds in connected speech

Future form of there is / there are = There will be Reflexive pronouns On + electronic devices & digital media In + paper items Stative verbs vs action verbs A few verbs can be both states & actions Expressing words you don’t know Spelling of ou

Past continuous vs past simple

Strange things happen! Write a blog

➤➤ ➤➤

Light a fire (intentional) vs catch fire (accidental) Be on fire

ID Café 2 – Nature boy & natural woman ➤➤ Being a good listener ➤➤

Review 1 Seven extracts from Steve’s holiday ➤➤ Quiz ➤➤ Talking about Cathy ➤➤ Present perfect – past experiences ➤➤ Lisa & Meg in London ➤➤ Which activities haven’t they done?

➤➤

Interviews with Rita & Tina

➤➤

What’s your level of travel stress?

➤➤

How to travel together without killing each other!

The gap year: a waste of time or the time of your life?

Past simple for complete actions Present perfect for past experiences

It depends on your budget. Present perfect for completed actions ➤➤ She hasn’t rung me yet. ➤➤ We’ve already worked together. ➤➤ Lose vs waste ➤➤ I have studied English since last year. ➤➤ How long have you lived in Birmingham?

➤➤

Two conversations

Listening about Julia Vinyl or digital? ➤➤ (not) as ... as

➤➤

Been vs gone

➤➤

Have as an auxiliary verb vs have as a main verb

➤➤

Have we really been there?

ID Café 3 – Under the moon ➤➤ Two conversations Word stress – adjectives

➤➤ ➤➤

➤➤

Love / like / hate + to or -ing Enjoy / don’t mind + -ing

➤➤

➤➤ ➤➤

➤➤

I only packed a small bag.

What kind of child were you? Were you a weird kid?

Meet vs know How old were you? ➤➤ To be + age + years old ➤➤ I don’t make a lot of mistakes when I speak. ➤➤

Usually vs use to I usually listen to MP3s. ➤➤ Twitter, hashtag, trending ➤➤ Comparatives / Superlatives / as … as ➤➤

➤➤

#vinylsucks or #Lovelps?

➤➤

Weird Sophie

Suffixes are unstressed

➤➤

Latin words that appear in English Suffixes & prefixes

Do vs make Make somebody do something ➤➤ Different ways to express ‘approximately’ ➤➤ Because, ’cos, ’coz, ’cuz, cause ➤➤ ➤➤

So / but Verb + -ing after prepositions & certain verbs ➤➤ Stressed vs unstressed words ➤➤

ID Café 4 – Animal instincts ➤➤ Making recommendations ➤➤ Stressed / unstressed words ➤➤

➤➤

Review 2 Possessive ➤➤ I have a Bachelor’s degree in history.

School subjects ➤➤ Listen to a student

➤➤

Class activities Marla & Chris ➤➤ Modals ➤➤

➤➤

➤➤ ➤➤

Too & enough

Zero & first conditionals Order the dialogue

➤➤

Zack’s email

➤➤

ID Café 5 – Man and Cyberman!

List five things you have to do & five things you can’t do

How long have we got? I haven’t done my homework. He doesn’t have to work today. ➤➤ You can’t do that here! ➤➤ Assist / come to vs attend ➤➤ Miss vs lose ➤➤ I’ve got a lot of friends. ➤➤ I’m not tall enough. ➤➤ If I go on holiday, I’ll buy you a souvenir. ➤➤ ➤➤

➤➤

How to pass! Top tips from our students ➤➤ List five tips ➤➤

Best friends forever? Are you worried about losing your best employees? Here are the best ways to keep them. ➤➤ Akil’s blog: Good communication –or not! ➤➤ ➤➤

➤➤

Write a warning & a promise

Do it in advance vs do it on time Till = until ➤➤ Verb & preposition combinations & phrasal verbs ➤➤ Too vs enough ➤➤ Zero & first conditionals ➤➤ Use of comma & rising intonation in conditional sentences ➤➤ ➤➤

➤➤

Review 3

650347 _ 0004-0007.indd 5

Suffix -ology Suffix -ics ➤➤ Stress in words with suffixes ➤➤ Have to vs must to express obligation ➤➤ Can’t vs must’nt to express prohibition ➤➤

Expressions for warnings

22/12/15 10:36

ID Language Map Question Syllabus

Vocabulary

Grammar

➤➤

Have you ever been to Florida?

➤➤

Leisure time activities

➤➤

Would you like to try hang-gliding?

➤➤

Verbs of movement

➤➤

6.1 6.2

➤➤

6.3

Do you feel like going out tonight?

➤➤

Prepositions of movement

➤➤

Go + -ing

Prepositions & adverbs Compound nouns Verb + gerund

Speaking & Skills Talking about leisure time activities ➤➤ Talking about holiday ➤➤

➤➤ ➤➤

➤➤

6.4 ➤➤

6.5

➤➤

7.1

➤➤

7.2

➤➤

What do you enjoy doing on your birthday?

➤➤ ➤➤

Sports equipment Phrasal verbs

➤➤

Verb + infinitive or + -ing

Have you ever done a bungee jump?

➤➤ ➤➤

➤➤

Would you rather travel to the US or the UK?

➤➤

Would rather / prefer

➤➤ ➤➤

➤➤

Talking about dangerous sports Asking & answering personal questions

➤➤ ➤➤

Doing a class survey Expressing likes & dislikes Describing sports Replying to invitations

W F

V P

➤➤

Talking about extreme sports Expressing preferences Talking about difficult decisions

➤➤ ➤➤

ID E

Review 4

How often do you go to the cinema?

➤➤

Film genres

➤➤

Describing & guessing the film

W F ➤➤ C ➤➤ ➤➤

What are you really into?

➤➤

Like phrases

➤➤

Any / Every / No / Some

Talking about films Talking about fans & idols ➤➤ Talking about obsession ➤➤ ➤➤

➤➤

7.3

Have you ever collected anything?

➤➤

So & such

➤➤ ➤➤

➤➤

Who was the iPad created by?

➤➤

Numbers & fractions

➤➤

Passive voice – present & past

➤➤ ➤➤

Talking about piracy Creating a trivia quiz

➤➤ ➤➤

T S

In W

7.4

7.5

➤➤

Are you into reality TV?

➤➤

Are you a good singer?

➤➤

How much technology do you use?

➤➤

Pausing devices

➤➤

Technology

➤➤

Phrasal verbs

➤➤

8.1 ➤➤

8.2 ➤➤

8.3 ➤➤

8.4

8.5

How often do you charge up your mobile phone? In the future, will space holidays be popular?

Is technology making us stupid?

➤➤

False cognates

Present participle adjectives

Pronouns in phrasal verbs

➤➤

Talking about reality TV

➤➤

Giving opinions

➤➤

Creating new inventions

➤➤

Conversation between man & machine

➤➤

Future forms 1

➤➤

Future forms 2

➤➤

T ID ➤➤ T ➤➤ T

➤➤

P In q

➤➤

Talking about predictions

Talking about conversation habits Role-playing future situations ➤➤ Talking about personality types ➤➤ Talking about fortune-telling ➤➤

➤➤

Do you believe in fortune-telling?

➤➤

Will you ever get married?

➤➤

Reduced sentences

Expressions for certainty & doubt

➤➤

Making predictions

➤➤ ➤➤

ID M

Review 5

➤➤

9.1 ➤➤

9.4 9.5

Do you get bored easily?

Wedding words

➤➤

If you had three wishes, what would you wish for? ➤➤ Do you like to perform in front of people? ➤➤ How do you get on with your siblings? ➤➤ If you had no money, what would you do?

Romance Intensifiers

➤➤

Be vs get

➤➤

How often do you check your Facebook page?

Performers

➤➤

➤➤ ➤➤

Do you enjoy reading in English? Are you similar to most of your friends?

Second conditional Probability – may, might, could, must, can’t + be

Birth order

Causes & symptoms of stress Word formation – over- / under➤➤ Lifestyle changes

➤➤

➤➤ ➤➤

Talking about romance Comparing feelings

➤➤ ➤➤

Talking about unreal situations

➤➤

Talking about performers Talking about celebrity gossip ➤➤ Talking about siblings ➤➤ Giving advice

➤➤

Talking about stress causes Talking about ways to cope with stress ➤➤ Talking about lifestyle changes ➤➤ Describing holiday photos using relative pronouns ➤➤ Talking about a film ➤➤ Comparing attitudes towards money ➤➤ Talking about school reunions ➤➤ Chatting with an old friend

➤➤

Relative pronouns

Money Alternative lifestyles ➤➤ ➤➤

Questions review What vs which How + adjective / adverb

➤➤ ➤➤

One / Ones

➤➤

M W ➤➤ R ➤➤ H q ➤➤ ➤➤

Reading faster Describing people & things

➤➤ ➤➤

Review 6

650347 _ 0004-0007.indd 6

P Jo

C R ➤➤ R

➤➤

W M

P P ➤➤ B ➤➤ ID ➤➤ G

➤➤

10.4

➤➤

Talking about marriage & weddings Comparing weddings

➤➤

➤➤ ➤➤

-ed & -ing adjectives

➤➤

10.3

10.5

➤➤ ➤➤

Are you under much pressure right now? ➤➤ Would you like to change anything 10.2 in your life? ➤➤ What’s your attitude towards money?

10.1

➤➤

9.2 9.3

What do you think of marriage?

22/12/15 10:36

D ID A

Audio / Video / Pron. ➤➤

➤➤ ➤➤

Reading / Writing

Verbs of movement Pronunciation of each sport

➤➤

Verb patterns

➤➤

Six items to play the game

Dictation Charity challenge – five crazy extreme sports! ➤➤ Writing nouns & gerunds ➤➤ ➤➤

Writing simple instructions Laura’s email ➤➤ Writing your own reply to Laura ➤➤ All radical blog ➤➤

➤➤

I prefer to eat eggs. I’d like to drive. ➤➤ Would you prefer to watch TV?

ID Café 6 – Brains vs brawn Expressing preferences

Box & World of English

Verbs used with or without go ➤➤ Go + -ing ➤➤ Would + verb to express imaginary situations ➤➤ Dived into the water (prepositional phrase) / ➤➤ Prepositional phrases ➤➤ Adverbs dived in (adverb) ➤➤ Compound words ➤➤ I can’t stand swimming. ➤➤ We adore playing basketball. ➤➤ Before going to school, I had a shower. ➤➤ I looked up the word in the dictionary. ➤➤ Phrasal verbs can be separable or inseparable ➤➤ Emoticons ➤➤ Catch / Hit / Shoot / Kick ➤➤ I decided to do something. ➤➤ Don’t forget to ring. ➤➤ Informal American expressions: wuss / screw up

➤➤

Common Mistakes Box Let’s go clubbing. ➤➤ Yesterday I went running with some friends.

What did tourists do in Florida?

➤➤

Would + infinitive I like to vs I’d like + to + verb

Review 4 Word stress ➤➤ Films ➤➤ Creature from the Black Lagoon ➤➤

➤➤

Great films

➤➤

I think most men enjoy action films.

➤➤ ➤➤

➤➤

What? Obsessive? Me?

I’m a big fan of action films. I’m really into going to the cinema. ➤➤ Don’t use ‘such a’ with plural or noncount nouns

The suffixes -or, -er, -ure, -ive, -y are never stressed Watching films with subtitles in English

➤➤ ➤➤

Ten obsessive fans So & such Infographic Weak forms

Two callers ID Café 7 – Sound tracks ➤➤ Talent show ➤➤ Technology, word stress ➤➤

➤➤

Online piracy How to write numbers in the infographic

➤➤

Your voice

➤➤

➤➤ ➤➤

Singular vs plural in passive voice formation ➤➤ Two billion songs were downloaded illegally last year. ➤➤ Lots of films are shared illegally every day. ➤➤ Infographic / streamed ➤➤

➤➤

Thursday

Phrasal verbs Intonation in Yes / No vs Whquestions

➤➤

➤➤ ➤➤

➤➤

Future perfect?

’s or s’ to show possession Without the ’s the name becomes an adjective ➤➤ I’m not a Coldplay fan. ➤➤ Use dot (not comma) with decimals ➤➤ You can sometimes omit and between numbers ➤➤ In fractions, the second number is ordinal ➤➤ After numbers, use hundred, thousand, million & billion in the singular ➤➤ Silent e in -ed endings ➤➤ Regular & irregular verbs ➤➤ Tips to improve fluency in a monologue ➤➤ ➤➤

I thought the performance was very good. I think the story takes place in 2040 / the 21st century.

How long have you lived in L.A.? Where was Madonna born?

There will be no more CDs or DVDs in 2020. Computers will be able to read our minds one day. ➤➤ I think so. / I hope not. ➤➤ Success vs exit ➤➤ Intends vs pretends

Household equipment & devices Using -ing to describe what things do ➤➤ In compound nouns, stress is on the first word ➤➤ Use self- when no one else is involved ➤➤ The most common phrasal verbs ➤➤ Pronouns in phrasal verbs ➤➤ Intonation at the end of Yes / No & Wh- questions ➤➤ ➤➤

➤➤ ➤➤

➤➤

Future forms

➤➤

➤➤ ➤➤

ID Café 8 – Back to your future Making predictions

➤➤

Is technology making us stupid? Fortune-telling Writing three questions about your future

➤➤

Latin-based words & false cognates

Omission of auxiliary verbs, articles & beginning of questions in adverts ➤➤ The stressed syllable doesn’t change in adjectives & adverbs ➤➤

➤➤ ➤➤

Will I find a better job? Is it going to rain tonight?

Review 5 Wedding planner ➤➤ Michaela & her wedding planner

➤➤

➤➤ ➤➤

➤➤

Participle adjectives Jon’s diary Second conditional

Performers Probability ➤➤ Birth order ➤➤ ID Café 9 – Green-eyed monsters ➤➤ Giving advice ➤➤

A wedding that is up in the air! ➤➤ Jon’s diary ➤➤

➤➤

Are you the jealous kind?

➤➤

Celebrity rivalry!

➤➤

Birth order and you

➤➤

Is this you? Do you need to ‘turn your life around’? Film review

➤➤

➤➤ ➤➤

Dr Marshall’s tips ID Café 10 – The dog days of August

➤➤

You’d better listen. If I were you, I’d go to the party. ➤➤ My mum made me clean my room. ➤➤ I have a lot of pressure to succeed. ➤➤ I pay for things with a credit card. ➤➤ Relative pronouns which / that ➤➤ Are you the person who / that works here? ➤➤ If I get another job, I can earn more money. ➤➤ I have 50 euros, but I won’t spend it yet. ➤➤ How many people were there? ➤➤ How often do you eat pizza? ➤➤ Where did you go? ➤➤ How long have you lived here? ➤➤ Use abbreviations and don’t use upper case letters. (ur = you are)

➤➤

The subjunctive (If I were you, I’d…)

➤➤

Money What’s a freegan? ➤➤ Reunion ➤➤ How + adjectives / adverbs – question stress

I’m interested in science, but today’s class was boring. I’m really excited. I’m going to be an aunt. ➤➤ If I saw him, I would tell him. ➤➤ What would you do if you were rich? ➤➤ He could / might / may be tired. ➤➤ Do you think they’re German? ➤➤

➤➤

Be + adjective is a state Get + adjective means ‘become’ (get tired of) ➤➤ To talk about relationships, use get (get married) ➤➤ Boring vs bored ➤➤ Intensifiers ➤➤ Recognising adverbs ➤➤ Choosing the right conditional: zero, first & second ➤➤ Modal verbs express different degrees of certainty ➤➤ ➤➤

➤➤

Causes & symptoms of stress Relieving stress ➤➤ Relative pronouns

Angelina got married to Brad in 2012.

➤➤ ➤➤

➤➤

Dictation Simulating a chat

How to be a better reader

➤➤

Omitting the relative pronoun (She’s the lady I met yesterday.) ➤➤ When you’re listening, concentrate on general meaning, not specific words ➤➤

➤➤ ➤➤

Relative pronouns which / what

Underpaid, overworked, oversleep, overeat, underachieve, lack of respect

➤➤

What fruits do you like? Which apple would you like? The red one or the green one?

Tips to help you read in English To avoid repetition, use one & ones

Review 6

650347 _ 0004-0007.indd 7

22/12/15 10:36

Introduction is Richmond’s four-level general English course for young adults. With an amazing design, lots of interesting topics and opportunities for personalisation in all four levels, English will make your students progress faster and be able to express their own identity in English.

What do young adults most expect from an English course? You might want to note down your own answers before you read on. Our research suggests that, above all, learners expect: ➤➤ to

become fluent listeners and speakers as fast as possible;

➤➤ confidence

building, quick results and a strong sense of progress;

➤➤ contemporary,

interesting content, i.e. real life, adult relevance with lots of personalisation;

➤➤ overt

teaching of grammar and vocabulary, a systematic approach to pronunciation, plenty of skills practice, and useful study tips;

➤➤ an

appropriate, adult teaching style combined with very strong self-study elements including autonomous learning tools to speed up their learning;

➤➤ value

– both for the time they invest and the money they spend.

You will find all of these in Welcome to English

, and much more.

The language-friendly course Over four levels, takes young adult and adult learners from Beginner (CEFR A1) to Intermediate (CEFR B1) levels through rich contexts, careful selection and presentation of useful new language, informative language tips, insights, step-by-step rules, practice and, above all, personalisation to help students build their own identity in English – with lots of laughter throughout! Hence, the title English . Students are guided to express their own ideas and personalities, and learn to be themselves in the new language.

Methodology English is in every sense a communicative course, teaching learners to speak as fast as they can and focusing on both fluency and accuracy. You will note, for example, the large number of speech bubbles and the Common Mistakes (with anticipated errors that should be avoided) presented in each lesson.

Learners need to be given opportunities to express their own ideas and opinions in comprehensible English as often as possible. progressively adapts as the series evolves to reflect the best learning practices at each of the learner’s

650347 _ 0008-0016.indd 8

advancing levels. Initially, English Starter relies on lots of short question and answer exchanges supported by lots of drilling in the Student’s Book, to be done in class. Then, at the Elementary and Pre-Intermediate levels, such drills become more discretionary, moving into both the Workbook and Teacher’s Book. The same goes for the lexis – where the initial simple matching vocabulary to pictures becomes more abstract and contextualised – and grammar, where spoon-feeding is reduced as learners’ confidence and foreign language learning experience grow. provides the tools to allow you, the teacher, to English incorporate your own pedagogical identity into the course, as well as emphasise what you think will be more relevant for your learners.

Flexi-lessons English has a unique flexi-lesson structure because one lesson is never enough to practise and consolidate all gives students more opportunities than of its content. most books to revisit, consolidate or extend what they first learned in the previous lessons. Rather than using a strict Present / Practise / Personalise lesson format, students are often exposed to grammar in one lesson, but only taught or drilled in ‘formal rules’ in the next one. It’s important to notice that grammar is sometimes presented in the Audio Script (AS) too, not just the lesson itself. Frequently, there is something extra related to the topic of the previous lesson in the next one. Why? Because learning is not linear, it is circular and repetitive. Constant and consistent recycling is essential for memorisation, making learning much more likely. regularly builds bridges between lessons rather than packaging lessons in ‘artificially tidy’ units just to fit a notional design. Besides, every lesson / institution / teacher is different, with its own identity. A lesson structure where there is little or no connection between lessons is unlikely to foster efficient, or optimum learning – hence our flexi-lessons. An additional advantage is that students who missed a lesson can have the lesson explained to them by those who were there, providing a highly authentic information gap activity. Our flexi-lessons also have multiple entry points for you to choose from. You can begin with: ➤➤ the

lesson title question, to see what students can come up with;

➤➤ the

suggested warm-up activity in the Teacher’s Book;

➤➤ the

Song line: hum, play, elicit it;

➤➤

Common Mistakes , to highlight what to avoid right from the start and to maximise opportunities to get things correct throughout the lesson;

➤➤

World of English , to provide a more interesting overview and / or insights into the lesson;

22/12/15 13:35

➤➤

R box or the Grammar at the back, which also include exercises for students to have extra practice (the key to the Grammar is available on the Portal);

➤➤ the

books-closed presentation (either of main lexis or grammar).

Of course, you can go straight to the first exercise. Take a look at the colourful detailed presentation of the main features of English on pp. 17-24.

Key concepts English promotes the three friendlies: it is language friendly, learner friendly and teacher friendly.

Language friendly English is not just another international series. It is a language-friendly series, which embraces students’ existing language knowledge and background to help them better understand how English works. For example, word forms and grammatical concepts are all familiar to young adult students, and helps them to see how much and how quickly they can speak by transferring these patterns into English, and also how to avoid all the obvious traps.

Learner friendly respects learners’ needs to be spoken to as adults, so students learn to speak English as fast and reasonably as possible. It also: ➤➤ supports

students, helping them avoid obvious errors in form, word order and pronunciation;

➤➤ uses

cognates and familiar language concepts to enrich texts and add depth and authenticity to language exercises;

➤➤ motivates

students, as they discover they can recognise a lot of English, even as beginners, which they already have ‘inside themselves’;

➤➤ offers

a vast range of activities, resources and recycling to ensure students have enough practice to finally learn to speak English.

helps students to negotiate and build their own new identity in English.

Teacher friendly respects each teacher’s need to teach as they want to. Some wish to teach off the page with little preparation, others dip in and out, while others largely follow the Teacher’s Book. All these options have been built into from the start. The flexi-lesson structure helps teachers to individualise, personalise and vary classes and also focus on what is important for them. It also helps students in monolingual classes to stay in English. Without ever forcing the first language (L1) in class, shows what is common / different between students’ L1 and English, and helps them more quickly avoid the Common Mistakes that a learner from their L1 background would typically make. The Teacher’s Book has a teaching-friendly visual code providing a straightforward ‘quick route’ or a substantially longer one. Everything that is essential is clearly separated from all the optional extras, which

can be read between the lines, as you can see in the following example.

Tip For any listen and read activity, get students to shadow the text, i.e., mouthing and quietly saying the words to themselves to connect with and ‘feel’ the pronunciation.

Advantaging monolingual classes Globally, most classes are monolingual, which was how was conceived – to facilitate monolingual classroom learning. The frequent lack of opportunity to speak English locally means teachers need to maximise fluency practice, getting the students to use the language as much as possible in class. In monolingual classes, learners share both the same L1 and most aspects of a culture, which a teacher can exploit. They share similar advantages / difficulties with English too, which should be a unifying strength for anticipating problems and errors. Accelerating through what is easier for learners and spending more time on what is difficult sharpens classes to maximise the learning potential. Yet, rather than using these strengths to enable more focused, localised pedagogy, they are often treated as weaknesses. Most English courses avoid a lot of common yet tricky words, phrases, notions and structures, simply because they are difficult to explain to students whose language background is not the same. To our minds, that impoverishes a student’s learning diet, reduces opportunities to expand vocabulary quickly and can actually slow down learning. Adults need a radically different approach from children, whose mother tongue is not yet established, and who learn like sponges, absorbing all the English you throw at them. Teens’ and adults’ minds are different: they cannot help but translate – mentally at least – and immediately resort to their mother tongue when they cannot find the words to express their thoughts in English. Rather than going against what is natural, avoids this trap by gently embracing similar items when appropriate, but without forcing active use of L1, leaving that option up to you. To paraphrase Penny Ur (2011), ‘teachers should choose procedures that lead to best learning by whichever students they’re teaching’ (extracted from Vocabulary Activities, Penny Ur, Cambridge University Press, 2011). We believe ’s formula can help native speakers of other languages learn both more comfortably and more efficiently. embraces students’ linguistic strengths. It helps students to use what they know and helps you, the teacher, to foresee these automatic transfers and focus students can easily enjoy appropriately on them. With what is easy and, at the same time, the more complex issues can be made clearer for them.

Tip Especially with lower levels, prioritise, teach and, if possible, display on your classroom walls words / phrases students need to speak and interact in English together from the start. This increases their expectation to actually do so. 9

650347 _ 0008-0016.indd 9

22/12/15 13:35

The right level of challenge treats adults with respect throughout, with the appropriate degree of challenge. Here are four examples:

1. A question syllabus Every lesson begins with a question as the title. This provides one of the task-based elements of . Students are set a challenge – in the form of a question – at the start of each lesson, which they learn to accomplish by the end. This gives a constant sense of achievement crucial to building and keeping confidence. There are 60 questions in all, on audio and revised in the last exercise of each of the Review lessons. These questions can also form the basis for the oral test at the end of the course. Tell students that if they learn to ask and answer the 60 questions well – all of which they can see at a glance in the language map on pp. 4-7 – they will have completed the level successfully. You can also use the question column in this map as the basis of a diagnostic test to determine where to place new students.

2. A balanced approach to grammar offers a rich grammar input, blending traditional and newer approaches, not just the usual elicitation, charts and rules. It combines an innovative blend of: ➤➤ inductive

grammar, with students discovering patterns and completing rules for themselves in and around the lesson-page grammar boxes;

➤➤ deductive

grammar through interesting facts about language in the World of English boxes;

➤➤ regular

reminders of key rules through the R box;

discrete degree of contrastive grammar analysis by showing what not to say via the Common Mistakes .

➤➤ a

Plus, there is a full 20-page deductive grammar section at the back of the Student’s Book, providing a page of grammar accompanied by a corresponding page of exercises for each unit. This can be done in class, when necessary, or assigned as homework. The answer key is on the Portal, so you do not need to get involved in more marking – unless, of course, you want to!

4. A void common mistakes to speak better, more quickly You will quickly see that almost every lesson includes Common Mistakes . This is a flexible resource to help students and teachers anticipate and more quickly avoid, review and remember typical learner errors – without reference to or use of L1. It is a key resource in fostering accuracy of language form. Choice of errors is based on extensive research and our combined teaching experience worldwide, but, while obviously referring to typical L1 transfer problems, they never force you or students to translate. On the contrary, unique to , the point is firmly made without any need for translation.

Course structure and components Nowadays, many English courses tend to be too long, or inflexible, meaning teachers have either to rush to get through them – denying students the practice they need to achieve an adequate degree of fluency – or start deleting sections, leaving students frustrated and sometimes even slightly cheated at not being allowed to use the material they paid for. was designed to be flexible, so you can tailor it to fit provides from 80-100 class hours of your timetable. teaching.

has… ➤➤ ten

core units, each comprised of five approximately one-hour lessons, = 50 lessons of Grammar, Vocabulary, Speaking and Skills;

➤➤ ten

optional video lessons, Café, to be done at the end of each unit = 60 lessons including the video;

➤➤ six

one-page Writing lessons, to be done in class and / or at home;

➤➤ five

two-page Review lessons (in class and / or at home);

➤➤ one

two-page midterm Review game after unit 5;

➤➤ Grammar:

ten pages of Grammar Reference + corresponding exercises + self-check answer key on the Portal;

And there is a wide variety of extra grammar practice in the Workbook, online and in the Tests, along with many suggestions for oral drills in the Teacher’s Book.

➤➤ Audio

3. It has to be personal

➤➤ Sounds

After providing the extensive oral and aural practice (and that students need, each phase of every lesson in many in the Workbook) ends with a MAKE IT PERSONAL activity. Imagine language learning without adequate personalisation: it would be unpleasant as well as pointless, a bit like trying to learn theoretical Latin! This is how students take steps to build their English identity. They learn to say a little bit more about themselves each time – whether it is to ask and answer personal information, to give or share opinions (which they do right from the start) or to role-play a in situation, dealing with a series of questions or problems, and thus growing both in confidence and knowledge. Successfully ‘making it personal’ is what makes students believe that they can be themselves, who they really are in English.

Script: highlights features of pronunciation;

and Usual Spellings: a complete pronunciation reference table (see Teacher’s Book Intro p. 14);

➤➤ Workbook:

one page of revision and extra practice material per lesson;

➤➤ Phrase

Bank: most important phrases per unit / topic;

➤➤ Portal:

includes Teacher’s Area and a Student’s Area. These can be accessed using the code that comes with the book (see Teacher’s Book Intro p. 15);

➤➤ Digital

Book for Teachers: IWB version. For shorter length courses (of about 40-50 hours), we suggest you use the Split editions of , which incorporate units 1 to 5 and units 6 to 10 both of the Student’s and Teacher’s Books. Use the midterm review as the basis for an inclass oral test at the end of Split edition 1A, plus the tests from the Test Studio.

650347 _ 0008-0016.indd 10

22/12/15 13:35

Organisation and Timing of a Unit UNIT1 Student’s Book

Approximate class time L1

5-7 hours

Review

Every two units + midterm review

Writing

Every two units

1 hour per writing

Café

1 episode per unit

ID Café 1

1 hour per episode

Workbook

5 pages per unit

WB1

1-2 classes per review

WB2

WB3

Student’s Portal

WB4

WB5

Homework – 1 hour per page. Not to be done in class 1 hour per lesson. Not to be done in class

Workbook (5 hours) ID Café (1 hour) W (1 hour) R (1-2 hours)

Total hours of 1 unit (5-10)

SB (5-7 hours)

Motivating features Classic song lines to ‘hook’ language Throughout , significant use of music is made in exercises, cultural references, images and, most obviously, the authentic song lines situated at the top right of each lesson. (Lessons 1-4 in the Student’s Book and lesson 5 in the Workbook, because lesson 5 in the Student’s Book already Skills, the other for in Action.) has two titles, one for Why music? Besides being possibly the best, most motivating and certainly most popular source of English listening practice, most students, even beginners, have picked up a lot of English words through songs. But often they do not realise that they know them, or the exact meaning of what they are singing. Unique to , the song lines have a direct link to each lesson, whether to illustrate grammar, lexis or the theme, and are designed to provide an authentic hook to help students remember the lesson, the language, or just enjoy the puzzle of trying to remember the song itself. A great warm-up for any lesson is to hum the melody or play the music and see if students can remember the words.

650347 _ 0008-0016.indd 11

Total course hours (80-100)

Tip If students do not know / like or respond well to the songs from which we have taken the song lines, a great homework activity is to get them to research and suggest a better song line which they like and which links to the lexis, grammar or theme of any lessons. In the Teacher’s Book step-by-step lesson plan, there is background detail about the song, singer / band and date of release, plus a tip for getting the most out of each song line. There is also an instrumental extract of the songs, available in the Teacher’s Area of the Portal, for you to use when appropriate.

Tip As students progress and acquire more English, ask them What do you associate the song with? See what they come up with, e.g., a moment, night, dance, film. The possibilities for personalisation and genuine fluency practice are immense. In lesson 5 in the Workbook, students are asked to look back at the five songs in each unit and find the link to the lesson as a way of reviewing the units in a fun way. The answers are in the Workbook answer key.

22/12/15 13:35

For both pedagogical and copyright reasons, we only reproduced a small key section of the song, but that is the aim: to ‘hook’ part of the lesson in a memorable and motivating way. Obviously, with your own classes you can: ➤➤ get

them to research the songs, singers / bands, find the complete lyrics, translations, videos, etc;

➤➤ use

snatches of the songs as a Warm-up, review, listening for pleasure, an end of the lesson sing-a-long, etc.

We are sure you will enjoy this new resource!

Note We do not suggest you use these songs in full. Many are not actually appropriate for the level when you look at the complete lyrics, but the lines we have chosen are globally famous and should be easy to identify and easy to be sung by at least some students.

Welcome to World of English We teachers are used to talking about language with higherlevel students, but much less so at an Elementary level. helps you to do so right from the start. World of English boxes – built into most lessons – talk to students respectfully, as insiders or ‘language experts,’ which of course they all are in their mother tongues. Easily comprehensible, yet adult in tone, these boxes give students interesting tips and facts about international English, and how to learn it faster.

teaches Cyber English Information technology is responsible for many of new English words, many of which are now international. Cyber English boxes regularly highlight and teach these contemporary words and expressions. Research suggests this is one of the most motivating aspects of language learning for all age groups.

Vocabulary Vocabulary teaching is a particularly strong feature of because of the variety of input and review options.

1. A built-in picture dictionary The most popular way to teach / learn vocabulary is through some kind of ‘picture + key’ approach. Whether flashcards, photos, a picture story or any other resource, students can determine the meaning from the visual, without the need to translate, and then cover and test themselves. In , every unit begins with a contextualised, lessonintegrated picture dictionary. Core vocabulary is presented through various combinations of this basic four-step approach: 1. Match words / phrases to photos. 2. Guess their pronunciation (from the stress / students’ own linguistic experience and growing knowledge of English). 3. Listen to the words in context and check / repeat as necessary, immediately and / or whenever you want. Students have the words individually on the Portal audio, so they can listen to them in and out of context, whenever they wish. 4. Cover and test yourself / a partner, either immediately or any time later for review. All review lessons begin by sending students back to the picture dictionary elements in each unit to review and remember words. Virtually none of the images in are purely illustrative. Almost all of them are contextualised and reworked to present, review and test vocabulary in our unique ‘Picture Dictionary System’.

Below you will find some forms to explore the picture

650347 _ 0008-0016.indd 12

dictionary. The same suggestions can be used when appropriate. ➤➤ Students

cover the list of words. In pairs, they take turns pointing to the photos and asking and answering about all the objects. Then they can exchange roles.

➤➤ Students

cover the short dialogues in in Action. in Action and read They look at the photos in MAKE IT PERSONAL to act out the five conversations in pairs.

➤➤ Students

cover the phrases. In pairs, they point to photos and ask and answer a question which depends on the topic of the unit.

2. A cognate-friendly approach ’s lexical syllabus is based largely on frequency due to our comparative research into a variety of corpus studies. is not exclusively based on frequency. We However, have not limited our choice to what is common in native speaker speech as we are not trying to convert learners into native speakers, but rather to help them express themselves, their ideas and identities as fast as they can using all their existing linguistic resources. Thousands of words with cognate relationships are common to English and most Latin languages. Over 1,500 of these are very common. There are also thousands of recognisable cognate-rooted words. By systematically building them into , we feel we have created a unique opportunity for students to progress more quickly and more comfortably with English. Put simply, they can both understand and produce more language – and more interesting adult language – faster. Throughout their learning process, students make crosslinguistic connections, so we have chosen to systematically nurture this strategy throughout . It enhances both their language awareness and their English lexical knowledge, and makes learning more efficient. prides itself on helping students to expand their vocabulary quickly. Lexical presentations often separate what is ‘known / easy’ whether from ‘international’ English, words already seen in the course, or near cognates from ‘what is new / unfamiliar’, to help students focus better. Familiar words mainly require attention for pronunciation and spelling whereas the unfamiliar require more effort to learn meaning. This provides a valuable additional ‘hook’ into the student’s memory. Significant stress or word formation patterns are regularly highlighted to enable ‘learning leaps’. This can be seen on 2 p. 50 where school subjects are taught. For example, once students learn: ➤➤ noun

suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;

➤➤ adjective

suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;

➤➤ groups

of verbs: like / celebrate / donate / operate / desist / insult / visit / comment / consult / export;

➤➤ adverb

suffix: -ly

and their associated stress patterns, their English can literally leap forward by hundreds of words. consciously works on developing the confidence the students need to begin to guess how words might be pronounced or spelled in English. Guessing – being willing to take a shot, bringing in words that you already know which might work well in English – is a key learning strategy often ignored. Embracing cognates also allows more interesting and

22/12/15 13:35

more adult speaking and listening tasks, e.g., asking Any coincidences / similarities / pronunciation surprises? What do you have in common? Who is more assertive?, etc. The authors all feel that a key lesson they have learned from their many years of teaching is ‘to let students use their brains’ and not be restricted by only seeing oversimplified language.

Tip We do not suggest you drill all these words nor try to make them all into active vocabulary. In most cases, cognates are there just as passive vocabulary, actually helping students understand more. We see no point in hiding words from students when they can cope with them, and indeed they usually enjoy doing so. The words which become active differ greatly from group to group and will always be your choice, not ours. We are simply trying to give students access to more adult language more quickly.

Skills Speaking teaches spoken English and prioritises oral fluency. Why? Because that is what monolingual classes in nonAnglophone countries need / want most. In order to learn both fast and well, students should be given every opportunity to try to express their ideas and opinions in comprehensible English. However, the onpage skills heads focus only on Listening, Reading and Pronunciation. Why? Since every lesson is full of controlled oral practice and personalised speaking opportunities even within Grammar, Vocabulary and other skills sections, had we put heads for Speaking, we also would have ended up with double heads throughout the book! So, we have opted to use speech bubbles on every page to indicate where there is a speaking task.

Listening Statistics show listening is approximately 45% of any language (speaking is 30%, reading 16% and writing 9%). In other words, we spend almost half of our time in any language listening. It’s the primary skill too – just think how babies learn – and the one that needs the most practice. has a large amount of recorded material, around 200 tracks in the Student’s Book together with 100 more tracks in the Workbook, which are available on the Portal. In class, you can pick and choose what to use, and how many times students need to listen, knowing that they can listen to all of it as much as they like at home. There is at least one listening activity in every Workbook lesson, as we strongly believe in assigning aural homework.

Reading provides students with substantial reading practice in terms of: ➤➤ amount:

there is a lot to read in every lesson, from the authentic song lines and World of English boxes to the Audio Script at the back;

➤➤ complexity

of text: through selective use of cognates to enrich texts. Compare for example the texts in Starter with those in traditional course books. We have used a very rich range of words, because knowing our target student’s language allows us to select a syllabus of words that are already familiar to them.

Most texts are from authentic sources, mainly the Internet,

650347 _ 0008-0016.indd 13

magazines and newspapers. Some are ‘untouched’, while others are adapted to provide the best input for classroom language learning.

Writing Research suggests the following formula is what most teachers and students favour: writing is imposed where necessary, but is not overly forced in class because class time is precious. Rather, it is drip-fed throughout , when it is either essential or you choose it to be the best pedagogical option. There are plenty of optional supplementary writing exercises suggested lesson by lesson in the Teacher’s Book. The required writing syllabus is primarily covered by the six writing lessons at the back of the Student’s Book, covering six different genres. Here students are given a clear written model, a variety of tasks to analyse it, specific writing tips and a structured model to draft and check it, and then send on to a classmate before finally submitting it to you. The intention is to protect you, the busy teacher, from having to dedicate time to excessive marking of avoidable mistakes, as well as to help students to be more in control of their own writing.

Skills and

in Action

As you will immediately see, the fifth and final lesson in each unit is different to the others. It has a different background, is split in half and has two titles. Skills, gives half a lesson on specific The first part, reading or listening skills practice around an adapted authentic text. At lower levels, we prioritise a variety of reading skills, because it is generally difficult to get students to read, and also because our listening focus is so strong throughout the book. See language map on pp. 4-7 for a list of sub-skills. in The second half of this final lesson in each unit, Action, provides contextualised functional practice, usually dialogue-lead and ending with a personalised roleplay, survey or problem-solving situation. Communicative functions are everywhere in , but we felt it necessary to have a specific functional outcome in an authentic context to close each unit. Teachers and students put such value on learning to survive and operating in familiar situations, with increasingly natural conversation strategies. See the language map on pp. 4-7 for list of functions.

Pronunciation A learning-friendly audio script Audio Script section is not just a script to be read and / or listened to with no clear focus. It is designed to provide real training with listening and pronunciation: after all, pronunciation is learned primarily through listening. It aims to help students learn to listen better as the course progresses by focusing on features of pronunciation: ➤➤ noticing

sounds, stress, aspects of connected speech, intonation and spelling relationships;

➤➤ spoken

language (e.g., noticing discourse signals such as fillers, pauses, repetition, self-correction and interruptions);

➤➤ sub-skills

of listening, like inferring, predicting, identifying main points in discourse, understanding attitudinal meaning and all aspects of listening.

Again, it is flexible and both teacher and learner friendly.

22/12/15 13:35

All the tasks are ‘noticing’ tasks, with different aspects to focus in each text. The tasks are always ‘highlighted,’ making them all free-standing to avoid the need for teacher intervention, unless you wish to spend time here. You can choose to do them in class, or students can do them on their own. It is a good idea for students to listen, read and notice the audio script tasks as extra preparation before a role-play. Rather than just listening (and reading) again and again, trying to memorise dialogues before role-playing them. These tasks give a clear focus for additional listening and pronunciation practice before role-play. The Audio Script section brings relevant noticing tasks designed both to make students think and motivate them towards pronunciation.

Tip An excellent homework activity is to ask students to do the noticing tasks and then field any questions in the next lesson. Word stress is shown in pink only the first time a word appears in either a word list or reading text, but not in rubrics, nor when it appears again either in the same text, or later in the book. To include it each time would give no sense of syllabus or progress to students. The whole ethos of is to make students use their brains, not spoon-feed them! We want them to think ‘I’ve seen this already and I need to remember how to pronounce it.’

progresses, these rules are made explicit to students. In Starter and level 1, we model the usual spellings for each sound in order to begin to familiarise students with predictable spelling / pronunciation relationships. In levels 2 and 3, we also provide the exceptions, so this slowly builds into a complete sounds / spelling reference. All of this aims to sensitise students to the patterns of English and develop a ‘sense’ for English. However, we have left this page largely optional, only sending students there from the Review lessons to learn the model words for each sound. You, the teacher, should do what you think works best with your students. While you have the option of teaching the sounds and even the symbols from this chart, does not force this, as this should depend on individual teacher preference. The vowels chart on p. 154 of the Student’s Book is based on Sound Foundations: Learning and Teaching Pronunciation by Adrian Underhill (Oxford: Macmillan Publishers Limited, 1994). This format helps students understand how the sounds are produced in the mouth based on the opening of the jaw and the spreading of the lips. See the illustration below. lips spread

lips rounded closed jaw

Real help with all aspects of pronunciation Pronunciation should be taught rigorously because of its basic role in communication. It allows us to understand and convey meaning, and good pronunciation helps you both to comprehend and communicate better. However, this is an area where teachers often struggle, and course books have often failed to deal with either systematically or in a ‘friendly’ way. Pronunciation is at the heart of . New words are always introduced in context, so students at least hear, for example, nouns preceded by indefinite articles (a book, an apple), as they usually would outside a classroom, and are trained to pick them out in connected speech, rather than unnaturally, one at a time. At the same time, all the basic ‘listen and repeat’ drills for new words, which so many students love and need, are available in the Workbook for them to drill themselves outside class. ➤➤ Phonemic

symbols are occasionally used in lexical presentations to highlight irregular sound and spelling patterns, when experience shows learners will probably otherwise get it wrong. significant breakthrough is the Sounds and Usual Spellings table on pp. 154-155. This gives two illustrated model words for each of the 40 sounds in British English, and access to the IPA phonetic symbols.

➤➤ A

Knowing all the potential sounds in a language sets a ceiling on students’ guesses and builds confidence. If students can learn those two words per sound, they should be able to have a reasonable guess at the pronunciation of words in a dictionary and begin to get comfortable with using phonetics. Remember, learning to guess pronunciation of new words is a key skill. The table also provides model words to illustrate the usual spelling patterns for each sound. Sensitising students to sound-spelling combinations is a key part of learning to read, write and pronounce with confidence.

Initially,

650347 _ 0008-0016.indd 14

just provides example words, but as the course

open jaw

The organisation of the consonants chart on p. 155 of the Student’s Book is based on the articulation points used for producing those sounds according to author / teacher Robin Walker. ➤➤ Both

the vowels and consonants tables are laid out as a ‘map of the mouth’ according to where in the mouth the sounds are produced.

➤➤ A

unique feature is the highlighting of sounds that are difficult for non-native speakers. This builds confidence, as these students immediately see what is easy for them, but also motivates them to focus and facilitates their efforts to learn what is hard for them. Learning sounds which do not exist in their L1 largely involves breaking habits of a lifetime, finding new articulation points and different combinations of muscle movement, voicing and breathing.

Note For students with other mother tongues, we suggest you spend some time on the chart, marking it up for them in the same way. A good resource for this is Swan, M, Learner English, OUP, 2001; or more recently, Hanco*ck, M, English Pronunciation in Use – Elementary, CUP, 2003. ➤➤ Standard

British English is the chosen model for most listen and repeat-type activities, but students are exposed to a range of accents and types of English, both native (e.g. regional British accents, Scottish, Irish, American and Australian accents, etc) and non-native. We are all aware of the need to teach international

22/12/15 13:35

osed jaw

pen jaw

English, and

is full of global accents for this reason.

➤➤ All

new polysyllabic words are introduced in context, with the stress highlighted for students in pink. Regularly marking stress on new words (in the book and on the board) means you progress from just teaching form and spelling to prioritising teaching, modelling and recording spoken language.

➤➤

focuses right from the start on all aspects of connected speech, and there are exercises in all components on sentence stress, reductions and intonation, particularly in the Audio Script, as mentioned previously.

Learner autonomy

There is never enough time for students to learn a language in class, even if they were to come and be fully attentive to every minute of every lesson. Nor is there ever time for them to cover every exercise fully. That means any good course has to be largely transparent to students both in and out of class, and give them effective and efficient tools for autonomous study out of class. Learners need to be able both to self-monitor and self-evaluate, or motivation becomes hard to maintain, and success less likely. is the most student-friendly course yet, as it is very linguistically accessible to students. Every page is written in concise, simple, cognate-friendly English to be easily understood by students who have missed a lesson.

facilitates autonomous learning Without adequate revision, students are not going to learn much at all. Throughout the course, they can look forward and back to find interesting activities to practise on their own. The regular Review lessons after units 2, 4, 5, 6, 8 and 10 recycle key vocabulary and grammar, revise and extend the Common Mistakes , take them back to re-read and listen again to selected texts, and finally, revisit and answer all the questions from the lesson titles. also has a fully integrated Easy Autonomous Learning , mapped out as links to other sections, program when that option becomes the logical next step. Step-bystep lesson plans in the Teacher’s Book also make it clear which components can be used to further practise or revise core lessons content. are:

➤➤ the

reference to the Grammar section after each grammar box;

➤➤ the

reference to the Workbook at the end of each lesson;

➤➤ the

reference to the Phrase Bank at the end of each unit;

➤➤ carefully ➤➤ the

on their own pronunciation using the pink word stress for all new polysyllabic words;

➤➤ do

the Audio Script tasks and use the Sounds and Spelling chart;

➤➤ use

the Word List and Phrase Bank from the Portal for constant revision, e.g., by recording, listening to and repeating the Phrase Bank on their phones, in their cars, etc;

➤➤ ask

and answer the question titles, plus follow-up questions;

➤➤ look

at and avoid the Common Mistakes;

➤➤ investigate ➤➤ enjoy

Learner autonomy, sometimes also called learner independence, is the ability of a learner to take charge of his / her own learning. Autonomous learners have an active role in their learning processes, which means they make the most out of every learning opportunity, both in and out of class.

The components of

audio on the Portal; ➤➤ work

scheduled links to the Writing lessons;

Sounds and Spelling chart.

Plus all the optional noticing tasks in the Audio Script and all the content on the Portal.

and sing the Song lines via the Internet, etc;

all the features of the Portal.

We suggest you spend some class time taking students through each of these features, and regularly remind them on their own. how much they can do with

English

Learning Platform

The English Learning Platform is a resource consisting of a Portal, a Virtual Learning Environment (VLE) and the Test Studio – a test generator. This amazing blended learning tool has been developed in parallel with the series and combines the best of formal and informal learning to extend, review and test core lesson content. The full range of resources is available to teachers levels. and students who adopt any of the English English Learning Platform will be regularly updated with new features and content, and we believe both students and teachers will enjoy and benefit from its content. To access the platform, go to and use the access code that comes on the inside front cover of the Student’s Book.

Website Format Teacher’s Area: Download Grammar and Writing sections, answer keys, teaching tips, and CEF mapping documents. Teachers have access to the VLE to assign tasks and track students’ progress. You can also add your own activities, such as tests created in the Test Studio. The Test Studio is a test generator where you will be able to create unit tests, review tests, end-of-semester tests or tests for the whole book. You can choose to include reading, listening, grammar or vocabulary tasks in your tests. This tool allows you to create printable or interactive tests that can be uploaded to the VLE. You can also add them to your own Learning Management System (LMS). Café episodes and listen to Student’s Area: Watch all all audio material from the Student’s Book and Workbook. It is possible for students to download useful lists of Common Mistakes , World of English tips and more. Launch the VLE with formal extra practice. Through the Student’s Area, students can keep up with breaking news and access ready-made activities to practise comprehension of current world news.

Workbook

Students who regularly have to miss lessons should be trained to use these routes to catch up. For example, how to:

In the Workbook, a single page corresponds to each two-page Student’s Book lesson, designed to consolidate and reinforce all the main language. Exercises can be used in class, e.g., for fast finishers or extra practice of specific areas. It includes:

➤➤ use

➤➤ a

the picture dictionary pages to cover the words and test themselves;

➤➤ listen

again to texts which they have read in class via the

650347 _ 0008-0016.indd 15

variety of exercises, texts and puzzles to scaffold, continue practising and extend the main Grammar and Vocabulary of each lesson;

22/12/15 13:35

➤➤ Skills

Practice: at least one listening activity per lesson to continue practising the most important skill outside class plus plenty of short, juicy reading texts;

➤➤ a

drill per unit at lower levels;

➤➤ cyber-tool

references that encourage students to engage with English beyond the Workbook itself;

➤➤ an

additional Song line for every 5th lesson;

➤➤ a

final check-back activity to revisit the Song lines from each lesson in the Student’s Book unit, look for a link with the language / topic of the lesson itself as an additional fun way to review the unit and facilitate memorisation. The answer key for these and all the other exercises is at the back of the Workbook so you can use it entirely for autonomous study if you wish.

gives students their own phrase bank After dictionaries, phrasebooks are probably the world’s most popular language learning tool. In a four-page section at the back of the Workbook, provides a unique unitby-unit Phrase Bank of all the key phrases, expressions and exchanges students are expected to learn. To provide context and reduce the need for translation, language is grouped by theme. Students are referred here after each unit to listen and revise. But of course, they can come at any time – before, during or after any lesson – to look for phrases they wish to use. It is a great resource to download and listen to when working out or in a car, for example, or to mentally translate until students feel they have acquired them.

Tip We have not forced students to translate as that is your / their choice, not ours. Perhaps you can suggest they write any translations in pencil next to phrases they find difficult to remember. Then, another day, they should cover the phrase in English, look at the translations and try to remember the phrase. Once students can do it, they should erase the translation to feel a sense of progress. This encourages them to see translation as a temporary rather than a permanent tool.

Café These fun videos consist of ten independent episodes which were specially produced for English . The episodes

present, review, consolidate and extend the main language content and context of each unit and target the key elements to give students further practice in real situations. We suggest you watch and do these lessons at the end of each unit, or whenever appropriate after that. Remember: students can watch them on the Portal, so you can assign them all for homework if you are pressed for time. Besides the ten core unit videos, there are also two extra Café videos for this level available on the Portal. The videos use American English but notes are given to point out any differences in vocabulary or spelling.

Teacher’s Book This book provides a complete step-by-step lesson plan for every lesson from start to finish offering: ➤➤ unit

and lesson overviews;

➤➤ detailed ➤➤ a

lesson aims;

Warm-up for every lesson;

➤➤ alternative,

books-closed presentations for key new structures where appropriate;

➤➤ language

and cultural notes;

➤➤ background

information about the song lines;

➤➤ a

vast number of teaching tips to bring variety to your classes;

➤➤ regular

suggestions for both stronger and weaker classes and for fast finishers;

➤➤ ideas

for extra writing and homework;

➤➤ suggestions

for IWB activities and extra material to bring

to class.

Digital Book for Teachers / IWB The Digital Book for Teachers is a separate medium containing all the pages of the Student’s Book. Teachers can use this resource to promote variety in their classes so that students can see the images on the IWB instead of looking at the book. On the next pages you will find detailed information about all the features of English .

650347 _ 0008-0016.indd 16

22/12/15 13:35

Finally, an English course

Welcome to

you can understand!

Famous song lines illustrate language from lessons. Contextualised picture dictionary to present We’re just two lost souls swimming in a fi shbowl, year just two lost souls swimming in a fi shbowl, year after year. Running over the same oldWe’re ground... and revise vocabulary.

6.1

Lesson titles are questions after year. Running over the same old ground... you learn to answer during the lessons. In pairs, try to divide the activities in A into two groups: I guess is groups: in Abowling into two C In pairs, try to divide the activities Not for me! Once, I pulled I guess bowling is usually pretty safe! high risk (H) and low risk (L). Does the whole class agree? pretty safe! high risk (H) and low risk (L). Does the whole class agree? a muscleusually bowling.

We’re just two lost souls swimming in a fi shbowl, year after year. Running over the same old ground...

6.1

you ever been Florida? PERSONAL MAKE IT PERSONAL Read World of English, then answerC the Florida visitor questionnaire. In pairs D to D MAKE ITHave In pairs, try to divide the activities in A into two groups: high risk (H) and low risk (L). Does the whole class agree?

I guess bowling is usually pretty safe!

Not for me! Once, I pulled a muscle bowling.

compare and find at least two similarities and two differences between you and your partner. D

STATE

MAKE IT PERSONAL Read World of English, then answer the Florida visitor questionnaire. In pairs compare and find at least two similarities and two differences between you and your partner.

STATE FLORIDA

STATE OF FLORIDA OF FLORIDA World of English

World of English

Verbs like 1-7 in A can be used with or without go: to climb, or to go climbing; to camp, or to go camping. Go + -ing is more common to talk about your routine, what you did in the past and your future plans. I always go shopping on Friday; I went camping last year; I’m going swimming tomorrow. Don’t use go + -ing to talk about what you’re doing at the moment. What are you doing now? I’m shopping. NOT I’m going shopping.

Verbs like 1-7 in A Verbs like 1-7 in A can be used with or without go: to climb, or to go climbing; to camp, to climb, or to go climbing; to camp, or to go camping. Visitor Feedback Here in camping. Florida, we love to show our Go + -ing visitors a great time, so we need to 5 know exactly what you love to do. Go + -ing is more common to talk about your Which are your two favourite: My favourite outdoor activities plans. I always are cycling and hiking. routine, what you did in the past and your future go shopping on Friday; outdoor activities? camping last year; indoor activities? plans. I always go shopping on Friday; I went Mine are sunbathing and cold weather activities? swimming in the sea. Don’t use go + -ing 8 warm weather activities? camping last year; I’m going swimming tomorrow. Visitor Feedback exciting activities? at the moment. Don’t use our go + -ing to talk about what you’re doing Here in Florida, we love to show Visitor Feedback shopping. NOT I’m going shopping. moment. visitors a great time, so at wethe need to What are you doing now? I’m 2 Listening Here in Florida, we love to show our R Use would + verb to express know exactly what you loveshopping. to do. NOT I’m going shopping. ➤ ➤ ➤ ➤ ➤

What did this tourist do in Florida? A visitors a great time, so we need to Listen and tick the activities from 1A. Which know exactly what you love to are do. your two favourite: Listen again. True (T) or false (F)? B 7

6.2

imaginary situations. Notice the contractions. I’d love to go to Florida. But I wouldn’t go camping.

6.2

1 Vocabulary: Leisure time activities

Common Mistakes

clubbing A outdoor activities? Which are your two favourite: went running Use the infinitives and letter clues to complete the phrases below. ➤ Then match them to photos 1-9.

Let’s go to club!

1 2 3 4 5 6

They caught a fish.

are cycling and hiking.

They saw four different animals.

My favourite outdoor activities I ran with some friends. bowl camp climb club just dive two fish hang hike swimming work out ➤ indoor We’re lostout souls in Yesterday a fi shbowl, year activities? The tent is fine after all the rain. 6.1 The man seems very jealous of her holiday.are cycling and hiking. after year. Running over the same old ground... ➤ outdoor go s go bb go i activities? ➤ cold weather activities? go p go h n (with friends) Which parts of their C go l go i holiday sound like fun to you? What would ➤ indoor activities? ➤ warm weather activities? you do in Florida for a week? two guess bowling isyou been or would you like to go to Florida? 6.1 Listen to thegroups: advert to check andIrepeat the activities. Have BA into Not for me! Once, I pulled Mine are sunbathing and The first part doesn’t ➤ cold ➤ exciting activities? usually pretty safe! I went there when I was a child, but weather activities? sound like fun to me. Really? It’s not so bad if a muscle bowling. I can’t remember much about it. I hate camping. there are showers and a swimming in the sea. restaurant at the campsite. It rained on the last day of their holiday.

They enjoyed the last part of the holiday.

MAKE IT PERSONAL

➤

warm weather activities? exciting activities?

Workbook p. 29

PERSONAL Read World of English, then answer the Florida visitor questionnaire. In pairs ➤

e and find at least two similarities and two differences between you and your partner. 060a069-U6-TNC2.indd 60

STATE

FLORIDA

Feedback

060a069-U6-TNC2.indd 61

2 Listening

rained 6.2 Listen again. True (T) 3orItfalse (F)?on the last day of their holiday. 4 They enjoyed the last part of the holiday. They caught a fish. 5MyThe tent is fine after all the rain. favourite outdoor activities They saw four different animals. cyclingman and hiking. 6areThe seems very jealous of her holiday. World of holiday. English: It rained on the last day of their interesting facts are sunbathingWhich and ITMine PERSONAL They enjoyed the last part the holiday. parts of their C ofMAKE and study tips. swimming in the sea. The tent is fine after all theholiday rain. sound like fun to you? What would

1 2 3 4 5 you do in Florida for a week? 6 The man seems very jealous of her holiday.

28/08/2014 13:57

World of English

Verbs like 1-7 in A can be used with or without go: 6.2 What did this tourist do in Florida? to climb, or to go climbing; to camp, or to go Listen and tick the activities from 1A. camping. Go + -ing is more common to talk about your routine, what you did in the past and your future 6.2 Listen again. I alwaysdo go shopping on Friday; I went True (T) or false (F)? 6.2 What did thisplans. tourist in Florida? camping last year; I’m going swimming tomorrow. 1 from They1A caught a fish. . Listen and tick the Don’t activities use go + -ing to talk about what you’re doing They saw four animals. at the moment.2What are you doing now? different I’m shopping. NOT I’m going shopping.

2 Listening A

28/08/2014 13:56

Use would the contractions.

Use would + verb to express imaginary situations. Notice the contractions. I’d love to go to Florida. But I wouldn’t go camping.

R boxes: extra grammar and pronunciation rules.

The first part doesn’t sound like fun to me. MAKE IT PERSONAL Which parts of their

I hateWhat camping. holiday sound like fun to you? would

650347 _ 0017-0024.indd 17

Really? It’s not so bad if there are showers and a restaurant at the campsite.

22/12/15 13:39

5 3

11 9

72 7

Make it personal: personalised speaking to express your identity in English.

Speech bubbles:

MAKE IT PERSONAL Complete 1-5 with a gerund. Use your imagination! In pairs, ask and answer. Were models for speaking. any of your questions similar? What was the most answer you heard? D MAKE IT PERSONAL Complete 1-5 with a gerund. Use you into out of over past through towards under interesting up

questions similar? What was the most inter 4 What is something you can’t stand any of your ? 1 Do you feel like ? 4 5 Can you imagine ? And now he’s running. 2 Do you enjoy ? 5 ? Do you feel like skiing tonight? 3 What is something you can’t help ?

1 Do you feel like ? 2 DoB:you enjoy ? as a TV commentator. First I ran… 3 What is something you can’t help MAKE IT PERSONAL Play the game Mad Libs.

1 Write nouns and gerunds next to 1-10. 6.3

1 2

name of a good friend playing

swimming

I can’t stand to swim.

an indoor activity

a place someone you know

4 Vocabulary: Prepositions of movement

down into

6.3 out of

over

past

through

an activity7you hate IBcan’t stand . In pairs, retell it. A: as Charlie; B: as a TV commentator. 5 Grammar: Verb patterns snowboarding and(verb + gerund)

my leg!

under

And now he’s running.

with me.

MAKE IT PERSONAL Play the game Mad Libs.

or don’t like û.

Common Mistakes

Rosie

Snowboarding swimming down the mountain on a Isnowboard. can’t stand to swim. Skiing

playing

Swimming

(8)

We adore to play basketball.

Going to the cinema

I’m responsible for to cook the dinner.

I don’t really enjoy I really miss I adore

7 I can’t stand . 8 When I met you, you started

I don’t want to risk

a place

name of a good friend a habit of yours

an outdoor activity

someone you know 2 Now write the words in the postcard using the numbers. 8 9

an activity you hate

something you can buy an extreme sport

(7)

(2)

(5)

(3)

(1)

The evenings are a little boring. I can’t stand here loves it, especially American Idol. I can’t help people are watching, so people get mad at me! See you soon, 4 Gaby

3 Read your paragraphs in pairs and see which is funnier.

Grammar p. 126

060a069-U6-TNC2.indd 64

an activity you hate an indoor activity

people are watching, so people get mad at me! See you soon, Gaby

, finish,

Do you feel like skiing tonight?

(1)

A gerund is the -ing form of a verb when it functions as a noun. Many verbs are followed by a noun or gerund, for example: I enjoy eating. I enjoy football matches. Common examples include:

(4)

me that.

Can you imagine

(6)

down the mountain on a snowboard.

, can’t help, can’t stand, dislike, e , keep, m , practise, stop, r

an5 outdoor activity

(10)

Gerunds

a i

4 What is something you can’t stand

(9)

Use verbs from B to complete the Grammar box. Then find six examples of verb + -ing on p. 63.

, practise, stop, r

(8)

I like Rosie’s plan more. I don’t like to be cold.

9 Right now I can’t imagine

up to the snow.

You keep

with me.

snowboarding and

my leg!

a habit of yours

2 Now write the words in the postcard using the numbers.

6.8 Listen again and complete 1-9. Whose weekend plan would you prefer? cold and wet.

Hi (8) I’m really enjoying (10) Hi I’m really enjoying here in California. Yesterday I took a, sobreak felt like a break and I felt like I went to and Iand (6) , so I went to (7) . Not too many, don’t worry! Tomorrow I’m bought going with my friend boughtand we both like . Not too many, don’t worry! Tomorrow I’m (9) , so we’re going to do that. I hope we catch something! 5 The evenings are a little boring. I can’t stand , but everyone going (4) with my friend (2) and we both like here loves it, especially American Idol. I can’t help when

here in California. Yesterday I took B ingand on p. 63. (6) , so I went to (7) (9). Not too many, don’t worry! Tomorrow I’m (4) with my friend (2) and we both like C , so we’re going to do that. I hope (1) I enjoy eating. I enjoy football matches. we catch something! (5) , but everyone , f , finish, American Idol. I can’t help (3) when I don’t feel like

your favourite activity

cooking

(10)

1 2 3 4 5 6

1 Write nouns and gerunds next to 1-10.

more. I don’t like to be cold.

6.8 Listen to Martin and Rosie’s weekend plans and mark the activities they like Martin

2 Do you enjoy ? 3 What is something you can’t help

A 2 Now write the words innow the Ipostcard using the numbers. ü 9 Right can’t imagine Activities

Do10you feel like going out tonight? anRosie’s extreme I like plan sport towards

First I ran…

8 When I met you, you started

name of a good friend

Do you feel like

around

any of your questions similar? What was the most interesting answer you heard?

6.7

along

your favourite activity

MAKE IT PERSONAL Complete 1-5 with a gerund. Use your imagination! In pairs, ask and answer. Were

an outdoor activity something you can buy 9 to check. 1 Match the prepositions to pictures 1-12. Listen to a description of the event A across

1 9 7

a habit of yours I’m responsible for to cook the dinner.

6.3

Take my hand. Take my whole life too. For I can’t help falling in love with you.

cooking

MAKE IT PERSONAL Play the game Mad Libs.

1 Write nouns and gerunds next to 1-10.

6 5

We adore to play basketball.

ü or don’t like û.

Do you feel like going out tonight?

Rosiefavourite Common Mistakes your activity

2 28/08/2014 14:05

(5)

Workbook p. 31

6.9 Listen and compare with the original. Did you have any of the same words?

060a069-U6-TNC2.indd 65

(3)

28/08/2014 14:06

4 Vocabulary: Prepositions of movement 3 Read your paragraphs in pairs and see which is funnier.

Stimulating Grammar practice. 3 Read your paragraphs in pairs and see which is funnier.

28/08/2014 14:05

Workbook p. 31 6.7 Match the prepositions to pictures 1-12. to a description of the event to check. 6.9 4 Listen

6.9 Listen and compare with the original. Did you have any of the same words?

across

650347 _ 0017-0024.indd 18

along around

down into

out of

over

past

through towards

under up

Easy Autonomous Learning 28/08/2014 14:06 system integrates all In pairs, retell it. A: as Charlie; B: as acomponents TV commentator. for comprehensive First I ran… Word stress in pink autonomous study. on new words. 060a069-U6-TNC2.indd 65

5 Grammar: Verb patterns (verb + gerund) A

6.8 Listen to Martin and Rosie’s weekend plans and mark the activities they like ü Activities

Snowboarding

Martin

Rosie

Common Mistakes

22/12/15 13:39

Match the sports equipment from the catalogue to pictures a-j. Name a sport for each item.

a bat

fins

gloves

a helmet

a mask

a net

a puck

a racket

a snorkel

a stick

6.10 Listen and tick the six items from A that you need to play the game.

World of English

Common Mistakes

Common Mistakes anticipate Phrasal verbs can be separable and inseparable. andup.prevent Separable: She looked the word / She lookedyour up the errors. word.

Cyber English: the English of digital technology.

the word

I looked up it in the dictionary.

Inseparable: I’m looking for my keys. When you aren’t sure, don’t use a pronoun. Use a noun or noun phrase and don’t separate. Good dictionaries tell phrasal verbs doing are separable. 6.4you when What do you enjoy on your birthday?

Sports for All

Remember days of skipping school, racing cars and being cool. With a six pack and the radio…

7 Grammar: Verb + gerund / Verb + infinitive

2014 Catalogue

6.10 Listen again and order the instructions, 1-6.

Jump into the water.

Line up against the swimming pool wall.

Swim fast to get the puck.

What do you know about Las Vegas?

Subject:

6.11 Listen to a guessing game and guess the sport after the beep. e

Birthday

Dear all, It’s my 30th birthday in April and I’ve decided to do something... different! So, I’m writing to see if any of you want to join me on my adventure. You all know how I adore driving, especially at high speeds. Well, for the first time ever I’m going to Las Vegas! No, not to drive around the casinos—I hate gambling! I’ve chosen Vegas because they have an awesome racetrack track there. Check it out at www.letsgoracing.com. So, who’d like to come with me? There’s so much other stuff to do in Vegas too. If you’d prefer to catch a show, or stay at the hotel and just swim and relax, or go to the casinos, whatever, that’s fine. If you prefer watching me drive to driving yourself, that’s fine too. But I really hope you all agree to come!! Oh, and remember, what happens in Vegas stays in Vegas! So, no matter how wild you get, nobody back home will know! So, send me a message to let me know if you can make it. And don’t forget to check out the website before you make your decision! :-* Laura

b c Hold your breath until you score a goal.d

It’s in the middle of the desert.

6.12 Read Laura’s e-mail. Which paragraph is about her birthday plans?

Put your snorkel on.

Put your mask on.

6.4

MAKE IT PERSONAL In pairs, write simple instructions to explain a sport you like to a child. Read them

to another pair. What sport is 6it?Listening A

catch

Match the sports equipment from the catalogue to pictures a-j. Name a sport for each item.

hit gloves

a bat

fins

a helmet

a mask

a net

a puck

shoot a racket

a snorkel

kick

a stick

World of English

Common Mistakes the word

Phrasal verbs can be separable and inseparable. Separable: She looked the word up. / She looked up the word. Inseparable: I’m looking for my keys. When you aren’t sure, don’t use a pronoun. Use a noun or noun phrase and don’t separate. Good dictionaries tell you when phrasal verbs are separable.

I looked up it in the dictionary.

Cyber English

Re-read the e-mail. True (T) or false (F)? Would you go driving or stay in the hotel?

1 2 3 4

6.10 Listen and tick the six items from A that you need to play the game.

In e-mails or texts it’s easy to be misunderstood. Emoticons are a good way to show your mood: ;-) = I’m joking. J = I’m happy. L = I’m sad. :-* = A kiss.

Laura loves driving fast. She hopes all her friends enjoy driving. She wants her friends to do what they want to do. The link to a website is to encourage people to go.

Complete the Grammar box with the highlighted verbs in alphabetical order.

Verb + Gerund / Verb + Infinitive Some verbs combine with a gerund, others with the infinitive and some verbs permit both. Some common verbs are:

D E

Verb + gerund

6.10 Listen again and order the instructions, 1-6. Jump into the water.

Line up against the swimming pool wall.

Swim fast to get the puck.

Put your snorkel on.

Put your mask on.

Hold your breath until you score a goal.

6.11 Listen to a guessing game and guess the sport after the beep.

come

hit

shoot

, ask, , hope,

Both , expect,

begin, choose, continue, hate, like, , start

Grammar p. 126

6.13 Complete Jack’s reply with these verbs. Listen to check. Notice to = /tə/ or /tuː/.

MAKE IT PERSONAL In pairs, write simple instructions to explain a sport you like to a child. Read them to another pair. What sport is it?

catch

Verb + infinitive

, dislike, enjoy, finish, keep, practise, stop

drive (2x)

gamble

leave

meet

stay

28/08/2014 14:07 Hi, Laura! It’s Jack. What a great idea for your birthday! J I really enjoy too, so of course I’d love with you to the racetrack. It looks amazing! I’ve talked to Margo and she’s agreed us in Vegas. J She’s decided a day later than me as she doesn’t want . But… L she adores —I hope she doesn’t lose all our savings! —, so she wants at the hotel while we go, and she’s going to hang out at the pool. So… WE’RE COMING! Yay! :–*

kick

Common Mistakes to

I’ve decided do something.

to call

Don’t forget ring me later.

MAKE IT PERSONAL Write your own reply to Laura. Compare in pairs. Do you want to do the same things?

Workbook p. 32

060a069-U6-TNC2.indd 66

28/08/2014 14:07

060a069-U6-TNC2.indd 67

28/08/2014 14:07

in Action: communication in common situations.

Skills: extra listening and reading practice. 6.5

Have you ever done a bungee jump?

Skills A

Would you rather travel to the US or the UK? in Action

Guessing meaning

6.14 Have you ever done a bungee jump? How did / would it feel? Read Ed’s blog and check how he felt. very scared, but excited

terrified and he hated it

6.5

Expressing preferences

6.15 Listen and say which picture shows what the couple decided to do.

interested and he enjoyed it

ALL RADICAL BLOG Blood was rushing through my head, and I couldn’t stop smiling. My legs were trembling. It was the day that I was going to jump from the world’s highest bungee! The feeling was surreal and, at the back of my mind, I kept wondering if it was really happening. I was interviewed before I jumped and I tried to keep as cool as possible but I couldn’t hide the nervousness because this is the world’s highest bungee. They told me to step on the plank. Slowly moving to the edge, I raised my hands and looked right. There was a signal for me to have my picture taken. I looked like a total idiot in the picture. Then the crew said ‘Here we go!’ and then it all happened so fast. One of them started to count down, ‘5-4-3…’ I had to stop them because I wasn’t ready. ‘Wait, wait, wait, wait, wait, wuwuwuwuwait!’ I shouted. ‘First attempt FAILED,’ I heard someone say over the walkie-talkie. I had to make sure I didn’t screw up the second one. There was no turning back and another failed attempt would mean that I was a wuss. ‘5-4-3-2-1!’ And so I jumped... or fell, or whatever you call it. I did my best to stay calm, but I had to scream. After about five seconds the fall still wasn’t over, I had to take a deep breath and I screamed again. I started laughing, I screamed again, and I laughed—yes, like a hyena. The jump was over and the crew below met me and removed my harness. My knees were shaking and I could still feel the adrenaline and the rush of air on my face from the descent. My lips were burning because of the speed of falling. But I didn’t care how I looked, because I did it! I jumped from a height of 233 metres and fell at 200 kph!

They took a photo of him.

He told them to stop counting.

He started laughing.

The organisers interviewed him.

He stepped on the plank.

Someone started counting.

He screamed twice.

He felt his mouth was hurting.

They counted back from five.

Guess the meaning of the highlighted words from context. Then find five other words you don’t yet know and try to guess their meaning. Compare in groups.

What

I think I

like (x2)

prefer (x3)

you want to do this evening?

would

you want to go out?

stay in. you

to cook or order in?

You know me, I always

Mmmm, yes. Well,

OK.

someone else’s cooking! you

pizza or Chinese food?

Chinese food better, but I you

eating pizza.

Alice’s or Eric’s better?

World of English I’d like to means I want to, but it’s more polite. It’s difficult to hear the ’d, but context usually helps. Use would + like to / rather for desires or preferences. ➤ I’d like to dance. (desire) ➤ I’d rather go now. (preference) ➤ I like to dance. (generally)

order from Alice’s. They’re faster.

Do you prefer to read or to listen? Do you like to read books? Do you want to learn some new words? Would you rather study at home or at school? I’d like to pass the English test.

6 7 8 9 10

Would you like a hot drink or a cold one? Would you like to read a book? Do you like speaking English? I’d rather study at home. I want to pass the English test.

In pairs, use the model in B to make three dialogues with these choices.

watch TV

go to the cinema

go for a run

go for a walk

go abroad

comedy

in the country

in the city

stay in a hotel

go camping

eat popcorn

sweets

go to the beach

to the mountains

go out with me

stay in on your own

MAKE IT PERSONAL Difficult Decisions. Think of two options. Ask your classmates to decide between them and say why. Which is the hardest decision to make? Who had the best reply and reason?

Would you rather eat alligator or snake?

There’s no way I would do number 1! That rope does not look strong...

650347 _ 0017-0024.indd 19

feel like

060a069-U6-TNC2.indd 68

do (x4)

see an action film

MAKE IT PERSONAL Would you do this jump? Why or why not? How many in your class would do it? Look back at the extreme sports on p. 63. Would you try these sports?

Read World of English, then mark 1-10 GP (general preference) or SO (specific occasion). Ask and answer the seven questions. Any interesting discoveries?

1 2 3 4 5

The first word I chose was… and I guess it means…

W W

Wuss and to screw up are both very informal American expressions.

6.15 Complete the dialogue with these items. Listen again to check.

’d rather (x2)

Re-read the blog and order these events, 1-10. He stepped off the plank.

I’d prefer to eat snake, because I think it would be more tender than alligator!

have a holiday here

Common Mistakes to

I prefer eat eggs.

to drive

I’d like driving. Would you rather to watch TV?

Workbook p. 33, 67

28/08/2014 14:08

060a069-U6-TNC2.indd 69

28/08/2014 14:09

22/12/15 13:39

Reviews systematically recycle language.

R1 A

pages

5 life priorities

5 sense words and 2 adjectives for each one

7 common illnesses

7 ways to get news

4 global problems

5 actions that were happening in the picture

8 natural phenomena

Jane’s story

154

Picture dictionary. Cover the words on the pages below and remember.

MAKE IT PERSONAL Write five things you think your partner will (not) do before the next lesson. Don’t show him / her. Check your predictions in the next lesson.

For my first prediction I wrote, ‘He’ll eat pizza.” Did you eat pizza?

Dictation. Listen to the first three points in 1.5 and write all you can remember. Do this three more times, then check your spelling on p. 6. MAKE IT PERSONAL

In pairs, make two sentences using sense verbs to show how you feel about photos 1-6. Can your partner guess which photo it is? MAKE IT PERSONAL

R1.1

Order the words in 1-4 and add an auxiliary to make questions. Listen to check, then ask and answer the questions.

1 2 3 4

MAKE IT PERSONAL In pairs, ask and answer 1-6 plus two follow-up questions. What’s the most interesting thing you found out about your partner? Do you have to 1 have / get up early? get up early?

2 3 4 5 6

It depends on the day. I get up early on Tuesdays.

have / do homework? need / study before a test?

R1.2 Listen and complete this phone message from another friend. Which things are the same as / different to yours?

want / live abroad?

Sorry to hear about your bike—do you need a to school tomorrow? I can come and get you in my car. You change the locks on your house and get some new keys today. And another thing, you go to that party tonight. You go to bed early and rest.

A: Predict the future of something or somebody.

doing / what / you / last night / 6pm / at / ?

B: Guess what or who A is talking about.

evening / yesterday / you / do / what / ?

They will get smaller and smaller.

work / in / who / you / the / last activity / with / ? you / doing / what / class / when / started / ?

No. Soon, all phones will come with one.

Animal extinction or pollution? Unemployment or crime? Climate change or poverty? Corruption or diseases?

In pairs. A: You’re Larry. Tell your story to a friend. Can you remember all the details? B: Listen and react to your partner’s story.

In groups. A: Mime a problem. The other students race to offer advice. Use these ideas to help.

a lot of work hungry

Yeah, you got it.

Droughts or earthquakes?

Common Mistakes 1 We enjoy to play video games.

(1 mistake)

2 I want live in Europe for learn French.

He had a headache before he went to the shops.

R1.3

MAKE IT PERSONAL

3 When you will start working, you’ll get up early.

I have a test tomorrow. I’m really worried about it!

5 I will to write that on my notebook.

My four-year-old son has a fever and can’t sleep.

My kids are 13 and 17. They want to go to a party, but they have school tomorrow.

We don’t have any money and we have to pay for electricity, our car and our holiday. Help!

My house is full of water from the flood!

I have toothache, but I’m terrified of dentists!

(1 mistake) (2 mistakes) (2 mistakes) (1 mistake)

8 What time is your reunion with your boss? 9 When I was young I was crying all the time!

(1 mistake) (1 mistake)

10 I played football when I fell and broke my leg.

Question time!

1 & 2.

2 In pairs, practise asking and answering. Use the

The rain started before he left his house.

map on p. 2. Ask at least two follow-up questions. Try to answer in different ways. Can you comfortably answer them all?

He was wet when he went into the shop. His bike was there when he came out of the shop. He knows where his keys are.

What’s really important in life?

He went into his house through a door.

For me it’s having fun. You have to try to enjoy life.

Hi! What a terrible day yesterday! First, I had a really bad headache, but I had to go to the shops to get some food. So, I was cycling to the shops when the rain started! There was a huge thunderstorm and I was on my bike, so I got really wet! Then I left my bike and went into the shop. When I went back to my bike,—it wasn’t there! Someone took it! Can you believe it??? After that I had to walk home, wet and cold. Then when I got home I couldn’t find my keys! Guess what I did. I had to climb in an open window at the back! But a neighbour saw me, thought I was a thief and phoned the police. Now the police want to interview me, I have no keys, no bike, and a terrible cold from the rain! What should I do? Larry

(1 mistake)

7 What was you doing at 8pm last night?

heavy bags hot no money ill

1 Listen to and answer the 12 lesson titles in units

(2 mistakes)

Read 1-6 and write pieces of advice using should . In pairs, compare and decide which is the best advice in each situation.

6 Here is an advice and a new for you.

Read this e-mail. Write true (T) or false (F). Correct the false sentences.

1 2 3 4 5 6

Correct the mistakes. Check your answers in units 1 & 2. What’s your score, 1-10?

4 Will you to help me?

Are you talking about computers?

I think animal extinction is more serious than pollution.

want / be famous?

need / work at the weekend?

MAKE IT PERSONAL

In pairs, compare these problems. Which is more serious and why?

1 2 3 4 5

It smells delicious and it tastes amazing.

In pairs, imagine Larry is your friend. Think of three pieces of advice you could give him.

Play Crystal Ball.

Are you talking about cars? 1

Yes, I did. I had an awesome pizza last night.

11 vowel sounds

Skills Practice

Grammar and Vocabulary

(1 mistake)

024a025-review1-TNC2.indd 24

28/08/2014 14:10

024a025-review1-TNC2.indd 25

28/08/2014 14:10

A midterm dynamic game reviews the language students have learned. S ta rt

track

Global problems

4-6 players. Divide into two teams. From START, teams go in opposite directions. Toss a coin. Heads move one square. Tails move three squares. Talk about the topic for one minute or follow the instructions. All team members must participate each time. Take turns to start. The winning team is the first to complete the full circuit.

d goo five g Give r learnin fo e. tips g a ngu a la

y the Role-pla n in situatio . photo 1

ree Mime th ality person s. ive adject

Mime three common illnesses. Respond with advice.

in how Expla 2 photo ed. en p p ha

two ribe Descs you citie well. w o n k

in uw . If yo ttery.. lo the

Favourite food and drink?

od dho Chil s it hab

Life

ish

s If it ra in .. eken d. next we

oe c-t and O ake -ta m Tic s = X and e re h th rb. am e 2 te squa wit e the v e. a c n f se re oo ente le o th Ch rue s rticip ne of t li a st pa t a pa to ge Try

r to ffe ! O 3. lay to le-p ho Ro in p lp he

Fin

gs! rnin y Wa -pla Role 4. to pho

ree

s e thre pare . nd Com rities a vourite fa b cele se your o ch o

058a059-review3-TNC2.indd 58

e th Mim ral a. natu omen n phe

ritie

prio

school Favourite ? subjects

et for se a p nd Choo a acher the te ur choice. yo justify

k’s we e ws This ant ne ort imp

4 3

28/08/2014 14:13

058a059-review3-TNC2.indd 59

28/08/2014 14:13

650347 _ 0017-0024.indd 20

22/12/15 13:39

Café: sitcom videos to consolidate language. Old school

Before watching A

Nature boy & natural woman B

Before watching

True (T) or false (F)?

1 Daniel and Lucy want to have a party for August

Look at Daniel and Lucy. What do you think they are going to do?

2 They need to rent the space at Café for the party. 3 Daniel wants to send the guests hand-made invitations.

4 5 6 7

Tick the items you prefer. Old school printed books

downloaded books

newspapers and magazines

news sites

text messages

tweets

letters

e-mails

birthday cards

e-cards

LPs or CDs

Lucy likes designing invitations on the computer. Daniel hates making an impact on the planet. Lucy wants to invite Paolo and Zoey to the party.

Complete 1-5 with will / won’t or be + going to, according to the video.

2 Auggie and Andrea love it! 3 If you guys need any help, my boss

MP3s or MP4s

In pairs, compare and justify your lists. Who’s more ‘old school’? MAKE IT PERSONAL

Yeah, birthday cards are nice because lots of people can write in them.

Lucy says they can / can’t forget Rory.

2 Daniel was trying to record himself when Lucy rang. 3 Lucy and Genevieve talked about the party when

Watch the video. True (T) or false (F)?

Daniel was ringing.

rang her.

see Zoey’s profile?

(wonder)...

5 Genevieve and Lucy were talking about travel-

Make a guest list.

Create a party playlist.

Hire a venue.

Decide on a theme.

Send out invitations.

Choose the food and drinks.

Decorate the party room.

And I (wonder) when you were gonna ask me. Don’t worry, it’ll be great!

Number the events, 1-6, in the order you hear them.

Maybe.

Lucy directed Daniel while he was recording his audition video.

In pairs, tick all the things you think are important for the party.

(try) to record myself and it (be) a nightmare. I (can) you help me out?

Hi, you got a minute?

themed decorations.

take her

Order Daniel and Lucy’s dialogue, 1-6, and complete with or of past simple or continuous, according to the video. I

4 Lucy was talking to Genevieve when Daniel

Buy balloons.

Correct the mistakes in 1-3.

1 She was making some mistakes when she was

Genevieve’s phone rang.

use evites because

invitations home with him.

3 At the end Lucy is happy because Daniel has: a made beautiful invitations. b invited a lot of people. c been to an old school.

After watching

Yeah, I do that too!

1 Daniel wasn’t talking about the Earth. 2 Daniel and Lucy were planning a party. 3 The girls were discussing the party when

take the invitations home so he can get a better look at them.

the highest points on Earth

While watching

Complete 1-4 with or of need to / have to / want to, according to the video.

4 Lucy tells Daniel that he

send evites because:

the Earth

recording herself.

Daniel says they can / can’t easily see how many people will attend the party.

2 Do you 3 Daniel

a the invitations were expensive. b she worked a lot to make them. c she doesn’t have a Facebook account.

travel themes

They should / shouldn’t introduce Zoey to Genevieve.

they’re better and faster.

2 In the middle Lucy is upset that Daniel wants to

the globe

MAKE IT PERSONAL Are you doing anything to help the environment now that you didn’t do in the past?

I took notes on paper for years, but now I only take notes on my tablet.

They should / shouldn’t invite Paolo.

1 Daniel says they

1 At the beginning Daniel is surprised because: a he doesn’t know about the party. b the twins are having a party together. c the twins don’t usually share a birthday party.

What will Daniel talk about on his show? Tick all you hear.

nature news

Watch and circle the correct answer in 1-3.

he looks natural in his video.

What’s the name of Daniel’s show?

birds

After watching While watching

he cares about the environment.

animals

I agree. And…

attend. And make

Watch again and circle the correct word or phrase.

1 2 3 4

he uses natural products.

close-ups of celebrities

4 They’re better and faster. We send evites. 5 But Lucy, evites are faster, cheaper and we can easily see how many people plus, we’re not using paper, so we an impact on the planet.

Destroying rain forests sure has a negative impact on the planet.

let

you rent the place out.

I don’t really see the point of e-cards.

Tick the activities that have a negative impact on the planet. Compare in pairs. destroying rain forests recycling saving water using too much energy wasting paper

we have this party for August and Andrea’s birthday?

he’s natural.

1 Daniel on Earth. 2 Down to Earth with Daniel. 3 Downtown Work.

They don’t have to post the invitations.

1 Where

Modern

The girls call Daniel ‘Nature boy’ because…

1 2 3 4

and Andrea.

ID Café

Can I ask you something? Sure.

Daniel made a lot of mistakes when he was making his audition video at home.

Lucy thought about travel-themed decorations for the party. Daniel talked about the point of view of Earth and animals.

Role-play! In pairs, A: You’re Daniel. Ask B for help. B: Answer A’s questions. Use expressions in B. Swap roles.

Daniel asked Lucy to help him.

Role-play! In pairs, use the list in B to help you plan a party. Choose the four most important things and decide to do two each.

Lucy was talking to Genevieve when her phone rang.

138

139

138a147-IDCafe-TNC2.indd 138

28/08/2014 14:15

138a147-IDCafe-TNC2.indd 139

28/08/2014 14:16

A complete Grammar reference with exercises. Grammar 1 Past continuous

We have to buy food for the party. She needs to revise to pass the exam. I really want to go out with her.

have to = obligation need to = necessity want to = desire

Have to, need to and want to are “semi modals”. They act like modals—for example, can, should or must, which have only one form—but they conjugate like main verbs. and for Wh- questions use

For Yes / No questions use uestion What What

uxiliary do does

Where

did

uxiliary

ubject

have / need / want + to +

I you we they

have to work out? need to exercise? want to change careers?

Does Did

he she it

need to finish the test? want to go home?

nfinitive

Auxiliary

Verb + -ing driving a bus. surfing the Internet.

Verb + -ing go + -ing = going see + -ing = seeing study + -ing = studying hope + -ing = hoping share + -ing = sharing die à dy + -ing = dying lie à ly + -ing = lying run à running sit à sitting begin à beginning listen à listening occur à occurring EXCEPTION: travel à travelling

Short answer Yes, I / you / we / they do. No, I / you / we / they don’t. Yes, I / you / we / they did. No, I / you / we / they didn’t.

Question What Where

Yes, he / she / it does. No, he / she / it doesn’t. Yes, he / she / it did. No, he / she / it didn’t.

He was playing ice hockey when he slipped on a banana peel.

Past of Be were was

Subject you / we / they I / he / she

Spelling rules Most verbs, add -ing. Verbs ending with silent -e, cut the -e + -ing. Verbs ending with -ie, change -ie to -y + -ing. One-syllable verbs ending in consonant-vowel-consonant (CVC), double the final C and add -ing. Most verbs with two or more syllables ending in CVC double the final C (except w, x, or y) when the last syllable is stressed.

Verb + -ing doing? going?

2 State verbs He needs a new mobile phone. My grandmother doesn’t understand English. Certain verbs that express “state” or “condition” do not appear in continuous forms. hate, know, like, look, love, need, smell, taste, understand, want

Infinitive + phrase take the train. I need to get there quickly. (unplanned decision) go to university next year. (definite plans) rain this afternoon. (prediction)

will will not

You / We / They

nfinitive

2 Future simple – predictions and unplanned decisions Subject I / You / We / They / He / She / It

Past of Be was was not / wasn’t were were not / weren’t

I / He / She / It

Form: the past of be + -ing. Use: actions in progress at a certain time in the past.

ubject have / need / want + to + I / you / we/ they have to do? he / she / it need to buy? I / you / we / they / want to go? he / she / it

Do Did

Subject

Unit 2

1 Have to / Need to / Want to

Common Mistakes

➤

Form: will + infinitive / will not + infinitive. Use: for definite plans, unplanned decisions, and predictions.

I don’t understand

I’m not understanding the difference.

He has brown eyes. / He is having a good time at the party. Some verbs have both a “state” and an “active” meaning. be, have, think

➤

It’s increasingly common to hear state verbs in the continuous form, for example: “I’m loving it!” or “You’re looking good today.”

➤

Contractions: ’ll = will, won’t = will not. For questions use the

uxiliary

model.

ubject

Will

nfinitive fix the car?

you

uestion What

uxiliary will

ubject they

nfinitive bring to the party?

3 Past continuous vs past simple

Short Answer Yes, I will. / No, I won’t.

I was cooking dinner when the phone rang. The power went out while I was writing an e-mail to my friend. While I was standing at the bus stop, it began to rain.

Answer They’ll bring a cake.

Past Simple They played tennis yesterday. She danced a lot at the party yesterday. The car stopped before the accident. They tried to talk to you last Monday. She bought some new shoes.

3 Should / Shouldn’t Subject I / You / We / They / He / She / It

Auxiliary should shouldn’t

Infinitive + phrase work harder. (advice / opinion) eat junk food every day. (advice) try that new Italian restaurant. (suggestion)

Form: should + infinitive for all persons. Use: for advice, opinions and suggestions. / For questions use the uxiliary Should

116

uestion What Which bus

116a135-Grammar-TNC2.indd 116

Use: past simple for an action that interrupts an action in progress (past continuous). Use: while or when to connect the actions. If when / while is at the beginning of the sentence, use a comma after the main clause. Question

model.

What Where

ubject nfinitive + phrase I / you / we / they / take the bus? (advice) he / she / it uxiliary should

ubject I / you / we / they / he / she / it

Spelling rules Most verbs: verb + -ed. Verbs ending in -e + -d. Verbs ending in consonant-vowel-consonant (CVC) = double the final C + -ed. Verbs ending in consonant + -y = cut -y + -ied. Some verbs are irregular. See the list on p. 136.

Past of be were was

Subject 1st action you he

Verb + -ing doing going

Linking word when while

Subject 2nd action the phone it the power

Past verb rang? happened? went out?

nfinitive + phrase do? take?

118

28/08/2014 14:17

116a135-Grammar-TNC2.indd 118

28/08/2014 14:18

650347 _ 0017-0024.indd 21

22/12/15 13:39

Two illustrated key words for each sound help students memorise them.

Coloured frames identify voiced unvoiced consonants. and

Icon ! highlights difficult sounds for Spanish and Portuguese speakers.

Extra examples of common spellings for each sound.

Pictures illustrate how and where sounds are produced.

650347 _ 0017-0024.indd 22

22/12/15 13:39

Audio Script activities to consolidate pronunciation.

Unit 1

5 C Ugh, I don’t like this jumper. It feels rough. I really don’t like wearing it! D Time for a new jumper! Come to Mercer’s today for jumpers that feel soft and warm!

1.2 Notice the schwa in to and for. 1.7 Notice: dark /l/ and normal /l/.

RP = radio presenter RP Hi, and welcome to Life in ten seconds! Last week, we asked you, our listeners, to phone in and, in ten seconds, tell us your number-one priority in life. Listen to what you’ve said – and sung! 1 Hi! Er… well, your health is the most important thing in your life. Absolutely. I want to live to be 100! Yeah! 2 I never stop studying. Learning new things is the best thing we can do. It’s good for you and it keeps you young. 3 All you need is love, tu-tu-rara-ra. Without love, what else is there? I always need a partner. Love is all you need. 4 What’s the point in having money if you haven't got any free time Time to enjoy things is much more important. Bububububub, I feel free… 5 People are more important than things. My friends and family are the most important thing for me. Oh, and my dog too! Hello, baby. Who’s a good girl? 6 I don’t want to live in a world without culture. I need to travel and have access to art, literature, films and music and… 7 I live for exercise! I need to look good and I want to keep fit. I’m at the gym now, running. Baby, I was born to run!

1.3 Notice the schwa in to and the connections. N My name’s Niccolo Supo and I’m_a 28-yearold_solicitor from Italy. I finished my postgraduate law degree two years_ago and_I have_a good job that_I really like. I love travel and languages (I speak English, French and Japanese), but_I have to work really long hours and_I don’t have many holiday days. I’m_always too tired to go to the gym – I’m_always_exhausted_after work, but_I need to go to the gym more. I’m so unfit. Yup, I really need to exercise more, because I am desperate to get_fit. C Hi! I’m Casey Murray and_I’m 22 years_old. I finished sixth-form college, but I never went to university. I’m_a computer programmer, but my job is not very interesting. My hobbies_are playing video games and I love shopping! I never have_enough money to do all the things I want to do. I have to work every day_in_a boring job because_I need to pay my bills, but_I really want to be a singer. I love singing and_I want to be a professional singer. Singing is my passion!

1.6 Notice vowel sounds – /aʊ/, /ʊ/, /eɪ/.

1 And that’s the new song from Magic – they sound great! 2 Check out this jacket. It looks cool. 3 This new chewing gum is delicious. It tastes awesome! 4 A Ugh… What’s on that pizza? It smells awful! B Does this happen to you? Try our special new pizzas – satisfaction guaranteed.

W = shop W C W C

C = customer

I’ll take your order now. Great. Thanks, I’d like the fish. Good choice. You’ll like it. It tastes great and it’s really tender and juicy. Sounds good.

S = shop assistant S C S

C = customer

This blanket feels so soft. It’s 100% wool. But my kids won’t like it. They’re allergic to wool. Oh, well, the synthetic fabrics are over here.

G = girl G B

B = boy

Listen to this! You’ll love it. Sounds amazing! OK, let’s see. Yeah, wow, this is great. Fantastic. I’ll download it now.

S = shop assistant S C

C = customer

Your husband will love this perfume. Hmm… Will he? It smells… erm… interesting. Unusual. No, he won’t like it. He doesn’t like fruity smells. I’ll try another one, please. OK… what about this one?

M = man

GO = gallery owner

Yes, wonderful! My wife will love this. It’s a beautiful painting. Awesome! GO Yes, and it’s only 25,000 dollars. M Hmmm… I’ll take this postcard of it. GO That’s two dollars. Will you need a bag?

1.9 Notice /D/, /ʌ/ and /u:/. M = Mel

J = Jack

J Mel, where is everyone? Why isn’t there anyone at our party? M Well, Lenny rang – he's got a headache. J Hmmm… What about Fran? M She texted. She's got the flu. J And Gaby? M She's got toothache. J What about Helen and Marcos? M They've both got colds. J Both of them? M And Nadia's got a fever… and a cough. J What about Brad? He’s really healthy. M Oh, he’s just texted. ‘Sorry, Mel and Jack. I've got stomach ache. I’m in bed.’ J I can’t believe it, Mel! Are all our friends ill? M Hmmm… This sounds strange. Is there another party tonight? J I think you’re right! They’re all at another party and we’re not invited!

1.10 Notice ache, take and make

rhyme and the connections.

1 A What’s the matter?

B Oooh… I've got_a headache. A You should take_a painkiller and you shouldn’t go to the party. B Oh, er, I guess you’re right.

Unit 2

2 C How_are you feeling? D I've got_a cough and_a fever and I ache all_over. C You've got the flu. So, you should stay_in bed_and rest. You shouldn’t_ eat. Don’t_eat_anything until the fever goes down. D OK, doctor, thanks. I’m not hungry anyway. 3 E F E

Are you OK? Ow… I've got toothache. Aaah. You should see a dentist_as soon_as possible. You shouldn’t eat_or drink hot and cold things.

4 F How are you? G Ugh… I feel_awful. I've got_a cold. F You shouldn’t go out. You should drink_a lot_of warm fluids and you should stay warm. I’ll make you some tea. G Thanks, Dad. Oh…

1.12 Notice /aɪ/ and /ɪ/. This is Lori, with my advice for the Unhappy Wife whose father-in-law comes in and out of their house and gives them no privacy. Dear Unhappy Wife, This is a very delicate situation, but you should take your father-in-law out to dinner and tell him that you've got a problem. You shouldn’t be unkind, but you should be very clear that what he is doing is making you unhappy. If he ignores you and continues to come to the house and borrow things, you should change the locks on the doors. I hope this helps. That’s all for now. See you next week.

1.14 Notice the intonation in offers and responses.&( 1 A That looks heavy. Do you need a hand? & B Thank you.( That’s very kind of you. ( 2 C I can’t do this problem. D Do you want me to help you? ( C Yes, please! & I have a test tomorrow and I don’t understand it. ( D OK, let’s see… 3 E F E F

What are you doing? I’m painting the kitchen. Can I help you? & I love painting. ( Er… I think I can do it myself, ( but thanks for the offer. &

4 G How’s the art project coming along? H It’s OK, but I can’t get the colours right. G Would you like me to help you? & I’m good with this software. ( H Thanks, ( but I have to do it myself. ( G OK, no worries.

2.1 Notice the /iː/ and /ɪ/ sounds. RP = radio presenter RP So, we asked seven listeners the question: How do you usually get your news? Here’s what they said. 1 I still read the newspaper every day. I can’t read from a computer screen – I like to hold the paper in my hand and turn the pages. 2 I get all my news on Twitter and Facebook – so ‘social media,’ I guess. When there’s anything big happening I hear about it there. I don’t need to go and find out – it’s right there and I can follow it easily. 3 Hmm… That’s a good question. I guess I usually watch the news on TV. I always watch in the morning when I’m getting ready for work and then late at night. I don’t have to waste time reading, I can just listen and watch. 4 On the radio. I listen to it all day. I wake up to the radio, listen to the news in bed and then in the car. I love it ‘cause you can listen to the news when you drive to work or even when you’re jogging. 5 I work from home – I’m a web designer, so I’m online all day long and I have my favourite websites that I use for news. I never watch TV, but I watch a lot of TV online. 6 I’m lucky I have a brand new smartphone, so that’s where I get my news. I have a few news apps and I check them when I’m commuting to work – it’s great for the train – and there’s no trash from the newspaper. 7 I don’t really read the news. I just see what’s in the headlines of my co-worker’s newspaper so I don’t need to buy one of my own!

2.2 Notice the connections. 1 … and today will be sunny with temperatures reaching 25 degrees_in some areas. Tonight we can expect some rain and_it will start_off cloudy in the morning and stay that way for most_of the day. 2 This week’s box_office hit is the latest X-Men film starring Hugh Jackman_as Wolverine. At least two more films_are planned for the series. 3 The latest news that we have is that all the main motorways leading into the city are fairly clear, but there is heavy congestion on the ring road area and you are recommended to stay away, if possible. 4 … in baseball news, the Cardinals have reached the World Series, where they will face Texas. The Cardinals beat Arizona five to two tonight. 5 The World Summit_on climate change has come to an_end after_eight days, and once_ again, with no real_agreement reached between the world leaders from_over 50 nations. 6 All_over the country today there were protests_about the rising price_of food. The government is considering lowering taxes on fruit_and vegetables. 7 When_a local news team went to visit grandmother Azra Braun to ask questions about her daughter, they got more than they expected. Azra chased the reporters

with_a cricket bat and threatened to phone the police. The reporters got no answers to their questions about her daughter, who is suspected_of hacking_into local government computers.

2.8 Notice /aʊ/, /ʌ/ and /uː/. P = presenter P

2.4 Notice /ʃ/ and /ʧ/ sounds. A = Allie

D = dad

M = Mike

D Hello, Allie! It’s Dad. What were you doing when I rang last night? You didn’t pick up. A Sorry, Dad. What time was that? D It was about 8 o’clock. A Oh yeah, I was watching a show about climate change. I didn’t hear the phone. Did you see the show? D No, I didn’t. What about Mike? I rang him too. A He was making dinner at 8. His famous burgers – you know what he’s like – they have to be perfect. D Hmph! And the twins? I rang them too. A They were playing video games. D They couldn’t stop playing to talk to their grandfather?! No one answered the phone. No one wanted to talk to me! A Don’t be silly, Dad – we didn’t hear our phones. D OK – I just wanted to check… A But how are you, anyway? What did you— D Well… it was good talking to you. Bye, dear. A But we haven’t even had a chance to… Bye, Dad. M What did your dad want? A I don’t know. He just wanted to say hello, I think.

2.7 Notice /wəz/ and /wə(r)/. M = man

P R2

P R3

P R4

P R5

P R6

P R7

W = woman

1 M What was the show about? I really wanted to see it. W So, there was a group of lions. And they were travelling through the jungle. M Hmm… sounds interesting. 2 M I was watching a show last night and there was a chef and he was talking about foods that are good or bad for you. W OK. What did he say? M The usual stuff about cola and crisps, mostly. W Oh. 3 M Did you like the show? W Yeah, lots of scientists were giving examples of how the weather has changed and why this has happened. And then they showed what might happen in the future. M Sounds kind of depressing. 4 W Did you see that film last night? It was awesome. A man was walking around London after a terrible disease and a lot of people were dead. M Hmmm. Sounds awful to me. 5 M I love comedy shows – I was watching one last night. It was really funny. Two adults were looking for a little girl’s toy and they were doing all kinds of funny things… W I saw that too! It was hilarious, wasn't it? 6 M What were you just watching? W It was a cop show. The police were investigating the murder of a woman. M Sounds like a typical cop show.

P R8

R = reporter

Tonight on What on Earth Is Happening?, we get stories from different parts of the world telling us what’s happening there. We’ll be featuring eight different countries – here’s a taste of what’s to come: It’s been raining and raining for hours and now there’s a terrible flood in our town; there is water everywhere. There are floods all over Bangladesh. And from London… It hasn’t rained much this year, so there’s going to be a drought. Get ready for a dry summer. And the latest from Argentina… The moon passed between the Earth and the sun and there was a solar eclipse. Everything went dark in the middle of the day! It was really weird, but cool at the same time! And in Florida today… Hurricane Minnie hit today: the wind was so strong that it blew glass out of the windows. It was a huge hurricane with wind speeds of up to 130 mph. Meanwhile, in South Africa… There was a massive rainbow because the sun was shining when it was raining in the National Park. There was even a double rainbow. Very cool! And in Chile… There was a magnitude 5.0 earthquake, some buildings had damage, but no injuries were reported. The earth shook for about 15 seconds. While in Indonesia… There was a tsunami warning and everyone made it to safety. The waves were 20 feet high, but there was no damage. And in Mexico… There were huge thunderstorms overnight that left many homes without power. Lightning struck trees in the area, causing power lines to fail. So, as you can see, it has been a busy week. Now let’s hear the stories behind these headlines. Let’s turn first to Bangladesh…

Audio Script

2.10 Notice /aʊ/ and /oʊ/ sounds. I = Ian

E = Emma

I Hi Emma, are you OK? E Yes, but we’ve got no electricity. There’s a power outage. I What were you doing when the outage happened? E I was cooking dinner when suddenly the lights went out! I Did you finish making dinner? E Yes, but it didn’t taste very good, because I couldn’t see very well! I Ha ha… What was Jamie doing? E The lights went out while he was watching TV, but now he’s doing his homework on his laptop. I That’s good! So what did you do when the lights went out? E I found a torch and some candles, so it’s very romantic here! I That’s nice. I’ll be home soon… I just have to… E Oh no! I have to go. I need to charge my mobile phone, it’s about to die.

156

156a167-AS-TNC2.indd 156

157

28/08/2014 14:27

156a167-AS-TNC2.indd 157

28/08/2014 14:27

Portal: practice activities, games, extra audio, videos... and more!

650347 _ 0017-0024.indd 23

22/12/15 13:39

Workbook to practise and consolidate lessons. 1.1 What’s really important in life?

1 1

1.1 Listen and answer. Follow the model. Write or record your answers.

Model: What’s your full name? Model: How do you spell your surname?

Complete quotes a-f with one of these life priorities. Tick the one you like best.

1.3 Listen to interviews 1-5. Who works from home?

1.3 Listen again and answer a-e.

a b c d e

career education family free time friends have fun love

a ‘If you think

Match titles a-d from 3 to these adverts.

Our exciting evening Zumba class fuses fitness fun with hypnotic Latin rhythms! Any fitness level. Complete beginners welcome. One week free for 50+

Student: My name is…

Learn how to prepare dishes that are good for you and don’t cost much. Cook 12 dishes over the fourweek course, each with a different healthy ingredient. Ingredients are not included.

is expensive, try

ignorance!’ Andy McIntyre

Which two people mention the people they work with? Which two people mention their children? Which person thinks it is cheaper to work from home? Which two people work during the day and at night? Which person thinks it is difficult to have free time when you work from home?

1.4 Complete adverts a-d with the words above the photos. Listen to check. look at

see

touch

watch

this awesome offer! This new screen tablet films and play games when for only £200. You can you travel, so it’s great to have in the car. Come and where we are! Tony’s Technology Store. Fantastic new tablets and more!

b ‘

is when the other person’s happiness is more important than your own.’ H Jackson Brown Jr

c ‘Communication – the human connection – is

Would you like to know more about European movements of the 19th and 20th centuries? This course introduces art from the Impressionists to Cubism, exploring painting, sculpture and architecture. Please bring a pen and a notepad.

success.’

the key to personal and Paul J Meyer

d ‘When you

you can do amazing

things.’ Joe Namath

e ‘Too much

on your hands just leads to

eat smell

can’t choose your

but you sure .’ Harper Lee

Are you frustrated by your finances? We can help. Our four-week free course tells you everything you need to know about saving and spending. Thursdays, 7-9pm.

Cyber Tool What’s important to you? Record your own ‘Life in ten seconds’ and email it to a friend or your teacher.

Match these priorities to the evening course advert titles a-d.

fitness

culture

financial security

health

feel

a b c d

ART HISTORY

Vi needs / doesn’t need advice about money. Vi needs / doesn’t need to do more exercise. Joe wants / doesn’t want her to do the cooking course.

hear

Healthy cooking for less money

Manage your money

MAKE IT PERSONAL Circle the best option to make a-d true for you.

a I’m learning English because I want / have to. b I need / don’t need English in my life at the moment.

c I want / don’t want to travel to an Englishspeaking country.

d I need / don’t need English for my future. 4

listen to

read sound

When you loud rock, you don’t want the music to stop. You don’t have to the neighbours fight, great all night! Warning: because your music will the safety Loud music can cause hearing problems. instructions before use.

f Vi wants / doesn’t want to do the art history course.

When you use new UltimaColour washing powder, your clothes soft, the colours bright and the fragrance awesome. But don’t believe us, this happy customer: ‘I put UltimaColour in my washing machine, and now my clothes are super clean!’

Vi wants / doesn’t want to take an evening course.

the cooking course.

Do you want to get fit?

taste tastes

look smells

1.2 Listen to Joe and Vi talking about the adverts and circle the correct option.

e You have / don’t have to take food with you to b

listen to

smells

our fresh Breathe through your nose. Can you good, wait until you bread? If you think it even better! Brenda’s bread for it. It breakfast! From the best kitchen in Texas.

trouble.’ K Jeffrey Miller

f ‘You can choose your

1.2

What’s your favourite item of clothing?

Workbook

1.4 Listen again and notice the rhymes in the bold words in each text.

1.5 Listen and react personally. Follow the model. Model: Fresh coffee. Taste.

Model: Old shoes. Smell.

You: It tastes great!

You: They smell terrible.

For help with different spellings of the same sound, go to the Sounds and Usual Spellings table on p. 154 of the Student’s Book.

Phrase Bank to practise common expressions. Phrase Bank Offering help

Making comparisons

Unit 1

Shall I get you some water? Don’t worry. I can do it myself. Can I help you? Do you need a hand with your life or career? Would you like me to help you? Yes, please! That’s very kind of you! Thanks for the offer. Don’t worry. I can do it myself.

People are more important than things. Time to enjoy things is more important than money.

About you

Unit 4 Cats are not as good with kids as dogs are. He looks funnier than the other guy. LPs are as dead as CDs. My country is smaller than the USA.

Making guesses

Unit 1

My name’s Arturo Hernandez and I’m a web designer. What do you do for fun? I like going to the beach and having barbecues with friends. I always need somebody to talk to. I don’t have to get up early, because my job starts at 10. I never stop studying. I want to learn English to live abroad. Studying is very important to me.

I’m sure the first story takes place in a restaurant.

Unit 3 You have no idea how shy I am.

I disagree. I don’t agree with her because her reasons are wrong, in my opinion. I think it’s better to study from home, because you can save a lot of money. But you don’t have friends to talk to. I’m not sure I agree with you.

Describing events Unit 2

I have to earn money to pay my bills.

I was flying home when my wife had our son. Jane was chatting online when her phone rang. What were you doing when the outage happened?

Talking about preferences Unit 1 I enjoy being on my own sometimes. I enjoy having fun.

Unit 2 I prefer something funny, so I would watch a comedy programme. I’d like to watch that film because I love horror.

Unit 4 I think he’s going to cry.

Talking about problems Unit 1

Making suggestions Unit 1

Are you OK? How are you feeling?

You should take a painkiller.

What’s the matter?

Unit 4

I missed the lesson last week but I’ve got a test

Have you considered getting a fish? Have you thought about getting a cat? Why don’t you get a small dog? You should definitely get her a pet.

tomorrow. I’m really worried.

Memories

Unit 2

Expressing opinions, agreeing and disagreeing Unit 1

Money Unit 1

Reacting to something negative Unit 2 How awful! No way! Oh dear! Oh no! That’s terrible!

Reacting to something positive Unit 2 How interesting! That’s good. That’s great! Wow! Really?

I have a cold.

I’m not listening to you. If you have a cold, you shouldn’t go to work. My head hurts. When you take an aspirin, you’ll feel better.

Unit 1

I think pollution affects people because they have

This reminds me of a song I liked when I was really young.

health problems. I think crime is the most serious problem here.

Showing you are listening Unit 2 And then what happened? Mmm-hmm? Oh really? Uh-huh? Yeah? / Yes?

Talking about news Unit 2

Unit 3 That reminds me of when I was going to visit my granny.

Phrase Bank

This Phrase Bank is organised by topics. The audio is on the Portal, unit by unit.

Defining language

That’s an important piece of news. The news is really interesting today.

Unit 2

Unit 3 I think it’s very important to compromise. No way!

Unit 5 For me, it’s important to have great teachers. I agree with you. It’s nice to study on an attractive campus, but that’s not so important.

Unit 4

It’s an expression you use when you meet a person you

Did you use to make fun of other kids? How old were you when you got your first pet? I think I was four or five. I had a cat. It used to purr really loudly. I learned how to read when I was four years old. When did you meet your first boyfriend? When I was a kid I had to make my bed every day.

know.

Talking about TV

It’s like a laptop, but smaller.

Unit 2

That’s a type of food.

Did you see that documentary last night? What was it about? I was watching a programme about climate change.

The word majority means most of the people or things in a group.

The opportunity for you to learn English!

650347 _ 0017-0024.indd 24

22/12/15 13:39

1 Unit overview: The main topics of unit 1 are the verbs ‘Have to,’ ‘Need to’ and ‘Want to’ to talk about obligations, necessities and desires; adjectives and verbs related to senses (‘smell delicious,’ ‘look good,’ ‘taste sweet,’ ‘feel soft,’ ‘sound quiet,’ etc); ‘will’ and ‘won’t’ for predictions and unplanned decisions; ‘should’ and ‘shouldn’t’ for giving advice and talking about common illnesses.

What’s really important in life? Lesson 1.1

Lesson Aims: Sts learn how to ask and talk about desires, necessities and obligations using verbs in the infinitive and gerund forms. Function Talking about your priorities.

Language I want to keep fit. I have fun by going to the beach and meeting friends. Talking about desires, necessities and obligations using ‘Want I want to learn English. to,’ ‘Need to’ and ‘Have to.’ She doesn’t need to read in English often. I have to start work at 7am every day. Vocabulary: Priority, desire, necessity, obligation, career, financial security, fitness, having fun, culture, education, family. Grammar: Verbs ‘Have to,’ ‘Want to’ and ‘Need to’ in positive and negative statements and in questions. Before the lesson: If possible, select a few photos from magazines showing families, friends, work and leisure situations for Warm-up.

Warm-up Books closed presentation (particularly if some sts do not have their books in this first lesson). Write Priorities on the board. Show the class the magazine photos and elicit what they represent. Sts can be expected to know words such as family, friends, work, sport, money, love, etc. You may revise this vocabulary and tape the photos on the board around the word Priorities. Ask sts what things are priorities in their lives. Encourage them to add new words to the list and write them on the board.

Tip Collect photos from magazines aimed at different age groups, from very young adults to seniors. In a heterogeneous class, this will encourage all students to participate.

1 Vocabulary: Life priorities A Books open. To set / introduce the topic of Life priorities, read the lesson Song line at the top of p. 5 with sts and elicit the name of the song / singer. Song line: I wanna be the one who walks in the sun. Oh girls, they wanna have fun. Song: ‘Girls Just Want to Have Fun’ Singer: Cyndi Lauper (USA) Year: 1983

Draw sts’ attention to photos 1-5 at the top. Briefly elicit vocabulary and point to the ‘Europe’s TOP 10 life priorities’ box. Drill vocabulary, paying special attention to the stressed syllables highlighted in pink. Have sts match the first five priorities to each photo 1-5. Paircheck and classcheck if necessary.

career – photo 4 financial security – photo 5 fitness – photo 3 having fun – photo 1 health – photo 2

Next, tell sts to listen to ten different questions. Have them match each question to a priority listed in the box. Play 1.1 and classcheck.

1. friends and family 2. free time 3. fitness 4. culture 5. love 6. financial security 7. education 8. health 9. career 10. having fun 1.1 Notice sentence stress. 1 How many brothers and sisters have you got? – friends and family 2 What do you like to do after work? – free time 3 How often do you go to the gym? – fitness 4 Do you often go to art galleries and museums? – culture 5 Do you enjoy romantic music and stories? – love 6 Do you worry much about money? – financial security 7 When did you start learning English? – education 8 When was the last time you saw a doctor? – health 9 What job are you hoping to do in the future? – career 10 What makes you really happy? – having fun

B Model the conversation with a student. Ask sts to interview and take notes about two or three classmates. Have them report their findings to another classmate. Next, ask two or three sts to report back to the whole class. Weaker classes Ask sts to write down a sentence about the classmates they interviewed. Go round the class to help with vocabulary, grammar and pronunciation. This will give sts the necessary support to build more confidence for other speaking exercises in the unit. Stronger classes Introduce different types of questions, for instance, ‘What’s the number-one priority in your life?’ or ‘What makes you happy?’ and ask sts to interview at least three different classmates. Have sts report their findings orally to a different partner. Then, ask a few sts to report to the whole class. 25 25

650347 _ 0025-0038.indd 25

22/12/15 11:09

1.1

C Explain to sts that they are going to listen to seven different callers. If necessary, explain that ‘callers’ are people who make telephone calls. Tell sts they have to identify each caller’s priority. Use the words and photos on the board and in the box in 1A as the basis for this task. Play 1.2 once and have sts quickly compare their answers. Check with the whole class. If time allows, write sts’ answers in note form on the board. E.g., Caller 1: Health, Caller 2: Education, etc. 1. health 2. education (learning new things) 3. love 4. free time 5. friends and family 6. culture 7. fitness Call sts’ attention to Common Mistakes . Read the sentences aloud and focus on the use of enjoy + verb + -ing (enjoy having) and verb + -ing (studying) to start a sentence.

D Organise sts as pairs. Tell them that this time they will have to listen more intensely to find out which caller said each of the statements in the box. Review the sentences in the box and clarify vocabulary if necessary. Highlight the pronunciation of ‘partner’ and ‘culture.’ Play 1.2. Replay 1.2 and ask sts if they can identify anything else each speaker says. Make sure you allow sts enough time to write their answers. Classcheck. Tip Answers will vary slightly. Sts do not have to identify all of the sentences. Here are some possible answers: I never stop studying. (learning new things is good for you, keeps you young) – speaker 2 I always need a partner. (Without love, what else is there?) – speaker 3 I want to live to be 100. (health is the most important thing in your life) – speaker 1 I don’t want to live in a world without culture. (she needs to travel; have art, literature, films, music) – speaker 6 People are more important than things. (friends, family and his dog are the most important things) – speaker 5 Time to enjoy things is more important than money. (What’s the point in having work and money if you haven’t got any free time?) – speaker 4 I want to keep fit. (lives for exercise, needs to look good; is at the gym now) – speaker 7 1.2 Notice the schwa /ə/ in to and for. Hi, and welcome to Life in ten seconds! Last week, we asked you, our listeners, to phone in and, in ten seconds, tell us your number-one priority in life. Listen to what you’ve said – and sung! 1 Hi! Er... well, your health is the most important thing in your life. Absolutely. I want to live to be 100! Yeah! 2 I never stop studying. Learning new things is the best thing we can do. It’s good for you and it keeps you young. 3 All you need is love, tu-tu-rara-ra. Without love, what else is there? I always need a partner. Love is all you need. 4 What’s the point in having money if you haven’t got any free time? Time to enjoy things is much more important. Bububububub, I feel free... 5 People are more important than things. My friends and family are the most important thing for me. Oh, and my dog too! Hello, baby. Who’s a good girl?

6 I don’t want to live in a world without culture. I need to travel and have access to art, literature, films and music and... 7 I live for exercise! I need to look good and I want to keep fit. I’m at the gym now, running. Baby, I was born to run! Focus on World of English . Read the explanation aloud with the whole class. You may want to contextualise the explanation with a short sentence for each situation. E.g., I want to move to a big house, I enjoy playing football, I love to dance / I love dancing. However, make sure your explanation is concise and simple by using cognates and Online Portal for the short sentences. Refer sts to the list of verbs followed by -ing or to. Whenever possible, call sts’ attention to these combinations of words.

MAKE IT PERSONAL Focus on the lesson title What’s

really important in life? and ask sts to write down their top five priorities based on D. It is important that sts are prepared to justify their answers. Use the speech bubble as a model. Ask sts to work in pairs or in groups of three and to compare their answers.

Tip If sts come up with priorities other than the ones listed in D, you may ask them to use them too. This will be made easier if you leave sts’ ideas elicited in the Warm-up written on the board.

Optional activity For stronger classes you may ask sts to report what their colleagues said. E.g., ‘Maria thinks the most important thing in life is love because nobody can live without love.’

F MAKE IT PERSONAL Have sts work individually and rank the top five life priorities from A. They can use the speech bubble as an example. Then, sts compare their answers. What are the similarities? Were there any surprises?

2 Grammar: Have to / Need to / Want to A Books closed. Ask sts: When you have a problem, who helps you? Elicit answers. Introduce the collocation ‘life coach.’ Ask sts what a life coach does. Make sure the idea that a life coach helps with your life and career is discussed. Tell sts to listen to two people ringing Jenny G, a life coach. What do they need help with? Play 1.3. Books open. Read the instructions aloud. Explain the word ‘profile.’ Use L1 if necessary. Go through the information in the box and make sure sts understand that they have to circle the right option in profiles 1 and 2. 1. Niccolo / 28 / postgraduate / solicitor / to get fit 2. Murray / 22 / college / programmer / singer

Cultural note 1 The job of a life coach is rather new. It became more popular in the 1980s, in the USA, and then spread to other countries. In order to obtain a coaching credential, one must meet certain requirements, which will depend upon each coaching certification and organisation. Source: . Accessed on 28th May, 2014.

26 26

650347 _ 0025-0038.indd 26

22/12/15 11:09

1.1 Cultural note 2 Most universities offer undergraduate (Bachelor’s) and postgraduate (Master’s and Doctorates) degrees. Postgraduate coursework is specialised and specific and is begun after earning an undergraduate degree. Source: . Accessed on 28th May 2014. See p. 82 for more detail.

B Tell sts they are going to listen to the audio again and this time they mark if the sentences are true or false. Paircheck and classcheck briefly. Replay 1.3. Tell sts to correct the wrong sentences. Paircheck and then ask individual sts to read the sentences out to the class. Make sure they read the whole sentence, not just the correct information. Tip Generally, after each listening task, have sts check answers in pairs to build confidence and develop positive group dynamics. 1. True. 2. False. Niccolo speaks three foreign languages: English, French and Japanese. 3. True. 4. False. Casey’s job is not very interesting. 5. True. 6. False. Casey never has enough money to do all the things she wants to do. 1.3 Notice the schwa /ə/ in to and the connections. R My name’s Niccolo Supo and I’m a 28-year-old solicitor from Italy. I finished my postgraduate law degree two years ago and I have a good job that I really like. I love travel and languages (I speak English, French and Japanese), but I have to work really long hours and I don’t have many holiday days. I’m always too tired to go to the gym – I’m always exhausted after work, but I need to go to the gym more. I’m so unfit. Yup, I really need to exercise more, because I am desperate to get fit. C Hi! I’m Casey Murray and I’m 22 years old. I finished sixthform college, but I never went to university. I’m a computer programmer, but my job is not very interesting. My hobbies are playing video games and I love shopping! I never have enough money to do all the things I want to do. I have to work every day in a boring job because I need to pay my bills, but I really want to be a singer. I love singing and I want to be a professional singer. Singing is my passion!

C Books closed. Write on the board Casey has to…, needs to... and wants to... Elicit possible answers and write them on the board. Ask sts if they can differentiate between the three sentences. Books open. Direct sts to sentences 1-3 and 4-6. Ask them to match each sentence to its meaning. Classcheck. Drill the pronunciation of ‘desire,’ ‘necessity’ and ‘obligation,’ drawing sts’ attention to the stressed syllables highlighted in pink. Ask the whole class to repeat the sentences, paying special attention to elision in ‘I want to’ /aɪwɒntə/, ‘I have to’ /aɪhæftə/ and ‘I need to’ /aɪni:tə/. Ask sts to tell a partner which sentences are most true for them. Ask a few sts to report their opinions to the class. Then, write sts’ responses on the board using the third-person singular. E.g., Ana wants to learn English, Paulo doesn’t have to learn English. Elicit differences in verb forms. This activity is a very useful way to revise present simple third-person singular.

(2) a desire (3) a necessity (1) an obligation (5) not necessary (6) not an obligation, but I can if I want to (4) something I’ve got no desire to do Tell sts to go to Grammar on p. 116. This could be assigned as homework or done in class if you feel sts need more guided practice before oral exercises 2D and 2E. As this 2, if time allows, we suggest you is the first lesson in quickly show sts the grammar section at the back of the book. This is important because sts need to get familiar with the book and it will also be useful to remind sts who 1 of the grammar section. For more have already used on modals of obligation including must, see lesson 5.2

D Tell sts they are going to listen to Yasmin Stanford, who also rang Jenny G to ask for help. Have sts listen and complete Jenny’s notes. Review the notes with sts before they try to complete them. Paircheck and classcheck. Replay 1.4 if necessary. 29 has to 7am needs 3 wants to money 1.4 Y OK, that’s me. I hope you can help me, Jenny. Bye. J OK. So, Yasmin is 29 years old and she’s a hairdresser. She has to start work at 7am and she needs to get her two children from school at 3pm She wants to earn more money. Direct sts’ attention to Common Mistakes and read the sentences out to the class before moving on to the next exercise. This may avoid the need to correct sts in MAKE IT PERSONAL .

Tip You can vary your lessons by doing Common Mistakes before or after a production exercise. If you prefer to head off mistakes by anticipating them, do it before the activity. If you prefer sts to make mistakes and then correct them, do it after the activity.

E MAKE IT PERSONAL Tell sts that they will have to write their own profile for Jenny G. Ask them to follow the model. Walk around the class to monitor as they write individually. If possible, ask sts to record their message in class, using a smartphone recording app. They can listen to their own voice afterwards. Tip Often sts bring their mobile phones to lessons nowadays. Asking them to record and listen to their own voices brings more dynamics to the lesson. And sts learn how to use mobile phones as allies in their learning process. Optional follow-up activity 1 Ask sts to write their profiles on slips of paper and pin them up on the wall. Then, have sts walk round the class and try to guess who wrote each profile. Optional follow-up activity 2 Ask sts to write their profile on a slip of paper and then give it to a partner. The partner has to transform it into the third-person singular. E.g., ‘Ernesto Freire is 22 years old and he’s a teacher of Portuguese…’ Workbook p. 4 ID Online Portal Grammar p. 116

27 27

650347 _ 0025-0038.indd 27

22/12/15 11:09

1.2

What’s your favourite item of clothing? Lesson 1.2

Lesson Aims: Sts talk about their feelings about studying (or working) from home and practise verbs related to senses (‘smell delicious,’ ‘look good,’ ‘taste sweet,’ ‘feel soft,’ ‘sound quiet,’ etc). Function Talking about senses using verbs such as ‘hear,’ ‘see,’ ‘feel,’ ‘sound’ and ‘taste’ as well as a variety of adjectives.

Language It tastes sweet. It smells delicious. This perfume smells great. Reading and talking about your feelings about working / It’s better to study from home because you can save a lot of studying from home. time. Vocabulary: Eat, taste, hear, listen to, watch, see, look at, smell, taste, touch, fresh, rotten, awful, great, bland, spicy, sweet, sour, soft, rough, loud, quiet. Grammar: Verbs to express senses in affirmative and negative forms. Before the lesson: Bring pieces of soft and rough cloth, sweet and salty food, perfume, and a blindfold (or a scarf to blindfold sts) for the vocabulary exercises.

Warm-up Books closed. Write on the board Do from want you or study work to home? Tell sts they have to put the question

in the correct order.

Tip Tell sts the first word of the sentence is written with a capital letter and the last word is next to the question mark. Stronger classes Write each of the words in the question ‘Do you want to work or study from home?’ on separate sheets of paper. Give one sheet of paper to nine students, ask them to stand in front of the class and put the sentence in order. Sts who remained seated can help. However, bear in mind that this kind of Warm-up usually takes longer to complete than the one mentioned above.

Weaker classes For lower-level sts, write phrases instead of isolated words (e.g., you want – Do – to work – or study – from home?). In doing so, you don’t risk spending too long on the Warm-up or having sts frustrated by the difficulty of unscrambling the sentence.

3 Reading A Books open. Draw sts’ attention to the two photos. Ask them What are these people doing? What is the difference in their working situations? Do not expect full or complex answers. Tell sts they have to read statements 1-9 about studying or working from home and decide if they are advantages (A) or disadvantages (D). Do not explain vocabulary at this stage. Encourage sts to infer the meaning and / or the context of the new words. Paircheck. Play 1.5 and pause after each statement to check answers and clarify vocabulary and pronunciation with the whole class. Drill new words. Pay special attention to words whose stressed syllables are highlighted in pink. 1. A 2. A 3. D 4. A 5. A 6. A 7. D 8. D 9. D

Optional activity With stronger and faster classes you may use the recording for shadow reading, i.e., play the audio and have sts read the statements aloud at the same time. This kind of exercise helps sts improve their fluency and intonation.

B Call sts’ attention to the speech bubbles. Tell them to work in pairs or in groups of three and give their opinions about working / studying from home. Ask them to point out some advantages and disadvantages of both situations. Make sure you allow some thinking time for sts to prepare what they are going to say. Tip Teach (or revise) I agree. / I disagree. These will help sts take turns in their class conversations.

Stronger classes Teach other ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g., I guess...; In my opinion...; I couldn’t agree more.; I can’t agree with you.)

c MAKE IT PERSONAL Write aspects / aspects in two separate columns on the board. Tell sts to think of three positive and three negative aspects of their lives. Draw their attention to the speech bubble. Have sts form pairs and ask them to share their information. Weaker classes You may allow sts to take notes, but not write complex sentences. Write an example on the board: aspect: work from home;

aspect: children interrupt all the time.

They can refer to their notes while talking to their partners.

4 Vocabulary: The senses A Books closed. Ask for a volunteer to come to the front of the class. Ask the student to sit on a chair and blindfold him / her. Tell the student he / she has to guess what the things you are going to present to him / her are. Next, have the student smell some perfume. Ask him / her: What is this? Does it smell good or bad? Continue with other objects to explore different senses (e.g., a piece of chocolate, a piece of soft cloth, etc) and different adjectives (sweet, rough, etc), asking each time what he / she thinks the object is and what it tastes / feels / sounds like. Tip Don’t make this a long activity as it is aimed at raising sts’ interest in the topic. Also, make sure you do not bring anything that may displease the student (for instance, things that smell / taste bad or spicy). You may also allow the student to use L1 if he / she does not know the word to describe the object you brought. This might be a good opportunity to also pre-teach vocabulary.

28 28

650347 _ 0025-0038.indd 28

22/12/15 11:09

1.2 Draw sts’ attention to the six photos in 4A. Briefly elicit vocabulary to describe each photo. Tell sts they are going to listen to five different dialogues and that they have to match each dialogue to the correct photo. Emphasise that there is one extra photo. Play 1.6 (twice if necessary). Classcheck.

the chewing gum (3) the band (1) the pizza (4) the jacket (2) (bottle not mentioned) the jumper (5) 1.6 Notice vowel sounds /aʊ/, /ʊ/, /eɪ/. And that’s the new song from Magic – they sound great! Check out this jacket. It looks cool. This new chewing gum is delicious. It tastes awesome! A Ugh... What’s on that pizza? It smells awful! B Does this happen to you? Try our special new pizzas– satisfaction guaranteed. 5 C Ugh, I don’t like this jumper. It feels rough. I really don’t like wearing it! D Time for a new jumper! Come to Mercer’s today for jumpers that feel soft and warm! 1 2 3 4

Draw a simple grid with five columns on the board. Write verbs to express the senses at the top of each column and use the photos in the exercise to elicit vocabulary. Add more adjectives to the list. If possible, leave the grid on the board as you can use it for exercise 4D.

1. sight 2. smell 3. hearing 4. touch 5. taste Draw sts’ attention to the advert ‘5D Sensory Cinema Coming Soon!’ and to the example in the speech bubble. Have sts individually match the verbs to the senses. Make sure that they understand there is more than one verb for each sense. Paircheck and classcheck.

Tip You may build another grid similar to the one in the previous exercise to check answers. If possible, leave the grid(s) on the board until the end of the lesson.

Sense

sight to look + adjective

Verbs to look at

smell

hearing

touch

taste

to smell + to sound + adjective adjective

to feel + adjective

to taste + adjective

to smell

to touch

to eat to taste

to read to see to watch

to hear to listen to

Note Nouns: a look, a sound, a smell, a taste, a touch, a

E.g.: It tastes sweet, good, awful, etc

C Books open. Mime the senses to contextualise meaning. Drill pronunciation. Have individual sts match the senses to the photos. Classcheck.

It sounds quiet, loud, great, etc

It looks cool, modern, fashionable, etc

It smells awful, delicious, sweet, etc

It feels soft, rough, smooth, etc

Drill vocabulary with the whole class and do a quick substitution drill: T: This pizza tastes good. Sts: repeat. T: Bad. Sts: This pizza tastes bad. and so on. Do the same for the other photos in the book.

Tip Do not drill for too long, otherwise sts will lose interest in the activity.

B Tell sts to listen to 1.6 again. This time they have to match the photos to sentences 1-5. 1. photo 5 2. photo 1 3. photo 3 4. photo 2 5. photo 4 Draw sts’ attention to the speech bubble. Ask them if any of the photos remind them of anything. Teach the phrase ‘… reminds me of…’.

Optional activity Bring photos from magazines similar to the ones in exercise 4A. Organise sts in small groups. Give out the photos and have sts describe them to their classmates. E.g.: St 1: I think this group sounds great! St 2: Really? I think they sound awful. St 3: This perfume smells wonderful.

watch (Although this is something else, it’s still a noun!). Individually, sts put the senses in the order of importance for them, 1 being the most important and 5 being the least important. Have them compare answers in pairs. Use the speech bubble as a model.

Optional activity If it is difficult for sts to put the senses in order of importance for them, you can prompt them with questions. Which sense is the most important for a winetaster? Which sense is the most important for a photographer?

D Have sts read the lesson Song line at the top of p. 7. Check if they recognize the song or the singer. Song line: Houston, do you hear me? Ground control, can you feel me? Need permission to land. Song: ‘Rock DJ’ Singer: Robbie Williams (UK) Year: 2000

Have sts work in pairs and match the groups of adjectives on the right to the senses on the left. Have them give a simple definition for the new adjectives. This is an opportunity for sts to consolidate vocabulary. If the vocabulary grids are still on the board, sts can use them as a reference. Emphasise that the underlined adjectives are opposites and that there is one group of adjectives that can be used for all senses. Classcheck and drill pronunciation, if necessary.

29 29

650347 _ 0025-0038.indd 29

22/12/15 11:09

1.2 It feels soft / rough It smells delicious sweet smoky fresh / rotten

Refer sts to Common Mistakes and read it aloud. Next, ask sts to complete sentences 1-5 individually. Paircheck and classcheck.

It sounds loud / quiet It looks awful / great bad / good awesome / terrible (these adjectives can be used with any sense).

Optional activity 1 This may be an opportunity for sts to use dictionaries. Dictionary skill is a very helpful tool to enhance learning. Sts can use a paper dictionary or an online one, such as Online Utility (. Accessed on 28th May 2014).

Optional activity 2 If time allows, you can ask pairs to write sentences to exemplify the adjectives (e.g., ‘Chanel 5 smells great.’).

E Focus on World of English . Read the explanation aloud with the whole class. You may want to provide sts with more examples, but make sure your explanations are concise and simple. Use cognates and short sentences.

1. hear 2. see 3. Look at 4. listen to 5. watch

Lesson 1.3

It tastes bland / spicy sweet / sour salty delicious

F MAKE IT PERSONAL Organise sts in groups of three. Tell them they have to complete the table individually. Make sure you monitor sts in this preparation phase. Next, sts compare their answers. Then, have them ask their partners two questions about each item. Draw sts’ attention to the speech bubbles as an example dialogue. Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Workbook p. 5 ID Online Portal Grammar p. 116

30 30

650347 _ 0025-0038.indd 30

22/12/15 11:09

1.3

What’s your favourite advert? Lesson 1.3

Lesson Aims: Sts make predictions using ‘will’ / ‘won’t,’ read and write adverts. Function Making predictions and decisions of the moment.

Language I’ll probably have to work tomorrow. I’ll have the fish. Describing and promoting products. It’s made of leather. It’s chic. Reading and writing adverts about a variety of products. Doesn’t this look cool? Vocabulary: Bubble, stylish, cosy, leather, spongy, moist, countryside, collar. Grammar: Will and won’t for predictions / unplanned decisions. Before the lesson: Cut out or print a few adverts, preferably in English, that would appeal to your sts.

Warm-up Books closed. Greet sts and write Adverts on the board. Ask them if they know what this word means. Show the class the adverts you brought to contextualise the lesson and to elicit vocabulary. Make sure that you include products whose names in English sts already know (or are cognates) as well as less familiar products. If possible, elicit words that they are going to hear throughout the lesson (tender, juicy, unusual, fruity, etc). Write the new words on the board which will provide sts with input for vocabulary work throughout the lesson. If possible, leave adverts taped on the board until sts complete the lesson.

Tip Use adverts of various products and services aimed at different age groups, genders and styles. A variety of adverts will serve to keep sts engaged.

5 Grammar: Will / Won’t for predictions /

unplanned decisions

A Books open. Draw sts’ attention to the pictures. Ask: What do these pictures show? Encourage sts to use words they know, but prompt vocabulary if necessary. Tell them they are going to listen to five short dialogues and that they will match each dialog to a picture or photo. Play 1.7. Classcheck.

1. fish dish 2. a wool blanket 3. a music CD 4. perfume 5. a painting Point to Common Mistakes and read sentences aloud with sts. Emphasise the omission of ‘to’ after ‘will’ / ‘won’t.’ Explain that we use ‘will’ for positive statements, ‘won’t’ for negative statements and ‘will + subject’ for questions. Draw sts’ attention to the fact that ‘will’ / ‘won’t’ is used for all subject pronouns (i.e., I, you, he, she, it, we, they). Draw sts’ attention to the speech bubble. Ask them to decide, in pairs, where each conversation takes place.

B Have sts listen again to 1.7 and write down the three adjectives used for each product. Draw the following table on the board and ask sts to copy it.

Dialogue

Object

fish dish

a wool blanket

a music CD

perfume

a painting

Adjectives

Replay 1.7 and have sts complete the table. Paircheck. Replay 1.7 and ask sts to tick if the adjectives are positive and to cross if they are negative. Classcheck.

Dialogue

Object

Adjectives

 or 

fish dish



tender, juicy, good

a wool blanket



soft, allergic, synthetic

a music CD



amazing, great, fantastic

perfume



interesting, unusual, fruity

a painting



wonderful, beautiful, awesome

Drill pronunciation of adjectives, paying special attention to stressed / unstressed syllables.

C Read instructions together with sts. Then, read item 1 with them, emphasising the pronunciation of I’ll. Elicit the meaning of won’t. Replay 1.7 and ask sts to complete the items. Classcheck. 2. You’ll like it. 3. But my kids won’t like it. 4. You’ll love it. 5. I’ll download it now. 6. Your husband will love this perfume. 7. He won’t like it. 8. I’ll try another one, please. 9. My wife will love this. 10. I’ll take this postcard of it. 1.7 Notice: dark /l/ and normal /l/. W = waiter C = customer 1 W I’ll take your order now. C Great. Thanks, I’d like the fish.

31 31

650347 _ 0025-0038.indd 31

22/12/15 11:09

1.3 W Good choice. You’ll like it. It tastes great and it’s really tender and juicy. C Sounds good. SA = shop assistant C = customer 2 SA This blanket feels so soft. It’s 100% wool. C But my kids won’t like it. They’re allergic to wool. SA Oh, well, the synthetic fabrics are over here. G = girl B = boy 3 G Listen to this! You’ll love it. Sounds amazing! B OK, let's see. Yeah, wow, this is great. Fantastic. I’ll download it now. SA = shop assistant C = customer 4 SA Your husband will love this perfume. C Hmm... Will he? It smells... erm… interesting. Unusual. No, he won’t like it. He doesn’t like fruity smells. I’ll try another one, please. SA OK... what about this one? M = man GO = gallery owner 5 M Yes, wonderful! My wife will love this. It’s a beautiful painting. Awesome! GO Yes, and it’s only 25,000 dollars. M Hmmm... I’ll take this postcard of it. GO That’s two dollars. Will you need a bag?

Stronger classes Include other expressions to express opinion, e.g., ‘I guess…,’ ‘I think…,’ ‘I’m not sure, but I think…’.

D Ask sts to match uses a-c to explanations in the Grammar box – Will / Won’t future uses. Paircheck and classcheck. c/b/a Focus on World of English . Read the explanation with the whole class. You may want to expand on this by using other examples. However, make sure your explanation is concise and simple.

E Ask sts to complete sentences 1-6 individually. Drill pronunciation of ‘probably’ and ‘definitely.’ Paircheck.

Personal answers.

Optional activity Play ‘Fortune Cookies.’ Ask sts to work in groups of four. Hand out four slips of paper to each student. Tell them they will write one prediction for themselves and one prediction for each person in their group on the slips of paper. Predictions can be positive or negative and they cannot write any names on the slips. Next, have sts hand out the slips to each person in their group. Ask sts to read them aloud. The other members in the group have to guess which prediction the student wrote for himself / herself. Tell sts to go to Grammar on p. 116. This could be assigned as homework or done in class if you feel sts need more guided practice.

6 Reading A Books open. Explore the Song line at the top of p. 9. Have sts heard about this song before? Do they know /like Travie McCoy? Song line: ... Stay up late, we don’t sleep. Got our friends, got the night, we’ll be alright. Song: ‘We’ll Be Alright’ Singer: Travie McCoy (USA) Year: 2010

Draw sts’ attention to pictures A-E. Elicit vocabulary. Ask them to read the adverts and match them to the photos. Do not explain vocabulary at this stage. Encourage sts to infer the meaning and / or the context of the new words. Paircheck and classcheck.

Tip The audio 1.8 is in the same order as the photos, so you could play the beginning of each advert and have sts scan / read to find the matching ad. E C A D B

B Have sts work together in pairs and match the definitions to the words underlined in the text. Encourage them to infer the meaning from context. Classcheck and drill pronunciation if necessary. Ask sts to underline other words and expressions that are unfamiliar to them. 1. bubbles 2. stylish 3. cosy 4. leather 5. spongy and moist 6. countryside 7. collar

C Ask sts to re-read the texts in 6A and circle the six will forms in the adverts. Paircheck and classcheck. 1. Your kids will really enjoy bathtime with our new shampoo. 2. ... so bathtime will be fun. 3. You’ll love the pretty collar and side pockets. 4. Then you’ll love our new chocolate cake. 5. ... and so will you when you are wearing it. 6. W e have all the relaxing sounds that your dreams will ever need. Ask sts to say which advert they think is the most convincing. Tell them to justify their answers.

D Tell sts to listen to the adverts to confirm their opinions of them. Play 1.8. In pairs, have them say if they changed their mind about which advert is the most convincing. Encourage them to justify their answers. Weaker classes You may write model sentences on the board to encourage sts to justify their opinions. E.g., I think the advert about the … is more convincing because (of the background music / the woman’s voice sounds nice, etc).

32 32

650347 _ 0025-0038.indd 32

22/12/15 11:09

1.3

E MAKE IT PERSONAL Pair sts and have them write their own advert, similar to the ones in the book. They may choose from the adverts you brought to class for the Warm-up or choose another product. Remind them to use adjectives and convincing statements (e.g., ‘You’ll simply love…!’). Ask them to read the adverts aloud as if they were trying to sell the product. Monitor as they write and then help with pronunciation. If possible, ask sts to record their adverts in class using a smartphone app. They can listen to their own recording afterwards. Sts can also listen to each other’s adverts.

Optional follow-up activity You can ask sts to read their adverts out to the class. Ask them to vote for the best ad by using a show of hands.

Workbook p. 6 ID Online Portal Grammar p. 116

Tip Often sts bring their mobile phones to lessons. By recording and listening to their own voices, sts use mobile phones as allies in the learning process.

33 33

650347 _ 0025-0038.indd 33

22/12/15 11:09

1.4

What should you do when you’ve got a headache? Lesson 1.4

Lesson Aims: Sts talk about common illnesses and give advice using ‘should’ / ‘shouldn’t.’ Function Giving advice.

Language You should take a painkiller. You shouldn’t go to work. Reading letters asking for advice. What should I do? How can I make him understand this is not his house? Vocabulary: Illnesses, a cold, a cough, a fever, flu, a headache, stomach ache, toothache. Grammar: Should / shouldn’t to ask for and give advice.

Warm-up Books closed. Mime and say to the class: I’ve got a terrible headache. Mime other medical problems (toothache, stomach ache, backache) and tell sts what the problem is to contextualise the lesson.

7 Vocabulary: Common illnesses A Tell sts they will listen to the dialogue and say why there isn’t anyone at the party. Play 1.9. Tell them What’s the problem? They’re ill. while using body language and mime to convey meaning. There’s nobody at the party because everyone is ill, or pretending to be.

B Books open. Draw sts’ attention to the photos. Tell them to work in pairs and match photos 1-7 to the illnesses. Ask sts to guess the pronunciation of the words by paying attention to the AS 1.9 and observing the stressed syllables highlighted in pink. Classcheck. (6) a cold (7) a cough (5) a fever (1) flu (2) a headache (4) stomach ache (3) toothache Drill pronunciation by using a quick substitution drill: T: I’ve got a headache. Sts: I’ve got a headache. T: Stomach ache.

1.9 Notice /ɒ/, /Λ/ and /u:/. M = Mel J = Jack J Mel, where is everyone? Why’s isn’t there anyone at our party? M Well, Lenny rang – he’s got a headache. J Hmmm... What about Fran? M She texted. She’s got flu. J And Gaby? M She’s got toothache. J What about Helen and Marcos? M They’ve both got colds. J Both of them? M And Nadia’s got a fever… and a cough. J What about Brad? He’s really healthy. M Oh, he’s just texted: ‘Sorry, Mel and Jack. I’ve got stomach ache. I’m in bed.’ J I can’t believe it, Mel! Are all our friends ill? M Hmmm... This sounds strange. Is there another party tonight? J I think you’re right! They’re all at another party and we’re not invited!

D Focus on World of English . Read the information in the box out to the class. Ask sts to match the two columns in the exercise. Classcheck by asking some sts to read their answers aloud. Have them pay attention to the pronunciation of sentences, for instance, the linking in ‘He’s_got_earache.’

Sts: I’ve got stomach ache.

Cultural note Both have and have got are used to talk about

T: She.

illnesses as well as possession (things we own), relationships (e.g. family members) and characteristics (e.g. brown eyes). Have got is more common in British English and have is more common in American English, although both are used and understood everywhere English is spoken. The two versions are formed differently in questions and negatives: I've got a pet rabbit. / I have a pet rabbit. Have you got a girlfriend? / Do you have a girlfriend? I haven’t got any money. / I don’t have any money. Be careful: have got can’t be used in every situation and tense that you can use have, for example: I had an accident, NOT I’d got an accident, and you can’t use contractions with have like I’ve a car.

Sts: She’s got stomach ache.

Cultural note In general, ‘to be ill’ is more common in British English. In American English people usually say ‘to be sick.’ Also, the words ‘illness’ and ‘disease’ can cause confusion. Their use will depend on context and collocation (e.g., ‘mental illness,’ but ‘heart disease’). When contagious, we usually use ‘disease.’

C Replay 1.9. Have sts match the people to their illnesses. Paircheck and classcheck. Make sure their pronunciation is correct. Fran (1) Lenny (2) Gaby (3) Helen (6) Marcos (6) Nadia (5), (7) Brad (4)

(2) His back hurts. (3) He’s got flu. (4) He’s got earache. (1) She’s got stomach ache.

34 34

650347 _ 0025-0038.indd 34

22/12/15 11:09

1.4

E Ask sts to work in pairs or in groups of three and play

They should be more careful.

‘Ouch!’ St A mimes a health problem and says Ouch. St B has to guess which problem it is.

Your son shouldn’t watch so much TV.

8 Grammar: Should / Shouldn’t A Write on the board: What’s the matter? Elicit meaning (What’s wrong? / What’s the problem?). Use the cognate word ‘problem’ to convey meaning. Tell sts they are going to listen to four dialogues and then write down the problem each speaker has. Play track 1.10. Classcheck. 1. a headache 2. flu 3. toothache 4. a cold

Tip Draw sts’ attention to the fact that ‘ache,’ ‘make’ and ‘take’ all rhyme.

B Ask sts: What’s the matter with the girl in dialogue 1? What does her mother suggest? Elicit answers. Ask sts: What should you do when you have a cold? And what shouldn’t you do? Continue asking questions about one or two other medical problems. Prompt vocabulary if necessary. Write new words and expressions on the board. Emphasise the use of ‘should’ / ‘shouldn’t’ for advice using simple sentences (e.g., ‘She should stay in bed.’, ‘She shouldn’t have cold drinks.’). Tell sts to listen to the dialogues again and complete the sentences. Play 1.10. Paircheck. Replay 1.10, pausing after each dialogue to classcheck. 1. should / shouldn’t 2. should / shouldn’t 3. should / shouldn’t 4. shouldn’t / should / should 1.10 Notice ache, take and make rhyme and the connections. 1 A What’s the matter? B Oooh... I’ve got a headache. A You should take a painkiller and you shouldn’t go to the party. B Oh, er, I guess you’re right. 2 C How are you feeling? D I’ve got a cough and a fever and I ache all over. C You’ve got flu. So, you should stay in bed and rest. You shouldn’t eat. Don’t eat anything until the fever goes down. D OK, doctor, thanks. I’m not hungry anyway. 3 E Are you OK? F Ow... I’ve got toothache. E Aaah. You should see a dentist as soon as possible. You shouldn’t eat or drink hot and cold things. 4 F How are you? G Ugh... I feel awful. I’ve got a cold. F You shouldn’t go out. You should drink a lot of warm fluids and you should stay warm. I’ll make you some tea. G Thanks, Dad. Oh... Focus on the Should / Shouldn’t box. Ask sts to complete the rules individually. Classcheck.

Should I eat? Yes, you should. / No, you shouldn’t. Have sts form pairs and focus on Common Mistakes . Ask them to explain the rules (e.g., ‘Advice is uncountable.’). Monitor the conversations and help sts if necessary.

Optional activity Ask sts to write the rules together in pairs. Make sure they write simple sentences. Possible answers include: ‘Advice’ is a non-count noun; You don’t use ‘to’ after ‘should’ / ‘shouldn’t’ (or any other modal verb, i.e., ‘can’ / ‘could,’ ‘may’ / ‘might,’ ‘will’ / ‘would’, etc); Use ‘will’ for a decision of the moment. Tell sts to go to Grammar on p. 116. This could be assigned as homework or done in class if you feel sts need more guided practice before the oral exercises in 8D and 8E.

C Focus on

World of English . Read the explanation aloud

with the whole class. You may want to contextualise the explanation with other examples. E.g., ‘He should have an aspirin.’, ‘He could have some tea too.’, ‘I have an earache.’. To emphasise linking, write sentences on the board and join words with a line where the linking should occur (e.g., an_aspirin, an_earache). Have sts repeat the sentences after you and ask them to practise in pairs. The partner should listen attentively and correct pronunciation if necessary. Whenever possible, call sts’ attention to these elisions. Ask sts to go to p. 156 for

1.10. Have them work

in practise and connections the links.

MAKE IT PERSONAL Ask sts to open their books to

p. 11 and read the Song line at the top of the page. Are they familiar with this song? How do they feel when they are undecided? Who helps them decide what they should or shouldn’t do when they need advice?

Song line: Darling you’ve got to let me know. Should I stay or should I go? Song: ‘Should I Stay or Should I Go?’ Band: The Clash (UK) Year: 1982

Focus on the lesson title What should you do when you’ve got a headache? and elicit answers. Tell sts to look at the photos 1-7 in 7B and decide what people should / shouldn’t do when they’ve got those illnesses. Remind sts that it is important they are prepared to justify their answers. Use the speech bubbles as a model. Ask sts to work in pairs or in groups of three and to compare their answers. Encourage them to ask the complete question ‘What should you do when you’ve got…’

Stronger classes Teach other ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g., Well, it depends...; I guess...; In my opinion...; I couldn’t agree more.; I can’t agree with you.). 35 35

650347 _ 0025-0038.indd 35

22/12/15 11:09

1.4

Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practice the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Optional activity Ask sts to think of a different problem and ask their partner for some advice.

9 Reading A Ask sts if they are familiar with the section in magazines to which people write looking for advice (advice column). Brainstorm with the class what these people usually write about and who gives advice. Ask the class if they think that, in general, writers to these advice columns get good advice. Tell sts they are going to read a section of an advice column. Play 1.11. Ask: How many letters are there? How many replies are there? Make sure they understand there is one extra problem. Do not focus on vocabulary at this stage. Classcheck. 1. D 2. B 3. A C hasn’t got a reply.

Optional activity Play 1.11 and ask sts to read and listen to the text. This allows them to read at the same pace. This saves time for the next activities and encourages sts to focus on pronunciation.

B Ask sts to work in pairs. Tell them to read the text again and decide if they think Lori’s advice is good or not. Ask them to underline unknown words or words they do not know how to pronounce. Remind them they do not have to understand all the words in the text. Next, have sts write, in pairs, another

piece of advice for each person (except for C). Monitor and help if necessary.

C Ask sts to work in pairs or in groups of four (if you have a large class, i.e., about 20 sts) and to brainstorm possible advice for problem C. Draw attention to the speech bubble for an example. Tell them to present their advice to the group. Have sts vote for the best advice by using a show of hands.

Weaker classes Weaker sts may benefit from writing down the advice. This will give them confidence and prepare them for exercise D. Optional activity If time allows, ask sts to write their advice on slips of paper, pin them up on the wall and stand up and walk round the classroom to read the slips. Sts then choose the best piece of advice.

D Tell sts to listen to Lori’s answer to problem C. In the same pairs, have them compare the advice they wrote to her advice and decide if they agree with Lori or not. Draw sts’ attention to the speech bubble and encourage them to say complete sentences. Play 1.12. 1.12 Notice /aɪ/ and /ɪ/. This is Lori, with my advice for the Unhappy Wife whose father-in-law comes in and out of their house and gives them no privacy. Dear Unhappy Wife, This is a very delicate situation, but you should take your father-in-law out to dinner and tell him that you’ve got a problem. You shouldn’t be unkind, but you should be very clear that what he is doing is making you unhappy. If he ignores you and continues to come to the house and borrow things, you should change the locks on the doors. I hope this helps. That’s all for now. See you next week.

Workbook p. 7 ID Online Portal Grammar p. 116

36 36

650347 _ 0025-0038.indd 36

22/12/15 11:09

Lesson 1.5

E MAKE IT PERSONAL Have sts form pairs. Tell sts one of them has a problem and the other one has to give some advice. Draw sts’ attention to the speech bubble as an example. If possible, swap roles. This activity is also a Warm-up for the reading in 9.

1.5

Will there be TV in 2030? / Shall I switch on the light? Lesson 1.5

Lesson Aims: Sts consolidate the functions of making predictions and offering advice using the four skills. They also learn / revise how to offer, accept and refuse help. Function Language Making predictions. By 2050 there won’t be enough food in the world. Giving advice. You shouldn’t do what people say. Vocabulary: At the end of the day, amount to, be capable of, trust in. Grammar: There will / won’t be; reflexive pronouns. Before the lesson: Write one or two famous quotes on the board before sts arrive. Don’t forget the quotation marks. (E.g., 1. ‘In the future, everyone will be world-famous for 15 minutes.’; 2. ‘Forgive your enemies, but never forget their names.’)

Warm-up Books closed presentation. Draw sts’ attention to the quote(s) previously written on the board. It is possible to use an IWB to show sts these quotes. Ask sts: Who said that? Do you think he was right? Was he giving advice or making a prediction?

1. Andy Warhol – prediction 2. John F Kennedy – advice

Cultural note In the 1960s, Andy Warhol said, ‘In the future, everybody will be famous.’ In 1979, he said that he was bored with that line and then he came up with this new one. Source: . Accessed on 30th May 2014. Tip Find more quotations on ‘The Quotations Page’ (. Accessed on 30th May 2014).

Skills: Looking for links A Books open. Ask sts to work in pairs. Tell them they are going to read (and / or listen) to eight quotes and classify them as A (advice) or P (prediction). Do not emphasise vocabulary or explore the photos at this stage. Classcheck. Note If you decide to play 1.13, make sure you pause briefly after each quote to allow sts to decide on their answers. 1. A 2. P 3. P 4. A 5. P 6. P 7. P 8. A

B Draw sts’ attention to photos a-h. Who are the celebrities in the photos?

c. Steve Jobs d. The Beatles e. Jennifer Lopez g. Mark Zuckerberg In pairs, have sts match photos a-h to quotes 1-8. Classcheck.

1. e 2. d 3. f 4. g 5. a 6. h 7. b 8. c

C Have sts work in pairs and match the definitions to the words highlighted in the text. Encourage them to infer meaning from context. Classcheck and drill pronunciation. Ask sts to underline other words and expressions that are unfamiliar to them.

(2) almost obsolete – on the way out (8) believe in, have faith in – trust in (6) have the ability to – be capable of (1) ultimately – at the end of the day

Optional activity This may be an opportunity for sts to use dictionaries. They can use a paper-based dictionary or an online one, such as Online Utility (. Accessed on 30th May 2014).

D Ask sts to work in pairs or in groups of three and say which is the best piece of advice and the worst prediction. Tell them they have to be prepared to justify their answers. Expand the activity by asking partner(s) to agree or disagree. Use the speech bubbles as a model. Avoid correction at this stage. If necessary, write down mistakes and correct them later. Stronger classes Encourage other ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g., I guess...; In my opinion...; I couldn’t agree more; I can’t agree with you.).

E MAKE IT PERSONAL Have sts work in pairs or small groups. Draw sts’ attention to the R box and to the examples given. If necessary, use other example sentences. Have sts write a piece of advice and a prediction and share them with the group. Then have them decide who wrote the best piece of advice and the most interesting prediction. Monitor and help if necessary, but bear in mind this is an opportunity for freer practice. Optional activity Have sts write a crazy prediction and a bad piece of advice. You may use the problems on p. 11 as input. As a class, sts decide who has the craziest prediction and the worse piece of advice.

in Action: Offering help A Books open. Draw sts’ attention to the four illustrations. Ask: What do they represent? Focus on the lesson title Shall I switch on the light? In pairs, have sts decide what people might be saying in each picture. Then, have pairs share with the class. Draw sts’ attention to the R box about reflexive pronouns. Play 1.14 to confirm the answers and match each dialogue to pictures a-d. 37 37

650347 _ 0025-0038.indd 37

22/12/15 11:09

1.5 Note Suggestions for additional ways to ask for, accept and refuse help are in square brackets.

1. d 2. c 3. a 4. b 1.14 Notice the intonation in offers and responses. 1 A That looks heavy. Do you need a hand? B Thank you. That’s very kind of you. 2 C I can’t do this problem. D Do you want me to help you? C Yes, please! I have a test tomorrow and I don’t understand it. D OK, let’s see… 3 E What are you doing? F I’m painting the kitchen. E Can I help you? I love painting. F Er... I think I can do it myself, but thanks for the offer. 4 G How’s the art project coming along? H It’s OK, but I can’t get the colours right. G Would you like me to help you? I’m good with this software. H Thanks, but I have to do it myself. G OK, no worries.

B Draw a table similar to the one in the book on the board. Draw sts’ attention to the table in the book and elicit possible answers. Replay 1.14 for sts to complete the exercise. Make sure that you pause after each dialogue so that sts have enough time to complete the sentences. Paircheck. Classcheck using the table on the board. Elicit or add more sentences to the table. Drill the sentences in chorus and individually, paying special attention to linking and intonation. Offering Help

Accepting Help

Refusing Help

Do you need a hand?

That’s very kind of you.

Thanks for the offer.

Shall I help you?

Yes, please!

Thanks, but I have to do it myself.

Can I help you?

[Great, please do.]

[I’m OK / fine / good, thanks.]

Would you like me to help? [I’ll help you if you want/like]. [Should I...?]

[Thanks, but no thanks.]

C Organise sts in pairs and draw their attention to the pictures. Explain that one st is going to offer help and the other will accept or refuse it. Draw sts’ attention to the speech bubbles as an example dialogue. If time allows, have sts swap roles. Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

MAKE IT PERSONAL Tell sts they are going to offer help

to their classmates, who will either accept or refuse help. Draw sts’ attention to the speech bubbles as an example dialogue. Model another dialogue with a student to make sure they understood the instructions. Use the ideas in the exercise to create the dialogues. Reinforce the use of the sentences in the table on the board.

Stronger classes Faster sts may create their own dialogues, using more ideas than the ones in the book. You may want to do this as a mingle activity by asking sts to stand up and circulate in class, asking and answering questions. Weaker classes Weaker sts will probably benefit from more modelling, so you can choose one or two pairs to model for the whole class. They will also feel more confident doing this activity in pairs or small groups. Encourage them to not write the questions, but to do them orally in order to practise fluency and gain confidence.

Workbook p. 8 Phrase Bank p. 64, 65, 66 ID Online Portal Grammar p. 116 ID Café Video p. 138 see TB Intro pp. 8-16

38 38

650347 _ 0025-0038.indd 38

22/12/15 11:09

2 Unit overview: The main topics of unit 2 are the use of prepositions ‘in’ / ‘on’; the past continuous, and the contrast between the past continuous and the past simple for interrupted actions; and vocabulary related to the media and natural phenomena.

Where do you get your news from? Lesson 2.1

Lesson Aims: Sts learn how to ask and talk about the kind of news they are interested in and how they get informed. They also focus on prepositions in / on related to means of communication. Function Talking about news. Making a news survey. Identifying different news genres (sport, entertainment, weather, local news, world news).

Language I don’t read the news. What was the most important news story this week? There is a lot of traffic on the motorway. People are protesting against high prices. Vocabulary: Newspaper, headlines, social media, radio, TV, news website, smartphone, entertainment, celebrity gossip, local / national / world news, weather, traffic. Grammar: Past continuous and past continuous vs past simple. Before the lesson: Bring news magazines and newspapers (preferably in English), a mobile phone (a smartphone if possible), a photo of a TV and of a radio.

Warm-up Books closed presentation. Greet sts and write news on the board. Ask sts if they know what the word means. Use the realia you brought to the lesson to contextualise the lesson and say: I usually check the news (on my mobile phone / on TV, etc). What about you? Make sure you use the correct prepositions (on the radio / in newspapers). If possible, write some sentences with the prepositions on the board and leave them until the end of the lesson.

Tip Sts can be expected to know most words, so the Warm-up is to be short. Ask sts to open their books and read the Song line at the top of p. 15. Elicit the name of the song / band. Do they like it? What’s the link with the lesson? Tell sts that the song was a commentary on television overtaking radio’s popularity and that the video for ‘Radio Ga Ga’ would become a regular staple on the American music TV channel MTV in 1984.

Song line: Radio Goo Goo, Radio Ga Ga. … All we hear is Radio Ga Ga, Radio Blah Blah. Radio, what’s new? Song: ‘Radio Ga Ga’ Band: Queen (UK) Year: 1984

1 Vocabulary: In / On + news media A Books open. Have sts form pairs. Draw sts’ attention to the photos a-g. Ask sts to match the words in the box to the photos. Ask: How many screens can you see? Classcheck and drill vocabulary, paying special attention to the stressed syllables highlighted in pink.

a. on TV b. on the radio c. in the headlines d. on a social media site e. on a smartphone f. in a newspaper g. on a news website 5 screens (on the TV, smartphone, tablet, radio and laptop). Ask sts: When do you use ON? When do you use IN? Elicit answers and draw their attention to the R box.

B Tell sts they are going to listen to seven different people. Ask sts to determine how these people get their news. Have them match each speaker 1-7 to photos a-g. Play 2.1 and classcheck. Tip Encourage sts to say the full sentences aloud and focus on the use of prepositions. 1. f 2. d 3. a 4. b 5. g 6. e 7. c Draw sts’ attention to Common Mistakes . Read the sentences aloud to sts.

Tip Highlight other common words which are always singular in English such as information, accommodation and homework.

C Tell sts they are going to listen again and match each speaker 1-7 to their reason for using (or not using) certain media. Review the reasons with the whole class. Replay 2.1. Paircheck and classcheck. 1 5 7 6 4 2 3 2.1 Notice the /iː/ and /ɪ/ sounds. RP = radio presenter RP So, we asked seven listeners the question: How do you usually get your news? Here’s what they said.

39 39

650347 _ 0039-0051.indd 39

22/12/15 11:02

2.1 1 I still read the newspaper every day. I can’t read from a computer screen – I like to hold the paper in my hand and turn the pages. 2 I get all my news on Twitter and Facebook – so ‘social media,’ I guess. When there’s anything big happening I hear about it there. I don’t need to go and find out – it’s right there and I can follow it easily. 3 Hmm... That’s a good question. I guess I usually watch the news on TV. I always watch it in the morning when I’m getting ready for work and then late at night. I don’t have to waste time reading, I can just listen and watch. 4 On the radio. I listen to it all day. I wake up to the radio, listen to the news in bed and then in the car. I love it ’cause you can listen to the news when you drive to work or even when you’re jogging. 5 I work from home – I’m a web designer, so I’m online all day long and I have my favourite websites that I use for news. I never watch TV, but I watch a lot of TV online. 6 I’m lucky I have a brand new smartphone, so that’s where I get my news. I have a few news apps and I check them when I’m commuting to work – it’s great for the train – and there’s no trash from the newspaper. 7 I don’t really read the news. I just see what’s in the headlines of my co-worker’s newspaper so I don’t need to buy one of my own!

Books open. Draw sts’ attention to the different genres in the exercise. Clarify vocabulary if necessary and drill pronunciation. Tell them they are going to listen to seven different stories. Have sts match them to the genres in the list. Play 2.2. Paircheck and classcheck briefly. (2) entertainment / celebrity gossip (7) local news (6) national news (4) sport (3) traffic (1) weather (5) world news

B Tell sts to listen to the stories again and check the details. Ask them: What exactly does each speaker say? Ask sts to work in pairs and go through sentences 1-7. Play 2.2 again. Paircheck and classcheck. Tip Monitor and help with vocabulary if necessary. Words such as chased and summit may be new to sts. You may use L1 if you feel that it is appropriate, as it will save time. 1. It will be cloudy tomorrow. 2. The most popular film stars Hugh Jackman. 3. There’s a lot of traffic on the ring road. 4. Texas is in the final of the World Series. 5. There were more than 50 people at the summit. 6. People are protesting about high prices.

Weaker classes Draw sts’ attention to the speech bubble. Tell them to write one or two sentences about someone they know. Monitor and help if necessary. Encourage them to include a justification. E.g., I don’t usually buy a newspaper because I don’t have much time to read. Next, tell sts to share their ideas with a partner without referring to their notes. Stronger classes Draw sts’ attention to the speech bubble. Ask them to share a similar idea with a partner. Encourage sts to include a simple justification. Then, have them swap partners. Ask sts to report what their classmate said. E.g., A friend of Ana’s doesn’t like reading on a computer screen. She thinks it’s tiring.

MAKE IT PERSONAL Focus on the lesson title Where

do you get your news from? and ask sts to tick their own answers in the box in 1A. Ask them to work in pairs or in groups of three and compare their answers. Use the speech bubbles as models.

Personal answers.

Stronger classes You may ask sts to report what their classmates said in written form. E.g., A friend of Ana’s doesn’t like reading on a computer screen. She thinks it’s tiring.

2 Listening A Books closed. Ask sts to give you examples of magazines from their country and write the titles on the board. Ask them: What kinds of magazines are they? Write the word genres on the board and list the different genres sts mention (e.g., weekly news, sport, gossip, fashion, etc).

7. Azra Braun chased reporters. 2.2 Notice the connections. 1 … and today will be sunny with temperatures reaching 25 degrees in some areas. Tonight we can expect some rain and it will start off cloudy in the morning and stay that way for most of the day. 2 This week’s box office hit is the latest X-Men film starring Hugh Jackman as Wolverine. At least two more films are planned for the series. 3 The latest news that we have is that all the main motorways leading into the city are fairly clear, but there is heavy congestion on the ring road and you are recommended to stay away, if possible. 4 … in baseball news, the Cardinals have reached the World Series, where they will face Texas. The Cardinals beat Arizona five to two tonight. 5 The World Summit on climate change has come to an end after eight days, and once again, with no real agreement reached between the world leaders from over 50 nations. 6 All over the country today there were protests about the rising price of food. The government is considering lowering taxes on fruit and vegetables. 7 When a local news team went to visit grandmother Azra Braun to ask questions about her daughter, they got more than they expected. Azra chased the reporters with a cricket bat and threatened to phone the police. The reporters got no answers to their questions about her daughter, who is suspected of hacking into local government computers.

C Ask sts to work in pairs or in small groups. Tell them to write seven different pieces of news based on the genres in 2A. Next, they have to challenge another pair / group who

40 40

650347 _ 0039-0051.indd 40

22/12/15 11:02

2.1 have to decide: 1) what genre it is; 2) if the news is real. Draw sts’ attention to the speech bubbles as examples. Monitor while they write the news. Encourage sts to use words they know, but help with vocabulary if necessary. Avoid correction while sts are talking. If necessary, write down mistakes and correct them later.

Tip In this kind of activity, it is important that instructions be objective and concise, otherwise sts may get lost and will fail the task. Writing instructions on the board will help you explain and conduct the activity as sts will be able to refer to them. Here are suggested instructions for this activity: 1. Work in pairs / groups of three. 2. Together, write down seven different examples of news (check 2A). 3. Some news will be true and some will be false, but do not tell the other pairs / groups. 4. Work with another pair / group. They decide: a) which genre it is; b) if the news is real. 5. Score one point for each correct answer. Who gets more points?

D MAKE IT PERSONAL Draw sts’ attention to the News survey. Tell them to review the answers individually, but to not write anything. Have sts work in pairs / groups of three and share their answers orally. Who is the best informed student in your group? Is there anybody who doesn’t like to read / listen to the news? Tip Do not worry about sts making mistakes in an exercise like this. The aim is to get their messages across, so encourage them to do so. Remember that shyer sts will feel more comfortable in pairs / small groups, whereas more confident sts will not mind sharing their opinion in a larger group. Optional follow-up activity Ask sts to write a short paragraph answering the questions in the survey. E.g., I usually read the news on the Internet because I’m online all the time. I often check the news in the morning and after lunch, when I have more time. Workbook p. 9 ID Online Portal Grammar p. 118 Writing Bank p. 148

41 41

650347 _ 0039-0051.indd 41

22/12/15 11:02

2.2

What were you doing at 8 o’clock last night? Lesson 2.2

Lesson Aims: Sts express their views on global problems such as pollution, crime and animal extinction. They also say what they and other people were doing at certain times and dates using the past continuous. Function Language Talking about global problems. I think crime is the most serious problem here. Describing a picture. Ken was driving the red car. Asking questions and saying what people were doing at certain What were you doing when you heard the news today? times and dates. Vocabulary: Climate change, disease, poverty, unemployment, animal extinction, corruption, crime, pollution, cities, deserts, jungles, lakes, rivers, the sea, rainforests, wildlife. Grammar: Past continuous in affirmative, interrogative and negative forms. Before the lesson: Tape a few photos representing global problems on the board. You will also need a watch or a stopwatch for activity 4E.

Warm-up Books closed. Draw sts’ attention to the photos on the wall and elicit global problems. Recall the previous lesson on news. Ask sts if anyone is interested in global problems and what they believe are the main problems. Tip You may use an IWB to show short videos from the Internet. However, be careful about the images on videos as sometimes they can be violent and may make sts uncomfortable.

3 Vocabulary: Global problems A Ask sts to work in pairs and match the problems listed to photos a-d. Make sure they understand a photo may represent more than one problem. Then draw sts’ attention to the syllables highlighted in pink and ask them to guess the pronunciation of the problems. Classcheck and drill pronunciation with the whole class. Draw attention to elision in climate change /klaɪmət_tʃeɪndʒ/ and linking in animal extinction /ænɪml_ɪk'stɪŋkʃn/. (d) climate change (b) disease (a) poverty (c) unemployment

Stronger classes Ask sts to add more examples to the list. You can expect them to add words such as drugs, human traffic, and cyber attacks.

But every year different problems are mentioned in different countries. Tune in on Sunday evening to find out the results of this year’s survey.

C Books open. Focus attention on the words listed. Clarify vocabulary if necessary and drill pronunciation. Organise sts in pairs or in small groups. Ask them to say which items in 3C are affected by the problems in 3A. Draw sts’ attention to the model in the speech bubbles and encourage them to justify their answers. Personal answers.

Weaker classes You may write clue sentences on the board which will help sts express their opinions and ask for the opinions of other sts. E.g., I think (crime) affects (people and cities) because (it is complicated to live in a violent place). Stronger classes Encourage other ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g., I guess..., In my opinion..., I couldn’t agree more, I can’t agree with you). Optional activity Ask one student in each pair or group to report the opinion of the pair / group to the class. Ask: In general, do you have similar opinions?

B Tell sts to listen to people talking about the problems in 3A. Ask them to number the problems in the order that they hear them, from 1-8. Play 2.3. Paircheck and classcheck. climate change (1) disease (4) poverty (2) unemployment (7) animal extinction (8) corruption (6) crime (5) pollution (3) 2.3 Every year the BBC surveys over 10,000 people in over 20 nations of the world, asking them about the most serious problems they face. The most common answers are: climate change, poverty, pollution, disease, crime, corruption, unemployment and animal extinction.

MAKE IT PERSONAL Keep sts in the same pairs / groups.

This activity is a follow-up to the previous one and sts are expected to expand on what has been discussed so far. Ask sts to number problems, 1-8, in exercise 3A in order of importance, 1 being the most serious / important and 8 being the least serious / important. Make sure you allow them time to decide. Next, have sts compare their answers. Draw their attention to the speech bubbles. Ask them to tell their partner(s) what their opinion is. Are sts’ views similar or different? Note that it is not necessary to reach a consensus.

Tip 1 Set a time limit for sts to decide and order the problems and to think of a justification (e.g., two minutes).

42 42

650347 _ 0039-0051.indd 42

22/12/15 11:02

2.2 Tip 2 In multilingual groups you cannot expect problems to be the same, so there will probably be different answers. Tip 3 Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

4 Grammar: Past continuous A Ask sts: Are you usually worried if people are late?

A He was making dinner at 8. His famous burgers – you know what he’s like– they have to be perfect. D Hmph! And the twins? I rang them too. A They were playing video games. D They couldn’t stop playing to talk to their grandfather?! No one answered the phone. No one wanted to talk to me! A Don’t be silly, Dad – we didn’t hear our phones. D OK – I just wanted to check... A But how are you, anyway? What did you— D Well… it was good talking to you. Bye, dear. A But we haven’t even had a chance to… Bye, Dad. M What did your dad want? A I don’t know. He just wanted to say hello, I think.

Do / Does your parents / husband / wife / boyfriend / girlfriend often ring you if you are late? Elicit answers.

Ask sts to read the Song line at the top of p. 17 and ask if

You can expect sts to say ‘It depends,’ so you may use

they are familiar with it. Draw their attention to the use of

this opportunity to teach ‘It depends on what?’ Draw sts’

the past continuous as a link to the next activity.

attention to the photos. Ask sts what the situation is in each one and elicit answers. Next, tell them to listen to a telephone call between Allie and her dad. Ask: Why was he worried? Play

2.4 and classcheck.

Allie’s dad was worried because no one in the family answered his telephone calls.

Song line: nce upon time I was falling in love. O Now I’m only falling apart. There’s nothing I can do... Song: ‘Total Eclipse of the Heart’ Singer: Bonnie Tyler (UK) Year: 1983

Draw sts’ attention to Common Mistakes . Read the box with them and ask: Why is the first sentence wrong? What about the second? Elicit answers. This will be a link to 4C.

C Have sts form pairs. Ask them to match rules a-d in the box. Classcheck.

B Tell sts to listen to the telephone call again. Have them

pay attention to the sentences and circle the correct option

(d) was / were + -ing form

in sentences 1-4. Go through the sentences with sts, but do not explain grammar at this stage. Play

2.4 again.

Paircheck and classcheck.

1. were you doing 2. was watching

(a) an event that is happening at the moment (b) a n incomplete event in progress at a specific time in the past Ask sts to write an example sentence for rules a-c. Monitor and offer help if necessary. Ask them to compare their

3. was making

sentences in pairs. Elicit one or two examples for each

4. were playing

rule and write them on the board. You may refer to them throughout the lesson.

Ask sts to work in pairs. Tell them to look at both options in sentences 1-4 and decide what is the difference between

Tell sts to go to Grammar on p. 118. This could be

the options.

assigned as homework or done in class if you feel sts

Tip At this stage it is not important if sts do not know the

and oral exercises in the lesson.

correct names of verb tenses. The focus is on their use (i.e., one tense is for continuous actions in the past and the other is for finished actions in the past).

make questions. Paircheck and classcheck. Draw sts’

need more guided practice before doing the written

D Ask sts to order the words in sentences 1-3 so as to attention to the difference between Wh questions and

2.4 Notice /ʃ/ and /ʧ/ sounds. A = Allie D = dad M = Mike D Hello, Allie! It’s Dad. What were you doing when I rang last night? You didn’t pick up. A Sorry, Dad. What time was that? D It was about 8 o’clock. A Oh yeah, I was watching a programme about climate change. I didn’t hear the phone. Did you see the programme? D No, I didn’t. What about Mike? I rang him too.

Yes / No questions.

1. W hat were you doing at 7pm last night? (or What were you doing last night at 7pm?) 2. Were you eating dinner at about 9pm last night? 3. Were you sleeping at 11pm on Sunday night? Drill pronunciation with the whole class. Pay special attention to intonation. Tell sts to work in pairs, ask and answer the questions orally.

43 43

650347 _ 0039-0051.indd 43

22/12/15 11:02

2.2 partners’ answers. Next, tell them to report back to another student. E.g., Sylvia was driving back home at 7pm last night.

E Tell sts they are going to play a memory game. Draw their attention to the picture and explain that they have to look at it for 60 seconds. Next, have them close their books and write down what the eight people in the picture were doing. You may help with spelling and grammar, but you should not provide information about the picture itself. Ask sts to compare their answers in pairs or small groups. When they finish, tell them to look at the picture again to confirm their answers. Who remembered more details? Phil was driving the red car; he was texting and going through a red traffic light. Rita was driving the blue car; she was going through a green light and talking on her mobile phone. Jasmine and Jed were riding a bike near the traffic lights. Charles and Shirley were eating burgers at a restaurant. Vicki and Bob were drinking co*cktails at a bar opposite the restaurant.

Tip As explained before, in this kind of activity it is important that instructions be objective and concise, otherwise sts may get lost and will fail the task. Writing instructions on the board will help you explain and conduct the activity as sts will be able to refer to them. Here are suggested instructions for this activity: 1. Look at the picture (60 seconds). 2. Write down what the eight people in the picture were doing. 3. Compare your answers in pairs / groups of three. 4. Open the book and confirm your answers.

F Focus on World of English . Read the explanation aloud with the whole class. You may want to provide sts with more examples, but make sure your explanation is concise and simple. Use cognates and short sentences, if possible. G Ask sts to correct sentences 1-7 individually. Paircheck and classcheck. 1. I really liked the film last night. 2. Yesterday at 5pm she was thinking about her parents. 3. Did you have a car when you were a student? 4. Were you having dinner when I rang yesterday? 5. We both hated the concert. 6. I think this is a good idea. 7. How did that soup taste? Mine was delicious.

MAKE IT PERSONAL Organise sts in groups of three. Tell

them to show and describe photos from their mobile phones. Draw attention to the speech bubble as an example. Make sure you monitor sts, but avoid correction at this stage. If necessary, write down mistakes and correct them later.

Tip Often sts bring their mobile phones to lessons. By asking them to share photos, you bring variation to class and use mobile phones as allies in the learning process. Allow enough preparation time for this activity. Ask sts to browse through some photos to decide which ones they want to share. Some sts may not be willing to share more personal photos.

Workbook p. 10 ID Online Portal Grammar p. 118

44 44

650347 _ 0039-0051.indd 44

22/12/15 11:02

Lesson 2.3

Optional activity If time allows, ask sts to take notes of their

2.3

Are you afraid of lightning? Lesson 2.3

Lesson Aims: Sts describe TV programmes, listen to and talk about climate conditions. Function Describing and asking about TV programmes.

Language A family was visiting Disneyland. Were you watching The Simpsons? There was too much rain in Indonesia.

Listening and describing what was happening in TV documentaries. Vocabulary: Meanwhile, survive, rare, majority, global warming, advantages, spread, refuge, drought, earthquake, eclipse, flood, hurricane, rainbow, thunderstorm, lightning, tsunami. Grammar: Past continuous. Before the lesson: Write the first six lines of the poem ‘Television’ by Roald Dahl (1916–1990) on the board before sts arrive.

Cultural note One characteristic British people are known for is a love for talking about the weather. It is said that they often start a conversation by talking about the weather, probably because it is a neutral topic. Source: . Accessed on 31st May 2014. Warm-up Books closed. Greet sts and call their attention to the first lines of the poem ‘Television’ previously written on the board, but do not write the title. The most important thing we’ve learned, So far as children are concerned, Is never, NEVER, NEVER let Them near your television set– Or better still, just don’t install The idiotic thing at all.

Weaker classes Make sure you monitor and offer help to students so as to avoid translation of every word. Encourage miming. Focus on meaning rather than accuracy. Stronger classes Encourage sts to add details and examples to the definitions. Stronger sts will need less support and will probably use less miming to define the words.

Tip Make sure you allow enough time for the preparation stage of this activity. However, do not let sts take too long because they may lose interest in the task. Next, rearrange sts in different groups so that you have one student from group A, one from B and one from C. Tell each student to explain their words to the other sts in their group.

Ask sts what the poem is about and if they agree with the author’s opinion. Ask them to tell a partner: a) if they watch TV; b) which TV channels they watch.

Optional activity 1 Number the words and phrases 1-13. Draw a grid on the board to write sts’ definitions for each one.

Cultural note Roald Dahl (1916-1990) was a famous Welsh poet.

Optional activity 2 Ask sts to find cognates and a false cognate.

5 Reading A Find out how many sts like to watch documentaries. Ask which channels often have good documentaries and ask about some common topics for documentaries (e.g. nature, animals, science, history). Books open. Draw sts’ attention to the TV guide. Tell them to read the TV guide and identify the three documentaries. You could set a time limit, or play 2.6 to time the activity. The White Lions, What on Earth Is Happening?, and Jamie’s School Dinners are documentaries.

B Separate sts into groups of three. Assign two different channels to each group, i.e., group(s) A read 231-232; group(s) B read 233-234; group(s) C read 235-236. Tell them that they have to explain by paraphrasing, miming, using synonyms, etc., what each highlighted word or phrase means. Draw sts’ attention to the speech bubble and give one or two examples of words which are not highlighted to help them understand what they have to do. E.g., for the word rabbit (Channel 231), mime a rabbit; for jungle (Channel 232), paraphrase: The place where Tarzan and Mowgli live.

Cognates: train, favourite, story, extremely, lion, survive, majority, scientists, temperature, investigate, science, politics, controversial, celebrity, chef, school, student, advantages, crime, detective, involve, mysterious, survivors, refuge. False cognate: reunion.

C Explain that sts will listen to six dialogues about the TV programmes in 5A. Have them match each dialogue to each programme. Play 2.7. Paircheck and classcheck. Dialogue 1 – The White Lions Dialogue 2 – Jamie’s School Dinners Dialogue 3 – What on Earth Is Happening? Dialogue 4 – 28 Days Later Dialogue 5 – Modern Family: ‘Planes, Trains, and Cars’ Dialogue 6 – CSI: NY: ‘Hammer Down’ 2.7 Notice /wəz/ and /wə(r)/. M = man W = woman 1 M What was the programme about? I really wanted to see it. W So, there was a group of lions. And they were travelling through the jungle. M Hmm... sounds interesting.

45 45

650347 _ 0039-0051.indd 45

22/12/15 11:02

2.3 2 M I was watching a programme last night and there was a chef and he was talking about foods that are good or bad for you. W OK. What did he say? M The usual stuff about cola and crisps, mostly. W Oh. 3 M Did you like the programme? W Yeah, lots of scientists were giving examples of how the weather has changed and why this has happened. And then they showed what might happen in the future. M Sounds kind of depressing. 4 W Did you see that film last night? It was awesome. A man was walking around London after a terrible disease and a lot of people were dead. M Hmmm. Sounds awful to me. 5 M I love comedy programmes – I was watching one last night. It was really funny. Two adults were looking for a little girl’s toy and they were doing all kinds of funny things… W I saw that too! It was hilarious, wasn’t it? 6 M What were you just watching? W It was a police programme. The police were investigating the murder of a woman. M Sounds like a typical police programme.

D Ask sts to work in pairs and say the name of each programme they would like to watch. Tell them to be prepared to justify their answers. Draw their attention to the speech bubbles as example dialogues.

Optional activity If time allows, ask sts to report their partners’ opinion to another classmate. E.g., Paulo would like to watch Modern Family because he thinks it’s very funny. Focus on Common Mistakes and read the sentences aloud with sts. Emphasise the difference between meeting / get-together / reunion. Ask sts if they know any other words that can cause confusion. Give them a few more examples: listen to / hear (studied in lesson 1.2); see / look at / watch (studied in lesson 1.2).

E MAKE IT PERSONAL Ask sts to work in groups of three. Tell them they will describe a TV programme they have watched recently. The other sts in the group have to ask questions to guess which programme it is. Draw their attention to the speech bubbles as example dialogues. Monitor as they talk, but avoid correcting them. If necessary, write down mistakes and correct them later. Tip By limiting the number of questions sts can ask (five, for instance), you will make this activity more challenging. Tell sts to read the Song line at the top of p. 19 and ask them if they are familiar with the song / singer. Focus on the last line and ask them if they are afraid of storms and how they feel about other natural disasters.

Song line: E verybody, come take my hand. We’ll walk this road together, through the storm... Song: ‘Not Afraid’ Singer: Eminem (USA) Year: 2010

6 Vocabulary: Natural phenomena A Draw sts’ attention to the question What on Earth is happening? in photo a and clarify the meaning if necessary.

Tip Tell sts this is a very common expression in English. There are more commonly used expressions such as ‘What on Earth is going on?’. Be aware that sts may have heard less polite forms, especially in films. Organise pairs of sts. Ask them to match the words in the box to photos a-h and try to guess the pronunciation of all the words in the box. Refer sts to the Sounds and Usual Spellings table on pp. 154–155. Make sure that you call their attention to the clue in the instructions and to the stressed syllables highlighted in pink in the words. Play 2.8 and classcheck.

a. a thunderstorm / lightning b. a tsunami c. a drought d. a rainbow e. a hurricane f. an eclipse g. an earthquake h. a flood

B Go through the names of places 1-8 in the left column and situations in the right column with sts. Clarify vocabulary and pronunciation if necessary. Tell sts they are going to listen to 2.8 again and match both columns. Paircheck and classcheck. Drill pronunciation with the whole class. 1. Bangladesh – too much rain 2. London – no rain 3. Argentina – daytime darkness 4. Florida – strong winds 5. South Africa – sun and rain together 6. Chile – damage to buildings 7. Indonesia – high waves 8. Mexico – power cuts 2.8 Notice /aʊ/, /ʌ/ and /uː/. P = presenter R = reporter P Tonight on What on Earth Is Happening?, we get stories from different parts of the world telling us what’s happening there. We’ll be featuring eight different countries– here’s a taste of what’s to come: R1 It’s been raining and raining for hours and now there’s a terrible flood in our town; there is water everywhere. There are floods all over Bangladesh. P And from London... R2 It hasn’t rained much this year, so there’s going to be a drought. Get ready for a dry summer. P And the latest from Argentina... R3 The moon passed between the Earth and the sun and there was a solar eclipse. Everything went dark in the middle of the day! It was really weird, but cool at the same time! P And in Florida today... R4 Hurricane Minnie hit today: the wind was so strong that it blew glass out of the windows. It was a huge hurricane with wind speeds of up to 130 mph.

46 46

650347 _ 0039-0051.indd 46

22/12/15 11:02

2.3 P Meanwhile in South Africa... R5 There was a massive rainbow because the sun was shining when it was raining in the National Park. There was even a double rainbow. Very cool! P And in Chile... R6 There was a magnitude 5.0 earthquake, some buildings had damage, but no injuries were reported. The earth shook for about 15 seconds. P While in Indonesia... R7 There was a tsunami warning and everyone made it to safety. The waves were 20 feet high, but there was no damage. P And in Mexico... R8 There were huge thunderstorms overnight that left many homes without power. Lightning struck trees in the area, causing power lines to fail. P So, as you can see, it has been a busy week. Now let’s hear the stories behind these headlines. Let’s turn first to Bangladesh…

Optional activity Ask sts to work in pairs and cover the words in the box. Have them try to remember the words by looking at the photos. Check how many words each student can remember.

C Focus on World of English . Read the information in the box out to the class. Play 2.9. Ask sts to add more examples to the most common pronunciation of the letters ou (e.g., house, aloud, count). Drill the last sentence in the box. Ask sts to write another sentence using words with

the letters ou and share it with a partner. Ask a few sts to share their examples with the whole class.

Optional activity For homework, ask sts to write one or two sentences with words which have the letters ou. Some possible sentences are: In our house, we never stay outdoors in winter because it’s too cold unless you wear an appropriate outfit. You must count how many outstanding athletes there are around your town.

MAKE IT PERSONAL Ask sts to work in pairs and say

which phenomenon scares them most. Tell them to add some extra information to their opinions whenever possible. Draw their attention to the speech bubbles as example dialogues.

Optional activity Help sts conduct a small survey in class by interviewing five or six sts and asking: Which phenomenon do you think is the scariest? Tell them to write the answers and then write sentences using this information. E.g., For Sandra, floods are the scariest. There are several floods where she lives.

Workbook p. 11 ID Online Portal Grammar p. 118

47 47

650347 _ 0039-0051.indd 47

22/12/15 11:02

2.4

What were you doing when you heard about 9/11? Lesson 2.4

Lesson Aims: Sts ask and talk about what people were doing when something happened. Function Asking about and saying what people were doing when something happened.

Language What were you doing at 8pm last night? I was eating dinner with my family. Reading about memorable stories. What were you doing when the earthquake hit? Vocabulary: Verbs and adjectives to describe memorable situations (e.g., dizzy, huge, stuck, whistle, dive, swing, grab). Grammar: Present continuous in contrast with past simple.

Warm-up Books closed. Play Hangman with two or three words related to climate conditions from the previous lesson (e.g., earthquake, drought, thunderstorm). Make sure you include thunderstorm, as it will be the link to exercise 7A.

7 Grammar: Past continuous vs past simple A Books closed. Ask sts What were you doing when I arrived? and write this question on the board. Ask sts to tell a partner their answer. Elicit answers and write two or three examples on the board. E.g., When the teacher arrived, I was checking my messages on my phone. / When the teacher arrived, I was talking to Joanna about a film I saw last night. Books open. Tell sts to listen to the dialogue between a man and a woman (husband and wife) who are talking about a thunderstorm. Ask: Why did she have to put the phone down? Play 2.10. Classcheck. At the end of the dialogue the woman says ‘Plug it in, of course, silly!’. Ask: What does ‘silly’ mean? (She thinks the man is being foolish.) What do you think? Is the man or the woman being foolish? Why? (The woman, because you can’t charge your mobile phone in a power cut.)

Because her phone had no battery.

B Tell sts they are going to listen to the conversation again and underline the information they hear. Review sentences 1-5 with them. Replay 2.10. Paircheck and classcheck. 1. were you doing / happened 2. was cooking / went out 3. went out / was watching 4. did you do / went out 5. found 2.10 Notice /aʊ/ and /əʊ/ sounds. I = Ian E = Emma I Hi Emma, are you OK? E Yes, but we’ve got no electricity. There’s a power cut. I What were you doing when the power cut happened? E I was cooking dinner when suddenly the lights went out! I Did you finish making dinner? E Yes, but it didn’t taste very good, because I couldn’t see very well! I Ha ha... W hat was Jamie doing? E The lights went out while he was watching TV, but now he’s doing his homework on his laptop.

I T hat’s good! So what did you do when the lights went out? E I found a torch and some candles, so it’s very romantic here! I That’s nice. I’ll be home soon… I just have to… E Oh no! I have to go. I need to charge my mobile phone, it’s about to die. I Uh… how are you going to charge it? E Plug it in, of course, silly! Ha ha... Draw sts’ attention to Common Mistakes . Read the sentences out to the class before moving to the next exercise. Pay special attention to the use of when in the second sentence and in the examples you wrote on the board during the Warm-up. This will help sts become more aware of the contrast between the past simple and the past continuous.

C Ask sts to work in pairs. Have them read the correct sentences in exercise 7B and answer questions a-g. Monitor and help if necessary. Classcheck. a. I was cooking dinner / he was watching TV b. past continuous c. the lights went out d. past simple e. while / when f. after g. a result Tell sts to go to Grammar on p. 118. This could be assigned as homework or done in class if you feel sts need more guided practice before doing more productive exercises such as 7G.

Optional activity Ask sts to write other example sentences using the past simple and the past continuous to express interrupted activities.

D Ask sts to work individually and use the words to summarise the story in two sentences. Play 2.11. Classcheck. 2.11 She was cooking when the power cut happened and the lights went out. Then, she found a torch and rang her husband.

E Ask sts to focus on the pictures. Ask: What is happening? Tell them to work in pairs and decide which sentence best matches each picture. Play 2.12 to check. Clarify questions if necessary.

48 48

650347 _ 0039-0051.indd 48

22/12/15 11:02

2.4  Jane was chatting online when her phone rang.  Her mum came in when she was talking on the phone.  When she put the phone down, her mum was reading her email.  Her parents were talking when Jane went downstairs. 2.12 Notice /ʤ/ and /j/. N = narrator J = Jane P = parents N Jane was chatting online when her phone rang. It was her boyfriend, Jake. J Hi Jake, how are you? N He was ringing to make plans for the weekend. But Jane’s mum came in and looked at the computer screen while Jane was talking on the phone. She was reading Jane’s emails when Jane put the phone down. Jane was very, very unhappy and told her mum that the messages were private. J Stop! Never read my messages! Go away! N Jane’s mum went downstairs. Her parents were talking when Jane went downstairs later. P Hmm, yes. I agree. N They were discussing Jane and the online messages.

F Ask sts to work in pairs and decide if Jane’s mother was wrong to read her messages. Tell them to be prepared to justify their opinions. Read the speech bubble as an example. Next, ask a few sts to share their views with the whole class. Tip Sharing one’s views with the whole class will probably be an interesting activity if you have a mixed age group. Do younger people think differently to older ones?

G MAKE IT PERSONAL Write Alibi! on the board. Tell sts that a crime happened at the school the night before between 8 and 10pm and that there are sts in the class who are suspects. Read instructions aloud with the whole class. Divide sts into groups of four. Two sts in the group will have to prepare the alibi. The other two will prepare questions to find out if the alibi can be confirmed. Draw sts’ attention to the speech bubbles as example questions. Make sure you allow sts enough preparation time (e.g., 5-7 minutes). Monitor closely at this stage. Also, set a time limit (e.g., 5-7 minutes) for sts to confirm (or not confirm) their colleagues’ alibi. Tip 1 Make sure that instructions are objective and concise, otherwise sts may get lost and will fail the task. Writing instructions on the board will help you explain and conduct the activity as sts will be able to refer to them. Here are the suggested instructions for this activity: pair 1 prepares an alibi and pair 2 prepares questions to ask the suspects. Interview one suspect at a time. Was their alibi confirmed? Tip 2 Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. Stronger classes Stronger sts tend to speak more. If they get very involved in the activity, it is worth allowing them some extra time to verify the alibi.

8 Reading A Books open. Ask students to look at the Song line at the top of p. 21 and read it with them. Do they like the song? Then, as a link to the reading activity, tell sts to look at and describe the photo of the tsunami. Song line: nd I say hey, yeah yeah hey, hey yeah yeah. A I said hey, what’s going on? Song: ‘What’s Up?’ Band: 4 Non Blondes (USA) Year: 1993

Draw sts’ attention to the photo. Ask them: What does this photo show? Do you remember what you were doing when you heard the news about the earthquake and tsunami in Japan? Do not expect full or complex answers. Tell sts they have to read the article quickly and say the names of the people who were doing activities 1-8. Do not explain vocabulary at this stage. Paircheck. Play 2.13 and pause after each person’s story to check answers.

1. Astrid 2. Anita 3. Christopher 4. Nestor 5. Hiroki 6. Jiro 7. Kumiko 8. Mike

Tip By asking sts to listen and read at the same time, you make them read at the same pace. This saves time for the next activities and encourages sts to pay attention to pronunciation.

B Ask sts to work individually and match the words in bold in the left column to the correct definition in the right column. Encourage them to infer the meaning and / or the context of the new words. Paircheck and classcheck. (2) a feeling like you are moving in circles (5) moved quickly, head first (6) moving from side to side (3) very big (7) took her quickly (1) not able to leave (4) an instrument to make noise

Stronger classes You may use the recording for shadow reading, i.e., play the track and have sts read the statements aloud at the same time. This kind of exercise can help sts improve their fluency and intonation. However, in this case, select only one or two stories, otherwise the activity may become boring to sts.

MAKE IT PERSONAL If you haven’t already done so, focus

on the lesson title What were you doing when you heard about 9/11? Have sts form pairs. Tell them to look at items a-c in the exercise and share answers with their partner. Draw sts’ attention to the speech bubbles as example dialogues.

Optional activity Have sts swap partners. Ask them to report what their partner said. E.g., Sylvia said she was finishing a report when she heard about the disaster in Japan.

Workbook p. 12 ID Online Portal Grammar p. 118

49 49

650347 _ 0039-0051.indd 49

22/12/15 11:02

2.5

What have you got in your pockets? / Are you a good listener? Lesson 2.5

Lesson Aims: Sts consolidate the functions of understanding and retelling a story and of showing interest while listening. Function Language Understanding and retelling a story. The boy was cycling to school. Being a good listener. And then what happened? Vocabulary: Expressions to show interest while listening (Oh dear!; Oh no!; Really?; etc). Before the lesson: Wear an item of clothing with pockets and put a few small objects in them to take out in the lesson.

Warm-up Books closed presentation. Show sts you are wearing an item of clothing with pockets. If necessary, teach the word pocket. Elicit what kinds of objects you could have in your pockets and write the new words on the board. Then, ask sts to say to a partner what they have in their pockets.

Optional activity You can ask sts to write their blog entries on sheets of paper and tape them to the wall. Have sts walk round the class to read them and decide which is the most dramatic.

in Action: Being a good listener Skills: Understanding and retelling a story A Books open. Ask sts to work in pairs. Draw their attention to the photo next to the title ‘Strange Things Happen!’. Ask: What are they? How are they related to the story? Tell sts to read the text and choose the best title for the story. Play 2.14. Paircheck and classcheck. Woman Hurt by Beach Rocks

Tip By asking sts to listen and read at the same time, you make everyone read at the same pace. This saves time for the next activities and encourages sts to pay attention to pronunciation.

B Now ask sts to re-read the text and mark T for true sentences, F for false sentences, and N if the information is not mentioned. Paircheck and classcheck. Elicit correction of false sentences. 1. T 2. F. Her children found the rocks. 3. F. She was standing up when the rocks caught fire. 4. N 5. F. This was the first time. 6. N. They are investigating but they think that phosphorous caused the fire.

C Focus on

World of English . Read the explanation aloud

with the whole class. Draw sts’ attention to the underlined expressions in the text. Tell them to work in pairs and explain the difference between them. Classcheck.

her shorts caught fire = the start of the fire his wife was on fire = the fire is happening now

D Tell sts to imagine they are the woman, her husband, one of her children, a firefighter or a paramedic. Have them write a blog entry from their perspective explaining what happened. Tell them to read each other’s blog entry and decide which is the most dramatic. Tip This is an excellent opportunity for sts to consolidate the contrast between the past simple and the past continuous. Make sure you monitor and offer help if necessary.

A Books open. Draw sts’ attention to the four illustrations. What do they show? Tell sts to listen to the dialogue and put the illustrations in order. Play 2.15. Paircheck and classcheck. 4 2 3 1

B Draw a table similar to the exercise on the board. Draw sts’ attention to the table in the book. Review the boxes and read the sentences aloud. Ask sts: Was the girl paying attention? Tell sts to listen to the dialogue again and tick the expressions they hear. Play 2.15 for sts to complete the exercise. Paircheck. Classcheck using the table on the board. Elicit or add more sentences to the table. Drill the sentences in chorus and individually while paying special attention to linking and intonation. Ask if sts can add more expressions to the table. Show You’re Listening

React to Something Positive

Uh-huh? Yes?/Yeah?

Wow! Really? How interesting!

And then what happened? [I see.] [Got it.] [OK.] [Mmm, hmm.]

That’s good. That’s great! [Awesome!] [Cool!]

React to Something Negative Oh dear! Oh no! No way! How awful! That’s terrible! [What a shame!] [You’re kidding!]

C Organise sts in pairs. Draw their attention to the illustrations in A. Explain that one student is to tell the story using his / her own words and their patrner is to react using the expressions in the table. Draw sts’ attention to the speech bubbles as example dialogues. If time allows, have sts swap roles. D Keep sts in pairs. Focus on illustrations a-d. Have sts be one of the people in the situation and tell the story to a partner from this person’s perspective. Have the partner listen and show interest by using the expressions in B. Draw attention to the speech bubbles as example dialogues. Have sts swap roles. Are the stories similar or different?

50 50

650347 _ 0039-0051.indd 50

22/12/15 11:02

2.5 Answers should contain the following (or variations of): We were having dinner when a waiter came to the table and spilled coffee over us. Another waiter slipped on the coffee when he was walking over. The first waiter tried to help the second waiter.

Optional activity Ask sts to write their version of the story and then compare it with that of a partner. This can be done in class or for homework.

E MAKE IT PERSONAL Organise sts in trios and read the instructions aloud to them. St A has to think of a story that happened to him / her. St B has to react to the story using the expressions in B. St C has to observe st B and note if he / she sounded interested. Draw sts’ attention to the speech bubbles. Model an example dialogue with two sts to make sure they understand what they are expected to do.

Weaker classes Weaker sts will probably benefit from more modelling, so choose one or two pairs to perform a model for the whole class. This activity should help to inspire sts. Encourage them also to speak as much as they can by using full sentences. Tip As this is the first time sts do an activity with an observer, it is better to choose a stronger and more extroverted student for A’s role. Sts may not be used to peer feedback, so this is an excellent task as the roles of B and C are simpler than that of A. Make it a positive experience for all sts!

Workbook p. 13 Phrase Bank p. 65 ID Online Portal Grammar p. 118 ID Café Video p. 139

51 51

650347 _ 0039-0051.indd 51

22/12/15 11:02

Review 1 Units 1-2 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 1 and 2. St A asks ‘What are your life priorities?’ and st B answers. Tell sts to focus on the pronunciation of the words. There are some techniques to practise vocabulary mentioned on p. 12 of the introduction section on how to work with the picture dictionary. You can select whichever best suits the needs of your class. Page 4

5 life priorities

Page 7

5 sense words and 2 adjectives for each one

Page 10

7 common illnesses

Page 14

7 ways to get news

Page 16

4 global problems

Page 17

5 actions that were happening in the picture

Page 19

8 natural phenomena

Page 20

Jane’s story

Page 154

11 vowel sounds

MAKE IT PERSONAL Pairwork. Elicit the sense verbs

(taste, feel, smell, sound, look) and draw sts’ attention to the six photos. Ask sts to say two sentences about each photo. Draw sts’ attention to the speech bubble as an example. Can the partners guess which photo you are talking about?

Optional activity Ask sts to write sentences reporting what they have found out about their partner and share this information with another student. E.g. Anna really wants to live abroad. Her dream is to live in Australia for a year.

D Tell sts they are supposed to offer some people advice. Draw their attention to problems 1-6. Tell sts to work individually and write a piece of advice for each person. Next, tell them to work in pairs and compare notes. What is the best advice? Elicit a few answers. Tip Remind sts that advice is uncountable in English and therefore does not have a plural form. You have to say ‘give some advice’ or ‘give a piece of advice’. Some possible answers: 1. You should study today. 2. You should take him to the doctor. 3. You should take them to the party, but leave early. 4. You should cancel your holiday and sell your car. 5. You should dry the floor. 6. You should go to the dentist.

E MAKE IT PERSONAL Tell sts to work individually and write down five predictions for a partner. Remind them to use will / won’t for predictions. Tell them to keep their predictions in their notebook and to check if they were correct in the following lesson. Use this activity as a warm-up for the following lesson. Sts can use the speech bubbles as an example. Tip Tell sts to write predictions for at least two classmates just in case one of them is absent next lesson.

Personal answers.

Optional activity Ask sts to write down the sentences before sharing them with their partners.

MAKE IT PERSONAL Pairwork. Draw sts’ attention to

prompts 1-6. The first one is done as an example. Draw their attention to the speech bubbles. Tell sts they have to ask the questions using the prompts and add two more follow-up questions. Which surprising / interesting

Possible answers: He will He won’t

. She will . She won’t

F MAKE IT PERSONAL Draw sts’ attention to prompts 1-4. Ask them to add an auxiliary verb to make questions. Paircheck. Play R1.1 to check answers. Have sts repeat the sentences, paying special attention to the intonation. Ask them to work in pairs and ask / answer the questions.

information did they find out? For example:

1. What were you doing at 6pm last night?

A Why do you have to get up early only on Tuesdays?

2. What did you do yesterday evening?

B Because my first lesson in the morning begins at seven.

3. Who did you work with in the last activity?

A At seven? What time do you have to get up? B I have to get up at 5.45am on Tuesdays.

2. Do you want to be famous? 3. Do you need to work at the weekend? 4. Do you have to do homework? 5. Do you need to study before a test? 6. Do you want to live abroad?

. .

4. What were you doing when the lesson started? R1.1 1 What were you doing at 6pm last night? 2 What did you do yesterday evening?

650347 _ 0052-0053.indd 52

22/12/15 14:54

R1 3 Who did you work with in the last activity? 4 What were you doing when the lesson started?

G Ask sts to work in pairs and compare problems 1-5. Draw their attention to the speech bubble as an example. Tell sts they have to justify their opinions. Elicit a few answers.

Possible answers: You should stay home. You should see a doctor. You should take some medicine.

Possible answers: I think because

D Ask sts to work individually and imagine they are Larry’s friend. Tell them to write three pieces of advice to him. Paircheck. Who has the best advice? Monitor and help if necessary. Elicit a few answers. Write these examples on the board and draw sts’ attention to the use of should / shouldn’t.

is more serious than .

H Ask sts to work individually and correct mistakes in sentences 1-10. Notice that there are sentences with more than one mistake. Paircheck. Tell sts to refer to units 1 and 2 for the right answer. Classcheck. How many did they get right? 1. We enjoy playing video games.

E Tell sts they are going to listen to someone giving Larry some advice. Review the phone message with them. Tell them to listen to R1.2 and complete the gaps. Paircheck and classcheck. Is their advice similar or different to the one they listen to? Tip Ask sts to anticipate possible answers before listening to the message.

2. I want to live in Europe to learn French. 3. When you start working, you’ll get up early.

lift should shouldn’t should

4. Will you help me? 5. I will write that in my notebook. 6. Here is some advice and some news for you. 7. What were you doing at 8pm last night? 8. What time is your meeting with your boss? 9. When I was young I cried all the time! 10. I was playing football when I fell and broke my leg.

Skills Practice A Dictation. Tell sts to listen to the first three points in 1.5 from unit 1 and write down what they can remember. Play 1.5 three more times, pausing each time for sts to write. Paircheck. Ask sts to confirm their answers on p. 6.

1.5 1 There aren’t so many distractions and you don’t have to stop to speak to people. 2 You don’t have to work at a particular time; you can start and finish when you want to. 3 You need space at home and often expensive equipment.

MAKE IT PERSONAL Tell sts they are going to play a

game called ‘Crystal Ball.’ Ask sts to work in groups of three / four. Tell one student to predict the future of a classmate or a thing (e.g. an appliance). The others in the group have to guess who or what he / she is talking about. Draw sts’ attention to the speech bubbles as an example. Swap roles.

C Tell sts to read the email and answer true (T) or false (F) for statements 1-6. Paircheck and classcheck. 1. T 2. F 3. T 4. F 5. F 6. F

Optional activity Ask sts to work in pairs and correct the false statements. Encourage them to provide the correct information whenever possible instead of simply transforming the sentence into a positive or negative statement.

R1.2 Hey Larry! It’s Uncle Mark. Sorry to hear about your bad day yesterday – it sounds awful! Sorry to hear about your bike – do you need a lift to work tomorrow? I can come and get you in my car. You should change the locks on your house and get some new keys today. And another thing, you shouldn’t go to that party tonight. You should go to bed early and rest. Ring me back when you get this message – see ya!

F Tell sts to work in pairs and close their books. St A should play Larry’s role and tell what happened in as much detail as possible. St B should listen, react and offer some advice. Optional activity Ask sts to record their conversation on a mobile phone and listen to it later to check pronunciation and fluency.

G Ask sts to work in groups of three / four. Draw their attention to the problems in the box. Tell one student to mime one problem to the group. Can they guess what problem it is? Who can offer advice first? Stronger classes Encourage sts to mime problems other than the ones suggested in the box to make the activity more challenging.

H MAKE IT PERSONAL Question time! Ask sts to work in pairs. Tell them to listen to the 12 lesson titles in units 1 and 2 and answer the questions orally. Refer them to p. 2, the contents page. Tell them to add at least two follow-up questions each turn. Draw sts’ attention to the speech bubbles as an example. Tip Make sure you allow enough time for sts to answer questions as fully as they can. Weaker sts will probably need more support, so encourage them to focus on getting their message across and to avoid worrying too much about making mistakes. If necessary, write down mistakes and correct them later. 53

650347 _ 0052-0053.indd 53

22/12/15 14:54

3 Unit overview: The main topics of unit 3 are the use of the present perfect to talk / ask about past experiences, completed actions and unfinished past; vocabulary related to travelling, the use of ‘for’ and ‘since’ and suffixes for vocabulary expansion.

Do you get stressed when travelling?

Lesson 3.1

Lesson Aims: Sts learn how to talk about what they like and don’t like when travelling using the verbs love, like, enjoy, hate and don’t mind. They also find out their level of travel stress by doing a quiz and comparing their answers with peers. Function Language Talking about travel stress. I don’t think I’m impatient. Talking about feelings when travelling. I don’t mind travelling long distances by car. Responding and listening to a quiz about travel stress. There are a lot of things you forgot to declare. What do you do? Vocabulary: Booked, missed, crowded, queuing, boarded, packed, exhausted, customs, impatient, balanced, calm, control. Grammar: Enjoy / don’t mind + verb + -ing, love / like / hate + verb + -ing or verb + to.

Warm-up Books closed presentation. Write On the road on the board and elicit meaning. Have sts in pairs brainstorm words and expressions related to travelling. Write sts’ suggestions on the board and if possible leave them there during the whole lesson. Possible words include airport, plane, cars, coach, bus, highway, hotel, guest house, hostels, holiday, check in, check out, arrival, departure, etc.

Cultural note 1 A coach is a type of bus used in excursions and long-distance trips. Buses are used in cities for shorter distances. Cultural note 2 Hotels are usually bigger, more comfortable and more expensive accommodation. Guest houses are simpler hotels and sometimes are similar to hostels and bed and breakfast inns (B&Bs) which are other kinds of simple accommodation.

1 Vocabulary: Travelling expressions

Tell students to read the Song line on p. 27 and ask them if they are familiar with the song and the singer.

Song line: n the road again, going places that I’ve never been, O seeing things that I may never see again. Song: ‘On the Road Again’ Singer: Willie Nelson (USA) Year: 1980

C Draw sts’ attention to the words in the quiz. Tell them to cover the second column and match the words to pictures a-g. Paircheck and classcheck. Pay special attention to the pronunciation of -ed in boarded /ɪd/ and crowded /ɪd/, and in missed /t/, booked /t/ and packed /t/. a – boarded b – missed c – queuing d – booked e – crowded f – packed g – customs

Tip Situations two, three and four in the quiz are great

A Books open. Ask sts to look at the seven pictures on

opportunities to review the phrase I’m stuck from lesson 2.8.

p. 26 and guess what kind of travel problem each one is describing. Have them listen to extracts from a man’s holiday and match the pictures to the extracts. Play 3.1. Ask sts to check their answers in pairs. Were their guesses correct?

Optional activity Practice -ed endings and linking using verbs related to travelling. Draw a table on the board similar to the one below and add one example for each sound.

1. d 2. f 3. c 4. e 5. b 6. a 7. g

B Focus attention on the R box. Tell sts they have to work in pairs and compare their feelings and opinions about travelling using the verbs given. Review the items in the exercise and clarify vocabulary and pronunciation. Draw their attention to the speech bubbles as an example dialogue. Are there any differences in opinion? Elicit answers. Optional activity Ask sts to report what their partners said to the whole class. E.g.: Daniel likes hitchhiking. He likes adventures and he thinks this is a very cheap way of travelling.

/d/

/t/

/ɪd/

saved a

booked an

exhausted after

dreamed of tried all phoned a arrived at

packed all stopped at switched off

crowded and boarded an

Ask sts to work in pairs and find similar examples for each sound in the text. Classcheck. Drill with the whole class and then ask sts to practise in pairs. Tell them to choose one or two verbs from each column and write a sentence. Ask sts to practise saying the sentences aloud. If possible, they can record their own voice using a smartphone and listen to the recording to check their pronunciation.

54 54

650347 _ 0054-0066.indd 54

22/12/15 11:04

3.1

D Draw sts’ attention to the title of the quiz. Tell them they have to work in pairs or in trios and say what they would do in the situations listed (1-4: before the journey; 5-6: during the journey; 7-8: after the journey). Encourage them to infer meaning of unknown words, but help if necessary. Weaker classes Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. Stronger classes Stronger sts tend to speak more, so if they get very involved in the activity, it is worth allowing them some extra time to compare answers.

2 Listening A Books open. Have sts listen to a complete version of the quiz and write the option that best applies to them: A, B or C. Play 3.2. Pause briefly after each question so as to allow sts some thinking time. 3.2 Notice the connections. What’s your level of travel stress? Take our quiz and find out. Before the journey 1 You’ve saved a lot of money and booked an expensive hotel online. The kind you’ve always dreamed of. When you get there, you discover the place is not what you saw on the site. It’s not even finished! What do you do? A. Ask for your money back immediately. B. If there’s enough time, look for another one. C. Nothing. You’ll only sleep there. But you ask for a discount! 2 It’s 4pm. You’ve tried all you could, but you couldn’t get to the station on time and missed your train. Now you have to wait five hours for the next one. All the shops at the train station are closed. What do you do? A. Walk up and down in the station and check the clock every ten minutes. B. Try to find something to do outside the station. C. Sit down and relax. 3 It’s the 23rd of December. You’re at a crowded and cold bus station, queuing. The ticket agent says there are no more tickets available. You won’t be home on 24th December. What do you do? A. Sit down and cry. B. Try to hire a car and go anyway. C. Phone your parents and explain. 4 It’s time to go to the airport. You’ve packed all your bags, switched off the lights and phoned a taxi. On the way to the airport, the car breaks down and stops in the middle of the road. What do you do? A. Start to cry. B. Pay the driver and try to find another taxi. C. Help the driver fix the car and hope there will be time to get to the airport. During the journey 5 You’ve boarded an old and crowded plane. All you want to do is get some sleep. You hope there’s no one sitting next to you, but you see a mother and a very young child. What do you say? A. Ask the flight attendant to find you a new seat. B. You say nothing. Sit down and close your eyes immediately to make sure that the mother knows you want to sleep. C. Introduce yourself to the family and play peek-a-boo throughout the flight to keep the child quiet. 6 You’re on the plane. The flight attendant has dropped a cup of coffee on your laptop. You switch it on, but it isn’t working You don’t know if the problem is permanent. What do you say? A. I want a new one! Do you hear me? B. Hmm... Who can I ring about this? C. Don’t worry. These things happen.

After the journey 7 You’ve arrived at the hotel and checked in. You’re exhausted after your journey. The three lifts are out of order and your room is on the tenth floor. What do you say? A. This is ridiculous! I want my money back! B. Do you know what time they’re going to repair them? C. Well, no problem. It’s nice to get some exercise. 8 You’ve just come back from a shopping trip to Miami. You’re stopped at customs. In your suitcase, there are lots of things you forgot to declare. What do you do? A. Sit down and cry. B. Try to convince the customs officer to let you go. C. Say you’re sorry and pay the extra tax.

Tip Before listening, ask sts to work in pairs and anticipate some options for the questions in the quiz. This will help them to preview what kind of vocabulary they are likely to hear. Note There are several words associated with travelling, such as journey, trip, voyage, travels, excursion and tour. A journey is a trip from one place to another, often one that is long and difficult. A trip is an occasion when you go somewhere and come back, such as a fishing trip. A voyage is a long trip, either by sea or in space. Travels are a series of trips made over a period of time, especially to a place that is far away. An excursion is an organised trip for a group of people and a tour is a trip to a place to see specific things of interest. Source: Macmillan English Dictionary for Advanced Learners (2002).

B Draw sts’ attention to the scoring for the quiz, i.e., A = 3 points, B = 2 points and C = 1 point. Tell them to calculate their score and read what it means. Do they agree with the result? Tell sts to share with a partner, following the example in the speech bubble. C MAKE IT PERSONAL Draw sts’ attention to pictures a-g. Tell them to use the pictures (not necessarily all of them) to remember a funny / unusual / stressful / surprising travel story. Have sts work in pairs and share their stories orally. Are there any similar experiences? Who has the best story? Draw sts’ attention to the speech bubble as an example. Tip Don’t worry about sts making mistakes. The focus is to get their message across, so encourage them to speak freely. Remember that weaker sts will probably need more preparation time. You may allow them to take notes, but make sure they do not write the whole story. Optional follow-up activity Ask sts to write a short narrative about their trip. Help them plan what kind of information they could include and what language they should use. For instance: 1. Where did you go? 5. What did you do there? 2. How did you go? 6. Did you have a good time? 3. Who did you go with? Why / Why not? 4. How long did you stay? 7. What happened? Remind them that, when we write stories, we usually use past tenses, such as the past simple and the past continuous.

Workbook p. 14 ID Online Portal Grammar p. 120

55 55

650347 _ 0054-0066.indd 55

22/12/15 11:04

3.2

Have you ever been to Australia? Lesson 3.2

Lesson Aims: Sts talk about their and other people’s past experiences, particularly those related to travelling. Function Conduct a class survey about past experiences.

Language Have you ever seen the Statue of Liberty? Yeah, twice. Giving advice about travelling problems. I think he should be honest with Cathy. Vocabulary: Past participle (been / seen / travelled / tried / sold / played / died / met). Grammar: Past continuous in affirmative, interrogative and negative forms. Before the lesson: Bring photos of places you have visited, tickets for shows, concerts, circuses, and other souvenirs from places you have visited, pictures of regional food and other small objects that may refer to trips. If possible, display them in the classroom before you start.

Warm-up Books closed. If you have displayed your souvenirs and photos, ask sts: What are these things? Why are they here? If you have not displayed them in the classroom beforehand, show your souvenirs and photos to the class and ask: Where do you think this is from? In both situations, ask sts a follow-up question: Have you ever been to Disney World? / eaten sushi? / travelled abroad? / seen the Eiffel Tower?, etc. Don’t expect full answers. At this stage, Yes and No answers are acceptable. Books open. Draw sts’ attention to the pictures of the kangaroo and the Sydney Opera House on p. 28. Ask them the question in the title Have you ever been to Australia? Briefly elicit answers. Tip You may use an IWB instead of realia and photos. Make sure you take into consideration your group’s ages, interests and backgrounds. For example, there is no point in showing souvenirs from different countries if your sts are unlikely to have been abroad.

3 Listening A Draw sts’ attention to the photo of the two men talking. Read the instructions for the exercise aloud and go through the four items with the whole class. Play 3.3. Paircheck and classcheck. 1. girlfriend 2. Australia 3. travel to Australia to see her 4. business

Tip Draw sts’ attention to the difference between the pronunciation of Australia /ɑˈstreɪliə/ and other words with au, such as auditorium, audience, audio, August, author, etc. 3.3 Notice the intonation in questions. P = Patrick H = Harry P So, how’s Cathy, anyway? H Fine, fine. Have you seen her photos? P Yep, I saw them on Facebook. She’s really pretty. Congratulations! H She’s seen your photos too. P Really? Did she like me? H Anyway, she, er, she says she wants to meet me. P Oh, finally! I mean, two years dating online, come on... That’s like... eternity. So, when is she coming to the UK? H Er... she’s not. She wants me to go to Australia... next month.

P That’s great. I’ve been to Australia twice. H Oh yeah? Did you go on business? P Mmm-hmm. Zero fun. Just work, work, work. How about you? H Nope. Never been there. P So... Have you started packing? H Hmm... P What? H Well...

Optional activity If time allows, let sts listen to and read the AS on p. 158 so as to notice rising and falling intonation in questions. Tip Sts may notice the exception to the general rule of falling tone for Wh questions. Tell them that intonation can indicate emotion, in this case, excitement. To practise this, try drilling one phrase with different emotions.

B Organise sts in pairs and tell them to think of possible reasons for Harry to be hesitant. Draw sts’ attention to the speech bubble as an example. Tell sts to listen to part two. Play

3.4. Did anybody guess the answers correctly?

He’s afraid of flying. 3.4 Notice /d/ and /t/ for -ed endings. P So... Have you started packing? H Hmm... P What? H Well...The thing is... I don’t know if I’m actually going. P How come? I mean, you love Cathy, right? H I do, I really do. I’ve never loved anyone that much. P So...? H You see... The thing is... I’m, er... P What? H I’m afraid to fly. There. I’ve said it. P Hmm... Like a phobia or something? H Yeah. P But, er, have you ever travelled by plane? H Once. Mum took me to Disney World when I was five... I screamed all the way there. No, seriously, I was terrified. And all the other passengers were shocked, of course. They thought Mum was killing me or something. P Oh man, I had no idea... So what are you gonna do?

56 56

650347 _ 0054-0066.indd 56

22/12/15 11:04

3.2 Optional activity If time allows, let sts listen to and read the

Write a few clues similar to the ones you did in the drill.

AS on p. 158 so as to notice the pronunciation of -ed endings.

Ask sts to work in pairs, asking and answering questions.

C Books open. Tell sts they are going to listen to part

St 1: Have you ever seen Cirque du Soleil?

three of the conversation and then mark if sentences 1-3 are true (T) or false (F). Have sts read the statements and play 3.5. Paircheck and classcheck.

St 2: Yes, I have. And it’s wonderful. Have you ever seen

Encourage them to add a comment, for example:

The Rolling Stones? St 1: No, I haven’t, but I’d love to. Have you ever tried Chinese food?

1. F 2. F 3. F

Cultural note The Sugar Loaf is a mountain in Brazil with a 3.5 Notice how the /h/ sound in her almost disappears in fast speech. P Oh man, I had no idea... So what are you gonna do? H I don’t know. P Well, easy... Tell her to come to London. Problem solved. H Nope, can’t do that. P Why not? H She lost her job and doesn’t have much money, you know... and she really wants me to meet her parents. P Well, then tell her you’re afraid to fly. H Are you mad? I’m too embarrassed to admit I’m like a sixyear-old. P Hmm... Have you ever tried therapy? Maybe it can help you get... H Twice. It didn’t work. I really don’t know what to do. P Hey, I have an idea. Why don’t...

Stronger classes Encourage sts to justify the answers in 3C. Paircheck and classcheck.

Optional activity If time allows, have sts listen to and read the AS on p. 158 so as to notice rising and falling intonation in questions and in the linking sounds.

D Ask sts to work in pairs and answer questions 1-3. Draw sts’ attention to the speech bubble as an example. Elicit answers from the group.

Tip Set a time limit for sts to share their opinions (e.g., three minutes).

distinctive shape like a loaf or mould of sugar. Portuguese traders gave it this name in the 16th century.

Tip Do not use too many different participles in this first exercise. The idea is to get sts to understand the use of the present perfect to talk about past experiences. We suggest no more than six verbs, regular and irregular. Keep sts in pairs and ask them to match sentences 1-5 to the responses. Play

3.6 and classcheck.

3–2–5–1–4 Ask sts to answer questions in Grammar box – Present Perfect 1 individually. Paircheck. Allow them enough time to come to a few conclusions. Classcheck and offer extra explanation. Write more examples and leave them on the board throughout the lesson.

1. a. Y b. Y c. N d. Y e. N 2. The past simple.

Note The main focus here is to make sts familiar with the use of the present perfect to talk about past experiences. This verb tense, just like the present perfect continuous, is considered difficult to master because its function, rather than its form, is almost unique to English. Source: . Accessed on 2nd June 2014. Read Common Mistakes with sts and ask: Why is the first

4 Grammar: Present perfect 1 – past experiences

A Ask sts: Have you ever been abroad? Elicit answers. This time insist on sts responding ‘Yes, I have’ or ‘No, I haven’t’. Ask more questions using different verbs, e.g., Have you ever seen a French movie? Have you ever travelled by boat? Have you ever tried Thai food? Once sts grasp the idea, provide the clues for a quick drill, making sure you do whole-class repetition and individual repetition: T: seen the Sugar Loaf Sts: Have you ever seen the Sugar Loaf? T: drunk champagne Sts: Have you ever drunk champagne? T: played handball Sts: Have you ever played handball?

sentence wrong? Do the same thing for the second and third sentences. You may want to contextualise the explanation by offering other examples. However, make sure you don’t get into too many details about present perfect vs. past simple. Use cognates and short sentences. Tell sts to go to Grammar on p. 120. This could be assigned as homework or done in class if you feel sts need more guided practice before the written and oral exercises in the lesson. Refer sts to the

Online Portal for the list of irregular

verbs in the participle form. Whenever possible, draw sts’ attention to the use and form of the present perfect to talk about past experiences. Tell sts to look at the Song line on p. 29 and ask them if they like the song. You may tell them it’s the theme song of a famous film called Don Juan de Marco.

57 57

650347 _ 0054-0066.indd 57

22/12/15 11:04

3.2 S o tell me have you ever really, really, really ever loved a woman? Song: ‘Have You Ever Really Loved a Woman?’ Singer: Bryan Adams (Canada) Year: 1995

2. How long did you stay there? 3. What places did you visit? 4. How was the weather?

Lesson 3.3

Song line:

5. Did you stay in a hotel? 6. Did your wife go with you?

B Ask sts to work in pairs and orally make as many sentences they can about Patrick, Harry and Cathy. Draw sts’ attention to the speech bubble as an example. Monitor and help if necessary. Harry hasn’t been to Australia before. Harry has been on a plane once. Harry has been to Disney World once / before. Harry has tried therapy twice. Patrick has been to Australia twice. Patrick has seen Cathy’s photos. Cathy has seen Patrick’s photos.

Weaker classes You may want your sts to write down the sentences, but encourage them to practise them orally first. If necessary, allow them an extra minute to make up sentences. Stronger classes Allow sts two more minutes and ask them to use verbs other than the ones in the exercise. The sentences can be speculations about Patrick, Cathy and Harry. E.g., I think Harry has been to many other countries. Elicit sentences and write them on the board. Underline or use different colours for the auxiliary have / has and the verb in the participle.

Optional activity Ask sts to put the sentences in negative and interrogative forms. You may choose to ask sts to do this individually or in pairs, in spoken or written form. Classcheck. Draw attention to Common Mistakes . Make sure sts understand the use of been to and insist that they use this correctly. Focus on World of English and read the box aloud with sts. You can also point out the difference between gone to and been to by eliciting or offering other examples. For instance: St A: Where is Lucas? St B: He’s gone to the club. (= He’s still there.) Sofia’s been to the club today. (= She went to the club and came back. She’s not there anymore.)

C Ask sts to work individually and write questions 1-8 using the cues. Draw their attention to the slash (/), meaning one word. Read the first example with the whole class. Paircheck and classcheck, paying close attention to pronunciation and intonation.

7. How much work did you do? 8. Would you like to go again?

Weaker classes Allow sts to write the questions first and monitor to make sure they are using the right verb tense. Next, have sts cover their answers and ask the questions in pairs. Monitor and correct if necessary.

Stronger classes These students may not feel the need to write questions beforehand. Ask them to work in pairs and do the questions orally. However, monitor closely and make sure they are using the right verb tense.

Optional activity Ask sts to do a role-play. One student asks the questions and the other plays Patrick’s role. If you have more females than males in your group, ask them to substitute wife in question 6 with husband.

D Ask sts to match sentences 1-6 to each photo before completing the statements. Paircheck. Ask them to remain in pairs and complete the sentences with the verbs in the box. Ask students to pay attention to the use of has or have as in No one / Everyone has and Most of the students have. Note that be is used twice. Classcheck. 1. d 2. f / have travelled 3. a / has met 4. c / have seen 5. e / has tried 6. b / have been

MAKE IT PERSONAL Organise sts in pairs. Have them

look at the photos in exercise 4D and interview their partner. Tell them to ask one follow-up question each time. Draw sts’ attention to the speech bubbles as examples. Tell them to take notes as they will have to report answers back to the class or to another student.

Tip If you have a large group, ask sts to report back just to another partner instead of the whole class. This ensures more participation and involvement in the activity.

Workbook p. 15 ID Online Portal Grammar p. 120

58 58

650347 _ 0054-0066.indd 58

22/12/15 11:04

3.3

Have you visited London yet? Lesson 3.3

Lesson Aims: Sts ask and talk about finished and unfinished actions using yet, already and just. Function Talk about travelling with a friend (positive and negative experiences). Listening and reading about travel experiences.

Language They are getting tired of each other.

We’ve just checked in! Yes, but we haven’t paid yet. Vocabulary: Regular and irregular past participle (changed / stayed / checked / paid / told / spent / read / started / finished / written / swum / ridden, etc.). Grammar: Present Perfect with just, yet and already. Before the lesson: Write on the board Travelling with a friend is…

Warm-up Books closed. Ask sts to think of a possible ending

Optional activity Ask sts to look at the photo for 15 seconds

to the sentence previously written on the board. Ask them to stand up and mingle, saying how they have completed the sentence. Then ask sts to sit down and elicit a few answers. Write them on the board.

and memorise as many details as they can. Next, tell them to close their books and work in pairs, saying what they remember. Have them open their books again and check.

5 Reading A Books open. Ask sts to read the beginning of the article and decide which of tips 1-4 is the most important when travelling with a friend. Ask them to work in trios and share their answers. If they disagree, they have to try to convince their partners by justifying their answers. Draw sts’ attention to the speech bubbles as an example dialogue. Tip Encourage sts to justify their answers by using some impact phrases when they speak, for instance: It depends on who is travelling with you; In some ways doing things separately is more fun; Personally, I don’t like to discuss money; Above all, plan carefully. You can write these phrases

on the board and tell sts to copy them to build a ‘useful phrases’ bank.

B Ask sts to read the rest of the article and match each tip in 5A to paragraphs a-c (there is an extra tip). Paircheck. Play 3.7. Clarify vocabulary and pronunciation and classcheck. a. Discuss money. b. Be prepared to compromise. c. Do things separately sometimes.

C Ask sts to work in pairs and answer the two last questions in each paragraph. They have to find out if they would be compatible travellers or not. Encourage them again to justify their answers by using impact sentences. Include sentences to express opinion as well, such as In my opinion…, I think…, I guess…, I believe…, etc. Don’t forget to draw sts’ attention to Common Mistakes .

6 Listening A Draw sts’ attention to the photo. Ask them to work in pairs and describe it. Ask: Where are the girls? What are they doing? Why do you think they look so happy?

Draw sts’ attention to the title of the lesson. Ask them: Have you visited London yet? If so, did you like it? If not, would you like to go? Tell them they are going to listen to Lisa and Meg, who are spending a few days in London. They are having a few problems travelling together. Tell sts they have to match each tip in 5A to days 1-3 (there is an extra tip). Play 3.8. Paircheck and classcheck.

Day 1: tip 2 (discuss money) Day 2: tip 3 (do things separately sometimes) Day 3: tip 1 (be prepared to compromise)

Weaker classes Sts may have some difficulty with this exercise. Remind them that they do not have to understand details, but play 3.8 twice if necessary. Alternatively, you can ask them to work in pairs. Pause after each day and tell them to decide on the right tip together.

B Tell sts to listen to the dialogues again and identify who said what, Lisa (L) or Meg (M). Go through sentences 1-4 with them and play 3.8. Paircheck and classcheck. Elicit who they would prefer to travel with and why. 1. L 2. M 3. L 4. M 3.8 Notice the long pauses and the short pauses. L = Lisa M = Meg Day 1 L ... Wow... this place has changed… a lot. M Have you ever stayed here before? L Oh yeah. A few years ago. But now… I mean, what kind of room is this? Look at these walls and this carpet… Oh my God! A mouse! M Where? Where? L There! There! Oh, it’s gone, thank God. Meg, listen, we’ve got to get out of here. M But... we’ve just checked in! L Yeah, but we haven’t paid yet. I’ll tell you what, let’s stay at the Ibis near the station. M Wait a second. How much money are we talking about?

59 59

650347 _ 0054-0066.indd 59

22/12/15 11:04

3.3 L Well, I guess it’s a little more expensive, but... M Lisa, I can only spend $100 a night. I’ve already told you. L Well, no, not really. You spent a lot of money shopping for clothes yesterday, so I didn’t think money was a problem. M Well, it is, actually. Day 2 L I'm going to the National Gallery today. Julie’s been there and she says it’s fantastic. What are you going to do? M Well, I haven’t been to the West End yet and I really want to go. We could meet up for coffee at around three o’clock. What do you think? L Yeah, but look... the weather has changed. It’s really cloudy, a perfect day to go to the National Gallery. M Well, I really don’t want to see old paintings today. Sorry. L Well, if you’re sure. I’ll see you at three and then I can tell you all about the Gallery. Day 3 L Oh! That was a loooong day. I am exhausted. Good night, Meg. M Lisa, I just want to read a little before I go to bed. L Oh Meg… M I’m reading 101 Things To Do Before You Die. It’s a book with lots of suggestions of cool, exciting ideas of things to do, things that can change your life! Have you read it yet? L Er... No, I haven’t. And I’m really, really tired. M I started when we got on the plane and I’ve already read the first 20 ideas. It’s fascinating. L Look, Meg. We woke up really early this morning, I’m exhausted and I can’t sleep with the lights on. Sorry. M OK, OK, sorry, Lisa. I’ll read downstairs in the lobby, then. Good night.

7 Grammar: Present perfect 2 – completed actions

Draw sts’ attention to the Song line at the top of p. 31. Ask sts if they like the song and the singer.

Song line: nd I promise you, kid, that I give so much A more than I get, I just haven’t met you yet. Song: ‘Haven’t Met You Yet’ Singer: Michael Bublé (Canada) Year: 2009

A Ask sts to work in pairs and match each extract 1-5 on

Words to be crossed out: a. less b. negative c. affirmative d. Use Draw sts’ attention to Common Mistakes . Read the sentences aloud and focus on the use of yet at the end of a negative statement and already after the auxiliary have in affirmative sentences. Write more sentences to illustrate the use of yet, already and just on the board. Ask sts to personalise the structure, writing one sentence for each adverb. Tell sts to go to Grammar on p. 120. This could be assigned as homework or done in class if you feel sts need more guided practice before doing 7B to 7F.

B Ask sts to write the verbs in brackets in the correct form. Tell them to check the list of Irregular Verbs on pp. 136–137 if necessary. Paircheck. In the same pairs, ask sts to match each sentence from rules a-d in Grammar box – Present Perfect 2. Classcheck by playing 3.9. Drill pronunciation of verbs, reminding sts of the correct pronunciation of -ed endings as in changed /d/, started /ɪd/ and finished /t/. 1. has been (a) 2. have not been (c) 3. spent (d) 4. has changed (a) 5. Have you read (a) or (c) 6. started (d) 7. have already read (b)

Optional activity Have sts pronounce the sentences using the contracted form of the auxiliary verbs have and has in the affirmative and negative statements in 7B. Ask them to practise in pairs and, if possible, to record their own voice using a smartphone.

C Tell sts to go to p. 26 and look at the pictures. Ask them to work in pairs and say what has just happened in each picture. Their partner has to guess which picture they are talking about. Refer to the speech bubbles as an example dialogue. Tip You can make this activity more challenging by asking sts to look at the pictures for 30 seconds and, then, close their books. How much can they remember?

the left to the present result on the right. Classcheck.

4–3–5–1–2

Optional activity Ask sts to underline the auxiliary and the verb in the participle in each extract 1-5. Ask sts to focus on Grammar box – Present Perfect 2 and cross out the wrong rules in items a-d. Paircheck and classcheck.

D Ask sts to read the list and guess which six activities Meg and Lisa have not done yet. They should compare answers with a partner. Draw sts’ attention to the speech bubbles as an example dialogue. Play 3.10 and classcheck.  do volunteer work  donate blood  have a child  learn to dance  plant a tree  swim with dolphins

60 60

650347 _ 0054-0066.indd 60

22/12/15 11:04

3.3 3.10 L = Lisa M = Meg M Hey Lisa, have you seen this website – ambitionlist.com? L No, what is it? M It’s a kind of bucket list. People write their ambitions online, and, er, then when they have, er, achieved them they tell everyone about it. L Oh, like that movie, with Jack Nicholson. M Yeah, it’s kind of like that book I’m reading, you know, 101 Things To Do Before You Die. L Oh yeah. Let me see. Oh look! Visit London! We’ve both done that so, yup, obviously, we have both been abroad too. M Yeah. And there are lots of more cool ideas here too. Look at these ones – see? I’ve never swum with dolphins, er, or ridden an animal. I’d love to ride a camel or an elephant. L Oh, I’ve already done that. I used to ride horses when I was a girl. But I haven’t swum with dolphins yet! M And look at his one – learn to dance. Ah! I’ve never learned to dance, er, I have two left feet. L Oh! I can’t dance either, I want to learn tango. M Me too! Daradaradara… L OK, so what else have you done? M Hmm. Well, I’ve made lots of birthday cakes… oh, and I’ve just fallen in love. L No way! Who with? M With London. L Ha ha, very funny. M Oh, sorry. Er… I’ve been a DJ a few times, so that’s another one, and, er, I’ve already tried extreme sports. L Yeah? M I went snowboarding in Colorado last year. L Nice one! M Yeah, awesome! But you know what, I’ve never done volunteer work, or planted a tree, or donated blood. Oh my god, I’m so selfish! L Look at this one – have a child. Have you had a child yet? M Lisa! Of course I haven’t!

E Ask sts to work in pairs and look at the activities in 7D. Tell them to say what Meg and Lisa have already done, have just done and haven’t done yet. Play 3.11 and check. 3.11 1 Meg has already been a DJ. 2 They haven’t done volunteer work yet. 3 They haven’t donated blood yet. 4 Meg has just fallen in love.

5 Both of them have already been abroad. 6 They haven’t had a child yet. 7 They haven’t learned to dance yet. 8 Meg has already made a birthday cake. 9 They haven’t planted a tree yet. 10 Lisa has already ridden an animal. 11 They haven’t swum with dolphins yet. 12 Meg has already tried an extreme sport. 13 Both of them have already visited London. 14 They haven’t written a story yet.

Optional activity Ask sts to write the sentences if you feel they need extra grammar / writing practice.

MAKE IT PERSONAL Ask sts to list ten things they

consider important in life, following the suggestion in 7D from the book 101 Things To Do Before You Die. Tell them to include things they have already done, they have just done and have not done yet. In pairs / trios, sts compare lists. Who’s got a more exciting list? Draw their attention to the speech bubbles as an example.

Optional activity 1 Ask sts to work in different pairs / trios and report what their classmates said. E.g., Sam’s just come back from a safari. Paula hasn’t been to a rock concert yet.

Optional activity 2 Ask sts to list things they have already done and have not done yet, but some sentences have to be true and other sentences have to be false. Ask them to work in pairs or small groups and try to guess which sentences are true and which are not. Who’s more convincing? For example: St A: I’ve already flown in a balloon! St B: I think that’s false. I think you are afraid of heights. St A: Yes, you’re right. Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Workbook p. 16 ID Online Portal Grammar p. 120

61 61

650347 _ 0054-0066.indd 61

22/12/15 11:04

3.4

How long have you had that hairstyle? Lesson 3.4

Lesson Aims: Sts ask and talk about actions in the past that are unfinished using how long, for and since. Function Ask and talk about unfinished actions in the past using how long, for and since. Reading about gap year experiences.

Language How long have you lived in Birmingham? He’s had the same hairstyle since he was 15. I’ve been in Scotland for six months.

Grammar: Present perfect with for and since. Before the lesson: Ask sts to bring photos of their childhood or of many years ago. The photos can be of themselves, friends, houses, etc.

Warm-up Books closed. Play Hangman with two or three words

Weaker classes Instead of checking vocabulary with the

and / or collocations related to gap years taken from the text in 8C (e.g., waste of time, work abroad, time of your life). Make sure you include gap year as it will be the link to the reading exercise in 8A.

whole class, you may make the activity more dynamic by selecting a few words you believe sts will have difficulty with beforehand. Provide sts with the definitions and ask them to find the words in the text. E.g., a family with kings, queens, princes and princesses (first paragraph) – royal family; timid, not willing to interact (second paragraph) – shy.

Cultural note A gap year is an expression associated with taking time out to travel between life stages. It is also known as a sabbatical, time off, time out and a year out, referring to a period of time (not necessarily 12 months) in which people disengage from curricular education and / or work and undertake activities such as travelling, volunteering or working abroad. Source: . Accessed on 2nd June 2014.

8 Reading A Books open. Draw sts’ attention to the definition of gap year in the book. Ask them to work in pairs and answer questions 1-3. Draw their attention to the speech bubble as an example. Tell them to be prepared to report their answers back to the class. Elicit answers from a few sts, particularly on question 3, as it is the link to the article.

B Draw sts’ attention to the magazine article. Tell them to read only the first paragraph to find out the answer to question 3 in 8A. Who guessed it correctly?

3. They are more popular in Europe.

Optional activity Read the first paragraph out to the class, paying special attention to the pronunciation of new words (whose stressed syllables are highlighted in pink). Clarify vocabulary if necessary.

C Draw sts’ attention to the World of English box. Do they know different informal English terms for a father as well? (It’s usually Dad, but also sometimes Daddy, Pa, Papa or Pop.) Words for grandmother include Nan, Nanna, Granny, Grandma, Grams. Tell sts they have to read the rest of the article in three minutes and mark if the four experiences mentioned are positive or negative. Do not deal with vocabulary at this stage. Paircheck. Do not play 3.12 in class because this recording has an inbuilt activity for Review 2. You could choose to read the article, paragraph by paragraph. Clarify vocabulary if necessary.

Derek – positive Ross – positive Rita – positive Tina – negative

Ask sts to work in pairs and answer the questions in 8A orally. Draw sts’ attention to the speech bubble as an example.

Tip If time allows, tell sts to report their partners’ answers to another student. E.g., Sandra would love to take a gap year because this would help her decide what career she would like to have in the future.

D Ask sts to re-read the paragraphs and decide who is still taking the gap year. Tell them to mark present or past next to each paragraph. How did they come to that conclusion? Elicit answers. Derek – present Ross – past Rita – past Tina – present

E Tell sts they are going to listen to Rita and Tina talking. They have to underline the two incorrect details in each paragraph. Play 3.13. Paircheck and classcheck. This reading / listening activity helps sts listen for details. It is also a useful practice for dealing with subtitles and closed captions, which are often not exactly the same as the audio. Ask sts if they have noticed differences between the subtitles and the audio in films and encourage them to look out for them in future. Rita: I lived and worked as an au pair in Barcelona for nine seven months. I decided I didn’t want to be a doctor lawyer, but a primary school teacher. Tina: I’ve been in Scotland for six months weeks. I have worked there for only two three weeks. 3.13 Notice how the /h/ sound is pronounced. Rep = reporter R = Rita T = Tina Interview 1 Rep … really true, isn’t it? So, Rita, how long did you live in Barcelona? R I lived there for, er, seven months… Rep Did you have a job? R Yep. I worked as an au pair for four months.

62 62

650347 _ 0054-0066.indd 62

22/12/15 11:04

3.4 Rep How was the experience? R Well, when I first looked at Raul and Ricardo, I thought… Rep Who? R The twins. Rep Oh, OK. R So, when I first saw them, I said to myself: ‘I’m going to get on the next plane and get back home now.’ But after a while… well, I fell in love with the boys… And I realised that I was born to be around kids. Period. So that’s how I decided to be a teacher, not a lawyer. Rep Oh, so you wanted to study law? R Well, Mom and Dad insisted for a long time – they really wanted me to be a lawyer. But now they don’t talk about it anymore. Thank God. So what I really… Interview 2 Rep ... absolutely right. So, Tina, how long have you been in the UK? T Er, I’ve been in the UK since September, so… yeah, that’s six months… But I arrived in Scotland six weeks ago. Rep How do you like it? T Honestly? Rep Uh-huh. T I hate it. Life sucks here. Yeah, I thought it was going to get better when I got a job, but… Rep Oh, so you’re working? T Yeah, I got a job at Sainsbury’s and… Rep What’s that? T Oh, some big supermarket. Rep How long have you worked there? T Three weeks. The longest weeks of my life. Rep Have you made any friends? T No, not yet. But my sister’s just come to visit. I haven’t seen her for a long time. Draw sts’ attention to the Song line at the top of p. 33 and ask them if they have ever been to a U2 concert.

Song line: B ut I still haven’t found what I’m looking for. Song: ‘I Still Haven’t Found What I’m Looking For’ Band: U2 (Ireland) Year: 1987

9 Grammar: Present perfect 3 –

unfinished past

Draw sts’ attention to Grammar box – Present Perfect 3 and the topic of unfinished past. 1 Tell them to look back at the underlined sentences in 8C. Ask sts to identify which sentences are about activities that started and finished in the past and which sentences are about activities that started in the past and still continue in the present. Paircheck and classcheck.

Tip Draw sts’ attention to the fact that we use for to refer to an action (or state) that started and finished in the past. We use since or for to refer to an action (or state) that started in the past and still continues. 2 Tell sts to remain in pairs and complete each expression with for (when we talk about how long an activity has been in progress) or since (when we refer to a specific time). Classcheck and drill pronunciation, paying special attention to linking, as in since_was born and for_a while. Ask sts to add two more expressions to the list.

for a long time for a few weeks since I moved here for many years since 2011 since April since I met you for a period of time since a point in time

Optional activity Draw two columns on the board, write For at the top of the first column and write Since at the top of the other column. Write the time expressions in exercise 2 in Grammar box – Present Perfect 3 on slips of paper and give them out to sts. Ask them to stand up and tape the expressions in the appropriate column. Classcheck and drill pronunciation. Tell sts to go to Grammar on p. 120. This could be assigned as homework or done in class if you feel sts need more guided practice before doing the written and oral exercises in the lesson. Point sts’ attention to Common Mistakes and read the sentences out to class before moving on to the next exercise. Ask sts to write two more sentences similar to the ones in the box. This may help sts personalise the information.

A Ask sts to close their books and tell them they are going to do a dictation. They have to listen to four questions and write them down. Play 3.14. Paircheck and decide who answered them (Tina or Rita) based on 8C. Classcheck and write questions on the board. Drill pronunciation and pay special attention to intonation. Did you have a job? / How do you like it? / Have you made any friends? / How was the experience? Then, ask sts to work individually and complete questions and sentences 1-8 about Tina’s and Rita’s gap years. Paircheck and play 3.14. Classcheck and drill pronunciation, paying special attention to intonation.

1. How long have you been in UK? 2. I’ve been in the UK since September. 3. How long have you worked there? 4. I haven’t seen her for a long time.

The action or state started and finished in the past.

The action or state started in the past and still continues.

5. How long did you live in Barcelona?

Use for, not since.

Use for or since.

7. I worked as an au pair for four months.

3, 4

1, 2, 5, 6

8. Mom and Dad insisted for a long time.

6. I lived there for seven months.

63 63

650347 _ 0054-0066.indd 63

22/12/15 11:04

B Draw sts’ attention to the pictures. Tell them to work in pairs and say what they think about Sam. Explain that Sam does not like change very much. Draw their attention to the first picture and read the example with the whole class. Ask them: How long has Sam lived in the same house? Encourage them to provide the full answer using for, i.e., Sam’s lived in the same house for… years. Ask sts to work in pairs and talk about Sam using the clues in the exercise. Monitor carefully for the correct use of the present perfect and the correct form of the participles. Elicit answers. Insist on the use of the contracted form He’s.

Weaker classes Prepare a few slips of paper with clues for sts to ask questions with how long. E.g.: know your best friend, have a car, have a dog, live here, study English, have this book, be married, etc. Provide one or two examples of questions: St A: How long have you studied here? St B: I’ve studied here for one year. Tell them to mingle and ask questions of other sts. Monitor and correct the mistakes after the activity if necessary. Optional activity Have sts swap partners. Ask them to report what their previous partner said. E.g., Pedro said he’s lived in the same house since he was a child.

He’s lived in the same house since 1980. He’s had the same hairstyle for many years. He’s studied a foreign language since he was 20. He’s had the same TV set for 15 years. He’s been with his girlfriend since 1985. He’s listened to the same kind of music for many years.

C MAKE IT PERSONAL If you haven’t already done so, focus on the lesson title How long have you had that hairstyle? If sts have brought their photos, they can use them now to show their partners. Ask them to work in pairs and share information about them, similar to what they did when talking about Sam. Draw sts’ attention to the speech bubbles as an example dialogue.

Focus on World of English and read the sentences aloud with sts. Elicit other examples and write them on the board. Draw sts’ attention to the contracted forms He’s / She’s / It’s. How do we know what ’s means? Elicit that only the context will tell us what verb is being contracted (i.e., He’s a lawyer = He is; He’s lived here for a long time = He has).

Workbook p. 17 ID Online Portal Grammar p. 120 Writing Bank p. 149

64 64

650347 _ 0054-0066.indd 64

22/12/15 11:04

Lesson 3.5

3.4

3.5

Have we really been to the moon? / How much personal information have you got online? Lesson 3.5

Lesson Aims: Sts consolidate the functions of giving and justifying opinions as well as identifying relevant information in a text. They also learn / revise how to react to unexpected information and expand their vocabulary by using suffixes. Function Language Finding relevant information (reading for gist). I don’t understand. Please explain. Reacting to unexpected information. That is not logical. Identifying words in a text (scanning). Vocabulary: Words forms with suffixes -ic, -ment, -al and -ion, such as dramatic, announcement, factual and collection; expressions to react to unexpected information. Grammar: Suffixes, particularly -ic, -ment, -al and -ion. Before the lesson: Show the video of the first moon landing in 1969 (1 min 44 sec). Suggestion: . Accessed on 2nd June 2014.

Warm-up Books closed. Tell your sts they are going to watch a short video. What is the video about? Next, ask sts to work in pairs and say what they know about the USA first landing on the moon. Elicit a few ideas.

Variation If you cannot show the video, ask sts to work in pairs / trios and list four things they know about the USA first landing on the moon.

is one in each paragraph. Ask them to circle the unknown words (meaning and pronunciation). Play 3.15 and let sts confirm their answers. Pause after each paragraph to classcheck and clarify vocabulary / pronunciation.

Armstrong likes surfing the Internet. / Armstrong’s hotel has 24 floors. / Armstrong decided he wanted to be an astronaut when he was seven.

Tip Identifying irrelevant information can sometimes be

Skills: Finding relevant information A Books open. Draw sts’ attention to the picture. Ask them to answer questions 1-2 and then match the bold words in the text to items a-g in the picture. Classcheck. a. rocks b. landing c. shadows d. flag e. Earth f. moon g. threw 1. Personal answers, but these are some ideas: Some people used to think the moon was made of cheese. A walk in the moonlight is romantic. The moon affects the tides. Apollo 11 landed on the moon in 1969. In some cultures, the moon is linked to fertility. 2. Some people believe that the 1969 moon landings were filmed (faked).

B Now, ask sts to read the text in three minutes and answer 1-3. Tell them not to concentrate on unknown vocabulary, but on general understanding. Paircheck and classcheck. 1. humour 2. fake 3. Conspiracy Theories Convince Armstrong that Moon Landing Never Happened

Weaker classes Weaker sts will have more difficulty finding information in a text. To help minimise this problem, one useful technique is to ask them to number the lines (in this text it would be lines 1–28). Then, ask them to mark the line(s) where they found the information. This helps sts focus on less information and they have a better chance of understanding the text.

C Ask sts to read the text again and cross out the three sentences that are irrelevant in the text. Tell them there

difficult. To help sts, you can give an example before they do the task. Write a short paragraph on the board with five sentences about yourself. E.g. My name is Paula Vieira. I am 32 years old. My mother loves ice cream. I am married, but I don’t have any children.

Ask sts to identify the irrelevant sentence (My mother loves ice cream) and say why it is unimportant: It is not related to the topic. / It doesn’t add any important information.

D Ask sts to work in pairs and answer questions 1-3. Draw their attention to the speech bubble as an example. Remember that this kind of exercise creates a great opportunity for sts to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. Cultural note There are many websites with interesting and unusual conspiracy theories. One of them is ‘The 30 greatest conspiracy theories – parts 1 and 2’ at and . Accessed on 2nd June 2014.

in Action: Reacting to unexpected information A Books open. Focus on World of English . Read the text out to class. Ask sts to work in pairs and underline the 12 Latin terms. Classcheck. per cent, Latin, origin, native, Spanish, Portuguese, etc, limited, article, for example, contains, approximately

65 65

650347 _ 0054-0066.indd 65

22/12/15 11:04

3.5 Stronger classes Ask sts to add three more Latin-based words to the list. Tell them to work with a partner and share.

B Draw a table similar to the one in B on the board. Ask sts to look at the table in the book and tell them to scan the text and find the words ending with the suffixes -ic, -ment, -al and -ion. Paircheck. Play 3.16 and classcheck, writing the words on the board. Replay 3.16 and drill words, paying special attention to the stressed syllables. Ask sts to work in pairs and add one or two more words to the list. -ic dramatic historic symbolic [bombastic, academic, etc]

-ment announcement government disappointment [department, movement, etc]

-al emotional factual mental [abnormal, bilingual, etc]

-ion mission confusion collection [abbreviation, accommodation, etc]

Note: suggested extra words are in square brackets.

Tip If you need to save time, you may ask one student to find words for two suffixes and another student for the other two suffixes. Then, they can get together and share answers.

C Draw sts’ attention to R box. Ask them to complete the box individually and classcheck. 1. -ment – -ion 2. -ic – -al 3. aren’t

D Ask sts to complete questions 1-7 with the correct form of the words. Classcheck and drill questions with sts, paying special attention to pronunciation. Then, ask sts to work in pairs and ask the questions of one another. Draw their attention to the speech bubbles as an example dialogue. 2. entertainment 3. intellectual 4. information 5. musical 6. romantic 7. typical

Note Some adjectives can end in -ic or -ical, but they have different meanings. The four most common are: a) Economic / Economical: Economic refers to the field of economics, as in the example ‘The meeting will concentrate on the economic issues surrounding the project.’ Economical refers to savings to be made, e.g., ‘Travelling by bus is more economical than taking the car.’ b) Historic / Historical: Historic refers to an event of great importance in history and is most likely well known. Historical refers simply to an event that took place during the course of history. The first therefore places a value judgment on the event being described. c) Comic / Comical: Comic retains its direct link with the idea of comedy, e.g., ‘He recited a comic poem.’ Comical often has the meaning of something that is ludicrous or unintentionally funny. d) Classic / Classical: Classic is used to refer to items of the highest quality and which are outstanding in their category, such as ‘a classic children’s novel’ or again ‘classic management styles’. Classical is used to describe literature, art, etc, in the style of ancient Greece or Rome, or the particular style of music going by this name. Source: Translation Directory at . Accessed on 2nd June 2014.

E Have sts listen to two conversations and decide which question in D each one is about. Play 3.17. Pause briefly after each conversation to allow sts time to answer.

3.17 N otice the repetition to express surprise / ask for clarification / correct information. B = Barry L = Linda M = Miguel Conversation 1 B … exactly, and that’s when I wrote my very first song. L What? Wait a second. Did I hear you say that you wrote a song, Barry? B Mmm-hmm. I called it ‘The moon and the stars.’ Granny still cries when she hears it. L Wow! Really? How old were you at the time? B Oh, about nine or ten, I guess. I learned how to play the piano when I was four, so… L You’re joking! When you were four? Wow. You’ve never told me that. B Really? I thought you knew. Anyway, when I got into university, I had to… Conversation 2 L … much, much better when I was a child. These days, there’s nothing good on – absolutely nothing. M What? What do you mean, nothing? L Well, maybe one or two programmes, but they’re either late at night or on satellite. M Hmm… I don’t know… I think the late-night news is good, and some of the documentaries… come on… they’re just fantastic. L Oh, come on, fantastic? Well, I don’t agree, Miguel. I think they’re just stupid. That’s why I don’t let the kids watch TV at home. M But, er, then you let them spend hours on the Internet, don’t you? L Well, not hours, but… you know, I have no problem with them surfing the web. M No way! But that makes no sense, Linda. You see... Conversation 1. Were you a musical child? Conversation 2. Do you think TV is still good entertainment?

F Play 3.17 again for sts to complete the gaps in sentences 1 and 2. Pause briefly after each conversation to allow them time to answer. 1. the piano – was four – (he) wrote his – or ten – The moon 2. a re few/aren’t many/aren’t any/are no – at night – her kids – them use/surf

G Ask sts to work individually and complete the sentences in the table. Paircheck. Play 3.17 again to let sts check. Drill pronunciation of sentences in the second and third columns. Next, tell sts to cover the second column and test one another. Can they remember the expressions? 1. mean 2. told 3. second 4. sense 5. agree

H MAKE IT PERSONAL Tell sts to swap partners and answer the questions in D using the expressions in G. Encourage them to use the right intonation, but avoid correcting at this stage. Workbook p. 18 Phrase Bank p. 64, 66 ID Online Portal Grammar p. 120 ID Café Video p. 140

66 66

650347 _ 0054-0066.indd 66

22/12/15 11:04

4 Unit overview: The main topics of unit 4 are the use of ‘make’ and ‘do,’ adjectives to describe personality, the contrast between ‘used to’ and the past simple, comparatives and superlatives and the use of suffixes for vocabulary expansion.

Were you a spoiled child? Lesson 4.1

Lesson Aims: Sts learn how to describe what they were like when they were children using a variety of adjectives and suffixes: -able, -ible, -ive, -ent, -al and -ous. They also share childhood memories. Function Language Talking about personality characteristics. I wasn’t funny. I never laughed. Talking about childhood memories. How old were you when you got your first pet? Reading about children’s personality types. Explosive kids are spoiled. Vocabulary: Adjectives to describe personality (funny, active, sociable, independent, etc). Grammar: Past simple revised. Before the lesson: Bring photos (not necessarily yours) related to childhood and tape them on the wall to create sts interest.

Warm-up Books closed presentation. Have sts form pairs. Write Childhood memories on the board. Ask sts to write, in two minutes, as many words as they can remember related to the topic. Then, ask them to compare their lists with those of another group and to add the different words to their list.

1 Vocabulary: Childhood A Books open. Draw sts’ attention to photos 1-9. What do they represent? Elicit answers, but do not go into detail at this time as sts will refer to the photos again in 1B. Tell sts to work in pairs and ask each other about their childhoods using the mind map. Draw their attention to the speech bubbles as an example. Make sure sts ask at least one follow-up question.

Note To be like / to look like / to like: the use of like as a preposition and like as a verb can be confusing to sts. To be like is used to talk about personality (e.g.: ‘What’s your brother like?’ ‘He’s very calm and gentle.’). To look like is used to talk about physical appearance (e.g.: ‘What does your brother look like?’ ‘He’s short and chubby and he has black hair.’). Like as a verb is used to talk about preferences (e.g.: ‘What kind of music does your brother like?’ ‘He likes rock.’).

B Ask sts to work in pairs. St A describes a photo (1-9). St B has to say which photo it is. Draw sts’ attention to the speech bubble as an example. Tip If you want to make this activity more challenging, ask st B to look at the photos for 20 seconds and memorise as many details as he / she can. Next, ask st A to describe one photo for st B to guess. Have sts swap roles. To introduce the topic of childhood, refer sts to the Song line at the top of p. 37 and ask them if they know any Swedish House Mafia songs.

Song line: on’t you worry, don’t you worry, child. D See heaven’s got a plan for you. Don’t worry… Song: ‘Don’t You Worry Child’ Band: Swedish House Mafia (Sweden) Year: 2012

C Have sts quickly read the website and match photos 1-9 to the words in bold. Then, have them listen to

4.1 and

say the word after the beep.

4.1 1 A Julia, stand up! You can’t have a new toy! B No! Mum! I want it now. NOW! A Get off the floor now, or I’ll phone your father! [spoiled] 2 A OK, I’ve finished my maths homework, now for languages. [hard-working] 3 A Oh, that is so funny! Ha ha ha... [laugh] 4 A Hello, my… my name’s B – B – Ben. [shy] 5 A Oh, I’m tired. If I put this book on my face, maybe they will think I’m reading while I’m sleeping a little. [lazy] 6 A We saw you! B Yeah, kissing Stan! We saw you! A You’re going re-ed, you’re going re-ed! [make fun of someone] 7 A Ha! I’m sure you’ll learn about respect now! B Ouch! Get off! Ouch! That hurts, stop it! [fight] 8 A Here you are, Mrs Smith. B Oh, thank you, dear. [kind]

67 67

650347 _ 0067-0078.indd 67

22/12/15 11:13

4.1 A This is fun! B Yeah! I love it. Whoops! A Careful, don’t drop that plate! B Sorry! Hey, do you think mum will pay us? A I hope so! [do housework]

4.3 kind / shy / spoiled funny / active / honest sociable / sensitive / curious / critical creative / aggressive / hard-working obedient / responsible independent

D Ask sts to review the descriptions in C and decide which group of children 1-5 would probably say each sentence in D. Paircheck and classcheck. 4 3 1 2 2 5 4

Tip Accept other answers provided that sts can justify their choices. For instance, the fourth sentence could belong to group 2 (hard-working) or group 5 (critical).

E Draw sts’ attention to the table in the book and draw a similar table on the board. Explain the difference in word stress patterns. Copy the examples from the book to the board and have sts repeat the words. Ask them to work in pairs and complete the table with the words from the second column in 1C. Play 4.3 and classcheck. Replay 4.3 and have sts repeat the words. O

Ooo

oOo

oOoo

kind funny sociable creative obedient shy active sensitive aggressive responspoiled honest curious hard-working sible critical

ooOo

Lesson 4.2

Optional activity For homework, ask sts to add two more example adjectives to each column in the table. Don’t forget to check their homework assignment during the next lesson. Ask sts to choose one adjective from each column and write one or two sentences. They can describe themselves or somebody else. E.g.: My little sister is so curious and independent. She’s always asking all kinds of questions.

F Draw sts’ attention to the R box and to the fact that the adjectives in the exercise have suffixes. Complete the sentence with always, sometimes or never. never

MAKE IT PERSONAL Ask sts to work in pairs and

say what they were like when they were children. How different or similar were they? Draw attention to the speech bubbles as an example.

independent

Workbook p. 19 ID Online Portal Grammar p. 122

68 68

650347 _ 0067-0078.indd 68

22/12/15 11:13

4.2

Did you use to like school? Lesson 4.2

Lesson Aims: Sts contrast and practise the use of do and make and talk about the things they used to do and make when they were children. They also read stories about people describing their personalities. Function Talking about weird stories and situations. Listening, reading and talking about things people used to do and make.

Language Were you a weird kid? I had to do my homework every day. I had to make my bed. Vocabulary: Collocations with make and do (e.g.: make money, make friends, do the washing, do a favour). Grammar: Make and do. Before the lesson: Before sts arrive, write on the board: Do you like school?

Warm-up Books closed. Write the following gaps and words on the board: 1. _ _ _ _ _ kids 2. _ _ _ _ _ _ 3. _ _ _

____

_ _ kids

_ _ _ ? kids

4. _ _ _ _ _ _ _ _ _ kids 5. _ _ _ _

______

Tell sts that the words refer to the different groups of children presented in 1C. Ask them to fill in the blanks without looking at the book. Classcheck.

Tip If the exercise becomes too difficult, help sts by providing the first letter in each line.

2 Listening A Have sts listen to two conversations. Which group of children from 1C does each child belong to? Play

4.4 and

classcheck.

Child 1 = group 4 Child 2 = group 2 4.4 Notice /z/ and /s/. Conversation 1 M = Michael G = Gloria D = David M Mum, can I have one of those? G What? Headphones? What’s wrong with yours? M They’re really big and uncomfortable. It’s time to go wireless, Mum! Please! G No, sweetheart, those are too expensive. M But, Mum, come on. All my friends use wireless headphones! It’s not fair! You promised, remember? You said that if I helped you with the housework, you’d buy anything I wanted. G Michael, I know, but we’re talking about £200 headphones here, not just a toy! That’s a lot of money. Listen, I can get you a wireless mouse instead. How about that? M Life sucks! You suck! You too, Dad! D Oh, dear... Gloria, rule number 1: if you make a promise to a child, you can never, ever break it. G I know, especially a child like Michael.

D Look... It’s important to make children do the washing up, make the bed and do housework... I get that... But promising a gift in return? Bad idea. Notice the intonation. Conversation 2 S = Susan F = friend C = Cindy P = Phil F Hey, Susan. Wanna play? S I can’t leave the house. I have homework to do. Lots. F I’ve downloaded the new episode of Glee... And then we can go to McDonald’s. S No, I have a big exam next week and I need to get at least 100 this time. F Well, will you die if you only get 99? S Yeah! C Susan, close those books now and go have some fun. S But, Mum! I haven’t finished... C Susan, you’re a clever girl. You should know that children who do lots of homework every day don’t necessarily do well in exams... S But, Mum... there’s nothing healthy to eat at McDonald’s! I haven’t had any vegetables today! Please, let me stay at home. C Susan, it’s not a request – it’s an order. Go get dressed. P Cindy, I’m a little worried about our daughter. C Me too. Where did we go wrong, Phil? P Well, once I read somewhere that young parents usually make more mistakes with their children. Guess they’re right. We’re awful parents, Cindy!

B Review sentences 1-6 with sts. Tell them they are going to listen to the conversations again and mark true (T) or false (F) for each sentence. Play 4.4. Paircheck and classcheck. 1. F (They all have them.) 2. T 3. T 4. F (She wants to get at least 100.) 5. F (She doesn’t like McDonald’s.) 6. T Focus on the R box and on Common Mistakes . Read the boxes aloud with sts. These will work as lead-ins to 2D and 2E.

C Tell sts to work in pairs and complete sentences 1-4 with do or make. Do not help them at this stage. Encourage sts to rely on their intuition if they are not sure of an answer. Play 4.5 and classcheck. 69 69

650347 _ 0067-0078.indd 69

22/12/15 11:13

4.2 1. make 2. do – make – do 3. do – do 4. make

4.5 1 If you make a promise to a child, you can never, ever break it. 2 It’s important to make children do the washing up, make the bed and do housework. 3 Children who do lots of homework every day don’t necessarily do well in exams. 4 Young parents usually make more mistakes with their children.

Remember that weaker sts will probably need more preparation time. You may allow them to take notes, but make sure they do not try to only read the sentences. Encourage follow-up comments. To introduce the topic of past memories, refer sts to the Song line at the top of p. 39. Ask sts if they remember any song that refers to the past. Ask them if they know / have ever heard of Gotye. Do they know any Gotye songs?

Song line:

Note The words make and do are usually confused. There are no rules for when to use them, but in general, we use do for daily activities and jobs (e.g., do the ironing, do the shopping, do the washing up, do housework) and for non-specific ideas (e.g., I’m doing nothing at the moment, I’d do everything for you). We use make to express the idea of constructing, building and / or creating (e.g., make money, make a decision, make a cup of tea, make a mess). Have sts form pairs and ask them to say if they agree or

I guess that I don’t need that though. Now you’re just somebody that I used to know. Song: “Somebody That I Used to Know “ Singer: Gotye (Belgium/Australia) Year: 2011

Culture note The singer Gotye agreed to pay the family of the Brazilian composer Luís Bonfá $1.000.000 in order to use the song ‘Seville’, which was composed in 1967.

disagree with the statements. Draw attention to the speech bubble as an example.

Tip Write a few more agreeing / disagreeing expressions on the board and insist on sts using them. Monitor and help if necessary. Examples: I agree (with…) / I totally agree (with…) / I disagree (with…) / I don’t agree (with…) / I can’t agree (with…).

D Books open. Tell sts to focus on

World of English . Ask

them to anticipate some answers before looking back at

3 Reading A Draw sts’ attention to the pictures. What do they represent? Read the title of the discussion forum aloud to sts. Make sure they understand the word weird by using cognates to explain (e.g., strange, unusual). Ask them to quickly read the forum (i.e., 2-3 minutes) and match the stories to the pictures. Do not discuss vocabulary at this stage. Paircheck and classcheck.

the text in 1C on pp. 36 and 37, including the pictures.

Stronger classes You can turn this into a listening exercise.

Allow them three or four minutes. Paircheck and

Ask sts to cover the text and only focus on the pictures. Play 4.6. Pause after each story to elicit answers.

classcheck. Have sts repeat the collocations.

Do: activities / housework / homework / the washing up / well / schoolwork

Picture 1 – third story

Make: friends / fun of somebody / a mistake / a noise / a promise / somebody do something

Picture 3 – second story

Picture 2 – first story Picture 4 – fourth story

Optional activity While sts complete the table together, draw two columns on the board, one for do and the other for make. To check, ask sts to go to the board and write the collocations under the correct column. Classcheck and have sts repeat the collocations. In class or for homework, ask sts to add two more collocations under each column. If you decide to do this activity in class, allow them to use a dictionary (traditional or online).

MAKE IT PERSONAL Ask sts to individually complete

statements 1-5 with the verbs do or make. Have them work in groups of three and compare their answers. Is there an activity that most of them had to do?

Tip Do not worry about sts making mistakes in an exercise like this. The aim is to get their message across, so encourage them. If necessary, write down mistakes and correct them later.

Note In the second story, Lisa is probably Lisa Simpson, the eight-year-old child of Homer and Marge Simpson in the TV cartoon The Simpsons. Her character is very popular amongst girls. Draw sts’ attention to the words whose stressed syllables are highlighted in pink in the text. Drill them with the whole class. Ask sts to work in pairs and pronounce them to each other. If possible, ask sts to record their voices using a smartphone. They can listen to their recording afterwards.

Culture note A&E is an abbreviation for ‘Accident and Emergency’. This is the part of a hospital where people go (or are taken by paramedics in an ambulance) for urgent treatment of serious illnesses and injuries. In North America, A&E is called the ‘emergency room’ or ER.

70 70

650347 _ 0067-0078.indd 70

22/12/15 11:13

4.2 Tip Often sts bring their mobile phones to lessons. By asking them to record and to listen to their own voices, you may bring variety to class and use mobile phones as allies in the learning process.

B Focus on World of English and read it out to the class. Have sts learn different words to express approximately. Ask them to review the text in 3A and circle them. When I was about two… (third story) When I was around six… (second story) When I was in Year 4 or something… (first story) This Adele phase lasted like an entire year. (second story)

C MAKE IT PERSONAL Draw sts’ attention to the weirdometer at the bottom of the text in 3A. Ask them to work in pairs and decide which story is the weirdest. Emphasise that it is important they justify their answers. Draw their attention to the speech bubbles as an example dialogue. Tip Do not worry about sts making mistakes in an exercise like this. The aim is to get their message across, so encourage them. If necessary, write down mistakes and correct them later.

Workbook p. 20 ID Online Portal Grammar p. 122

Weaker classes For extra vocabulary support, ask sts to underline two words they do not know in each story. Elicit words and write them on the board. Ask sts to work in pairs and help each other infer meaning from context. Monitor and help sts. Classcheck if necessary.

71 71

650347 _ 0067-0078.indd 71

22/12/15 11:13

4.3

Did you use to wear a school uniform? Lesson 4.3

Lesson Aims: Sts talk about things that they used to do and things they did only once. They also listen to a news item about vinyl records. Function Contrasting experiences that happened once and things that usually happened.

Language Did you use to like school? One day you ate bird food, remember? My mother used to have hundreds of LPs.

Talking about childhood memories. Vocabulary: Verbs to describe activities and habits. Grammar: Used to vs past simple. Before the lesson: Write the following definition on the board: strange and unusual, sometimes in a way that upsets or shocks people. Bring an LP to class (if possible) or a photo of one.

Warm-up Books closed. Draw attention to the definition on the board. Elicit the word weird. Ask sts if they remember the weird childhood stories they read in the previous lesson. If they do not, ask them to look at the pictures on p. 39 and say what they remember. Do not allow them to re-read the stories.

4 Listening A Read the instructions out to the class. Play

4.7 and ask them: Which story is it? Who is talking? Classcheck.

Julia is talking to her father. 4.7 Notice how the /s/ sound is pronounced together. J = Julia D = dad J Oh, I miss those days. Life was so much easier. D What do you mean, you miss school? Did you use to like school? Darling, I thought you hated that place! J Well, yes, but I was just a kid, you know, and that’s what kids do, right, Dad? They hate school, they sit at the back of the class, they... D Hmm... your brother likes school. J Well, Danny’s a nerd, so of course he does. Er... Dad, there’s something, er, there’s something I’ve never told you, you know... D Oh yeah? What? J Remember that time you and Mum thought I was sick? D You used to be ill all the time, Julia – at least until you were 12 or something. You used to eat everything you found! One day you ate bird food, remember? J No, I mean that time you took me to hospital... D Oh, your leg. Of course. Your mother and I almost went mad that day. J Well, I was sort of... lying. D What do you mean? We saw it! Your left leg was dead.

B Have sts form pairs and tell them to review sentences 1-3. Do they think they are true (T) or false (F)? In the same pairs, sts decide how Julia’s father is going to react. Draw their attention to the speech bubble as an example. Elicit answers. Play 4.7 and classcheck. Did anybody guess correctly?

1. F (Julia misses those days.) 2. F (Julia’s brother is a nerd.) 3. F (She was always ill until she was 12.)

C Ask sts to listen and decide who was easier to understand. Play 4.8 and elicit answers. Personal answers. 4.8 Notice /iː/ and /e/. D What do you mean? We saw it! Your left leg was dead. J No, it wasn’t, Dad. I was lying. D Lying? What do you mean, lying? J Look, I really didn’t want to go to school, Dad. We had a big exam and, er…, well, I was afraid to get a bad mark. I’m sorry. D But... Julia, we took you to hospital! Why didn’t you tell us? J Look, I’m sorry. I really am. I didn’t use to do it all the time. I never lied about the serious stuff. I swear. D Wow... five hours in A&E... for nothing! I can’t believe you did something like that. Unbelievable! Now, go to your room!

Optional activity If time allows, have sts listen to and read the AS on p. 160. Listen and shadow read the dialogue. Half the class can play Julia’s role and the other half can play Dad’s role.

5 Grammar: Used to vs past simple A Tell sts they are going to read a few statements from the story. They have to decide if each statement is about something that happened only once (HO) or something that happened frequently (HF). Do the first sentence with the whole class as an example, if necessary. Paircheck and classcheck. 1. HF 2. HF 3. HF 4. HF 5. HO 6. HO 7. HF Ask sts to work in pairs and read the Grammar box: Used To Vs Past Simple. Have sts answer the questions and classcheck.

1. a. both b. past simple 2. Interrogative = did + subject + use to + infinitive Negative = subject + didn’t + use to + infinitive

72 72

650347 _ 0067-0078.indd 72

22/12/15 11:13

4.3 See Grammar on p. 122 for further explanation of the possibility of using did + use(d) to instead of did + use to.

MAKE IT PERSONAL Draw sts’ attention to photos 1-9

on p. 36. Revise vocabulary if necessary. Tell sts to work in

Focus on Common Mistakes . Elicit the explanation for the mistake pointed out (it refers to a usual, regular activity, so the adverb usually is used).

pairs and ask each other questions with used to. Draw their

Tip Draw sts’ attention to the correct pronunciation of used to /ˈjuːst tə/ as opposed to the pronunciation of the verb used /juːzd/ (e.g., He used a knife to open the box.) Drill pronunciation of sentences.

Tip Monitor sts but do not correct them at this stage. Pay

attention to the speech bubbles as an example. Model with one student questions with used to.

special attention to the pronunciation of used to and do extra practice later if necessary. To introduce the topic of past habits, refer sts to the Song

B Keep sts in pairs and ask them to substitute the underlined sentences with a phrase containing used to whenever possible. Make sure sts understand some sentences cannot be changed as they refer to a specific moment, not a habit. Play 4.9. Classcheck.

line at the top of p. 41. Ask sts if they remember any song that refers to past habits. Read the lyrics with sts and ask them to comment on what they read. Are there similar comments?

Song line:

4. O ne of my favourite things to do was open Alfredo’s mouth and pull his tongue out. Did he use to like that? Well, every time he saw me, he used to run to my mother’s bedroom.

I ’ve found a reason for me to change who I used to be. A reason to start over new. And the reason is you.

5. When I was a teenager, I didn’t use to like school.

Song: ‘The Reason’ Band: Hoobastank (USA) Year: 2004

Weaker classes Draw the face of a girl (Rose) on the board and write a few activities around it. For example: 1. Travel a lot / be in Paris ten years ago; 2. Go surfing / break her ankle once; 3. Be an excellent student / get top marks in all of her exams; 4. Go to rock concerts / be in Rock in Rio in 2011; 5. Be a Star Wars fan / see all six films on the same day.

Ask sts to work in pairs and make sentences about Rose to contrast her past habits and things that happened on specific occasions. E.g., Rose used to travel a lot. She was in Paris ten years ago. Next, tell sts to add one or two more sentences about Rose using the same contrast.

C Ask sts to work in pairs and look back at pictures 1-4 on p. 39. Tell them to reconstruct the stories orally by looking at the pictures. Draw their attention to the speech bubble as an example.

Weaker classes Write a few clues on the board for each story to make sts remember the details. For example: story 1 – Year 4 / fish tank / fish food flakes / secret / best friend. This way you may provide helpful clues for sts’ speech.

Stronger classes Ask sts to tell their partners a childhood story of their own. This can be made more interesting if they can choose to tell either a real or made-up story. Their partners have to guess if the story really happened or not.

Optional activity Ask sts to choose one story and write it in their own words. This can be made more interesting if they write the story from another person’s perspective (for instance, the doctor’s, in the fourth story).

MAKE IT PERSONAL

Read the instructions and the

speech bubbles out to class. Sketch a memory of your childhood on the board and elicit comments while you are writing. Organise sts in pairs and tell them to do the same. Draw their attention to the speech bubbles as examples.

Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct while sts are talking. If necessary, write down mistakes and correct them later. Go to R box to teach the abbreviation of pronunciation of because.

6 Listening A If you brought an LP to class, show it and ask sts: What is this? Have you ever listened to an LP? Tell sts to form pairs and answer the questions in the quiz. Draw their attention to the pronunciation of vinyl /ˈvaɪnl/ and records / ˈrekɔːdz/. Ask if sts are familiar with the term retro /ˑretrəʊ/ (stylish fashion trends from the past). Focus on the speech bubbles as an example dialogue.

B Elicit answers for question 5 in the quiz. Tell sts to listen to the news about vinyl records and confirm their guess. Play

4.10 and classcheck.

Vinyls are becoming more popular again.

73 73

650347 _ 0067-0078.indd 73

22/12/15 11:13

4.3

C Tell sts to work in pairs and review sentences 1-5. Ask: What do you remember from the news item? Tell them they can guess and should not worry about knowing the right answer. Replay 4.10. Paircheck and classcheck. Are sts surprised? Elicit answers.

1. 1950s–1970s 2. cool 3. long 4. CDs 5. 40

Cultural note Vinyl records are considered to be of better quality by music specialists. Nowadays, they can be considered a sophisticated gift, as they are more rare than CD and MP3 music. Source: . Accessed on 3rd June 2014.

Workbook p. 21 ID Online Portal Grammar p. 122

74 74

650347 _ 0067-0078.indd 74

22/12/15 11:13

Lesson 4.4

4.10 Notice the pauses. Vinyl records, or LPs, bring back memories of growing up in the 1950s, 60s and 70s for many adults. LP stands for ‘long-play’ because the new technology allowed more tracks to be recorded on each side of these black disks. Back in the days of rock and roll, music lovers listened to artists like Elvis Presley spinning on a turntable. Younger generations didn’t grow up with LPs, so for them vinyl is cool and ‘retro’. A company called Nielsen SoundScan tracks music sales in the USA. It says LP sales are growing faster than any other audio format, by up to 40%. Millions of LPs are being sold every year. But still, vinyl sales overall are tiny compared to CD and MP3 sales.

4.4

Are you as tall as your parents? Lesson 4.4

Lesson Aims: Sts compare and contrast people, situations and gadgets by using superlatives, comparatives, and as … as. Function Language Expressing your opinion about people, situations and gadgets. CDs and LPs are as modern as dinosaurs. Reading about people’s opinions about CDs and LPs. Digital songs don’t sound as good as old LPs. Vocabulary: Adjectives to compare people, situations and gadgets (e.g., cheap, complicated, convenient, easy, exciting, heavy, nice, old, etc). Grammar: Comparatives, superlatives and as … as. Before the lesson: Bring magazine photos of or use the IWB to show photos of situations and gadgets that could be compared (cities, people, cars, computers, mobile phones, etc).

Warm-up Books closed. Write tweets on the board. Ask sts to tell their partners if they are familiar with the word tweets. What does it mean? Do they tweet? Elicit answers.

7 Reading A Books open. Read Cyber English aloud with the class. Draw sts’ attention to the title of the text and to how many tweets there are. Paircheck. Do not deal with vocabulary at this stage. Play 4.11 and classcheck. Clarify vocabulary if necessary. 1. #vinylsucks 2. #vinylsucks 3. #loveLPs 4. #vinylsucks 5. #vinylsucks 6. #vinylsucks 7. #loveLPs

Note Several scholars have been studying how the Internet is changing language. According to David Crystal, Honorary Professor of Linguistics at the University of Bangor, ‘Language itself changes slowly but the Internet has speeded up the process of those changes so you notice them more quickly.’ Source: . Accessed on 3rd June 2014.

B Go back to tweet 1 with the whole class. Ask sts: How do you know he is being ironic? Elicit answers. Ask them to re-read the text and find two more examples of irony. Paircheck and classcheck. Tweet 4 What? And nobody told me? What’s next? Polaroid cameras? Black and white TVs? Tweet 5 LPs are as modern as dinosaurs.

C Ask sts to work in pairs and tell their partner which tweet best reflects their opinion. Draw attention to the speech bubbles as an example. As done before, encourage them to justify their answers. Include sentences to express opinion as well, such as In my opinion…, I think…, I guess…, I believe…, etc. Optional activity Ask sts to write their own tweet expressing their opinion. Remind them that tweets can only have up to 140 characters (not words). You may allow them to use a mobile phone so as to count the characters. To introduce the topic of comparatives and superlatives, refer sts to the Song line at the top of p. 43. Ask sts if they identify which song those words were extracted from. Do they know the name of the song / the singer’s name?

Song line: P retty woman, I don’t believe you. You’re not the truth. No one could look as good as you. Song: ‘Pretty Woman’ Singer: Roy Orbison (USA) Year: 1964

8 Grammar: Comparatives and superlatives, as … as

A Ask sts to work in pairs. Tell them to complete the table and look at the text in 7A to check the answers. Monitor and classcheck if necessary. Elicit explanation of rules and write them on the board. For instance: Tip Type A: short adjective add -er / -est Note the combination Consonant – Vowel – Consonant (CVC) in ‘big’ leading to double letters in the final consonant. Type B: adjectives finishing in y change y to i and add -er / -est more / most + adjective Type C: long adjectives far / farther / farthest or Type D: exceptions to the rule further / furthest Note that superlatives are preceded by the. bigger the fastest uglier the craziest more expensive the most practical better the worst Draw sts’ attention to adjectives 1-11. Ask them to classify them according to their type, A-D. Paircheck and classcheck.

2. C 3. C 4. B 5. C 6. B 7. A 8. A 9. B 10. A 11. A

Weaker classes Elicit both comparative and superlative forms of all adjectives listed. Write them on the board. Tell sts to go to Grammar on p. 122. This could be assigned as homework or done in class if you feel sts need more guided practice before 8B to 8E.

B Ask sts to work in pairs and orally compare the three topics in the box. Allow only one minute for each comparison. Draw their attention to the speech bubbles as an example. Elicit one example for each item and write them on the board. 75 75

650347 _ 0067-0078.indd 75

22/12/15 11:13

Optional activity Keep sts in pairs. Ask them to look at the photos you brought to class (or the photos on the IWB). Tell sts to say sentences comparing them. Encourage them to use the comparative and superlative forms. Monitor and correct if necessary. Draw sts’ attention to Common Mistakes . Read the box aloud with the class. Focus on the use of -er for short adjectives and than before the noun. Elicit other examples using different adjectives if necessary. However, make sure you do not overwhelm sts with too many sentences. Also focus on the use of as for comparison. Make sure sts pronounce it correctly /əz/. This will be the lead-in to the Grammar box: (not) as … as in 8C.

C Ask sts to tick the correct box and make comparisons using the adjectives in photos a-b. Play and classcheck.

4.12. Paircheck

a. Both are dead. b. Digital songs sound worse than old LPs.

Optional activity Elicit more examples comparing LPs, CDs and digital songs.

D Tell sts to compare the two actors in the photo on the left and the three cars in the photo on the right. Tell them to use the adjectives given. The speech bubble is an example. E Play 4.13 and classcheck the comparisons made in 8D. Replay 4.13 and tell sts to listen and repeat the sentences. Focus on intonation, linking and stressed words.

4.13 Notice the sentence stress. 1 The guy on the left looks funnier than the guy on the right. 2 The guy on the left isn’t as good-looking as the guy on the right. 3 They are as successful as each other. 4 The guy on the right isn’t as tall as the guy on the left. 5 The guy on the right looks younger than the guy on the left. 6 The red car is the most expensive car. 7 The white car isn’t as damaged as the other cars. 8 At the moment, the white car is the fastest. 9 The blue car is the most practical car. 10 At the moment, the white car is the best car.

MAKE IT PERSONAL Ask sts to write an example

comparing each of the four topics given. Then, in groups, have them compare their answers to those of their partners. Who could guess first?

Weaker classes Sts may have some difficulty in doing this exercise and will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Workbook p. 22 ID Online Portal Grammar p. 122

76 76

650347 _ 0067-0078.indd 76

22/12/15 11:13

Lesson 4.5

4.4

4.5

Have you ever had a pet? / What animal makes the best pet? Lesson 4.5

Lesson Aims: Sts consolidate the functions of understanding anecdotes and making recommendations. They also revise the use of so and but as connectors and the use of the structure preposition + verb + -ing. Function Language Comprehending an anecdote. I had a cat. It used to purr really loudly. Making recommendations. You should definitely have a pet. Vocabulary: Expressions to make recommendations (You should…; Have you considered…?; Why don’t you…?; Have you thought about…?). Grammar: So and but; preposition + verb + -ing. Before the lesson: Select a few short videos of pets. Suggestion: Show the video at . Accessed on 3rd June 2014.

Warm-up Books closed. Tell sts that they are going to watch a short video. What is the video about? Books open. Draw their attention to the title of the lesson. Has anybody in class ever had a pet? Elicit a few answers from class.

Tip If you cannot show the video, ask sts to work in pairs or groups of three and list four good things and four bad things about having pets. Elicit answers from class.

Skills: Comprehending an anecdote A Books open. Read the instructions to the title Comprehending an anecdote. Make sure sts understand what anecdote means. Note An anecdote is a short account of an interesting or humorous incident. Draw sts’ attention to pictures 1-6. What do they show? Ask sts to quickly read the anecdote and match each paragraph to pictures 1-6. Paircheck and classcheck. Do not deal with vocabulary at this stage. Focus on general understanding.

1st paragraph – picture 4 2nd paragraph – picture 1 3rd paragraph – picture 6 4th paragraph – picture 2 5th paragraph – picture 5 6th paragraph – picture 3

B Review the first paragraph with sts and focus on the use of so and but. What’s the difference? Elicit answers from the class and complete R box. Play 4.14. Use so for consequences. Use but for contrast. Now, ask sts to read the other paragraphs and complete the gaps with so or but. Paircheck. Play 4.14 to classcheck.

1. but 2. so 3. so 4. but 5. but 6. so 7. so 8. but

Tip To help sts focus only on relevant information, you may allow them to check the meaning of only one or two words in each paragraph. Ask them to underline one or two unknown words in each paragraph that they cannot guess from context. Encourage sts to ask a partner if he / she knows the meaning before asking you. If necessary, allow them to use a dictionary.

C Tell sts to cover the text, except for the first line. Read the first line out to the class and ask sts to guess the next word(s). Write answers on the board and ask sts to uncover the second line to confirm their answers. Ask them to work in pairs and take turns to remember the lines. Weaker classes Ask sts to work on just one or two paragraphs instead of the whole text. This should help sts not to take too long to do the activity and avoid losing interest.

MAKE IT PERSONAL Ask sts to work in groups of three

and share stories about their pets. Tell them to refer to the clues in the box for ideas. Draw their attention to the speech bubbles as an example. Remember that this kind of exercise creates a great opportunity for sts to practise the target language in a less controlled way. Do not correct while sts are talking. If necessary, write down mistakes and correct them later.

Tip If one or more sts in each group has never had a pet, they can talk about somebody else’s pet. Also note that sts may choose to talk about their own pet, so draw their attention to the use of the correct verb tense.

in Action: Making recommendations A Books open. Focus on the picture. Ask sts what they think the situation is. Read instructions out to class. Make sure they understand shelter (sanctuary or rescue centre to help and protect animals). Play 4.15. Paircheck and classcheck. 1. The woman is more reluctant because for her pets are a lot of work. 2. A cat. 3. A dog. 4.15 Notice how the /d/ sounds are linked. R = Roy B = Brenda S = sales assistant R Oooooh, they all look so adorable! B Yeah, right Roy, adorable… R Er, excuse me, Miss… Hi… We, er, we have a four-yearold daughter and we’d like her to have a pet. She’s an only child, so we want a pet that can keep her company... S No brothers or sisters? Oh, yeah, you should definitely get her a pet. B Like a bird... or a goldfish, right? R Brenda, we’ve talked about that – goldfish are not as interactive as dogs. End of discussion.

77 77

650347 _ 0067-0078.indd 77

22/12/15 11:13

4.5 B But goldfish are quieter than dogs. R You see, we both work all day and, uh, we live in a small apartment. What would you recommend? S Have you considered getting a cat? R Well, to be honest, we were kind of thinking of a dog. We, er… prefer dogs. B Roy, YOU like dogs. I’d do anything to stay pet-free. They’re a lot of work! R Come on, Brenda, it’s not as bad as it looks!

B Before playing the second part of the conversation, tell sts to re-read statements 1-3 and try to guess if they are true (T) or false (F). Make sure they understand the word bark (sound a dog makes). Play 4.16 and classcheck. 1. true 2. true 3. true 4.16 Notice the weak forms in comparatives. B Roy, you like dogs. I’d do anything to stay pet-free. They‘re a lot of work. R Come on Brenda, it’s not as bad as it looks! S Well, cats are not as good with kids, I know, but, well, they’re independent animals, which is great if you’re both busy and… B Hmm... and they’re much quieter than dogs too. R But you see, we want Lynn to walk the dog, take it to the park, teach it how to sit… stuff like that. S Well, why don’t you get a dog that is easy to train? You know, like a Poodle or a Lab. B Like a what? S A Labrador– come here, let me show you. R Oh, he looks adorable! Come here, little doggy! Now who’s the cutest dog in the world? B Does he bark a lot? S Well, yes, but not as much as a Poodle. B I don’t like noisy animals, you know. My life’s stressful enough, thank you very much. S Hmm… in that case, have you thought about getting a house rabbit? You won’t hear a sound, I promise. B Hey, wait a second... That’s a great idea. R Yeah... Why not? Rabbits are cute, small and quiet. Can you show us…

Optional activity Ask sts to work in pairs and write the end of the conversation. What does the couple decide to do?

C Draw sts’ attention to the box. Ask: When do you use ‘get’ and when do you use ‘getting’? Play 4.17 and classcheck. What is the rule? Focus on World of English and read the box aloud with sts. 1. get 2. getting 3. get 4. getting Drill pronunciation of sentences. Pay close attention to intonation, linking and elision.

Stronger classes Ask sts to substitute the verb get with an equivalent verb. For example: Sentences 1 and 3: buy Sentences 2 and 4: having / buying

D Draw sts’ attention to sentences 1 and 2. Ask them: Which words do the phonetic symbols represent? Play 4.18 and ask sts to notice the stressed and unstressed words. Drill sentences with the whole class. Ask sts to work in pairs and complete the R box. Classcheck. Nouns, adjectives and verbs are usually stressed. Articles, prepositions and auxiliary verbs are rarely stressed.

Optional activity Have sts read aloud the sentences, paying attention to stressed and unstressed words. Ask them to practise in pairs and, if possible, record their own voice using a mobile phone. Tell them to listen to the recording and check their pronunciation.

E Draw sts’ attention to sentences 1-4. Tell sts they have to listen and complete the gaps. Play 4.19. Paircheck. Replay it if necessary and classcheck. 1. It’s not as bad as it looks. 2. Cats are not as good with children. 3. Hmm... and they’re much quieter than dogs, too. 4. Well, yes, but not as much as a Poodle.

Optional activity Before playing 4.19, get sts to guess what the words are. Have them complete the gaps if they remember the dialogues and then listen to confirm their predictions. Weaker classes Drill pronunciation with the whole class and then ask sts to imitate 1-4 in pairs.

Stronger classes Ask sts to practise and memorise the sentences in pairs. Next, tell them to close their books and try to repeat the sentences without looking.

MAKE IT PERSONAL Have sts form pairs and ask them

to look at situation 1. Ask them to role-play the dialogue using the expressions in C. Next, have sts swap roles and do situation 2. Tell them to choose one and perform it in front of another pair.

Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time, but do not allow them to write their lines. This is an excellent opportunity for them to practise the target language in a less controlled way. Do not correct while sts are talking. If necessary, write down mistakes and correct them later. Optional activity Ask one or two volunteer pairs to perform their conversations for the whole class.

Workbook p. 23 Phrase Bank p. 64 ID Online Portal Grammar p. 122 ID Café Video p. 141

78 78

650347 _ 0067-0078.indd 78

22/12/15 11:13

Review 2 Units 3-4 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 3 and 4. St A asks ‘What are some travel words and expressions?’ and st B answers. Tell sts to focus on the pronunciation of the words. There are some techniques to practise vocabulary mentioned on p. 12 of the introduction section on how to work with the picture dictionary. You can select whichever best suits the needs of your class. Page 26

7 travel words / expressions

Page 33

6 sentences about Sam Same

Page 34

8 words from the moon story

Page 37

5 personality adjectives and 4 childhood verbs

Page 43

5 comparisons about the actors or the cars

Page 44

Sophie’s story

Page 154

5 diphthongs

B Ask sts to remain in pairs or trios. Tell them to look at p. 38 and choose four expressions with do / make. Ask them to mime the expressions to their partners. Can they guess what expression it is? Optional activity If time allows, ask sts to close their books and, in one minute, write as many expressions with do / make as they can remember. Tell them to open their books and check their answers. How many expressions did they manage to write?

C Draw sts’ attention to the photo. Tell them to read the reviews and circle the best option. Paircheck and classcheck. ’ve had, hasn’t happened; bought, has never frozen; has been, have ever bought, exploded, has already expired

MAKE IT PERSONAL Ask sts to think of their favourite

device and complete questions 1-6 with the verbs in brackets. Paircheck and classcheck. Tell them to ask each other the questions. Can they guess which device is being described?

1. has / been 2. have / had 3. did / buy 4. Did / use 5. Has / stopped 6. Has / expired

MAKE IT PERSONAL Ask sts to work in pairs. Tell them to

compare 1-6 using the adjectives in the box and to be prepared to justify their answers. How many items can they agree on? Draw sts’ attention to the speech bubbles as an example.

Weaker classes Write a few examples on the board to help sts remember the correct forms of comparatives.

Stronger classes Encourage sts to use adjectives other than the ones suggested in the box.

F Common Mistakes Ask sts to work individually and correct the mistakes in sentences 1-10. Notice that there are sentences with more than one mistake. Whenever there is a mistake involving verb tense, we are considering it one mistake, even if, in order to correct the mistake, more than one word has to be changed. Paircheck. Tell sts to refer to units 3 and 4 for the answers. Classcheck. How many did they get right? 1.Maybe I’ll stay at home. It depends on the traffic. 2. My sister has never been to Australia. 3. My son hasn’t rung me yet. 4. I have studied English for three years. 5. How long have you lived in Mexico? 6. Michael Jackson died in 2009. 7. I learned how to drive when I was 18 years old. 8. Did you watch a lot of TV when you were younger? 9. I used to go to the beach at the weekend. / I usually go to the beach at the weekend. 10. Tablets are smaller than laptops.

Skills Practice A Tell sts to listen to 3.12 from Unit 3. Ask them to find five more incorrect details in the text (shown in bold). 3.12 T he Gap Year A waste of time or the time of your life? Outside North America, taking a gap year to travel or work abroad is so popular that even the British royal family has done it. Prince William, for example, spent his gap year in Belize, working with the British Army and then in Chile, as a waiter in a restaurant. Gap years are still relatively rare in the US, but things are starting to change. We’ve spoken to six people and asked them ‘Is a gap year a good idea?’. Derek I’m very shy. Really, you have no idea how shy I am. So guess how I’m spending my gap year? Teaching English as a foreign language in South Korea. Yep – to groups of 30 students. And you know what? I love those kids and I think they love me back. I’ve only known them since June, but it feels like we’ve always been friends. Ross Well, I lived in Cairo for a year and the experience taught me more valuable lessons than my last ten years at school. I learned to be much more open to other cultures, values and religions – things you don’t learn in class. I think I’ve become more intelligent. Rita In 2010 I lived and worked as an au pair in Barcelona for nine months. All I wanted was to get some cash, and then start a new life when I got back home. But I fell in love with the little devils, I mean, with the twins, and the rest is history. So, thanks to my gap year, I decided I didn’t want to be a lawyer, but a primary school teacher. Mom and Dad were a bit surprised, but in the end they just accepted my decision. Tina I’ve been in Scotland for six months and it’s been a nightmare. I got a part-time job at a supermarket and have

650347 _ 0079-0080.indd 79

22/12/15 11:06

R2 worked there for only three weeks, but I hate it. Really, life sucks here. In the winter it gets dark at 4pm and I think this is affecting my mental health. I’m getting really depressed and all I do is cry night and day. All I want to do is get on a plane and go back home soon. Thank God my cousin’s just come to visit.

B Ask sts to work in pairs or groups of three. Tell them to listen to sentences 1-7 and circle the correct option. Play R2.1. Classcheck. What does each person mean? 1. know 2. a few minutes 3. different 4. was 5. have 6. worse 7. followed R2.1 1 I ’ve been to Australia twice. [from 3.3 – Patrick] 2 B ut... we’ve just checked in! [from 3.8 – Meg] 3 Yeah, but look... the weather has changed. [from 3.8 – Lisa] 4 Yep. I worked as an au pair for four months. [from 3.11 – Rita] 5 I’ve downloaded the new episode of Glee… [from 4.4 – Fatima] 6 Digital songs don’t sound as good as old LPs. [from 4.11 – Luke] 7 She used to follow strangers around the house and make weird noises. [from 4.14 – last paragraph]

C Tell sts to look at the AS on p. 160. Play R2.1 and ask sts to repeat the sentences, paying special attention to their pronunciation. Optional activity Ask sts to record the sentences on a mobile phone. Tell them to listen to the recording to check pronunciation and fluency.

D Draw sts’ attention to the five sentences in the box. What are they about? Elicit the word childhood. Now tell them to listen to four speakers and number the sentences in the order they hear them. Make sure they understand there is one extra sentence.

Speaker 1: Hey, I was watching that! Speaker 2: It wasn’t my fault! Speaker 3: Good night, God bless. Speaker 4: Dad, I wasn’t kicking him!

three. Tell sts they have to find out more details about their partners. Draw their attention to the speech bubble as an example. Monitor and help if necessary.

F Draw sts’ attention to the photo. Tell them to read the article and cross out the two tips that should not be there. Paircheck and play R2.3 to classcheck. Friday is actually my favourite day of the week. (tip 2) Remember you can book online. (tip 4) R2.3 A good holiday is a break from real life, but sometimes holidays can be extremely stressful. Here are some hints to help you keep your cool when travelling: 1 Reducing stress starts before you leave home. Try to book direct flights so that you can escape those awful connections. By doing that, you can avoid long layovers, missed connections or the worst problem: cancelled flights. 2 Travelling can be stressful on any day, but Mondays and Fridays are a nightmare, especially between 7-9am and 4-7pm. So do yourself a favour and don’t travel then. Full stop. 3 Bad things are going to happen when you travel, so don’t try to control everything. If you’re angry, try to get rid of your anger in a calm way. Drink a cup of tea, practise deep breathing or, if you can, try to find some humour in the situation. 4 Give yourself plenty of time for things right from the start: taking a taxi to the airport, checking in at the airport, boarding your flight, hiring a car, and finally checking in at your hotel. Remember: The less you rush, the less stressful your holiday will be.

G Draw sts’ attention to the bold words in the text. Tell them to match them to words 1-6. Paircheck and classcheck. 1. keep your cool 2. plenty of 3. rush 4. get rid of 5. layovers 6. cab

H Organise sts in pairs. Read the instructions aloud with the class. Tell them to rehearse the conversation and record it on a smartphone, if possible. If time allows, ask one or two pairs to present their conversation to the whole class. Weaker classes Model one conversation with another student

R2.2 1 O h, we used to fight over the remote control every single day. There were three TV sets at home, but we all wanted to watch the big one in the lounge. Good old days. 2 I swear! It never was. I mean, what was I supposed to do if the dog liked to paint itself purple and Daddy’s car used to like driving itself? I had nothing to do with any of that! 3 That’s what grandad used to say every night before my sister and I went to bed. Every single night. Oh, how I miss him. 4 Of course not! I was just trying to push him away using my foot. There was no violence, of course! I mean, he was my brother, come on!

E Ask sts: Which sentence best describes your childhood? Tell them to write their answer and share it in pairs or groups of

to exemplify the situation.

I MAKE IT PERSONAL Question time! Organise sts in pairs or trios. Play 2.4 for them to listen to the 12 lesson titles in units 3 and 4 and answer the questions orally in pairs. Refer them to p. 2, the contents page. Tell them to add at least two follow-up questions each turn. Draw their attention to the speech bubbles as an example. Tip Make sure you allow enough time for sts to answer questions as fully as they can. Weaker sts will probably need more support, so encourage them to focus on getting their message across and to avoid worrying too much about making mistakes. If necessary, write down mistakes and correct them later.

650347 _ 0079-0080.indd 80

22/12/15 11:06

5 Unit overview: The main topics of unit 5 are vocabulary related to school and school subjects, the contrast between ‘must’ / ‘mustn’t’ / ‘have to’ / ‘don’t have to’ / ‘have got to’ and ‘can’ / ‘can’t’ to express permission, possibility and prohibition, ‘too’ and ‘enough,’ zero and first conditionals, as well as warning people and understanding references.

What do you like to study? Lesson 5.1

Lesson Aims: Sts learn how to talk about the school subjects they are / were most interested in and how to explain / justify the importance of education in their lives. Function Language Talking about school subjects. I was interested in maths because I was really good at it. Talking about the importance of education. For me, it’s really important to have great lecturers. Reading about educational experiences. I chose literature because I love reading and writing. Vocabulary: School subjects (art, business, chemistry, computer systems, engineering, foreign languages, geography, law, literature). Grammar: Prepositions (to be good at / interested in, to have a degree in history). Before the lesson: Bring brochures of courses abroad to class. They can be undergraduate, postgraduate, specialisation in languages, art, etc.

Warm-up Books closed presentation. Draw a cloud on the board and write your name in it. Around the cloud, write one school subject you liked and one you did not like, one school subject you were good at and one you were not so good at. Write the name of the school / university you attended. Have sts ask you questions about your information. For instance: St A: Did you study literature at university? T: Yes, I did. St A: Was it your favourite subject? No, it wasn’t. I didn’t like it very much. T:

1 Vocabulary: School subjects A Books open. Draw sts’ attention to the photo. What do the icons represent? Ask sts to match them to the school subjects in the box. Note that there are more icons than subjects. Paircheck and have sts guess the pronunciation of the items. Play 5.1 and classcheck. Drill the pronunciation of subjects, paying special attention to the stressed syllables highlighted in pink.

a. literature b. geography c. art d. computer systems e. languages 5.1 Notice the connections. Welcome to Marlbury University! We hope you’ll enjoy your visit. My name is Karen Crawford. First of all, let me present some of our classes. In slide one, we see an art class. Slide two shows a geography class. Number three is of our law students and four shows our engineering students getting practical experience. Slide five is a foreign language class and six is a chemistry class in our new chemistry lab. Slide seven shows our business students and slide number eight is of our literature students, reading a play. Finally, slide nine shows students in our state-of-the-art computer lab. As you can see, Marlbury University has something for everyone.

B Focus on World of English . Read the box out to the class, drawing attention to the suffixes -ology and -ics. Ask sts to work in pairs to 1) try to pronounce the words; 2) match them to the icons at the beginning of the lesson. Tell them to listen to the president again and order the subjects. Play 5.2 and classcheck. Drill the pronunciation of subjects. First part (match the icons): j. sociology k. biology l. psychology m. physics n. economics o. politics p. mathematics Second part (number the subjects according to the audio): (1) p (2) m (3) k (4) o (5) n (6) l (7) j 5.2 Other courses that we have available are: mathematics – that’s maths to most of you – physics and biology, politics and economics, and psychology and sociology. So, welcome everyone!

Optional activity Tell sts to close their books and write all the subjects in 1A and 1B they can remember in one minute. Have them work with a partner and compare lists. Open books again and check spelling. Monitor and correct pronunciation if necessary.

C MAKE IT PERSONAL Tell sts to choose two subjects: 1) one they were interested in when they started school; 2) one in which they are interested now. Have them stand up and mingle. Can they find a classmate with similar opinions? Draw sts’ attention to the speech bubbles as an example dialogue. Write on the board I am / was interested in…; I am / was good at…; I enjoy / enjoyed… because… to help them start their conversations. Weaker classes Organise sts in pairs or small groups as they may feel more comfortable this way. 81 81

650347 _ 0081-0093.indd 81

22/12/15 11:16

5.1 Stronger classes If time allows, tell sts to report their classmates’ answers to another student. E.g., Naomi was interested in science when she was a child because she wanted to be a chemist.

MAKE IT PERSONAL Draw attention to the box. Which

items are important when choosing where to study? Ask sts to review the items and mark them (if they consider it important) or (if they don’t consider it important). Make sure sts understand the word creche (facility for child care while parents are working, studying, exercising, etc). Draw attention to the stressed syllables highlighted in pink and make sure sts pronounce words correctly. Ask sts to share their views with a partner. Draw attention to the speech bubble as an example and to Common Mistakes . Encourage them to justify their answers. Monitor but do not correct sts at this stage. Write mistakes down and correct them later if necessary.

Note The education system in the UK is organised like this: In England and Wales (there are slight variations in Scotland), children usually start Primary school at the age of 5–6 and progress from Year 1 to Year 6. Secondary school goes from Year 7 to Year 11 (from ages 11–16, when compulsory education finishes). After that, students can leave school or continue with Sixth Form for Years 12 (‘Lower Sixth’) and 13 (‘Upper Sixth’) at the same secondary school or at a separate sixth-form college. They also have the option of going to a college to follow vocational studies. Sixth Form is the chosen route for students who wish to attend university. In the USA, children usually start school at the age of 5–6 (Kindergarten) and progress from First to Fifth Grades (Elementary School); Sixth to Eighth Grades (Middle School or Junior High School); and High School (Ninth to Twelfth Grades, or Freshman, Sophom*ore, Junior and Senior Years, respectively). In both the UK and USA, undergraduate university education (often resulting in a Bachelor’s degree) typically lasts 3–4 years and is expensive, unless a scholarship can be won. University graduates often find themselves in debt from student loans. Source: The British Council . Accessed on 4th June 2014.

E Tell sts they are going to listen to an advert for Marlbury University. Have them look at the box in 1D and tick the items they hear. Which item is not mentioned? Play 5.3. Paircheck and classcheck. Items to be ticked in 1D: Bachelor’s degrees; Master’s degrees; vocational education; online classes; evening classes; an attractive campus; modern facilities; free public lectures; good lecturers and administrators. Item not to be checked in 1D: creche.

F Draw sts’ attention to sentences 1-5. Tell them to listen to the advert again and underline the best option in each sentence. Play 5.3 and classcheck. 1. by phone 2. are many 3. don’t need to 4. Some 5. can

5.3 Notice the intonation on the questions. Here at Marlbury University we have something for everyone! We offer degree programmes at Bachelor’s and Master’s level. Ring us today for a catalogue. Are you interested in a new profession? We have vocational certificate and diploma programmes in everything from cooking to banking. Is it difficult for you to come to lessons? Don’t worry! We offer a lot of our courses online – so you can study any time you want. Do you work all day and want to do an evening course? We can help you there too. We have a large choice of evening courses, including French, Chinese and English. All this and more is available at our attractive campus with our high-tech modern facilities. Phone Marlbury today and find the best course for you. Not sure where to begin? Come to one of our free lectures that are open to the public. You can meet our great lecturers, and administrators, and get more information about Marlbury University.

Optional activity Ask sts to remember the answers for sentences 1-5. Play

5.3 for them to confirm their answers. Classcheck.

Optional follow-up activity Ask sts to add two more things they consider important when choosing a course. Share opinions with a partner. Are there any surprises? Tell students to read the Song line on p. 49 and ask them if they are familiar with the song and the singer. Draw sts’ attention to the names of school subjects mentioned in the lyrics.

Song line: Don’t know much about history, don’t know much biology, don’t know much about a science book… Song: ‘Wonderful World’ Singer: Sam Cooke (USA) Year: 1960

2 Listening A Tell sts they are going to work in pairs and listen to Zola, a university student. St A answers question 1, and st B answers question 2. Read both questions with sts. Play 5.4. Explain that bibliotherapy is a type of therapy through reading books. Let sts compare their notes. Have sts swap roles and play 5.4 again. Classcheck. 1. Her name is Zola Mancini. She’s British, she’s 23 and she’s from Blackpool, a city on the northwest coast of England. She has a French boyfriend called Guillaume. 2. She studies English literature at John Moores University in Liverpool. She chose it because she’s always loved reading. LJMU is one of the only universities in Britain with a campus, so it’s been really easy to make friends. There are people there from all over the world. There’s a lot of reading – it can be really tiring! The teachers are really friendly and understanding. When she leaves university, she wants to be a bibliotherapist or a writer.

82 82

650347 _ 0081-0093.indd 82

22/12/15 11:16

5.1 5.4 Hi, my name’s Zola, Zola Mancini. My parents are Italian but I’m British – I was born here. I’m twenty-three years old and I’m from Blackpool, a city on the northwest coast of England. I study at John Moores University in Liverpool, a short walk from the city centre. I chose English Literature because I’ve always loved reading. And LJMU’s great, plus it’s only about an hour away from Blackpool, so I can come home to Mum, get my washing done, have nice meals. It’s also one of the only universities in Britain with a campus… so it’s been really easy to make friends. There are people here from all over the world. In fact, this summer, I’m going to stay with my boyfriend Guillaume in France! I’m really excited! One of the down sides is that there’s a lot of reading—it can be really tiring! But the teachers are really friendly and understanding. When I leave university next year, I’d love to be a bibliotherapist, or maybe even a writer. That’d be awesome!

Tip Intensive listening can be very challenging, especially for weaker classes. In order to help sts, ask them to guess what things Zola could mention. Elicit examples and write them in note form on the board.

B Read words in the box aloud to sts. Tell them to listen to Zola again and put the words in order, 1-9. Play the first part of 5.4. Paircheck and classcheck.

(1) Mancini (2) British (3) 23 (4) Blackpool (5) northwest coast (6) England (7) John Moores University (8) Liverpool (9) city centre

C Ask sts to work in pairs and review sentences 1-9. Ask if they think the statements are true (T) or false (F). Play the second part of 5.4. Classcheck.

1. F (English literature because she loves reading.) 2. F (One hour.)

8. F (The teachers are very understanding.) 9. F (She would like to do one of two jobs.)

Optional activity Direct sts to the AS on p. 161. Play

5.4

while they read the script. If done occasionally, listening and reading at the same time can be an interesting activity to draw sts’ attention to vocabulary and pronunciation.

MAKE IT PERSONAL 1. Ask sts to work in pairs. Tell them

they are going to talk about their life choices. Go over the items with them and tell them to be prepared to justify their answers. Draw attention to the speech bubbles as an example.

Personal answers.

Optional activity For homework, or in class, ask sts to write a short paragraph about their life choices. Tell them to use the items in 2D as a guide about what to write. You may also ask them to include why they are studying English. 2. Encourage sts to make a short recording (i.e., one minute), either at home, in class or in a computer lab, if you have one in your school. Have them use the ideas from 2D to organise it. If sts cannot make a recording, ask them to rehearse their speech and share it with a partner or present it to the whole class.

Tip Allow enough time for sts to practise and rehearse what they want to say before recording. Ideally, they should speak without looking at their notes. Remember that weaker sts will probably need more preparation time. Do not worry about sts making mistakes in an exercise like this. The focus is on getting their message across, so encourage them. If necessary, write down mistakes and correct them later.

3. F (Get her washing done and have nice meals.) 4. F (LJMU is not the only one with a campus.) 5. T 6. F (His name is Guillaume.) 7. F (Her course can be tiring.)

Workbook p. 24 ID Online Portal Grammar p. 124 Writing Bank p. 150

83 83

650347 _ 0081-0093.indd 83

22/12/15 11:16

5.2

What must you do to learn English well? Lesson 5.2

Lesson Aims: Sts talk about the activities and rules in class using must / mustn’t / have to / don’t have to / have got to and can’t. Function Talking about obligations and prohibitions. Listening, reading and talking about rules and activities.

Language I have to tell my parents when I’m going to be late. In English class, we have pairwork and groupwork. I hated writing papers at university. Vocabulary: Words and word phrases related to school activities (e.g., an examination, an exercise, homework, a quiz, a test, a paper, a project, etc). Grammar: Must, mustn’t, have to and can’t for obligation and prohibition.

Warm-up Books closed. Write SEITIVITCA SSALC on the board. Have sts guess the two words (CLASS ACTIVITIES written backwards). Elicit a few class activities and write them on the board. If sts cannot guess the prompt, give them the first letter, then the second letter and so forth, until they guess the words. Do not let the Warm-up last for too long, otherwise sts will lose interest.

3 Vocabulary: Class activities A Draw sts’ attention to the exercise. Tell them to match the activities to the examples. The first one is done for them. Paircheck. Play 5.5 to classcheck. Drill the pronunciation of the activities, paying special attention to the stressed syllables highlighted in pink and to the pronunciation of quiz /kwɪz/. 1. i 2. e 3. c 4. h 5. a 6. b 7. d 8. j 9. f 10. g 5.5 Notice /ʧ/, /ʃ/ and /ʤ/ sounds. T = teacher S = students A T In your journal, write about how you felt about today’s lesson. What were the things you understood? Write two questions that you have for the next lesson. OK – this is your journal entry for today. S How much do we have to write? T As much as you want, but at least one page. B T We’re going to do an activity. In pairs. Talk about your plans for the weekend. Ask your partner what she or he is going to do. Then answer your partner’s questions. S I don’t have a partner. T Work with Laura and Michelle. C T So this is a group activity. In a group of four, discuss the film that we watched and find two things that you liked about it and two things you didn’t like. OK? S But what if we didn’t like anything about it? T You need to find two things in your group that you liked, so ask the other people in your group. D T OK. This is your essay for next week. What were the causes of World War I? You need to write about 2,000 – 2,500 words. For Monday morning, please. S Monday! No way! We need more time! That’s too soon! There’s not enough time.

T That gives you a whole week, that’s more than enough time! E T Right! Let’s do an exercise to practise the words. Look on page 18. Complete these sentences with an appropriate word from the list below. F T OK. Take out a piece of paper; we’re going to have a quick quiz. You have two minutes to write the past tense of these verbs. Then, hand your answers to me. G T All right, then. So, we’ve finished reading the book now and I want you to write a one-paragraph summary of the last chapter of the book. S For when? T Next lesson. H T So, your homework for tonight. I want you to look online to find out all you can about the foods of a particular country. Bring the information with you to the next lesson. I T OK, so – this is your final examination. You have ONE HOUR. Answer three out of five questions. You should spend about 20 minutes on each question. Can I remind you that this is an exam, so there should be silence and no communication between you. You can start now. J T So for this month’s project we look at houses. We’ll look at the construction of houses in different parts of the world and we will consider the materials used and why. Yes, Mike? S Are we working in teams? T Some parts will be in teams and some parts will be on your own.

B Ask sts to work in pairs and say which activities they do in English lessons and in any of their other classes / courses. Draw their attention to the speech bubble as an example. Have sts expand on the information instead of just mentioning the activity. Stronger classes Tell sts to also talk about the activities they have to do at home and at work. Draw attention to Common Mistakes . Elicit explanation. Why are the sentences wrong? (i.e., How long is always about time, so the word time is redundant in the question; the verb we use for homework is do, as studied in lesson 4.2; homework is uncountable, so it does not have a plural form.)

84 84

650347 _ 0081-0093.indd 84

22/12/15 11:16

5.2

MAKE IT PERSONAL Tell sts to work in pairs and talk

about their activities. Draw attention to the speech bubble as an example.

Optional activity Ask sts to report what their classmates said to another student. E.g., Lucas hated doing presentations, but he loved writing. Tell students to read the Song line on p. 51 and ask them if they are familiar with the song and the band. Draw sts’ attention to the expression ‘gotta’ mentioned in the lyrics (got to).

Song line: e’ve gotta hold on W to what we’ve got. ’Cause it doesn’t make a difference if we make it or not. Song: ‘Livin’ on a Prayer’ Band: Bon Jovi Year: 1986

4 Grammar: Obligation and prohibition A Tell sts to listen to two sts talking about their school obligations. Review questions 1-3 with the whole class and play 5.6. Paircheck and classcheck.

1. They discuss three obligations. 2. They must come to every class, write a paper for next week and be on time. 3. Marla is probably better than Chris.

5.6 Notice pronunciation of have to /hæftə/ and got to /gɒtə/. M = Marla C = Chris C Wow! This class is going to be hard. She says we can’t miss even one session. M That’s not so bad! We’ve got to come to every lesson – that’s good. C And we have to write an essay for next week. M It’s OK. It’s just two pages. C But I hate writing essays. M You’ve got to write essays whenever you take a class. C I guess so. And the teacher said we musn’t arrive late! M Of course not, that’s good! That will make you come on time. C But what if I don’t feel like coming? M Come on! It’s not that bad. And she also said we don’t have to take notes, because all the handouts and the slides are all available online. C Hmm, I guess you’re right! That should be easy!

B Draw sts’ attention to the picture. What does it show? Tell them that they are going to listen to Marla and Chris again to complete the sentences about Ms Cosby’s class.

Ask sts to work in pairs and try to anticipate / remember what they are going to say. Play 5.6 again and classcheck.

You’ve got to come to every lesson. You have to (’ve got to) write a paper for next week. You mustn’t arrive late. You don’t have to take notes. It’s all available online.

Tip Encouraging sts to predict answers can help lower anxiety in listening tasks. Optional activity Have sts repeat the sentences after you. Pay attention to sentence stress.

C Focus on the Grammar box with the whole class. Elicit answers and write them on the board. For obligation, use must, have to or have got to (gotta). For prohibition, use mustn’t or can’t. When something is optional but not essential, use don’t have to. Ask sts to add one more example sentence for each rule. Draw attention to Common Mistakes and ask them to do the Grammar exercises on p. 125.

Tip The Grammar exercises could be assigned for homework or done in class if you feel sts need more guided practice before doing exercises 4D and 4E.

D Ask sts to work in pairs and decide what is the best option in the dialogue. Play 5.7 and classcheck. ’ve got to have to don’t have to mustn’t have to must can’t 5.7 Notice the linking between two vowels using /w/ or /j/. M = Marla C = Chris Mrs M = Mrs McCormack M What are you doing tonight? C I’ve got to study, because I have an exam tomorrow. M That’s too bad! Do you have to study on Saturday? C Well, I don’t have to study on Saturday, but I want to, because I need to get a good mark. Why? M Well, I wanted to invite you to a party on Saturday. C Oh! Well, my mum gets worried so I mustn’t stay out later than 12, but I can go for a while. But you have to ask my mum, persuade her it’s OK. M OK, pass me over. Hello, Mrs McCormack. This is Marla. Mrs. M Hello, Marla. M Can Chris come to a party with me on Saturday? Mrs. M Sure, but he must be home by 12, please. I really worry if he stays out too late. M Not a problem, Mrs McCormack, he’ll be safe with me. I can’t drive my dad’s car after 11, so I have to be home by then. Ask sts to work in groups of three. One plays the role of Marla, one plays the role of Chris and the other one plays the role of Mrs M. Play 5.7 and pause after each line for sts to repeat. Next, ask sts to do the dialogue on their own.

85 85

650347 _ 0081-0093.indd 85

22/12/15 11:16

5.2

Focus on World of English . Read the box aloud to sts and point out the pronunciation of have to /ˈhæftə/, has to / ˈhæztə/ and have got to /ˈhæfgɒtə/. Draw sts’ attention to the title of the lesson and have them repeat it. Also, draw attention to the Song line and the contracted form gotta. If your sts need extra pronunciation practice, have them repeat the dialogue in 4D which contains these verbs.

Tip Don’t worry about sts making mistakes in an exercise like this. The focus is on getting their message across, so encourage them. Weaker groups will need more preparation and thinking time. If necessary, write down mistakes and correct them later.

MAKE IT PERSONAL Ask sts to work in groups of three.

Tell them to decide on a place where there are rules to follow (e.g., school, work, home, university, club, etc). Tell them to write down, individually, ten things they have to

Lesson 5.3

dialogue and present it to the class.

do in this place. Compare lists and decide who must follow more rules. Draw their attention to the speech bubbles as an example.

Optional activity Ask sts to add three more lines to the

Workbook p. 25 ID Online Portal Grammar p. 124

86 86

650347 _ 0081-0093.indd 86

22/12/15 11:16

5.3

Why do people drop out of school? Lesson 5.3

Lesson Aims: Sts talk about reasons people take a course and drop out of school; expand their vocabulary by using phrasal verbs; contrast too + adjective and noun + enough / enough + adjective. Function Talking about what interests you at school and what does not.

Language For me, it’s super important to be interested in what I’m studying. Reading and listening to reasons why people choose a course A friend of mine dropped out of university last year because he and drop out of school. really missed his girlfriend. Vocabulary: Literal, semi-literal and metaphorical phrasal verbs, such as to drop out, to be into, to give up, to find out, to look up, to look at, etc. Grammar: Too and enough. Before the lesson: Bring card, felt-tip pens, crayons, Blu-tackTM / sticky tape to prepare posters with tips for new sts.

Warm-up Books closed. Write on the board Going to school is like… Ask sts to turn to a partner and complete the statement

orally. Elicit a few answers.

5 Reading A Draw attention to the title of the text. Make sure sts understand the word tips (advice). Ask them to read the text and match 1-6 to each summary. Paircheck and classcheck.

1. Konstantina Spanos 2. Muhammed Burton 3. Charlotte Spalding 4. Jerome Manzanillo 5. Katia Browning 6. George Smith

Optional activity Tell sts to remain in pairs and find words / collocations in the text that match the ones on the board. There is one word per summary. Play 5.8 and classcheck. Write the following words and word phrases on the board: 1. to go to 4. frequently 2. to be punctual 5. friend 3. important 1. to attend 2. be on time 3. big deal 4. often 5. buddy

B Read World of English aloud with class. Explain and exemplify as follows: If the parts of a phrasal verb have a literal meaning or a slightly transferred meaning, you can easily understand what the compound means: • He sat down. (literal) • He tore the notice down. (slightly transferred) • Take these plates away. (literal) On the other hand, many phrasal verbs have a meaning which you cannot easily deduce from the meaning of parts: • After school, he gave up maths. (stop, abandon) • Please look after this bag for me. (take care of, protect) It’s not easy to connect gave and up, or look and after. Phrasal verbs are very common in English, especially in spoken language. Encourage your sts to notice, underline and take notes of phrasal verbs when they find them. Ask sts to read the title of the lesson and the summaries and find phrasal verbs that match definitions 1-3.

If necessary, tell them that 1 is in summary 1, 2 is in the title of the unit, and 3 is in summary 4.

1. to be into something 2. to drop out (of school) 3. to find out

C Tell sts to re-read the summaries and mark if they think the suggestions are important (I) or not so important (N) for them. Ask them to compare answers in pairs. Draw attention to the speech bubble as an example. Can they find the most important suggestion for both of them? Tip List / Elicit other ways of giving opinions and write them on the board: I guess, I think, In my opinion, I believe, etc. Optional activity If time allows, vote for the most important suggestion for the whole class.

MAKE IT PERSONAL Ask sts to work in pairs and write

five different tips for a new student at school. Set a time limit, but be aware that weaker sts / groups will need more preparation time. Ask sts to join another pair and compare tips. For each original tip, score one point. Who has more points? Draw attention to the speech bubble as an example.

Optional activity Ask sts to work together in groups of four and prepare a poster for new sts. Encourage them to be creative. Monitor and help with language and vocabulary if necessary. When the posters are ready, put them up in the classroom or around the school if you have permission.

Culture note The song ‘Knockin’ on Heaven’s Door’ is originally by Bob Dylan. However, it became a hit with Guns N’ Roses in 1991. Tell students to read the Song line on p. 53 and ask them if they are familiar with the song and the singer.

Song line: I t’s getting dark, too dark to see. Feels like I’m knocking on heaven’s door. Song: ‘Knockin’ on Heaven’s Door’ Singer: Bob Dylan (USA) Year: 1973

87 87

650347 _ 0081-0093.indd 87

22/12/15 11:16

5.3

6 Grammar: Too / Enough, Too much / Too many A Draw sts’ attention to photos a-d. Tell them they are going to listen to four ex-students’ answers and match them to photos a-d. Ask sts why they think each student dropped out. Play 5.9 and classcheck.

1. d 2. b 3. c 4. a 5.9 Notice the sentence stress and weak forms. 1 T here were too many exams. Awful. My marks were never good enough. Or I just failed too many times. Waste of time. Awful. Bye, bye! 2 Well, basically I spent too much time, er…, having fun. You know, too busy with friends, concerts, all the parties. I didn’t have enough time to study! So, I just left. 3 It was too hard to choose a subject. I did psychology– hated it – started again. Philosophy, hated that, and, then, well, there were too many choices, so I gave up. And er, got a job. And then another job. I guess I’m not decisive enough. But then, maybe I am… Oh, I don’t know. 4 It wasn’t interesting enough and I, er, just stopped enjoying it. Completely. Every morning, I wanted to do anything, an-y-thing, except go to school. Man, just thinking about school was too depressing. Miserable. Enough was enough. So, that was it!

B Tell sts to listen again and write the phrases they hear with too and enough for each person. There are three phrases per person. Do the first one with the whole class and write answers on the board. Make sure you pause after each sentence so as to give sts enough time to write. Paircheck. Play 5.9 again and classcheck. Write the answers on the board. 1) a. There were too many exams. b. My marks were never good enough. c. Or I just failed too many times. 2) a. I spent too much time, er…, having fun. b. You know, too busy with friends, concerts, all the parties. c. I just didn’t have enough time to study! 3) a. It was too hard to choose a subject. b. There were too many choices. c. I’m not decisive enough. 4) a. It wasn’t interesting enough. b. Just thinking about school was too depressing. c. Enough was enough. Explain that the expression ‘enough is enough’ is an English idiom that means someone has reached their limit with something and wants it to stop now.

Weaker classes Ask sts to use the AS on p. 161 to identify the sentences with too and enough.

C Draw attention to the R box. Ask sts: When do you use ‘too’ and when do you use ‘enough’? Have sts complete the gaps based on the rules given in the R box.

Note Too always has a negative connotation when used before an adjective. E.g.: I worked from seven in the morning to eight in the evening. I’m too tired to go swimming. Sylvia is ten. She’s too old to sleep in her mother’s bed. The Louvre is too big for you to visit in only one day. Enough gives the idea of sufficient. Consequently, not enough means insufficient. If it is used with an adjective, it will always come after the adjective. E.g.: Patricia is only four. She’s not old enough to travel on her own. These clothes are good enough for you to wear to school. However, if combined with a noun, enough will come before this noun. E.g.: I don’t have enough money to buy that dress. Layla speaks enough languages to be a translator at the European Commonwealth. before after / before much much many many

D Focus on the photo. What does it show? Read the title of the quiz to the whole class, elicit drop out and revise / introduce give up. Ask sts to review the sentences in the quiz and complete the statements with too or enough. Play 5.10 and classcheck. Next, tell sts to decide if they refer to school (S), work (W) or both (B). Paircheck. Draw attention to the speech bubble as an example. 5.10 Notice the phrases for agreeing. W = woman M = man W OK, I bet number 1 for leaving jobs is money. M Yep. It says ‘The number 1 reason why people leave their job is money, money, money.’ W Sure, I mean, if employees are unhappy with their pay, they leave – if they can find another job. M Well, I mean, er…, we all want more if we can get it. W And the second reason is...? M Er... er… they’d like better benefits, like health insurance and pensions. W Sounds right to me. Number 3? M They feel they haven’t got a good relationship with their boss. W Yes, I hated my last boss – he lied all the time. M Yuck. And the fourth reason is...? W The stress of too much work? M Uh-huh, their workload is too heavy. And... W And number 5 must be that they don’t like the place where they work. M Yup, well done! W I guess ’cos it hasn’t got good facilities. M Or it’s dirty... W Yeah, stuff like that. M Mmm-hmm, er... W What about dropping out of university? Is that for financial reasons too? M No, it says the first reason is that they haven’t got enough self-discipline to go to lessons every day and to keep up with assignments and homework. W Right! So, if students miss a lot of lessons, they drop out of university. Well, no surprises there! M Number 2 is when they feel too isolated or homesick away from their family and friends.

88 88

650347 _ 0081-0093.indd 88

22/12/15 11:16

5.3 W I can see that – I felt like that at university. M Money is only number 3! When they haven’t got enough money to continue studying. W So that’s pretty different to work, then? M Yeah, interesting. And 4 is… personal reasons. They’ve got too many personal problems like breaking up with a partner or needing to look after a poorly relative. W That’s terrible when that happens. M Really. And the final one is…? W Wrong choice? M Yup, when they find they chose the wrong thing to study, and, er, feel they’re not interested in what they’re studying. W Oh, yeah! I know people like that!. M Me too. Remember John...

Tip Encourage sts to express and justify their opinions instead of only saying if statements refer to work, school or both.

Stronger classes If time allows, ask sts to report and justify their answers to a different student or to the whole class. You may choose to elicit answers only from a few sts to avoid boredom and lack of interest.

E MAKE IT PERSONAL Draw attention to Common Mistakes . Ask sts to work in trios and compare people they know who have left a job or dropped out of school. Did anyone have the same reasons mentioned in B? Do the stories have a happy ending? (I.e., sts can read the speech bubbles as a model for their stories; too always has a negative connotation, and enough always comes after an adjective.) Note If your sts are too young and may not know people who have dropped out of school or left a job, ask them to imagine they are ten years older and have just left school or work. Why did they make this choice? Tell sts to review the ideas in 6B. However, make sure they do not just repeat what is in the box, but only use it as a reference.

Weaker classes Weaker sts will need more support and thinking time to justify their answers. Do one or two examples with the whole class to make sure they understand what they have to do. Do not correct at this stage. The focus is on getting their message across. However, offer help and monitor if necessary.

Workbook p. 26 ID Online Portal Grammar p. 124

89 89

650347 _ 0081-0093.indd 89

22/12/15 11:16

5.4

What will you do when you pass this course? Lesson 5.4

Lesson Aims: Sts talk about real and probable situations using zero and first conditionals. Function Talking about real situations and generalisations. Talking about probable and specific future events. Reading about generalisations, specific events and advice.

Language If you do sport, you meet athletic people. If you play football tomorrow, you’ll meet my friend. You will know much more about your students if you speak to them. Vocabulary: Collocations (e.g., miss classes, leave the job, pay more, drop out of school). Grammar: Zero and First Conditional. Before the lesson: Bring card, felt-tip pens, crayons, Blu-tackTM / sticky tape to prepare posters with suggestions for the head teacher.

Warm-up Ask sts to open their books to lesson 5.3 and choose five new words from the reading passage. Ask them to dictate these words to a partner. Have them swap roles. Tell sts to check if they wrote the words with the correct spelling.

7 Grammar: Zero and first conditional A Books open. Draw attention to the cartoon. What does it show? What are the woman and the teenager doing? Elicit answers. Do sts understand the cartoon? Ask them to review the sentences and number them in order. Number 1 is already done. Play 5.11. Paircheck and classcheck. Do they understand the cartoon now? (5) And when I get a good job, I’ll have to pay rent. (6) So I’m staying at home. (7) And if you don’t leave now, I’ll call your father!

Focus on Common Mistakes . Elicit explanation. This will be a lead-in to 7C.

C Focus on World of English and read the box out to class. Write zero conditional = facts and first conditional = certain or probable. Add and / or elicit more examples for each category. For instance: zero conditional = facts

If you heat ice, it melts. If you eat too much, you gain weight.

first conditional = certain or probable

If she doesn’t hurry, she’ll miss the plane. If we eat out tonight, I’ll pay the bill.

Point out that If = condition and focus on the correct use of verb tenses. Ask sts to add one more example to each conditional type. Ask sts to complete Grammar box – Conditionals. Paircheck and classcheck.

(3) And, if I learn stuff, I’ll pass my exams.

Zero conditional (generalisations):

(2) Well, if I go to school, I’ll learn stuff.

If clause = present tense; result clause = present tense.

(1) What do you mean?

First conditional (specific future situations):

(4) Then, if I pass my exams, I’ll get a good job.

If clause = present tense; result clause = future tense.

5.11 Notice long pauses and short pauses. M = mother S = son M Come on Cal! Time for school! S Oh, I’m not going to school today, Mum. M What? S Well, you see, if I go to school, I’ll have to pay rent. M What do you mean? S Well, if I go to school, I’ll learn stuff. And, if I learn stuff, I’ll pass my exams. Then, if I pass my exams, I’ll get a good job. And when I get a good job, I’ll have to pay rent. So I’m staying at home. M And if you don’t leave now, I’ll phone your father!

B Draw sts’ attention to the headlines and memos. Ask them to look at the highlighted sentences and identify the verb tenses. Paircheck and classcheck. First memo: present simple; present simple Second memo: present simple; future with will Third memo: present simple; present simple Fourth memo: present simple; future with will

Tell sts to go to Grammar on p. 124. This could be assigned as homework or done in class if you feel sts need more guided practice before going to exercises 7D and 7E.

Optional activity Draw a simple face on the board and write: If I win the lottery, I’ll… Ask sts to continue the story following

the example in 7A. They should write five more sentences. Who has the most interesting story? E.g.: If I win the lottery, I’ll buy a yacht. If I buy a yacht, I’ll travel around the world. If I travel around the world… Ask sts to transform the story in 7A using the third-person singular. E.g., If he goes to school, he’ll learn stuff. And if he learns stuff…

D Draw sts’ attention to the photo. What does it represent? Elicit answers. Read the title with the whole class. Ask sts to review sentences 1-6 and match them. Then, ask sts to mark them G (if they are generalisations) or S (if they are for specific events). They also have to mark the sentences Z (if they are zero conditionals) or F (if they are first conditionals). Play 5.12. Paircheck and classcheck.

90 90

650347 _ 0081-0093.indd 90

22/12/15 11:16

5.4 1. If you have things in common, you have a lot of things to talk about. G, Z

B Ask sts to read the comments and decide if they encourage people to stay (S) or leave (L) their jobs. Compare

2. Y ou’ll find it difficult to be friends if you have different priorities. S, F

answers in pairs. Do not allow sts to only say L or S. Tell

3. People often stop being friends if they have a big fight. G, Z

their answers. Draw attention to the speech bubble as an

4. If your friend complains a lot, you won’t want to see that friend. S, F

example.

sts that it is essential that they are prepared to justify

5. Friends stay together if they laugh a lot together. G, Z

Suggested answers:

6. If your best friend moves abroad, you’ll find it difficult to stay friends. S, F

1. L 2. S 3. S 4. L 5. S 6. L

MAKE IT PERSONAL Ask sts to work in pairs or in groups

of three. Tell them to say if they agree or disagree with statements 1-6 in 7D. Tell them they must be prepared to justify their opinions. Draw their attention to the speech bubble as an example.

Tip Do not worry about sts making mistakes in an exercise like this. The focus is on getting their message across, so encourage them. If necessary, write down mistakes and correct them later. Remember weaker sts will probably need more preparation and thinking time. Tell students to read the Song line on p. 55 and ask them if they are familiar with the song and the singer. Although the song was a hit back in the 1980s, it is still played worldwide.

Song line: I f you’re lost you can look and you will f ind me. Time after time. If you fall I will catch you... Song: ‘Time after Time’ Singer: Cyndi Lauper (USA) Year: 1984

8 Reading A Books closed. Write What are the best ways to keep your employees? on the board. Make sure sts understand the difference between employee (someone who works somewhere) and employer (their boss or the company they work for). Tell them to share ideas in pairs. Elicit a few examples.

Books open. Review the tips with sts. Tell them to read the text and match headings and paragraphs. Do not deal with vocabulary at this stage. Play 5.13. Paircheck and ask sts to infer the meaning of new words with a partner. Classcheck and explain vocabulary if necessary.

Make work important (2) Show interest and appreciation (1) Be a good example (6) Help careers grow (5) Ask questions (3) Give people a chance to grow (4)

Tip In this exercise there are no right or wrong answers. It is not necessary for sts to agree. The important thing is for them to be prepared to justify their point of view. Again, do not correct at this stage, but monitor and offer help if necessary.

Optional activity Keep sts in pairs. Ask them to add two more tips to the list and share them with the whole class.

MAKE IT PERSONAL Organise sts in pairs or in groups of

three. Tell them to think of their school or workplace. What are the good and bad points? Ask sts to share information with their partners. Do they have similar experiences? Draw attention to the speech bubble as an example. Monitor and offer help if necessary.

Tip Allow sts a maximum of five bad and five good points each to limit the activity.

MAKE IT PERSONAL Keep sts in the same groups

or pairs. Tell them to prepare two suggestions for the head teacher. Draw attention to the speech bubble as an example. Ask sts to compare their suggestions with the whole class and select the best one.

Weaker classes Monitor and offer help if necessary, but avoid correcting sts while they are talking. This is a great opportunity for them to practise the target language in a less controlled way. If necessary, write down mistakes and correct them later.

Optional activity Bring felt-tip pens, crayons and card to class. Ask sts to work together and make a poster with their suggestions. If possible, display the posters in your classroom or around school.

Workbook p. 27 ID Online Portal Grammar p. 124

91 91

650347 _ 0081-0093.indd 91

22/12/15 11:16

5.5

How do you prefer to communicate with people? / Do you often take risks? Lesson 5.5

Lesson Aims: Sts consolidate the abilities of understanding references (i.e., which words do pronouns refer to), of warning people and making promises. They also talk about different ways people communicate. Function Language Understanding references. Us refers to all of Akil’s family. Warning. Look out. Making promises. If you stay late, I’ll give you the day off tomorrow. Reading and talking about ways people communicate. I know lots of people over 60 who tweet and use Facebook. Vocabulary: Expressions to give warnings (be careful, look out, watch out, don’t move, etc). Grammar: Pronouns and zero / first conditionals.

Warm-up Books closed. Write the following on the board: H_ _ D_ Y_ _ PRE _ _ _ T_ COMM _ _ _ _ _ _ _ W _ _ H P_ _ _ LE? Ask sts to work in pairs and try to guess the question. Give them one minute and ask them to open their books to check with the title of the lesson.

Skills: Understanding references A Books open. Ask sts to remain in pairs and answer the questions orally. Elicit answers. Optional activity If you have a large, heterogeneous group, draw a simple grid on the board and count how many people prefer communicating: 1. face-to-face 2. by phone 3. by email 4. by text 5. on social networks

You may also include the ages of your sts in the grid to see if those with similar ages have similar preferences.

B Draw attention to the photo and the blog’s title. Play 5.14. Read instructions aloud to sts. Tell them to read the text quickly, complete the table and tell a partner if they agree with the generalisations. Draw attention to the speech bubble as an example.

Generation

Age

Prefer to Communicate

under 25

by social media, e.g., Facebook and Twitter

Gen Y

25-35

by text message

Gen X

35-55

by email

Boomers

over 55

by phone

Traditionalists

over 65

face-to-face

Millenials

Note The Kingdom of Bahrain is situated near the western shores of the Persian Gulf. It is an archipelago of 33 islands, the largest being Bahrain Island.

Tip 1 Tell sts that, when expressing opinions, there are no right or wrong answers. It is not necessary that they agree.

The important thing is to be prepared to justify their point of view. Again, do not correct at this stage, but monitor and offer help if necessary.

Tip 2 To help sts focus only on relevant information, you may allow them to check the meaning of one or two words in each paragraph. Ask them to underline one or two unknown word(s) in each paragraph that they cannot guess from context. Encourage sts to ask a partner if he / she knows the meaning before asking you. If necessary, allow them to use a paperbased or online dictionary.

C Draw sts’ attention to the pronouns in bold letters in the text. There are 14 pronouns. Tell them to re-read the text and say who or what the pronouns refer to. Focus on the first example with sts. Paircheck and classcheck. 2. them (grandkids) 3. her (Granny) 4. they (Mum and Dad) 5. I (me) 6. they (younger sister and cousins) 7. It (this new survey) 8. them (Millenials) 9. They (Millenials) 10. them (Gen X) 11. they (Gen X) 12. we (Gen Y) 13. them (Millenials) 14. you (people in general)

Weaker classes Divide the text in two. St A does the first part and st B does the second part. Tell them to share information and classcheck. Tip Draw a grid on the board and write all the pronouns in the order they appear in the text. Indicate the paragraphs and / or lines where they are located. Ask sts to go to the board and write what or who the pronouns refer to.

D Tell sts they are going to listen to Zack and Vicky at work. Ask: Who do you think is older? Which generation do they belong to? Tell them to share their opinions with a partner and give a justification. Play 5.15. Elicit answers. Zack is older. Zack: Gen X / Vicky: Millenials 5.15 Notice the pronunciation of /iː/ and the spelling. Z = Zack V = Vicky Z Oh, hi, Vicky. How’s it going? V Oh, hi, Zack. Everything’s fine.

92 92

650347 _ 0081-0093.indd 92

22/12/15 11:16

5.5 Z V Z V Z V Z V Z V

Er… Vicky? Did you see that email I sent out yesterday? What about? You send out a lot of emails! The meeting we’re having on Friday. Oh, yeah, I saw it and programmed it into my calendar, so it will remind me. It’s at 11am, right? That’s right. And it’s in the conference room, right? That’s right. I also said I wanted ideas for the agenda. I don’t have anything from you. That’s weird. I tweeted you my ideas as soon as I got the email! Oh… you tweeted them, er… OK… I’ll check my Twitter account. Thanks. Sure, Zack.

E Tell sts to listen to 5.15 again and complete the gaps in Zack’s email. Paircheck and classcheck. Friday

room

ideas

Tip Ask sts to try to anticipate some answers before listening. Paircheck.

F MAKE IT PERSONAL Read instructions aloud with sts. Ask them to work in groups of three and compare generations. Draw attention to speech bubbles as examples. Encourage them to justify their answers. Monitor but do not correct sts at this stage. Write down mistakes and correct them later if necessary. Tip If you have a heterogeneous group in terms of age, organise sts so as to have representatives of different generations. Which generation do they belong to? Do they agree with the text?

in Action: Giving warnings and making promises

A Books open. Focus on the pictures. Ask sts what they think the situations are. What are the people saying? Tell sts to write one sentence for each picture and then compare with a partner. Elicit a few examples. B Ask sts to read sentences 1-8. Are they similar to their guesses in A? Explain that to get / be ‘sacked’ is an informal British saying that means being dismissed from a job. Americans often say ‘fired’. Tell them to match the sentences with the pictures. There are two sentences for each picture. Paircheck. Next, tell sts they are going to listen to the situations. Which ones are warnings? Which are promises? Tell them to mark W for warnings and P for promises. Play 5.16. Paircheck and classcheck. 1st picture: 3 W; 6 P 2nd picture: 1 W; 7 P 3rd picture: 2 W; 8 P 4th picture: 4 W; 5 P 5.16 Notice the intonation. 1 A Watch out! If you’re not careful, you’ll fall in. B If you help me get in, I’ll row the boat.

2 C Whatever you do, don’t eat that ice cream. If you do, you’ll have to go to your room! D If you eat all your dinner, I’ll give you some ice cream. 3 E If you finish your homework, I’ll take you out to the cinema. F I won’t buy you a new bike if you don’t get good marks. You’d better do your homework. 4 G If you stay late, I’ll give you the day off tomorrow. H Be careful. If you don’t improve your work, you’ll be sacked.

Optional activity Ask sts to work in pairs and write a second line for each promise or warning. For example: A: Watch out. If you’re not careful, you’ll fall in. B: Don’t worry. I’m being careful.

C Draw sts’ attention to World of English and read the box aloud with them. Drill the pronunciation of the expressions, paying special attention to intonation. Ask sts to look at pictures 1 and 2 and 1) make a promise; 2) give a warning. Tell them to practise their lines with a partner. Monitor and help if necessary. If possible, ask sts to record their own voice using a smartphone. Tell them to listen to the recording and check their pronunciation. Suggested answers (clauses can be reversed, but check if comma use is correct): You’d better not do that! The lion will bite you if you touch it! (warning) If you clean the cage, I’ll pay you. (promise) Watch out! If you aren’t careful, you’ll fall! (warning) I’ll cook dinner if you clean the floor. (promise)

D Ask sts to work in pairs and give one more warning and make one more promise for each picture in C using their own words and ideas. Ask them to make a response too. Tell them to practise and memorise their lines in pairs and present their dialogue to the whole class. Optional activity If you have a large group, ask them to practise in pairs and, if possible, to record their own voices using a smartphone. Tell them to listen to the recording and check their pronunciation.

E MAKE IT PERSONAL Draw attention to sentences 1-3. Tell sts to write a promise and a warning for each picture. Draw attention to the speech bubble as an example. Tell them to practise their lines and present them to the whole class. Which is the best caption for each picture? Have the class decide and write the best answer(s) on the board. Workbook p. 28 Phrase Bank p. 64, 66 ID Online Portal Grammar p. 124 ID Café Video p. 142

93 93

650347 _ 0081-0093.indd 93

22/12/15 11:16

Review 3 Midterm Sts work in groups of four to six. Within their groups, they

p. 16

I think animal extinction is more serious than pollution.

Illnesses and advice

p. 10

St A mimes an illness. St B guesses the illness and gives advice. Do you have toothache? You should go to the dentist.

Tips for learning a language

p. 52

You have to try to use a new word every day.

In each square they stop on, sts from the same team take

Offering help – photo 3

p. 13

Do you want me to help you with your suitcase?

turns to talk about the suggested topic for one minute or

Childhood habits

p. 40

When I was a kid, I had to make my bed every day.

Life priorities

p. 4

For me, number one is financial security.

Pause and play – Tic-Tac-Toe

p. 28

Past participle of verbs / Present perfect I’ve never driven a Ferrari, but I’ve met someone who had one.

mistakes and correct them later.

Comparison

p. 43

Antonio Banderas is much older than Matt Damon.

St A in both groups is the one who tosses the coin first and

Favourite school subjects

p. 48

My favourite subject at school was maths because I was really good at it.

Making recommendations

p. 45

I think the teacher should have a cat. Cats are independent and much quieter than dogs.

Natural phenomena

p. 19

Mime 3 natural phenomena, for example a hurricane, an earthquake or a tsunami, for sts to guess.

News

p. 14, 15

A cat walked onto the beach during the Russia-Spain volleyball match yesterday.

Giving warnings – photo 4

p. 57

Be careful! Watch out! You’d better (not) do…! If..., you will...

p. 7

St A describes a food item, other sts try to guess. It smells delicious. It tastes great.

Zero and first conditionals

p. 54, 55

If employees are unhappy with their pay, they leave the job. If I win the lottery, I’ll travel around the world.

Comparing two cities

p. 43

San Diego is much smaller than New York.

form two teams to play against each other. There are two

Global problems

starting points, one for each team (teams go in opposite directions). Tell sts they will need a coin to play. Explain that if they get heads, they move one square; if they get tails, they move three squares. heads

tails

following the instructions. Monitor closely for accuracy, clarify vocabulary and offer help whenever necessary. When sts are uncertain about what to say on a specific square, offer help by either prompting language or telling them the pages where they can find the items / topics, as listed in the table below. You may also write down

is expected to either speak on his / her own or perform an action (e.g. mime three adjectives). St B will speak or perform an action in the following round. Sts A and B take turns throughout the game. Do not allow strong sts to monopolise the activity – monitor closely and make sure no learner is left out. Topics

Reference

Expected language production

Going through customs – photo 1

p. 26

Do you get stressed when travelling? Do you have anything to declare?

Predictions

Personality adjectives What were you doing when that happened? – photo 2

p. 54

p. 37

p. 17

If it rains next week, I’ll stay at home and watch a film. If I win the lottery, I’ll travel around the world. St A mimes a personality adjective for the team to guess. Some personality adjectives are: kind, funny, sociable, creative, etc. Past continuous vs past simple: I was ______ ing when __

Favourite food and drink

650347 _ 0094-0094.indd 94

22/12/15 14:43

6 Unit overview: The main topics of unit 6 are vocabulary related to sports equipment and leisure activities, collocations with ‘go’ (go swimming, go camping, go fishing), verbs of movement (dive, jump, swim, climb, etc), verb + preposition & verb + adverb combinations, compound nouns (bungee jumping, hang-gliding, toothbrush, etc), prepositions of movement (across, out of, towards), verb + gerund & verb + infinitive combinations, as well as the skills of guessing meaning from context and expressing preferences.

Have you ever been to Florida? Lesson 6.1

Lesson Aims: Sts learn how to talk about their favourite leisure activities and listen to people talking about their holidays. They also practise collocations with the verb go, such as go camping, go fishing and go swimming. Function Talking about leisure activities.

Language Let’s go clubbing. My favourite outdoor activities are cycling and hiking. Evaluating high and low risk activities. I guess bowling is usually pretty safe. Listening to and talking about other people’s holidays. I hate camping. Really? It’s not so bad if there are showers and a restaurant at the campsite. Vocabulary: Leisure activities: go clubbing, go bowling, work out, hang out (with friends). Grammar: Verbs used with or without go. Before the lesson: Show a video showing examples of leisure activities. For example, show EF advertisem*nt ‘100 things to do in your free time (ages 18-24)’ at if your sts are likely to enjoy sport and other energetic activities. Accessed on 6th June 2014.

Note If you cannot use the video, bring photos showing leisure activities of possible interest to your sts. Warm-up Books closed presentation. Show video snippet to sts. Tell them the video is about leisure activities. After watching the video, ask them to work in pairs and list as many activities as they can remember. Elicit examples and write them on the board. Drill pronunciation of the items mentioned. Optional activity If you cannot use the video, show several photos of leisure activities to sts. Tell them the photos are of leisure activities, but do not name or describe these activities. Hide the photos and ask sts to work in pairs to list the activities they can remember. Elicit examples and write them on the board. Drill pronunciation of the items mentioned. Cultural note The use of the words holiday and vacation can be easily confused. In general, vacation is used in American English and holiday is used in British English to describe a period away from work / school, when people are travelling or resting. E.g. Cely is on vacation / holiday this week; She likes to take her vacation / holiday with her family in the summer. However, a (bank / national) holiday is a term used both in the UK and USA for a day when banks, shops, schools, etc are closed. E.g. Tomorrow will be a bank holiday. Finally, the term the holidays refers to the last days of December and the first days of January when people celebrate Christmas, New Year’s Kwanzaa, and / or Hanukkah. E.g. Have you got any special plans for the holidays? In British English, vacation (or vac) is the period when universities are closed. E.g. All Oxford sts are on vacation at this time of the year.

650347 _ 0095-0106.indd 95

1 Vocabulary: Leisure time activities A Books open. Draw sts’ attention to photos 1-9. What do they show? Elicit answers, but do not provide details here as sts will refer to the photos again in the exercise. Tell sts to complete the phrases using infinitives and letter clues. Ask them to match the phrases to the photos. Paircheck. (2) go fishing (3) go camping (6) go bowling (7) go clubbing (1) go hiking (4) go diving (5) go climbing (9) hang out (8) work out

B Draw sts’ attention to the written advert about Florida. Tell them they are going to listen to an advert and check the activities in A. Play 6.1 and classcheck. Replay 6.1 if necessary and have sts repeat the activities. Drill pronunciation. Pair sts up. Ask them: Have you ever been to Florida? What did you do there? Would you like to go to Florida? What would you like to do there? Draw their attention to the speech bubble as an example. 6.1 Notice the pronunciation of -ing. Welcome to Florida, the Sunshine State! A great place for outdoor activities. You can go hiking, fishing, or camping, and you can go diving or climbing. We have thousands of square miles of parks and countryside for you to explore. Or, if you prefer indoor activities, why not go bowling, go clubbing, or work out at one of our great gyms? Or just hang out with your friends or with the friendly locals? Florida – the Sunshine State. Focus on Common Mistakes . Explain that go + verb + -ing is a very common collocation in English when we talk about leisure activities.

22/12/15 11:18

6.1 Stronger classes Ask sts to add two more similar collocations.

Song line:

E.g. go swimming, go shopping, go jogging, go skiing, go surfing, go skating, go rollerskating, etc.

e’re just two lost souls swimming in a fishbowl, W year after year. Running over the same old ground...

c Draw a grid on the board similar to the one below:

Song: ‘Wish You Were Here’ Band: Pink Floyd (UK) Year: 1975

Low risk activity (L)

High risk activity (H)

2 Listening A Draw sts’ attention to the photo and ask: What are they doing in the pictures? Where are they? What’s the weather like? Tell sts they are going to listen to a tourist saying what she did while she was in Florida. Have them listen and tick the activities the tourist did in 1A on p. 60. Play 6.2 and classcheck. Ask sts to remain in pairs and classify activities 1-9 in exercise A as high risk (H) or low risk (L). Draw their attention to the speech bubbles as an example. While sts decide, fill in the grid on the board with the names of the activities. Elicit answers. Does everybody have a similar opinion? How many sts consider a certain activity H? How many consider it L? Elicit a few explanations / examples if they disagree.

Some activities can be classified as low or high risk depending on the situation, so consider the possible answers below. Low risk activity (L)

High risk activity (H)

bowling

climbing

hiking

hanging out

diving

fishing clubbing working out camping

D MAKE IT PERSONAL Focus on World of English . Read the explanation aloud with the whole class. Encourage sts to think of other examples. Tell them to answer the questionnaire Which are your two favourite? and compare their answers in pairs. Emphasise they have to find at least two similar and two different opinions. Draw their attention to the speech bubbles as an example. Note Encourage sts to say complete sentences and do not allow them to simply read their partners’ answers. Remind them that the important point of this exercise is to get their message across. Optional activity If time allows, tell sts to report their partners’ answers to another student. E.g. Vera’s favourite indoor activities are reading and using the computer to check the news. You may ask sts to write sentences about their partner’s favourite activities. How much can they remember of what their partner said?

Ask sts to open their books to p. 61, read the Song line at the top of the page and elicit the name of the song and the band. Ask them what they enjoy doing in their free time.

650347 _ 0095-0106.indd 96

She went camping, fishing, hiking, diving, bowling, and clubbing. 6.2 R = Rosie F = friend R It was such a great holiday! F I’m sure. I’d love to go to Florida. Did you just stay in Miami? R No! Martin and I went camping in the Everglades National Park. That was amazing. F That’s, er…, unusual. How did it go? R Well... we were having a great time for the first few days. We went fishing and hiking. F Did you catch anything? A cold maybe? R No! But it was relaxing. And we saw alligators! F Wow! Really? R Yes. Then we went diving and saw more animals. We saw dolphins and a manatee and turtles… F What’s a manatee? R Like a really big, fat, slow dolphin. Beautiful. F Hmm. Sounds great! R Yeah, it was great – at first! F What happened? R Well, it’s the rainy season and, er, three days before the end of our holiday it rained really hard and our tent flooded and everything got wet. F Oh no! That’s why I never go camping! R Yeah! At first we didn’t know what to do – it was awful! Like, we were cold and our clothes and all our things were wet. But then we decided to stay the last two nights at a hotel in Miami and it was just fantastic. Totally. F Right, so what did you do? R Oh, er, we went bowling and we went clubbing. It was cool! F Hmm. Sounds like you had a really, um… varied holiday. R We sure did! Overall, it was great, but our tent is ruined forever!

Tip Intensive listening can be very challenging, especially for weaker classes. Tell sts to concentrate only on the activities and that they do not need to understand the entire passage. They are going to listen again to the same passage in exercise 2B for more details.

22/12/15 11:18

6.1

B Tell sts they are going to listen to the track again and mark true (T) or false (F) for statements 1-6. Replay 6.2, then paircheck and classcheck. 1. F 2. T 3. F 4. T 5. F 6. F

Optional activity Ask sts to read statements 1-6 in pairs before they listen to 6.2 again so as to remember / guess the correct answers. Anticipating the correct answers may help them understand better.

C MAKE IT PERSONAL Ask sts: What would you like to do in Florida if you stayed there for a week? Focus on the R box with the whole class and briefly explain / revise the use of would for imaginary situations. Drill pronunciation of contracted form I’d. Elicit a few examples. Tell sts to work in pairs and answer the questions. Draw their attention to the speech bubbles as an example.

Optional activity For homework, or in class, ask sts to write a short paragraph about what they would like to do in Florida. Tell them to use the activities in 1A as a guide. You may also ask them to include what they would not like to do. Tip Remember to allow all sts enough thinking time. Weaker sts will probably need more preparation time. Do not worry about sts making mistakes in an exercise like this one. The focus is on getting their message across, so encourage them to express themselves. If necessary, write down mistakes and correct them later.

Workbook p. 29 ID Online Portal Grammar p. 126

650347 _ 0095-0106.indd 97

22/12/15 11:18

6.2

Would you like to try hang-gliding? Lesson 6.2

Lesson Aims: Sts talk about extreme sports and use verbs of movement, such as ‘dive,’ ‘jump,’ ‘swim,’ ‘climb,’ etc. They also learn verb + preposition & verb + adverb combinations, as well as compound nouns such as ‘bungee jumping’ and ‘hang-gliding’. Function Talking about extreme sports using verbs of movement. Listening, reading and talking about extreme sports.

Language You need to jump from a great height. I think hang-gliding is the most dangerous, ’cause if the parachute doesn’t open, you’ll die! Vocabulary: Verbs of movement such as jump, dive, swim, climb, etc, and compound nouns such as toothbrush, hairbrush, letterbox, post office, etc. Grammar: Combinations of verb + preposition as in walk to (school) and verb + adverb as in walk away. Before the lesson: Write verbs of movement (e.g. swim, dive, jump, climb, run, etc) on slips of paper.

Warm-up Books closed presentation. Give out one slip of paper with a verb of movement to five or six sts. Ask them to stand up and mime the verb. Elicit answers and write them on the board. Ask sts to complement the verb, for instance, climb a mountain, swim in the sea, run fast, etc. Tip If your sts are shy and likely to feel embarrassed if you

Everyone loves to snowboard, and this year we have found a beautiful mountain for you. And finally, number 5: Get into the pool for an exciting new sport. Oh, by the way, can you swim?

Tip Pay special attention to the pronunciation of climb

ask them to mime, do the mime yourself and elicit verbs.

/klaɪm/. Add examples with similar endings such as comb /kǝʊm/, bomb /bɒm/ and thumb /θΛm/.

Draw sts’ attention to the Song line at the top of p. 63 and elicit the name of the band. Ask them if they have ever considered trying bungee jumping.

C Tell sts to work in pairs and name the sports on p. 63. Ask them to read the text and confirm their answers.

Song line: h, can’t you see what I mean? Might as well jump. O Jump! Jump! Might as well jump. Go ahead, jump. Jump! Go ahead, jump. Song: ‘Jump’ Band: Van Halen (USA) Year: 1984

3 Vocabulary: Verbs of movement A Tell sts to listen to the advert from Charity Challenge and number verbs 1-9 in the order they hear them. Play 6.3 and paircheck. If necessary, replay 6.3 and classcheck. (1) climb (2) dive (4) fall (5) fly (8) get (3) jump (6) run (7) snowboard (9) swim

B Draw sts’ attention to the photos on p. 63. Ask them to listen to the advert again and match one or two verbs to each photo. Classcheck and write the verbs on the board. Drill pronunciation. 1. jump, fall 2. climb, dive 3. snowboard 4. fly, run 5. get, swim 6.3 This year’s Charity Challenge is more extreme than ever! We have five extreme sports for all you adrenaline fans! Number 1: Climb up some rocks by the sea and dive into the ocean below. Is that scary? Number 2: Jump off a bridge and fall... until the rope stops you. Crazy! Number 3: Have you ever wanted to fly? All you have to do is run off the edge of a cliff. Easy! Number 4:

1. bungee jumping 2. cliff diving 3. snowboarding 4. hang-gliding 5. underwater hockey

Optional activity Ask sts to underline unfamiliar words in the text and try to guess their meaning with their classmates before asking you. Can they infer meaning from context?

D Read World of English to sts and ask them to find the combinations in the text. Write the combinations on the board and mime them to explain vocabulary. dives into run off go up and down

hang from

jumping off

Tip Elicit more examples of such combinations. Some will be very familiar to sts. For example: Verb + preposition Listen to music. Apologise for a mistake. Specialise in an area. Congratulate a student on his good marks. Deal with a problem, etc. Verb + adverb Switch on / off the radio. Go down / up the stairs. Put on a hat. Take off your shoes. Turn over a page, etc. Note that several verb + preposition and verb + adverb combinations form phrasal verbs, which are very common in English, as mentioned in lesson 5.3. Understanding and ‘feeling’ the adverbs and prepositions can help sts comprehend these combinations better.

650347 _ 0095-0106.indd 98

22/12/15 11:18

6.2 Note Do the workbook activities on p. 30 in class if you feel your sts need more guided practice. Draw sts’ attention to Common Mistakes . Explain that into is the combination between the prepositions in + to, and that it needs a complement (i.e. dive into what?). However, in the example given (dive in), in does not need a complement, as it works as an adverb in this sentence. In short, prepositions always require an object while adverbs do not. Make sure sts understand they do not have to differentiate between adverbs and prepositions, but paying attention to such combinations will help them improve their vocabulary.

E Tell sts to listen to another advert. Have them check the correct pronunciation for each sport and mark the correct stress. Play 6.5. Paircheck. If necessary, replay 6.5 and elicit answers. Write the names of the sports on the board and drill pronunciation.

The first element in each compound word is stressed. Underwater hockey is different to the others. Ask sts to work in pairs. Have them look at the photos on p. 63 and describe the sports explained in Charity Challenge. Draw their attention to the speech bubble as an example.

6.5 Calling all extreme sports fans. Wanna try these sports? Cliff diving, snowboarding, hang-gliding, bungee jumping, and even underwater hockey. It doesn’t get more extreme than this. Try the Charity Challenge, Extreme!

Tip Ask one student to describe the sport and another one to guess which sport it is. Giving a purpose for listening, no matter how simple the activity is, makes the task more motivating. Stronger classes Ask sts to work in pairs. One of them should describe a sport other than the ones shown in the photos. Can their partners guess which sport it is?

Optional activity Ask sts to work in pairs, choose one sport and describe it in written form. Then ask them to swap notes. Can they guess which sport is being described?

F Ask sts to read descriptions 1-6. Which sport(s) do they refer to? Tell them to re-read the text to clarify any doubt. Paircheck and classcheck.

1. snowboarding 2. hang-gliding 3. underwater hockey 4. cliff diving 5. bungee jumping and cliff diving 6. underwater hockey

Optional activity Ask sts to work in pairs and write one more sport that fits descriptions 1-6 other than the ones mentioned. Elicit answers. E.g. 1. skiing; 2. paragliding; 3. football; 4. running; 5. parachuting; 6. scuba diving.

G MAKE IT PERSONAL Ask sts to work in pairs and decide 1) which sport on p. 63 is the most dangerous; 2) which sport is the least dangerous. Draw their attention to the speech bubble as an example. Explain that it is essential that sts justify their answers. Remind them that the important thing is to get their message across. Compare answers with the whole class. Do sts agree in general, or do their opinions differ? H Focus on World of English and read it aloud with the whole class. Ask sts to name the objects in the pictures. Paircheck and classcheck. Drill pronunciation with the whole class. toothbrush / toilet brush / shoebox / lunch box / letterbox Ask sts to add two more examples of compound nouns. Elicit examples and write them on the board. Point out the difference between a green house (i.e. a house that is painted green) and a greenhouse (i.e. a building made of glass used for growing plants inside). If sts are not sure how to pronounce the compound nouns, ask them to use a dictionary. This might be a good opportunity to draw sts’ attention to the stress symbols used.

I MAKE IT PERSONAL Books open. Tell sts they have to listen to questions 1-5 and write them down. Paircheck. Write answers on the board and drill pronunciation of questions while paying special attention to sentence stress and intonation. Then have sts mingle and ask each other the questions. 1 2 3 4 5

6.6 Notice the word stress in the compound nouns. Do you prefer baseball or basketball? Does homework give you a headache? Does this school have a security guard or a swimming pool? Do you think you will see a waterfall this weekend? How many of your classmates have a credit card?

Workbook p. 30 ID Online Portal Grammar p. 126

650347 _ 0095-0106.indd 99

22/12/15 11:18

6.3

Do you feel like going out tonight? Lesson 6.3

Lesson Aims: Sts describe actions using verbs and prepositions of movement; talk about activities they like and do not like to do using different combinations of verbs; read, write and listen to a postcard. Function Talking about activities they like and do not like using different combinations of verbs.

Language I can’t stand swimming. We adore playing basketball. Describing actions using verbs and prepositions of movement. He is swimming across the sea. Reading, completing / writing and listening to a postcard. Yesterday I took a break and felt like going fishing. Vocabulary: Prepositions of movement (across, along, around, down, into, out of, over, past, through, towards, under, up). Grammar: Verb + gerund (feel like, enjoy, risk, miss, adore, keep, can’t stand, imagine, etc). Before the lesson: Write the following quotation by Albert Einstein on the board: ‘Dancers are the athletes of God.’

Warm-up Books closed presentation. Write on the board ‘Dancers are the athletes of God.’ Ask sts if they know who said that (Albert Einstein) and if they like / agree with the quotation. Note Albert Einstein (1879-1955) was a German Nobel Prize physicist famous for developing the General Theory of Relativity. He is regarded as the father of modern physics.

4 Vocabulary: Prepositions of movement A Draw sts’ attention to pictures 1-12. What do they show? Point to the sign in picture 1 (Charity Challenge II) which refers to the previous lesson. Ask sts to work in pairs and decide which prepositions from the list match the pictures. Play 6.7 and classcheck. 1. (run) along 2. (climb) up (a rope) 3. over (a wall) 4. down (the other side) 5. through (a fire) 6. (jump) into (the river) 7. (swim) around (an island) 8. under (a bridge) 9. past (the stadium) 10. (climb) out of (the river) 11. (cycle 15 kilometres) towards (the finish) 12. (run) across (the finishing line) 6.7 Notice /θ/ and /ð/. M = man W = woman W My boyfriend Charlie did a triathlon the other day. M Oh yeah? W Yeah, but it was kind of extreme. First he ran five kilometres along a beach. M Mmm-hmm. W Then, he climbed up a rope, over a wall and down the other side… before running through a fire. M He what? W Yeah, really! Then, he jumped into the river and swam around an island, under a bridge and past the stadium. M Whoa! W But then, he climbed out of the river and cycled 15 kilometres towards the finish. M 15 kilometres! W And after finally running across the finishing line, he collapsed! M I’m not surprised!

Weaker classes Ask sts to decide which verbs match the pictures in 4A. This will help them understand 6.7 better and prepare them for exercise 4B.

B Tell sts to remain in pairs. One student retells the story as Charlie and the other as a TV commentator. Draw their attention to the speech bubbles as an example. Elicit another example to make sure sts understand what they have to do. Tip Do not worry if sts make mistakes in an exercise like this. Encourage them to get their message across. Monitor and help if necessary. Write mistakes down and correct them later. Remember: weaker sts will probably need more preparation and thinking time and will be more likely to confuse verb tenses.

5 Grammar: Verb patterns (verb + gerund) A Draw sts’ attention to the activities in the box. Tell them to listen to Martin and Rosie’s plans for the weekend. Have them mark the activities they like with  and do not like with . Play 6.8. Paircheck briefly and classcheck. Activities

Martin

Snowboarding

Rosie





Skiing





Swimming





Going to the cinema



6.8 M = Martin R = Rosie M Do you want to go snowboarding this weekend? R Hmm... not really, I don’t feel like getting cold and, er, wet and I don’t really enjoy snowboarding. M But I thought you did! We could go skiing instead? R I hate skiing – it’s worse than snowboarding – and I don’t want to risk breaking my leg! M I really miss the snow. R I have to say that I don’t miss the snow… sorry, Martin. I like to stay warm – I’d rather stay in the sun. We could go swimming. I adore swimming.

100

650347 _ 0095-0106.indd 100

22/12/15 11:18

6.3 M Ah! You keep asking me that! You know I can’t stand swimming. You know, I just don’t get it. When I met you, you started snowboarding and skiing with me and you loved it! R I suppose I did, but I guess I’ve changed. At the moment I can’t imagine coming down the mountain on a snowboard. Let’s go to the cinema. We both enjoy doing that. M OK – I guess so, but let’s go snowboarding soon. R Er... maybe. Draw sts’ attention to Common Mistakes . Remind them that some verbs are followed by the infinitive and others by the gerund (as studied in lessons 6.3 and 6.4). Note that prepositions, as in the third example, are always followed by the gerund.

Tip You may choose to do Common Mistakes before the activity (so that sts can notice the correct use of verb patterns while they listen to the dialogue) or after they have done the listening task.

B Tell sts they have to listen to the conversation again and complete sentences 1-9 with a verb. Ask sts to work in pairs and try to remember / guess which verbs are used. Play 6.8. Paircheck. Replay it if necessary and classcheck.

1. getting 2. snowboarding 3. breaking 4. going 5. swimming 6. asking 7. swimming 8. skiing 9. coming Tell sts to work in pairs and say whose plans they prefer, Martin’s or Rosie’s. Ask them to justify their answers and draw their attention to the speech bubble as an example.

C Read the Grammar box aloud with sts. Remind them (if you have not already) that in lessons 6.3 and 6.4 they studied different verb patterns combinations. Ask them to complete the table individually by checking the verbs in 5B. Paircheck and classcheck. adore; enjoy; feel like; imagine; miss; risk Ask sts to go back to the text on p. 63. Can they identify the six examples of verb + gerund in the text? Allow them 1-2 minutes to re-read the text. Classcheck.

Can’t stand waiting / feel like flying / prefer jumping off / imagine doing / love bungee jumping / miss being in the water Tell sts to go to Grammar on p. 126 if you feel they need more guided practice before going to the oral exercises in 5D and 5E.

Note In If you feel like flying, the word like is a preposition. After prepositions, we use -ing.

Optional activity Ask sts to choose three verbs from the box and write sentences using them. Personalising information usually helps them remember better. Read the lesson Song line at the top of p. 65 with sts and ask them if they enjoy listening to Elvis Presley’s songs. Ask them to mention something they cannot help doing, for example: I can’t help laughing when I see someone slip and fall.

650347 _ 0095-0106.indd 101

Song line: T ake my hand. Take my whole life too. For I can’t help falling in love with you. Song: ‘Can’t Help Falling in Love’ Singer: Elvis Presley (USA) Year: 1961

D MAKE IT PERSONAL Ask sts to work individually and complete questions 1-5. Remind them they should be as imaginative as possible. Draw their attention to the speech bubble as an example. Next, tell sts to ask and answer the question in pairs. Ask them: Were any of the questions similar? Whose answer was the most interesting / the funniest? Tip Do not worry about sts making mistakes in an exercise like this, especially because the questions will be somewhat unpredictable. The focus is on getting their message across, so encourage them to do so. If necessary, write down mistakes and correct them later.

E MAKE IT PERSONAL Tell sts they are going to play ‘Mad Libs,’ a game in which people have to improvise their answers. This activity is divided into four parts: 1. Ask sts to individually complete statements 1-10 with a noun or a gerund. Monitor and help if necessary, but do not check answers with the class. 2. Tell sts to complete the postcard with the words they wrote in part 1. Have them check which word they have to use following the numbers. 3. Ask sts to work in pairs and read their postcards to each other. Who has got the funniest postcard? 4. Play 6.9 and have sts compare their answers to the original postcard. Were any of the words similar?

6.9 Hi Jessica, I’m really enjoying hang-gliding here in California. Yesterday, I took a break and felt like shopping, so I went to the shops and bought some clothes. Not too many, don’t worry! Tomorrow I’m going camping with my friend Emma and we both like fishing, so we’re going to do that. I hope we catch something! The evenings are a little boring. I can’t stand watching TV, but everyone here loves it, especially American Idol. I can’t help talking when people are watching, so people get mad at me! See you soon, Gaby

Note Mad Libs (from ad lib, a spontaneous improvisation) is a word game often played on long car journeys or at parties where one player asks another for a list of words that are used (often nonsensically, for comedy effect) to complete the gaps in a story. Source: . Accessed on 6th June 2014.

Workbook p. 31 ID Online Portal Grammar p. 126

101

22/12/15 11:18

6.4

What do you enjoy doing on your birthday? Lesson 6.4

Lesson Aims: Sts learn about specific equipment needed to do sport, as well as rules of games, and study the use of verb + infinitive & verb + gerund combinations. Function Talking about rules of games.

Language You need a ball and two big goals. Pass the ball from one player to another.

Talking about sports equipment. Reading about birthday plans.

Swim fast to get the puck. It’s my 30th birthday in April and I’ve decided to do something... different! Vocabulary: Sport equipment (e.g. a ball, a racket, fins, gloves, a mask, a puck, etc). Grammar: Verb + infinitive & verb + gerund combinations. Before the lesson: Bring some sports equipment (or photos of sports equipment) and display them in the classroom.

Warm-up Books closed presentation. Ask sts to stand up and look around the classroom. What can they see? Can they identify the equipment? Elicit answers and write them on the board. Drill pronunciation of items. Pay special attention to the pronunciation of the final s in plural forms (e.g. gloves /glΛvz/ and fins /fɪnz/). Note Bring pieces of equipment (or photos of items) which are more likely to be familiar to sts (e.g. a ball, a racket, gloves) as well as items which are likely to be less familiar (e.g. a puck, a bat, fins).

6 Listening A Books open. Draw sts’ attention to pictures a-j. Ask them to work in pairs and 1) match the sports equipment to the pictures; 2) say which sport each picture refers to. Classcheck and drill pronunciation. a. a snorkel (diving) b. a helmet (American football) c. fins (underwater hockey) d. a stick (underwater hockey) e. a net (basketball) f. a bat (baseball) g. a mask (underwater hockey) h. a racket (tennis) i. gloves (underwater hockey) j. a puck (underwater hockey)

Note Remind sts that the word equipment, just like the words homework and information, is uncountable in English. These words do not have a plural form.

B Ask sts to listen to the game description and tick the

items in 6A that are mentioned. Play classcheck.

6.10. Paircheck and

puck stick gloves fins mask snorkel 6.10 Puck – check. Stick – check. Gloves – check. Duct tape – check. Fins – check. Got it? Then you’re ready to play underwater hockey! Here’s how it goes. Secure your mask. Snorkel up. Jump in. Line up against the swimming pool wall. Swim fast for the advantage. Hold your breath till you score. This sport was invented in England but players from all over

the world now compete. There are six players from each team on the field at a time. The puck is heavy. The object is to pass it to your teammates and try to score a goal. And if you were wondering, yes, you have to hold your breath for a really long time! Focus on Common Mistakes . Elicit explanation. This will be a lead-in to World of English . Focus on World of English and read the box aloud to class. Write ‘I looked up the word in the dictionary.’ and ‘I looked the word up in the dictionary.’ to help sts visualise the difference. Explain that transitive phrasal verbs (i.e. verbs that have a direct object) are generally separable. Reinforce that pronouns cannot come after the phrasal verbs as shown in Common Mistakes . To sum up: Direct object pronouns must go between the two parts of transitive phrasal verbs.

 John

switched

 John

switched

the radio

 John

switched

John

switched



the radio

These are all possible.

This is not possible.

Source: English Club . Accessed on 6th June 2014.

C Review the items with sts. Tell them to listen to the sequence again and put the sentences in order. Replay 6.10. Paircheck briefly and classcheck. (1) Put your mask on. (2) Put your snorkel on. (3) Jump into the water. (4) Line up against the swimming pool wall. (5) Swim fast to get the puck. (6) Hold your breath until you score a goal.

D Ask sts to listen to a guessing game and guess which sport they are talking about. Play 6.11. Replay track if necessary. rugby

102

650347 _ 0095-0106.indd 102

22/12/15 11:18

6.4 6.11 Notice the schwa sound /ə/. A So, you need a ball? B Yeah, and two big goals. A Right. B And, erm, you pass the ball from one player to another. A Mmm-hmm. Ah-ha, is it football? B No, sorry. You, er, pass the ball with your hands. A OK. B Yeah, and, er, you have to put the ball down over the line to score. A Oh! Is it American football? B No, no, you, er, don’t wear a helmet. But it’s similar. Erm, you can kick the ball too. A I see… B It’s popular in South Africa, Australia, New Zealand, Argentina, Europe, and, er… A Got it! It’s…

E MAKE IT PERSONAL Ask sts to work in pairs or groups of three. Tell each student to choose a sport or game they like and write simple instructions. Have them focus on the photos with useful verbs. Next, ask sts to read the instructions to another group. Can they guess which sport it is? Weaker classes Make sure you allow sts enough time to prepare for this activity, but do not let the preparation last for too long. Set a time limit and help with grammar / vocabulary if necessary.

Optional activity Ask sts to write the instructions of the sport or game on slips of paper and display them on the wall. Tell them to stand up and read the slips. Can they guess which game / sport it is? You might want to collect the slips and check for grammar / spelling mistakes to be dealt with later. Ask sts to look at the Song line at the top of p. 67 and ask them if they know / like the song and the band.

Song line: R emember days of skipping school, racing cars and being cool. With a six pack and the radio… Song: ‘Never Say Goodbye’ Band: Bon Jovi (USA) Year: 1987

7 Grammar: Verb + infinitive / Verb + gerund A Books closed. Write Las Vegas on the board. Ask sts to work in pairs. What do they know about Las Vegas? Where is it? Have they ever been there? Would they like to go? Tell them to share ideas and elicit a few activities they can do there. B Books open. Draw attention to the pictures of Las Vegas and to Laura’s email. Tell sts to read her email and say what her plans are for her birthday. Do not deal with vocabulary at this stage. Classcheck.

2nd paragraph – she plans to go racing

Optional activity Play 6.12 and ask sts to listen to and read the email at the same time. This will make sure all of the class reads at the same pace.

C Ask sts to read the email in more detail and answer true (T) or false (F) for statements 1-4. Paircheck and ask sts to try to infer meaning of new words with a partner. Classcheck and explain vocabulary if necessary. 1. T 2. F 3. T 4. T Draw attention to Cyber English and to the emoticons. Do sts know different emoticons? Invite them to draw the emoticons they know on the board. Do all sts know their meaning? Do they use emoticons? If sts use them, how often and when do they use them?

Tip Your sts are very likely to know several different emoticons, particularly if they spend a lot of time on the Internet. Use this opportunity to have new emoticons added to the lesson. This can be very motivating for sts to be able to contribute their knowledge. Note The saying ‘What Happens in Vegas, Stays in Vegas’ is an advertising slogan used since 2005 by the Las Vegas Convention and Visitors Authority. It evolved from the earlier advertising slogan ‘What Happens Here, Stays Here,’ created in 2002 by the Authority’s ad agency R&R Partners, Inc. However, the basic linguistic formula used in the Vegas ad slogans is not new. For example, a much older saying among travelling salesmen is ‘What happens on the road, stays on the road.’ A traditional variation long used by musicians is ‘What happens on tour, stays on tour.’ Source: . Accessed on 6th June 2014.

D Focus on the highlighted verbs in the email in 7B. Ask sts to complete the table with the correct verbs. Paircheck briefly and classcheck. Verb + gerund

Verb + infinitive

Both

agree, ask, decide, begin, choose, adore, dislike, continue, hate, enjoy, finish, keep, expect, forget, like, prefer, start hope, want practise, stop

Tip Remind sts that they studied similar combinations in lesson 1.1. Can they add one or two more verbs to the list? Direct them to the list on the Online Portal for more combinations. Tell sts to go to Grammar on p. 126 if you feel they need more guided practice.

E Ask sts to read Jack’s reply to Laura’s email and complete it with the correct verb forms (to + infinitive or 103

650347 _ 0095-0106.indd 103

22/12/15 11:18

6.4

driving; to come; to meet; to leave; to drive; gambling; to stay

Note To before consonants is a weak form and is pronounced /tə/, with a schwa. Too is a strong form and is pronounced like two /tuː/.

F MAKE IT PERSONAL Ask sts to imagine they are one of Laura’s friends. Have them write a reply to her saying they would like to join her in Las Vegas and what they would like to do there. Then, ask sts to compare their written answers in pairs. Would they like to do the same things?

Weaker classes Monitor and help if necessary. If you think sts need more time, you may assign this task as homework.

Stronger classes As an alternative, you may want your sts to record their message using a smartphone as if it were voicemail. They can use the written form as a basis, but they should not be allowed to read it.

Workbook p. 32 ID Online Portal Grammar p. 126

104

650347 _ 0095-0106.indd 104

22/12/15 11:18

Lesson 6.5

gerund). Draw attention to Common Mistakes before they complete the task. Paircheck. Play 6.13 and classcheck. Can sts notice the two different pronunciations of to? Why are they different?

6.5

Have you ever done a bungee jump? / Would you rather travel to the US or the UK? Lesson 6.5

Lesson Aims: Sts consolidate the abilities of guessing meaning of unknown words (i.e. inferring meaning from context) and of expressing preferences using different verb forms. Function Guessing meaning. Expressing preferences.

Language The first word I chose is crew and I guess it means… Do you want to go out? I think I’d rather stay in. Vocabulary: Expressions and verbs to express preferences (feel like, ’d rather, prefer, want to, etc). Grammar: Would + infinitive to express preferences / desires on specific occasions.

Warm-up Books closed presentation. Dictate the title of the lesson to sts (Have you ever done a bungee jump?). Tell them to open their books and check.

Skills: Guessing meaning A Draw sts’ attention to the photo and read the instructions to them. Elicit answers about how they felt / would feel. Ask them to read Ed’s blog entry and tick the right answer. Paircheck and classcheck. Do not deal with vocabulary now as sts will do this in exercise C.

very scared, but excited

B Ask sts to re-read the text and put events 1-10 in the right order. Paircheck. Play

6.14 to classcheck.

(1) The organisers interviewed him. (2) He stepped on the plank. (3) They took a photo of him. (4) Someone started counting. (5) He told them to stop counting. (6) They counted back from five. (7) He stepped off the plank. (8) He screamed twice. (9) He started laughing. (10) He felt his mouth was hurting.

Note The Royal Gorge Bridge in Colorado (USA) is nowadays the highest bungee jumping spot. It is 321 metres high. Source: . Accessed on 6th June 2014.

C Draw sts’ attention to the highlighted words in the text. Point out that some are variations of the same word (e.g. scream / screamed). Tell them to work in groups of three and try to guess the meaning of the words. Focus on the speech bubble as an example. Reinforce the idea that the important thing is not to get the answer right, but to infer it from the context.

(1) to rush – to move fast (2) a crew – a team (3) to screw up – to do something incorrectly (4) a wuss – a weak person (5) to scream – to make a loud noise (6) a harness – a piece of equipment used to do bungee jumping Next, have sts form pairs and choose five more words they are not familiar with. Ask them to work in pairs and try to guess the meaning from context. Monitor and help if

necessary. If sts cannot come to a conclusion, allow them to use a dictionary.

Tip This activity may be time consuming, especially in weaker classes. If you need to save time, limit the number of words sts have to guess from context to two, instead of five.

D MAKE IT PERSONAL Tell sts to work in pairs or groups of three. Read instructions aloud to class. Tell them to share their opinions with their partners and give a justification. Draw sts’ attention to the speech bubble as an example. Tip Monitor and help if necessary, but avoid correcting sts while they are talking. This is a great opportunity for them to practise the target language in a less controlled way. If necessary, write down mistakes and correct them later. Optional activity If time allows, tell sts to report their partners’ answers to another student. E.g. Virginia’s afraid of heights so she would never try bungee jumping. She’d like to go scuba diving, though.

in Action: Expressing preferences A Books open. Focus on the pictures. Ask sts what they think the situations are. What have the people decided to do? Play 6.15 and tell sts to match the dialogue to the correct picture. Classcheck. Picture 3 6.15 Notice the /ʤ/ in would you. W = woman M = man W What do you want to do this evening? Do you want to go out? M I think I’d rather stay in. W Would you prefer to cook or order in? M You know me, I always prefer someone else’s cooking! W Mmmm, yes. Well, do you prefer pizza or Chinese food? M I like Chinese food better, but I feel like eating pizza. W OK. Do you like Alice’s or Eric’s better? M I’d rather order from Alice’s. They’re faster.

B Ask sts to read and complete the dialogue with the words in the box. Point out that there are words which 105

650347 _ 0095-0106.indd 105

22/12/15 11:18

6.5 will be used more than once. Paircheck. Play classcheck.

6.15 and

do; Do; ’d rather; Would; prefer; prefer; do; prefer; like; feel like; Do; like; ’d rather

Weaker classes Replay 6.15 and have sts repeat the lines. Pay special attention to intonation and elision, such as in do you /dəju/. If time allows, ask sts to try to remember the lines.

Stronger classes Ask sts to try to memorise the lines of the dialogue. Pay special attention to intonation and elision, such as in do you /dəju/.

C Read World of English with sts. Ask them to look at sentences and questions 1-10 and decide if they are GP (general preferences) or SO (specific occasions). Paircheck and classcheck. Drill pronunciation, paying special attention to intonation. Monitor and help if necessary. If possible, ask them to record their own voice using a smartphone. Tell them to listen to the recording and check their pronunciation. 1. GP 2. GP 3. SO 4. SO 5. SO 6. SO 7. SO 8. GP 9. SO 10. SO Tell sts to remain in pairs and answer the seven questions in the exercise. Note that 5, 9 and 10 are statements, not questions.

D Ask sts to work in pairs and make one dialogue using the model in B and the ideas in the boxes. If time allows, tell them to practise and memorise their lines in pairs and then present their dialogue to the whole class. Optional activity If you have a large group, ask them to practise in pairs and, if possible, record their own voice using a smartphone. Tell them to listen to their recording and check their pronunciation.

E MAKE IT PERSONAL Focus on Common Mistakes . Elicit explanation of the rule. Next, tell sts they are going to have to make a difficult decision. Read instructions aloud with the whole class. Draw sts’ attention to the speech bubbles as an example. Who had the best reply and reason? Tip If you have a large class, do this activity in groups of three or four. This will make the activity shorter and will help sts concentrate.

Workbook p. 33 Phrase Bank p. 67 ID Online Portal Grammar p. 126 ID Café Video p. 143

106

650347 _ 0095-0106.indd 106

22/12/15 11:18

Review 4 Units 5-6 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 5 and 6. St A asks ‘What are some school subjects?’ and st B answers. Tell sts to focus on the pronunciation of the words. There are some techniques to practise vocabulary mentioned on p. 12 of the introduction section on how to work with the picture dictionary. You can select whichever best suits the needs of your class. Page 48

16 school subjects

Page 50

10 classroom tasks

Page 60

9 leisure time activities

Page 63

5 extreme sports

Pages 64/65

the ‘Triathlon Terror’

Page 66

10 pieces of equipment and the sports you use them for

Page 155

the first 8 pairs of picture words in the consonants chart

B Draw sts’ attention to the poster. What is it advertising? Tell sts to read the advert and complete the gaps. Have them compare their answers in pairs. Play R4.1 for sts to check. climbing swimming work bowling hang R4.1 Premier Sports Club offers members a fabulous variety of activities. You can go climbing on our new 15-metre wall, or maybe you would like to go swimming in our heated 25-metre pool. If you want to get fit, why not work out in our fully equipped gym? For more relaxing activities, we have 12 tenpin lanes where you can go bowling with your friends, or you can just hang out in our café and enjoy our delicious, healthy food. All for just £49 a month.

C Draw sts’ attention to the photos. Tell them to write the five rules of swimming pool use. Remind them of the verbs used to talk about rules (e.g. have to, can’t, must). Paircheck. Play R4.2 to classcheck. Which rules are good and which ones are not? Elicit answers and write them on the board. Next, tell sts to correct the bad rules.

Possible answers: Children must be with their parents. You can’t eat or drink near the pool.

R4.2 PS = pool supervisor C = child 1 PS Hey! You mustn’t run in here. 2 PS Hey! You can’t dive into the pool. No diving! 3 PS Sorry. You can’t have food and drink in here. 4 PS The showers are over there. You must have a shower before you swim. 5 PS How old are you? C I’m six. PS I’m sorry, children have to swim with adults. Where’s your mum?

D Ask sts to work in pairs and complete 1-4 with a minimum of five steps each. If necessary, do the first one as an example. Monitor and offer help if necessary. If time allows, ask sts to choose one situation and write down all the steps. Possible answers: 1. go to the beach 2. travel / it’s rainy and cloudy 3. I’ll do it again 4. meet my friends / travel

E Tell sts to match 1-5 with a-e to make true statements about the human body. Paircheck and classcheck. Which verb tenses are used?

1. e 2. c 3. d 4. a 5. b

F Draw sts’ attention to the photo and the table. Tell them to listen to the first part of Clara’s presentation and complete the form. Play R4.3. Paircheck. Replay R4.3 and classcheck. Bush / 22 / Phoenix, Arizona / Mexico City / Learn Spanish / (end of) August R4.3 Erm, hi, er, my name’s Clara Bush and I’m, er, 22 years old. I’m from Phoenix, Arizona, but, er, I’m living and studying in Mexico City for this summer. I, er, really need to learn Spanish fast as, er, I’m majoring in Spanish and have my final exams, er, as soon as I, er, as soon as I get back, er, at the end of August. Er, I…

Cultural note In the USA, university students call their degree subject their ‘major’, and say they are ‘majoring in’ e.g. history. American students often also choose a ‘minor’, which is their second area of specialisation.

You mustn’t dive in the pool. You can’t run near the pool. You have to have a shower before you swim.

G Tell sts to listen to the rest of the presentation and, after each pause, predict the verb form being used for 107

650347_107a109_Review4_TB2.indd 107

22/12/15 13:45

R4 1-7 (i.e. to + infinitive or -ing). Play R4.4 and classcheck. Remember to allow sts some time to write their answers.

2. to go 3. to leave 4. to pay 5. speaking 6. to pass 7. going 8. studying R4.4 Er, I absolutely adore travelling, I always have, and so when I turned 21 I decided, er, to go and live in Mexico to study Spanish. Er, at first my parents didn’t want me to leave the States, but eventually they agreed to pay for my studies here in Mexico City. Anyway, so now I’m here and it’s great ’cos I can practise speaking every day, and I think my Spanish is really improving, and I hope to pass my final exam in two months. Er, I kind of miss going to the mall with my friends back home, and of course my family, but I know I’ll see them again soon. When I have finished studying here, I think I’m going to travel down south and maybe see some temples before I go home.

H Common Mistakes Ask sts to work individually and correct the mistakes in sentences 1-10. Notice that there are sentences with more than one mistake. Paircheck. Tell sts to refer to units 5 and 6 for the correct answer. Classcheck. How many did they get right? Tip In case sts have the split edition part B, they will not have unit 5 to check the mistakes. Monitor closely and help sts to correct the mistakes related to that unit, in case they have any doubts. 1. Do you have a Master’s degree? 2. How much homework do we have to do? 3. You have to attend lessons every day. 4. Kim is very / really beautiful. She’s beautiful enough to be a model. 5. If you miss any lessons, you’ll fail. 6. We don’t have to read that book, but we can if we want to. 7. We want to go shopping. 8. Before eating dinner, let’s go jogging. 9. Jack can’t stand waiting. 10. Do you prefer staying at home or going out?

Skills Practice A Tell sts to listen to the texts on p. 52 and 63. Play tracks 5.8 and 6.4 and pause every ten seconds for them to guess the next word. How many did they guess correctly? B Tell sts they are going to play a game called ‘Promises, promises.’ Hand out one slip of paper to each student. Read instructions aloud with them. Provide them with one or two more examples, if necessary. When sts have finished reading their promises, vote for the best one. Tip Have extra blank slips in case sts make mistakes and need another one.

C Tell sts to read Ben’s message to Lena and look at the map. Ask them to complete the directions with prepositions. Paircheck. Play R4.5 to classcheck. along through out of past over across on R4.5 Please leave your message after the beep. Hi Lena, Ben here. I sent you an email, but here’s how to get to my house again: First you go along the street called York Street. Then you go through a tunnel. When you come out of the tunnel you walk past a park and you go over a bridge. Then you walk across the street and my house is 25 York St. It’s the purple one on the left. Call me if you get lost. See you later. Bye.

D Draw sts’ attention to the picture. What can they see? Tell them to read the advert and answer questions 1-3. Paircheck and classcheck. 1. It’s in Australia. 2. Yes, you can hold a baby crocodile to take a photo. 3. You can also see exotic fish and turtles.

E Tell sts to listen to two people talking about the ‘Cage of Death’ and answer true (T), false (F) or not mentioned (N) for statements 1-6. Play R4.6 and paircheck. Replay R4.6 and ask sts to correct the false information. Classcheck. 1. F (The cage is a two-inch thick cage.) 2. F (The man thinks it’s an awful idea.) 3. F (You stay with the crocodiles for 15 minutes.) 4. N 5. T 6. F (The man will never do it.) R4.6 W = woman M = man W Would you like to get into a crocodile tank with just a twoinch thick plastic cage around you? M What? Of course not, I’m not mad! Why? W I think it sounds amazing! It’s totally safe. M What are you talking about? W In Australia, you can get in a plastic tank and then you’re lowered into the water. M And what’s in the water? W Saltwater crocodiles! M That’s insane! W It’s not. I think it sounds cool. M When did you start wanting to do stupid things? W It’s not stupid – it would be fun. It’s only for about 15 minutes. M That 15 minutes would seem like a lifetime! W And you get really close to the animals. They swim really close to you and you have a 360° view of them as they swim around you. M And try to eat you, I suppose!

108

650347_107a109_Review4_TB2.indd 108

22/12/15 13:45

R4 W B ut they can’t get through the plastic! And the organisers photograph you and film you as you do it. M Even worse! I don’t want people to see me terrified! Don’t expect me to do it. W Oh, come on, there’s room for two in the tank. I’ll hold your hand. M Not in a million years!

H Organise sts in pairs / trios. Tell them to answer the questionnaire and compare answers. Draw their attention to the speech bubbles as an example. If time allows, elicit a few answers.

MAKE IT PERSONAL Question time! Organise sts in pairs /

trios. Play

R4.7 for sts to listen to the 12 lesson titles in

units 5 and 6 and answer the questions orally in pairs.

F Draw sts’ attention to the six terms in the box. Tell them to work in pairs and write five pieces of advice about the ‘Cage of Death’ using the terms. Monitor and help if necessary. Next, tell sts to work with another pair and compare their notes. Who offered the best advice?

G Organise sts in pairs. Read the instructions aloud with the class. Tell them to rehearse the conversation and record it on a smartphone if possible. If time allows, ask one or two pairs to present their conversation to the whole class.

Allow them to refer to p. 2 and p. 3, the contents pages. Tell them to add at least two follow-up questions each turn.

Tip If sts have the split edition part B, they will not have sentences 1-5. You can either write them on the board or hand them out on a slip of paper. Make sure you allow enough time for sts to answer questions as fully as they can. Weaker sts will need more support, so encourage them to focus on getting their message across and to avoid worrying too much about making mistakes. If necessary, write down the mistakes and correct them later.

Weaker classes Model one conversation with another student to exemplify the situation.

109

650347_107a109_Review4_TB2.indd 109

22/12/15 13:45

7 Unit overview: The main topics of unit 7 are pronunciation (word stress) and vocabulary related to films. Sts learn how to use phrases to talk about likes and dislikes (‘I’m really into...’, ‘I’m a big / huge fan of...’, ‘I’m keen on...’, ‘I’m crazy about...’, ‘I’m obsessive with...’, etc). They learn to use ‘any,’ ‘every,’ ‘no’ and some compound nouns and to use ‘so’ and ‘such.’ Sts also learn to read figures, to use the passive voice in the present and past tenses, as well as the skills of listening for specific information and giving opinions.

How often do you go to the cinema? Lesson 7.1

Lesson Aims: Sts focus on pronunciation of individual words (i.e. word stress) and on vocabulary related to films. They also revise language used for describing films. Function Talking about films.

Language I’ve never seen The Artist, but I’ve heard it’s about a silent film actor and his dog. Identifying different film genres. This is an adventure film – well, adventure and sci-fi. Vocabulary: Kinds of films (e.g. drama, comedy, detective, suspense, disaster, documentary, etc) and words related to films (e.g. plot, character, sequel, soundtrack, etc). Grammar / pronunciation: Suffixes -er, -ure, -ive, -y, stressed and unstressed syllables. Before the lesson: Write DRAMA, COMEDY, SCIENCE FICTION, SUSPENSE, DOCUMENTARY, FANTASY and GANGSTER on a sheet of paper (one word per sheet).

Warm-up Books closed presentation. Hand out the sheets of paper to different sts and ask them to stand up and put them in alphabetical order (use Blue-tackTM or tape to attach them to the board). Classcheck and ask sts what the words refer to. If possible, leave the sheets on the board until the end of the lesson. Tip Sts can be expected to know most words, so the Warm-up is to be short.

1 Pronunciation: Word stress A Books open. Have sts form pairs and draw their attention to the puzzle. Ask them to complete the puzzle in pairs and find the hidden word. Tell sts that they are going to listen to part of a survey to check their answer. Play 7.1. drama / comedy / detective / suspense / disaster / documentary / gangster The extra genre is adventure. 7.1 Hmm… drama… comedy… detective… suspense… disaster… documentary… gangster… adventure… hmmmm…

B Tell sts they are going to listen to the complete survey. What are the man’s three favourite genres? Play 7.2. Paircheck and classcheck. The man’s three favourite genres are detective, suspense and adventure. 7.2 Notice the intonation when he’s sure and not sure. R = reporter M = man

R Excuse me. M Yes? R I’m doing a survey for university. Have you got two minutes? M Yeah, I guess. R Thank you very much. It’s really very simple. I’ll show you a list of kinds of films and all you need to do is choose your three favourite genres and your least favourite one. M OK. R Take a look at this list, please. M Hmm… detective… adventure… drama… comedy… suspense… gangster… disaster… documentary… Hmm… I like detective stories… and suspense films, that’s for sure. R OK, so, your top 3 are detective, suspense and...? M Gangster films maybe? No, hang on… adventure films. Yeah, definitely adventure. R And your least favourite genre? M Maybe disaster films? No, no, probably drama. Yeah, definitely drama. Real life is bad enough. R Thanks for your time. Really appreciate it. M No problem. Good luck.

C Ask sts to number the paragraphs in the text, 1-4. Direct them to paragraphs 3 and 4 and tell them to identify three more genres that are not in the quiz. sci-fi / fantasy / horror

Tip Encourage sts to scan the text (i.e. they do not have to understand all the information, but to look for specific items). This is an important reading skill. Tell sts to look at all the genres mentioned and choose the correct alternative in the R box. Paircheck and classcheck.

110

650347 _ 0110-0124.indd 110

22/12/15 11:20

7.1 The suffixes -or, -er, -ure, -ive, -y are never stressed.

Stronger classes Ask sts to find at least one more word, not necessarily related to films, ending with the suffixes mentioned. Let them use a dictionary if necessary. For instance, teacher, sculpture, active, noisy.

D Draw sts’ attention to Common Mistakes . Read the sentence aloud to sts. Why is it wrong? Explain that when we talk about a general idea we do not use the definite article. Ask sts to work in pairs or in groups of three and say which genres are more popular with the age groups in the box. Elicit a few answers. Optional activity You may ask sts to report what their group discussed in written form. E.g. ‘We think women in general like romantic comedies more than men.’ To introduce the topic of films, refer sts to the Song line at the top of p. 73 and ask them if they like Katy Perry’s songs.

Song line: I f it’s not like the movies, that’s how it should be. When he’s the one, I’ll come undone. Song: ‘Not Like the Movies’ Singer: Katy Perry (USA) Year: 2010

2 Vocabulary: Films A If you have not already done so, focus on the lesson title How often do you go to the cinema? Ask sts to work in pairs or in groups of three and say the name of a good film and a bad film they saw. Elicit answers. Ask sts if they can tell whether a film is good or bad only based on the title. Next, have them read and listen to the magazine article and choose the best title from the options mentioned. Play 7.3. Paircheck and classcheck.

Three words that only bad films have in their titles.

Tip Do not deal with unknown vocabulary yet. Encourage sts to infer meaning from context, as practised in the previous unit.

B Focus on statements 1-5. Explain to sts that they are all true and that they have to find the evidence / justification in the text. Paircheck and classcheck. 1. ‘I’m an avid film fan.’ 2. ‘It may make millions at the box office...’ 3. ‘... maybe teaching three-year-olds, like the cop played by Arnold Schwarzenegger a few years ago.’ 4. ‘I mean, Planet Earth: The Future doesn’t sound half bad!’ 5. ‘Except Monsters, Inc., originally released by Pixar in 2001, which even people like me fell in love with!’

C Ask sts to match the bold items in the text on p. 72 to photos 1-6. Paircheck and classcheck. Drill the pronunciation of words, drawing sts’ attention to the stressed syllables highlighted in pink. Next, tell them to use the photos to talk about the films. Draw their attention to the speech bubbles as an example. Encourage sts to say what they know about the film, even if they have not seen it. Remind them that the important thing is to get their message across. 1. win an Oscar 2. sequel 3. subtitles 4. soundtrack 5. reviews 6. box office

Cultural note Below you will find some information about the films mentioned and also about the film director on p. 72. Weaker classes Weaker sts tend to need more support and scaffolding. Write the titles of films that are playing (or that have played recently) on slips of paper and hand them to sts. Include the topics they can talk about. For example: Title of movie: Skyfall Main character: James Bond – Agent 007 Played by: Daniel Craig Soundtrack: main song by Adele Plot: James Bond chases Raoul Silva, a former agent, who is trying to kill M. Encourage sts to add as many details as they can. Make sure you choose movies that are likely to appeal to sts. Consider their age and gender. Cultural note Michel Hazanavicius, born on 29th March 1967, is a French film director, producer and screenwriter, best known for his 2011 film, The Artist, which won the Academy Award for Best Picture at the 84th Academy Awards. Iron Man 3 is a 2013 American superhero film featuring the Marvel Comics character Iron Man, produced by Marvel Studios and distributed by Walt Disney Studios Motion Pictures. It is the sequel to Iron Man and Iron Man 2, and the seventh installment in the Marvel Cinematic Universe, being the first major release in the franchise since the crossover film The Avengers. Scanner Cop is a 1994 Canadian film. It is the fourth film in the Scanners series and the first film in the Scanner Cop series. It was written, produced, and directed by Pierre David. Planet Earth: The Future is a 2006 BBC documentary series on the environment and conservation, produced by the BBC Natural History Unit as a companion to the multi-award winning nature documentary Planet Earth. Twelve Monkeys is a 1995 science fiction film directed by Terry Gilliam, inspired by Chris Marker’s 1962 short film La Jetée, and starring Bruce Willis, Madeleine Stowe, and Brad Pitt, with Christopher Plummer and David Morse in supporting roles. Frog Monsters from Hell / Monster in the Closet: these films usually fall into the science fiction, fantasy and / or horror genres. Croaked: Frog Monster from Hell (also known as Rana: The Legend of Shadow Lake) is a 1982 horror film directed by Bill Rebane. The plot of Croaked involves a group of campers terrorised by a vicious half-man / half-frog creature. The film was distributed by Troma Entertainment. Monster in the Closet is a 1986 horror / comedy with a veteran cast, including Howard Duff and John Carradine, as well as The Black Eyed Peas’ Stacy Ferguson and Paul Walker in early

111

650347 _ 0110-0124.indd 111

22/12/15 11:20

roles. The film was distributed by Troma Entertainment. In the GotchaMovies article ‘Final Destinations and Killer Condoms,’ Monster in the Closet was selected as the eighth greatest moment in teen slasher history. Monsters, Inc. is a 2001 American computer-animated comedy directed by Pete Docter, released by Walt Disney Pictures, and the fourth film produced by Pixar Animation Studios. Avatar is a 2009 American science fiction film directed by James Cameron. The film is set in the mid-22nd century, when humans are mining a precious mineral called unobtanium on Pandora. The expansion of the mining colony threatens the continued existence of a local tribe of Na’vi – a humanoid species indigenous to Pandora. Cyborgs from Hell is an invented title. Ask sts: Can you guess which of these titles is not a real one?

D Tell sts to look at paragraphs 2-4, focus on the underlined words and complete the paragraph. Play 7.4. Paircheck and encourage sts to infer meaning of the unknown words. Classcheck and clarify vocabulary if necessary.

plot – main character – played by – starring – scary Focus on World of English . Read the explanation aloud with the whole class. Do any of the sts in class do that?

Tip Tell sts to begin by choosing a film they have already seen and not to watch all of it at once with or without English subtitles. It is usually more productive to begin by watching five minutes, then increasing to ten minutes, and so on. This will help sts build confidence.

E MAKE IT PERSONAL Ask sts to work in groups of three. Each of them has to think of a film that they have seen recently. Have them describe it to their classmates, who will guess the film. Tell sts to use the questions as a guide, but they can include other relevant details. They have 45 seconds to describe it after they have prepared what they are going to say. Can their classmates guess the film? Who can guess first? Draw their attention to the speech bubble as an example. Stronger classes Stronger sts tend to complete activities faster and will need less preparation and thinking time. If you think the activity needs to be expanded for them, ask sts to choose two films: one that they have seen recently and a classic. Weaker classes Weaker sts will need more support and thinking time to prepare their answers. Do one or two examples with the whole class to make sure they understand what they have to do. Do not correct at this stage. The focus is on getting their message across. However, help and monitor if necessary.

Optional activity Ask sts to write a description of a film on a slip of paper. Display the slips on classroom walls or circulate them for sts to read. Have them write down which film it is. Who can guess the title of the film?

Workbook p. 34 ID Online Portal Grammar p. 128

112

650347 _ 0110-0124.indd 112

22/12/15 11:20

Lesson 7.2

7.1

7.2

What are you really into? Lesson 7.2

Lesson Aims: Sts talk about activities, film genres, actors and musicians they like and do not like, learn about any, every, no and some compounds and read about obsessive fans. Function Talking about activities, film genres, actors and musicians they like and do not like.

Language Once I saw a film called The Killer Butterfly. It was awful. I’m a huge fan of Coldplay. I have all their albums. Reading and talking about obsessive fans. I think most obsessive fans are women. Vocabulary: Phrases to talk about likes and dislikes (e.g. I’m really into..., I’m a big / huge fan of..., I’m keen on..., I’m crazy about..., I’m obsessed with..., etc). Grammar: Any, every, no and some compounds.

Warm-up Revise or, if you have not covered them all yet, present the 16 picture words for the consonant sounds of British English. Tell sts to turn to p. 155, cover the words and, in pairs / small groups, try to say the two picture words for each sound for the third and fourth horizontal lines. Give them a minute to see how many they know / remember. Monitor, praise and prompt as necessary. Play the corresponding from Online Portal for them to listen and check. Ask How many did you get right? and answer any questions. Highlight the symbols / sounds that are easier for sts and ask them to add one more example for each. Elicit or provide extra examples for those sounds that are more difficult for them.

Tip Have sts say the voiced / unvoiced sounds together in pairs. Ask them to put their hands on their throats so they can feel their vocal cords vibrating in voiced sounds and not vibrating in unvoiced sounds. Depending on the sts’ background, you may need to do research to find out which sounds are more difficult for them.

3 Listening A Ask sts to work in groups of three. Draw their attention to the poster. Tell them to try to guess six facts about the film based on the poster. Focus on the speech bubble as an example. Elicit answers from the class. Note A ‘B-movie’ is a low-budget, commercial motion picture that is not intended to be a masterpiece. Tip Ask sts to write down their guesses in note form. They will check their notes in 3B.

B Tell sts they are going to listen to a dialogue to confirm their answers. Play 7.5. Ask sts to confirm their answers with their group. Did they guess any information correctly? Elicit answers. Film facts: It’s from the ’50s. It’s about a prehistoric man. They made two sequels. The movies were produced in 3D. 7.5 Notice /k/ and /g/. M = man W = woman M What are you watching this time? Another B-movie like The Attack of the Killer Tomatoes? The Cars That Ate Paris?

650347 _ 0110-0124.indd 113

W Ha ha, very funny. You’ve seen all the Scary Movie sequels five times, so what are you saying? M Yeah, but they’re all much better than this stuff you’re watching. What’s this one called, anyway? W Creature from the Black Lagoon. M Creature from where? W The Black Lagoon. M Wow… A film from the ’50s on DVD! Those studios must be really desperate. W Yep, and Creature was released on Blu-ray™ last week, so you know what I want for my birthday. M So, let me guess… The main character is a big scary monster who lives in the water and eats people. The end. W No, he’s not a monster, he’s a prehistoric man. The creature was captured by an expedition and... M Oh, scary. W … But he falls in love with one of the women in the group. M And they get married? W Come on, Travis, open your mind a little. This film was considered a classic at the time. M A classic? Yeah, right. W It’s true. Creature was so successful that they made two sequels a few years later. M Two sequels were made? Of this film? Seriously? W Mmm-hmm. And the three films were produced in 3D! M Wow! I’d love to read the reviews. W Well, for your information, it got great reviews at the time. And they even made a musical a few years ago. M Isn’t that nice? A green monster singing love songs. Oh, wait, that’s Shrek!

C Review statements 1-5 with the whole class. Tell them to listen to 7.5 again and complete the sentences. Paircheck and classcheck. 1. Blu-ray™ 2. expedition 3. classic 4. sequels 5. 3D

Weaker classes Before listening, ask sts to work in pairs and try to anticipate / remember some answers. Make sure sts understand they are not expected to know all the answers, but activating their background knowledge may make the task easier.

D Read World of English with sts. Draw their attention to the pronunciation of sarcasm. Direct sts to AS 7.5 on p. 163 and tell them to identify the other examples of sarcasm in the dialogue.

113

22/12/15 11:20

7.2 Stronger classes Ask sts to listen to the dialogue again without looking at the AS. Can they identify the five examples of sarcasm? Paircheck and classcheck. Wow… A film from the ’50s on DVD! Those studios must be really desperate.

Ask sts to talk about activities / film genres / actors / musicians they really like. Tell them to use the collocations in the box and add at least one extra sentence (an explanation or justification). St A and St B have to express their opinions. Do they have anything in common? Draw their attention to the speech bubbles as an example.

So, let me guess…

Tip You may vary your class by focusing on Common Mistakes

Oh, scary.

before or after sts do the activity.

A classic? Yeah, right. Seriously? Wow! I’d love to read the reviews. Isn’t that nice?

E MAKE IT PERSONAL Ask sts to work in pairs or in groups of three and answer questions 1-3 orally. Focus on the speech bubble as an example. Tip Do not worry if sts make mistakes at this point. Encourage them to get their message across. If necessary, take notes of some mistakes to be dealt with / corrected later. Optional activity If time allows, show the trailer of Ed Wood, by Tim Burton (found at , accessed on 9th June 2014). Edward Davis Wood Jr. (10th October 1924 – 10th December 1978) was an American screenwriter, director, producer, actor, author, and film editor. From the 1960’s to the 1980’s he made a number of lowbudget science fiction, horror, sexploitation and cowboy films, and wrote several crime, horror, and sex novels. In 1980, Wood was posthumously awarded a Golden Turkey Award as Worst Director of All Time, renewing public interest in his work. Wood’s unsuccessful career and camp approach has earned him and his movies a cult following. Source: . Accessed on 9th June 2014. To introduce the topic of the reading, ask sts to read the Song line at the top of p. 75 and elicit the name of the song and the singer. Ask them if they believe that people we relate to can be ‘toxic’.

Song line: ith a taste of poison paradise, W I’m addicted to you. Don’t you know that you’re toxic? Song: ‘Toxic’ Singer: Britney Spears (USA) Year: 2004

4 Reading A Books open. Ask sts to work in pairs. Focus on the sentences in the box. What are they used for? Tell sts to decide which three are the strongest. Classcheck. I’m a huge fan of / I’m crazy about / I’m obsessed with Draw sts’ attention to Common Mistakes . Why are the sentences wrong? Elicit answers (First sentence: Do not use the definite article for general ideas. Second sentence: After prepositions, verbs are always in the gerund.).

Note Regarding genres, there is a tendency to use more neutral words in English. This way, actor is used to refer to both men and women more often. The same is true for comedian (you do not hear the word comedienne very often) and other terms such as police officer instead of policeman and policewoman, server instead of waiter and waitress, flight attendant instead of stewardess, etc.

B Draw sts’ attention to the photos on p. 75. Who are they? What are they doing? Elicit a brief description of each photo. Tell sts they are going to listen to and / or read the first two paragraphs of an article about fans. Then, have them order the people in the exercise from 1 (the most obsessive) to 3 (the least obsessive). Play 7.6. Paircheck and classcheck. (3) the writer (2) the writer’s sister (1) the man in the photo

Stronger classes You can make this task more challenging by asking sts to listen to the first part of the article without reading it. Weaker classes Ask sts to read the first part of the article without listening to it. This way they can work at their own pace.

C Tell sts to read the rest of the article and match the types of fans A-E with the definitions. Paircheck and classcheck. the collector (D) the big spender (C) the name thief (A) the lunatic (E) the Xerox machine (B)

Optional activity Draw sts’ attention to the words with stressed syllables highlighted in pink in the text. Tell them to work in pairs and practise the pronunciation of these words. Help if / when necessary. Meanwhile, write the words on the board. Ask sts to close their books. Tell them to go to the board and underline the stressed syllables or mark the stress with the symbol used in dictionaries (‘). Classcheck and drill pronunciation with the whole class. Elicit the correct pronunciation from individual sts.

D Focus on the table. Read the examples aloud with sts. Tell them to complete the ‘____thing’ compounds in the text. Paircheck and classcheck. any / some / every or any (This could be ‘anything’ as one use of ‘any-’ is ‘it doesn’t matter which.’) / No On the board, write sentences similar to these: a) We bought some bread. b) We didn’t buy any bread. c) Did you buy any bread?

114

650347 _ 0110-0124.indd 114

22/12/15 11:20

7.2 d) I’m thirsty. I’ll get something to drink. Would you like something to drink too?

7. There’s a terrible flood in our town; there is water everywhere.

e) I’m not thirsty right now. I don’t want anything to drink, thanks.

8. Did you catch anything when you went fishing?

Elicit rules sts can come up with based on the examples, such as:

10. No one can land on the moon. Period. Forget everything I’ve ever said.

9. Here at Marlbury University we have something for everyone.

a) A ffirmative statements – use some b) Negative statements – use any c) Interrogative statements – use any d) A ffirmative statements and offers – use some e) Negative statements – use any Ask sts to transfer this information to other compounds, i.e.: – where (somewhere / anywhere / nowhere); – t hing (something / anything / nothing); – body (somebody / anybody / nobody). Note that body / one mean the same in these compounds. Tell sts to go to Grammar on p. 128. This could be assigned as homework or done in class if you feel sts need more guided practice before 4E and 4F.

E Tell sts they are going to do a dictation. Read the instructions aloud. Write an example sentence on the board. E.g.: We all need ________ to love. Elicit answer (i.e. ‘somebody’) from class. Play 7.7. Paircheck and classcheck. Write sentences on the board, leaving the gaps. Ask sts to complete the gaps and classcheck.

1. I always prefer somebody / someone else’s cooking. 2. But it was much, much better when I was a child. These days there’s nothing good on. 3. Don’t eat anything until the fever goes down. 4. There’s nothing healthy to eat at McDonald’s. 5. I haven’t loved anyone that much. 6. Dad, there’s something I’ve never told you.

7.7 Notice /θ/ and / ð/. 1 I always prefer ... else’s cooking. (6.14) 2 When I was a child, TV was much better. There’s … good on these days. (different to 3.18) 3 Don’t eat … until the fever goes down. (1.10) 4 There’s … healthy to eat at McDonald’s. (4.3) 5 I don’t love … as much as I love Cathy. (different to 3.4) 6 Dad, there’s …, I’ve never told you. (4.6) 7 There’s a terrible flood in our town; there is water ... (2.8) 8 Did you catch ... when you went fishing? (different to 6.2) 9 Marlbury University has ... for ... (5.1) 10 ... can land on the moon. Full stop. Forget … I’ve ever said. (3.16) The numbers in the AS between brackets refer to audio tracks sts have already heard in previous lessons.

F MAKE IT PERSONAL Ask sts to remain in pairs and answer questions 1-3. Encourage them to give as many details as possible. Draw their attention to the speech bubbles as an example. Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct while sts are talking. If necessary, write down mistakes and correct them later.

Workbook p. 35 ID Online Portal Grammar p. 128 Writing Bank p. 151

115

650347 _ 0110-0124.indd 115

22/12/15 11:20

7.3

Have you ever collected anything? Lesson 7.3

Lesson Aims: Sts listen to and talk about obsessed fans, collections and hobbies. Sts also revise the possessive ’s and learn the difference between so and such. Function Revising ’s for possession. Using so and such.

Language You can find Katy Perry’s face in his kitchen. The woman liked Pokémon so much that she called her son Pikachu. Talking about fans’ obsessions. I think the Katy Perry fan is a collector. Vocabulary: Be obsessed with, have plastic surgery, get a tattoo, call (her son Pikachu). Grammar: So and such. Before the lesson: Write on the board: antiques, coins, comic books, lighters, postage stamps.

Warm-up Books closed presentation. Draw sts’ attention to the words written on the board before the lesson. If you have not written the words, write them as soon as you get in the classroom. Ask sts: What do these objects have in common? Elicit answer (they are the five items people collect the most). Ask sts to try to put them in order. 1. Coins 2. Postage stamps 3. Antiques 4. Comic books 5. Lighters Source: Share ranks at . Accessed on 9th June 2014. Tip Ask sts if they collect (or have collected) any of the items mentioned or any other items. If so, what are / were they?

5 Listening A Books open. Draw sts’ attention to pictures a-c. Ask: What do these pictures show? Encourage sts to use words they know, but prompt vocabulary if necessary. Read instructions aloud with the whole class. Play 7.8. Paircheck and classcheck. 5 (c) 4 (a) 3 (b) 7.8 Notice the intonation as she expresses surprise and lack of surprise. M ... Welcome back to No, they didn’t!, the radio show about the crazy things we all do. This week, we’re looking at obsessive fans... Next up on our top 10 list... Number 5... Jack Moore, from the UK. Jack is crazy about Katy Perry. W Well, who isn’t? Katy’s fantastic. M Well, yeah, but Jack is such a huge Katy Perry fan that he once said he liked her more than his own family. W Oh no! Poor mother! M Yep. Jack drinks coffee from Katy Perry cups, eats from Katy Perry plates and his wall is completely covered with the singer’s photos. He’s bought two copies of every magazine Katy has ever appeared in. W Wow! Such a waste of money! I mean, two copies?

M Well, that’s nothing compared to number 4 on our top 10… A Keanu Reeves fan from Dallas. W Oh, I love Keanu Reeves. M This man wanted to look like Keanu Reeves. W Well, lots of fans do... M Well, but this man is so obsessed with Keanu Reeves that he had plastic surgery to look like him. W No, he didn’t! M Yep. Apparently he spent more than £2,000 to look like his idol. W Two thousand pounds? So much money for nothing! M So, wait till you hear the next story in our top 10. Number 3… This one is about a man called Alonso Bellar. The man’s such a crazy Penélope Cruz fan that he wrote a blog about his romance with her. W So what? Lots of people do that. M Trouble is, they’ve never met. W What? They don’t know each other? M Nope. W That is so weird. I mean, this guy should be in a mental institution. M After our commercial break, we’re gonna…

B Ask sts to review sentences 1-4 in pairs and mark them true (T) or false (F). Can they remember / guess the answers? Replay 7.8. Paircheck and classcheck. 1. F 2. T 3. F 4. F

C Draw sts’ attention to the pictures. What do they show? What kind of obsession do they represent? Read the instructions together with sts. Play 7.9 with the second part of the show. Ask sts to share their opinions. Draw their attention to the speech bubble as an example. Elicit a few answers. The Pokémon fan is the most obsessed one. 7.9 Notice the connections. M = man W = woman M Welcome back… You’re listening to No, they didn’t!. This week, we’re looking at obsessive fans and some of the crazy stuff they’ll do. So, back to our top 10 countdown… Number 2… This boy calls himself the biggest Harry Potter fan on Earth. Harry Potter is such a big part of his life that he got a tattoo…

116

650347 _ 0110-0124.indd 116

22/12/15 11:20

7.3 W Oh yeah? So? M ... of J K Rowling’s signature on his arm. W J K Rowling? The author? M Mmm-hmm. W Wow! Hard to believe there are such crazy fans out there! I mean, a tattoo of a signature! Come on! There are so many better options! M Yeah, I know! Really insane, isn’t it huh? Ready for number 1? W Yeah. Can’t wait. M Our number 1 fan is a 33-year-old woman from Mexico… She’s a big fan of Pokémon. W You mean the cartoon? M Yeah. The woman liked Pokémon so much that she called her son Pikachu. W You mean the little yellow monster? M Mmm-hmm. The good one. W Oh, my God! That’s such a horrible thing to do to a child. I mean, think...

D Ask sts to work in pairs and read AS p. 163. Tell them to:

7.8 and

W Wow! Such a waste of money! 4 M Yeah. The woman liked Pokémon so much that she called her son Pikachu. W You mean the little yellow monster? M Mmm-hmm. The good one. W Oh, my God! That’s such a horrible thing to do to a child. 5 M ... of J K Rowling’s signature on his arm. W J K Rowling? The author? M Mmm-hmm. W Wow! Hard to believe there are such crazy fans out there! I mean, a tattoo of a signature! Come on! There are so many better options! Read the Song line at the top of p. 77 with sts and elicit the name of the song and the band.

Song line: . .. it’s such a shame for us to part. Nobody said it was easy. No one ever said it would be so hard.

7.9 on

Song: ‘The Scientist’ Band: Coldplay (UK) Year: 2002

a) Decide which type of fan each person is based on the text on p. 75; b) Discuss if they agree with the order in the show; if they do not agree, who do they think should be numbers 1 and 2? Draw sts’ attention to the speech bubbles as an example dialogue. Focus on World of English . Read the explanation aloud with the whole class. You may want to expand on this by using / eliciting other examples. However, make sure your explanation is concise and simple. Explain that the genitive ’s sometimes causes confusion. If the noun is singular, you simply add ’s. If it’s plural, you only add the Skills in unit 5. apostrophe (’), as studied in

E Ask sts to work in pairs and match comments 1-5 to fans a-e in the lesson. Then play 7.10 to check. Are their answers the same? 1. a (the Keanu Reeves fan) 2. b (the Penélope Cruz fan) 3. c (the Katy Perry fan) 4. e (the Pokémon fan) 5. d (the Harry Potter fan) 7.10 1 M This man is so obsessed with Keanu Reeves that he had plastic surgery to look like him. W No, he didn’t! M Yep. Apparently he spent more than £2,000 to look like his idol. W Two thousand pounds? So much money for nothing! 2 M Trouble is, they’ve never met. W What? They don’t know each other? M Nope. W That is so weird. 3 M Yep. Jack drinks from Katy Perry cups, eats from Katy Perry plates and his wall is completely covered with the singer’s photos. He’s bought two copies of every magazine Katy has ever appeared in.

6 Grammar: So and such A Books open. Ask sts to look at sentences 1-5 in 5E and at the Song line to complete the rules in the Grammar box using so and such. Paircheck and classcheck. Use: So with much and many. Such before an adjective followed by a noun. So before an adjective. Such before a noun.

Optional activity Ask sts to provide one more example for each rule of use. Tell sts to go to Grammar on p. 128. This could be assigned as homework or done in class if you feel sts need more guided practice before the oral practice in 6C and 6D.

B Ask sts to add so or such in the right place in sentences 1-4 and match the first part of sentences with their correct ending. Paircheck and classcheck. Play 7.11 and have sts repeat the sentences stressing so and such. Next, ask sts to cover sentences 1-4 and talk about pictures a-e on p. 76 using so and such.

1. T his man is so obsessed with Keanu Reeves that he had plastic surgery to look like him. 2. T he man’s such a crazy Penélope Cruz fan that he wrote a blog about his romance with her. 3. Harry Potter is such a big part of his life that he got a tattoo. 4. T he woman liked Pokémon so much that she called her son Pikachu.

117

650347 _ 0110-0124.indd 117

22/12/15 11:20

7.3

Read Common Mistakes aloud with sts. If time allows, ask sts to find one more example of such and a plural noun in the lesson.

Optional activity Write one example sentence for each story on the board. Have sts repeat the sentences after you. Next, ask them to work in pairs and transform the sentences using so and such. Classcheck. Weaker classes Ask sts to work individually and write the sentences using so and such. Paircheck and classcheck. Next, ask sts to cover their answers and try to say the sentences only using the prompts in the exercise. Stronger classes Ask sts to work in pairs and try to say the sentences using so and such orally, only by looking at the prompts. Let them practise first and classcheck.

5E, item 5: ‘such crazy fans’.

Weaker classes Ask sts to first repeat the sentences while they listen and read them. Next, tell them to close their books (or cover the sentences) and listen and repeat without reading.

Stronger classes Ask sts to close their books (or cover the sentences) and listen and repeat without reading.

C Ask sts to work in pairs and make sentences about stories 1-5 using so or such. Note that more than one answer may be possible. Classcheck. 2. Don Gorske is so crazy about McDonald’s that he eats two Big Macs every day. 3. Carol Vaughn has such a passion for soaps that she has 5,000 bars in her apartment. 4. R ob Foster is such a huge fan of Star Wars that he has 3,000 Star Wars toys in his bedroom. 5. Leslie Rogers is so in love with brown paper bags that she gives them names and numbers.

D MAKE IT PERSONAL Ask sts to work in groups of three. Have them share stories about people with some sort of obsession. Draw their attention to the ideas in the box and to the speech bubbles as an example. Help sts by eliciting or offering examples and ideas. For instance, a collection (shoes), a hobby (drawing), a sport (football), a team (a local team of a popular sport), an artist (an artist from your country). Tip Allow enough time for this activity. Weaker sts will need more preparation time. This is a great opportunity for them to practise the target language in a less controlled way. Do not correct while sts are talking. If necessary, write down mistakes and correct them later. Optional follow-up activity Ask sts to search for curious obsessions on the Internet and bring their finds to the following class. Who has the strangest obsession?

Workbook p. 36 ID Online Portal Grammar p. 128

118

650347 _ 0110-0124.indd 118

22/12/15 11:20

Lesson 7.4

7.11 1 This man is so obsessed with Keanu Reeves that he had plastic surgery to look like him. 2 The man’s such a crazy Penélope Cruz fan that he wrote a blog about his romance with her. 3 Harry Potter is such a big part of his life that he got a tattoo. 4 The woman liked Pokémon so much that she called her son Pikachu.

7.4

Who was the iPad created by? Lesson 7.4

Lesson Aims: Sts learn how to read figures and to use the passive voice in the present and past tenses. Sts also revise the unstressed was and were and the pronunciation of -ed in regular verbs in the past. Function Talking about piracy. Using the passive voice. Reading figures.

Language I never knew so many people lost their jobs because of piracy. I know singers are paid a lot of money, but that does not justify illegal downloads. Ninety-five per cent of the world’s music is still downloaded illegally. About one-fifth of all global Internet bandwidth was used by Internet pirates last year.

Vocabulary: Numbers and fractions. Grammar: Passive voice – present and past. Before the lesson: Write the following quote on the board: ‘The Internet is both great and terrible. As a source of information, a tool for delivering music and art, it’s great. But spamming ads and piracy of music is terrible. It’s stealing.’ Gary Wright

Warm-up Books closed. If you have not done so, write the following quote on the board: ‘The Internet is both great and terrible. As a source of information, a tool for delivering music and art, it’s great. But spamming ads and piracy of music is terrible. It’s stealing.’ Gary Wright (American singer born in 1943)

Ask sts to work in pairs and briefly say if they agree with the quote.

7 Reading A Books open. Ask sts to work in pairs. Draw their attention to the cartoon. Tell sts to answer questions 1-4 as fully as they can (do not allow them to say only ‘yes’ or ‘no’). Draw their attention to the speech bubble as an example. Monitor and help if necessary, but avoid correcting sts’ mistakes at this stage.

1. The boy is downloading music from the Internet. 2. T he boy’s father doesn’t approve of it. That is why the boy is making an excuse. 3. Personal answers. 4. Personal answers.

Tip If you have a quieter group, appoint a ‘secretary’ in each pair, someone who will be in charge of reporting to the class or another student what they have discussed. If you have a large group, avoid asking for feedback from every pair.

B Focus on

D Ask sts to individually choose the correct alternative in sentences 1-4 in the R box. Paircheck and classcheck. 1. point 2. can 3. second 4. singular Then, ask sts to write six numbers and dictate them to a partner. Have them swap roles. Can they get the numbers right? Before introducing the passive voice, ask sts to read the Song line at the top of p. 79 and elicit the name of the song and the band. Do they like it?

Song line: ‘ Cause girl, I was made for you. And girl, you were made for me. I was made for loving you… Song: ‘I Was Made for Loving You’ Band: Kiss (USA) Year: 1979

8 Grammar: Passive voice – present and past Write the following example sentences on the board:

Cyber English . Read it aloud with the whole

class. Draw sts’ attention to the title of the infographic. Tell them to read the information and say in pairs if any of the facts / figures surprise them. Elicit answers.

C Ask sts to complete sentences 1-6 individually by looking at the infographic. Paircheck. Play 7.12 and classcheck. Drill pronunciation of numbers.

1. per cent 2. thousand 3. fifth 4. hundred 5. hundred – million 6. point – per cent

650347 _ 0110-0124.indd 119

Note Remind sts that hundred, thousand, million, etc do not take plural forms if they are preceded by a number (e.g. three hundred, ten thousand, seven million), but if a number is not used, you use a plural form (e.g. hundreds and hundreds of children, thousands of dollars, millions of albums).

a) Shakespeare wrote... b) Steve Jobs created… c) Michael Jackson composed… Ask sts to complete the sentences. Possible endings include: a) Romeo and Juliet. b) Apple. c) ‘Thriller’. Next, ask sts to rewrite the sentences in the passive voice and classcheck.

119

22/12/15 11:20

7.4 Possible answers: a. R omeo and Juliet was written by Shakespeare. b. Apple was created by Steve Jobs. c. ‘Thriller’ was composed by Michael Jackson. Draw sts’ attention to the Grammar box. Ask them to read 1-3 in the infographic about online piracy on the previous page. Then, have them identify which sentences are in the passive voice.

1. is still downloaded / albums and singles were downloaded; 2. jobs are lost; 3. bandwidth was used. Next, ask them to do 1 and 2. Paircheck and classcheck.

1. a . T b. T (Although they can be left out in reduced passive sentences.) c. F (They are in the past participle.) 2. by Focus on Common Mistakes . Ask sts to form pairs and read the box. Ask them to justify rules (e.g. songs and films are plural forms). Monitor and help if necessary. Tell sts to go to Grammar on p. 128. This could be assigned as homework or done in class. Weaker classes would probably feel more confident doing the exercises in class.

A Draw sts’ attention to the verbs in the box. Ask sts which of them is irregular (pay). Elicit the past and participle forms of the verbs. Next, tell sts to complete the statements in the passive voice. Play 7.13. Paircheck and classcheck. 1. are paid 2. were invented – was created 3. are reduced 4. is shared After checking, ask sts to work in pairs or in groups of three and say which statements they agree or disagree with. Point out that they have to justify their answers. Draw sts’ attention to the speech bubble as an example.

Stronger classes Teach other ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g. Well, it depends..., I guess..., In my opinion..., I couldn’t agree more, I can’t agree with you).

Weaker classes Walk around listening to sts, but avoid correction at this stage. If necessary, write down mistakes and correct them later.

Tip Revise irregular verbs in different ways from time to time. This helps sts memorise them. Go to R box and read it aloud with sts. Ask them to form pairs and add two more examples of silent -ed.

Note There are three pronunciation forms for -ed: / t/, /d/ and /ɪd/. When the pronunciation of the infinitive ends with a voiceless consonant, the pronunciation of the -ed suffix will be / t/, as in stopped and worked. When the pronunciation of the infinitive ends in a vowel or voiced consonant, the pronunciation of the -ed suffix will be /d/, as in listened and repaired. When the pronunciation of the infinitive ends with an alveolar stop consonant–/d/ or / t/–, the pronunciation of the -ed suffix will be /ɪd/, as in needed and printed.

9 Pronunciation: Weak forms A Ask sts to listen to 1-3 in the infographic again and check the correct rule. Play 7.14. Paircheck and classcheck. In the passive form, are, was and were are usually unstressed. 7.14 1 95% of the world’s music is still downloaded illegally. Last year, billions – not millions– of albums and singles were downloaded illegally. 2 Every year, 71,600 jobs are lost because of illegal downloads. 3 About one-fifth of all global Internet bandwidth was used by Internet pirates last year.

Weaker classes You may ask sts to listen to and read 1-3 in the infographic. Some sts tend to keep more focused if they listen and read at the same time.

B Ask sts to go to p. 74 and transform sentences 1-5 in

3C into the passive voice. Paircheck. Play 7.15 for sts to check. Write the sentences on the board. Ask sts to repeat the sentences paying special attention to the unstressed verbs was / were.

1. C reature from the Black Lagoon was released on Blue-ray™ last week. 2. The creature was captured by an expedition. 3. This movie was considered a classic at the time.

B Focus on

World of English . Read the explanation aloud

with the whole class. You may want to contextualise the explanation on irregular verbs with other examples (teach / taught / taught, understand / understood / understood) and / or elicit more examples. Ask sts to close books and, in pairs, paraphrase the explanation (say what they remember from the explanation using their own words). Ask sts to go to p. 136 for the list of irregular verbs. How many of the verbs do they already know? Monitor and help with pronunciation if / when necessary.

4. Two sequels were made. 5. The three movies were produced in 3D.

1 2 3 4 5

7.15 Notice the stressed and the weak forms. Creature was released on Blue-ray™ last week. The creature was captured by an expedition. This movie was considered a classic at the time. Two sequels were made. The three movies were produced in 3D.

120

650347 _ 0110-0124.indd 120

22/12/15 11:20

7.4 Optional activity If time allows, ask sts to record the sentences using a smartphone. Often several sts bring their mobile phones to class nowadays. By asking them to record and listen to their own voice, you may bring variation to class and use mobile phones as allies in the learning process.

MAKE IT PERSONAL Read instructions aloud with

the whole class. Ask sts: Do you know the answers to the example questions? Ask them to work in pairs and prepare five similar trivia questions to challenge another pair. Point out it is important they know the correct answer.

Madonna is considered the best-selling female artist of all time. The first iPods were produced in 2001. The Amazing Spider-Man was released in 2012.

Stronger classes Ask sts to work in pairs and write five questions to another pair, just like the example below: a) Who directed Star Wars? b) Who painted the Mona Lisa? Point out that they may know the correct answer. When sts finish writing their questions, they have to challenge another pair. If they answer correctly, they score one point. If they answer correctly in the passive voice, they score two points. Which pair can score more points at the end of the game?

Workbook p. 37 ID Online Portal Grammar p. 128

121

650347 _ 0110-0124.indd 121

22/12/15 11:20

7.5

Are you into reality TV? / Are you a good singer? Lesson 7.5

Lesson Aims: Sts consolidate the functions of listening for specific information and talking about TV programmes. They also learn / revise how to give their opinion using different expressions. Function Language Listening for specific information. Well, I get all these programmes on TV. Giving opinion. I don’t think he looks very confident. Vocabulary: Conversation fillers (you know, yeah, anyway) and expressions for giving opinions (I didn’t think, I thought so too, I have to agree). Grammar: Revision of passive voice and so / such. Before the lesson: Record the opening song of a popular reality TV programme in your country.

Warm-up Books closed presentation. Play the song of a popular reality TV programme in your country. Can sts identify which show it is?

Optional activity Write the names of a few popular reality TV programmes in your country. Ask sts to describe them and mention what they have in common. Note It is said that the first reality TV programme was An American Family, broadcast by the US TV channel PBS in 1973. In September 2008, the Emmys included the category reality TV-based award. Source: . Accessed on 9th June 2014.

Skills: Listening for specific information A Books open. Ask sts to work in pairs or in groups of three. Tell them to read the webpage and answer questions 1-8. Encourage them to explain / justify their answers whenever possible. Draw their attention to the speech bubble as an example. Elicit a few answers and comments from the whole group. B Tell sts to listen to two callers on a radio station. Sts have to identify the show and justify their answer. Play 7.16. Paircheck and classcheck. Caller 1 – American Idol. ‘If your voice was good enough, you would then advance to the next round and finally sing in front of the celebrity judges.’ Caller 2 – Wife Swap. ‘... they were looking for interesting families...’; ‘...why on Earth would I want to go live with somebody else?’; ‘... my husband and I got divorced.’ 7.16 Notice the short pauses and longer pauses. B = Bruce J = Judy B ... so why did I audition? I don’t know. I was, er, out of work, so I had all the time in the world to spend hours and hours camped outside the auditorium. Anyway3, the big day arrived and I got there at around 5, 5.30am – it was such a huge place! Huge! There were, what1, 10,000 people queuing. It was… it was2 raining torrentially and they only let us in at 9! Can you believe those guys? Where was I?3 Oh, well, in the end, they only selected 200

p eople to audition in front of the programme’s producers. If your voice was good enough, you would then advance to the next round and finally sing in front of the celebrity judges… Yeah1, the bad, cruel guys. I made it to the top 200, but during my audition there was something wrong with the audio and I didn’t get to sing in front of the TV judges… Actually, few people get that far – up to 40, usually. This was such a disappointment! I’d always wanted to meet the judges, you know1. Guess I’ll try again next year. Oh, by the way3, my name’s Bruce and I’m from Brighton. J ... and that was it. So, as I was saying3, I’m writing an autobiography, so I, er,1 I2 have a blog to test people’s reactions and so on… it’s quite popular, with about 750 visits a day. Anyway3, one day, someone from ITV – or was it the BBC?–found my blog on the Internet and sent me an email asking me if I wanted to be considered for the programme. You can imagine my surprise… I was chosen to be on TV! She, er1, she2 said they were looking for interesting families. ‘Why me?’, I thought. ‘I have such a conventional family!’ Well1, my immediate reaction was to say no, of course. Why on Earth would I want to go and live with someone else? But then I read somewhere that families were paid £20,000 to appear on the programme... and, you know1, at the time, Mark was unemployed so I thought it over for a week or so and – surprise, surprise – in the end, I said yes. So I gave the woman a call and left a message… and again… and again… I rang her at least ten times. Guess what, all my calls were ignored! All of them! Anyway3, two months later – ironically – my husband and I got divorced. By the way3, my name’s Judy Jackson, and I’m from Canterbury.

C Tell sts to listen to the audio again and complete sentences 1-6 with numbers. Play 7.16. Paircheck and classcheck. 1. 10,000 2. 9 3. 40 4. 750 5. 20,000 6. 10

Optional activity Ask sts to identify the sentence in the passive voice in C (Sentence 2 – They were only allowed…).

D Read World of English . Direct sts to AS 7.16 on p. 163. Ask them to match tips 1-3 to the highlighted examples. 1. Pause between ideas, or use phrases like yeah or you know. 2. Repeat words and phrases from time to time. 3. Use words and phrases that can help you change the subject and then return to what you were talking about.

122

650347 _ 0110-0124.indd 122

22/12/15 11:20

7.5

E Have sts work in pairs and answer 1-3. Encourage them to justify their answers. Draw their attention to the speech bubble as an example. Elicit answers. Are any of them similar? F Tell sts to rewrite sentences 1-3 using such and transforming 4-6 into the passive voice. Paircheck. Draw sts’ attention to the speech bubble as an example. Play 7.17 and classcheck. Ask sts to work in pairs. Can they use any of the sentences to describe personal experiences? If so, how? 1. It was such a huge place! 2. This was such a disappointment! 3. I have such a conventional family! 4. I was chosen to be on TV. 5. Families were paid £20,000 to appear on the programme. 6. All my calls were ignored. 7.17 M = man W = woman 1 M It was such a huge place! 2 M This was such a disappointment! 3 W I have such a conventional family! 4 W I was chosen to be on TV! 5 W Families were paid £20,000 to appear on the programme. 6 W All my calls were ignored.

Weaker classes Make sure sts understand what they have to do by writing one or two examples of transformation with so / such and active / passive voice on the board. Use sentences that are not in the exercise. E.g.: It was so cold that we decided to stay in all day. / It was such a cold day that we decided to stay in all day. My parents do not allow me to go out with my friends at night. / I’m not allowed to go out with my friends at night.

E Thank you, darling… You’ve just killed my favourite song of all time. B What? I, was… E No, seriously… There are not enough words in my vocabulary to say how terrible that was. B I thought it was good, actually. S Listen, Bruce… I, er… I have to agree with Emma. I didn’t think it was all that great. You’re young and good-looking... and you have such a lot of potential! But you’re not ready yet. E You’ll never be ready. You sounded like Justin Bieber with a bad cold. S Bruce, listen, why don’t you take some singing lessons and come back next year when you’re ready, OK? E Don’t listen to him, Bruce. You’ll never ever have a career in singing. B You really think so? E Yes, I do, darling. Sorry. B Bye. Thanks for the opportunity. S What was that about? E What? S You destroyed him! E Really? S Yes! Poor thing! He even sent me a demo video. E Oh yeah? S Mmm-hmm. I thought it was OK. But this performance… It wasn’t as good as I expected.

C Tell sts to listen again and complete Emma’s comments. Play 7.18. Paircheck and classcheck. Tip Before listening, ask sts to work in pairs and try to anticipate / remember some answers. Make sure they know that they are not expected to know the answers, but trying to activate sts’ knowledge may make the task easier.

in Action: Giving your opinion A Books open. Draw sts’ attention to the picture. What is the man doing? Who are the other people? Ask sts to work in pairs and answer questions 1-3. Draw their attention to the speech bubbles as an example. Elicit answers.

B Play

7.18 for sts to check their answers.

1. He doesn’t sound very confident. Lots of ‘er…’ 2. Bruce is a terrible singer. 3. The male judge is nicer. 7.18 Notice the heavy stress for emphasis. B = Bruce S = Simon E = Emma B Oh, my God! Simon and Emma, it’s such an... such an honour to meet you guys! S What are you going to sing? B ‘Crocodile Rock.’ S What? Really? That’s such an old song. B I, er… I’ve always liked this song… My dad used to play it on the piano and… S OK, OK... Go ahead. B “I remember when rock was young, me and Suzie had so much fun, holding hands and skimming stones, had an old gold Chevy, a place of my own... Laaaaaaa, lalalalala...”

650347 _ 0110-0124.indd 123

1. killed 2. terrible 3. ready 4. sounded 5. career

D Ask sts to work in pairs and try to match the beginnings to the endings of Simon’s comments. Make sure they understand there are three extra endings. Play 7.19 for sts to check their answers. Replay 7.19 and have sts simultaneously repeat the sentences in pairs.

1. I thought it was OK. 2. I didn’t think it was all that great. 3. It wasn’t as good as I expected. 4. I have to agree with Emma.

1 2 3 4

7.19 I thought it was OK. I didn’t think it was all that great. It wasn’t as good as I expected. I have to agree with Emma.

Focus on Common Mistakes . Ask sts to explain why the sentence is wrong.

E MAKE IT PERSONAL Tell sts to imagine they are the judges of the show. They will listen to two ‘wannabe’ (someone

123

22/12/15 11:20

7.5 who wants to be something they aren’t) singers and give their opinion about them. Should they go to the next phase of the show? Draw sts’ attention to the speech bubbles as an example. Encourage them to justify / explain their opinions. Play 7.20.

Tip Do not worry about sts’ mistakes in an exercise like this. The focus is on getting their message across, so encourage them to do so. If necessary, write down mistakes and correct them later. 7.20 Notice /g/, /ŋ/ and silent g. S = Simon J = Joe E = Emma L = Lisa 1 S OK, John… So, what are you going to sing tonight? J Er, it’s Joe. S What are you going to sing tonight, Joe? J ‘Daniel’. S Elton John’s ‘Daniel?’ J Mmm-hmm. S OK, go ahead. J ‘Daniel is travelling tonight on a plane, I can see the red tail lights heading for Spain. Oh and I can see Daniel

waving goodbye, God it looks like Daniel, must be the clouds in my eyes.’ S Thank you. 2 L … and it’s such an honour to meet you. I mean, I’ve always wanted to... E So... Lisa... what are you going to try to sing? L ‘Your Song’, by Elton John. E Oh dear. OK... when you’re ready. L ‘It’s a little bit funny, this feeling inside, I’m not one of those who can easily hide. Don’t have much money but boy if I did, I’d buy a big house where we both could live...’ E Thank you.

Workbook p. 38 Phrase Bank p. 67, 68 ID Online Portal Grammar p. 128 ID Café Video p. 144

124

650347 _ 0110-0124.indd 124

22/12/15 11:20

8 Unit overview: The main topics of unit 8 are technological devices and appliances. Sts learn phrasal verbs and intonation of Yes / No vs Wh- Questions. Sts also learn the future forms (going to / will / be able to), present continuous and simple present, reduced sentences in adverts and making future predictions.

How much technology do you use? Lesson 8.1

Lesson Aims: Sts read and talk about technology, devices and appliances. Function Language Talking about technology. I’d love to have a self-driving car. I’m such a bad driver. Reading a sci-fi story. I think the story takes place in 2040. Vocabulary: Appliances, devices, face recognition device, active contact lenses, camera, vending machine, speakers, button. Grammar: -ing to describe what things do (e.g. a money-counting machine). Before the lesson: Write the lines of the poem ‘Technology’ as shown on the board. Do not write the title of the poem.

Warm-up Books closed presentation. Draw sts’ attention to the lines written on the board. 1. I wake up in the morning… a) … is not a real crime. 2. Technically speaking… b) … but I try to save time. 3. Call me lazy… c) … he’s just one of my toys. 4. Microwaving my d) … when my android breakfast… makes noise. Tell sts these are the first lines of a poem. Ask them to work in pairs and try to match both columns. Classcheck. What’s the poem about?

Note It may be a good idea to ask sts to read instructions aloud from time to time.

B Ask sts to work in pairs and pronounce the bold words. Monitor the activity and help if necessary. Play 8.1 for sts to check their pronunciation. Next, tell them to cover the sentences and test each other with the photos. Can they remember all the words? Optional activity Ask sts to write down another sentence using two or three of the bold words. Walk around the class to help them with grammar and pronunciation.

1. d 2. c 3. b 4. a

Note These are the first lines of the poem ‘Technology’ by Kathryn Frumberg. Ask sts to work in pairs and say which equipment and devices they use every day or have used recently. Elicit answers and write them on the board. If possible, leave words on the board until the end of the lesson.

Tip If you have a heterogeneous class, make sure you elicit answers from sts of different age groups. Does one group use more technology than the other?

1 Vocabulary: Technology A Books open. Draw sts’ attention to the photos. Briefly elicit vocabulary. Ask sts: What do the photos show? Read the instructions with the whole class. Paircheck and classcheck. Drill pronunciation of the highlighted items, paying special attention to the stressed syllables. 1. face recognition device b

4. vending machine f

2. active contact lenses

5. speakers

3. surveillance camera

6. button

8.1 1 ‘The face recognition device doesn’t know who I am again.’ 2 ‘And her skin looks better too, thanks to the active contact lenses that came as a free gift.’ 3 ‘It sends this information to the surveillance camera in the kitchen, and now the smart fridge has locked its doors.’ 4 ‘Hope their vending machine’s not broken again.’ 5 ‘Why are the speakers playing Justin Bieber’s old songs?’ 6 ‘Oh, I miss the days when I could simply press a button and decide what to watch.’ Read World of English aloud with the whole class. You may want to add and / or elicit more examples for each category and write them on the board. Refer sts to the Song line at the top of p. 83 and see if they like it. Then, ask them if they love technology.

Song line: lways seem to be governed A by this love we have for useless, twisting, our new technology… Song: ‘Virtual Insanity’ Band: Jamiroquai (UK) Year: 1996

125

650347 _ 0125-0136.indd 125

22/12/15 11:13

8.1

A Ask sts to look at the text. What kind of text is it? Tell them it is part of a sci-fi story. Ask them to carefully read each paragraph and to insert sentences 1-6 from 1A in the correct gap. Paircheck. Play 8.2 for sts to check their answers. a. 5 b. 3 c. 4 d. 1 e. 6 f. 2

Tip Make sure you allow enough time for sts to do the activity and paircheck. This kind of task may be demanding, especially for weaker classes. Monitor and help sts by giving them hints, if necessary. E.g. In the first paragraph they mention Mozart. Which sentence 1-6 is about music?

B Draw sts’ attention to the underlined pronouns in the text. There is one in each paragraph. Ask sts: What do the underlined pronouns refer to? Focus on the first paragraph as an example. Ask sts to work individually and then paircheck. Classcheck. she = home entertainment system it = smart bathroom their = human attendants his = car’s face recognition device she = TV It = the device / the sound cancellation ear plugs

c Ask sts to work in pairs and look only at the photos on p. 82. Have them reconstruct the events in the story. Remind sts that the photos are not in the right order. Draw their attention to the speech bubbles as an example. Monitor the activity, but avoid interrupting sts. If necessary, write down mistakes and correct them later. Weaker classes Ask sts to put the photos in the sequence they appear in the story. You may also allow them to take notes on the vocabulary next to the photos, but do not let them write whole sentences. The focus is on speaking, so remind sts that the main aim is to get their message across.

D Tell sts to work in pairs and answer questions 1-4 orally. Monitor the activity, but avoid interrupting them. If necessary, write down mistakes and correct them later. 1. The story takes place in the future. 2. The machines have a ‘personality’–they don’t let him eat breakfast / are sarcastic. 3. Personal answer. 4. Personal answer.

Stronger classes Sts can read and answer questions simultaneously, without any prior preparation.

Draw sts’ attention to Common Mistakes . Using prepositions in / on for time is not easy and it usually causes confusion. Write the following grid on the board.

22nd January 1970 the 22nd Tuesday, Wednesday, etc

January 1970 the 20th century

Lesson 8.2

2 Reading

Tip You can vary your class by doing Common Mistakes before or after a production exercise. You may either anticipate a few mistakes, or take notes of sts’ mistakes and deal with corrections later.

E Review items 1-7, paying special attention to the stressed syllables. Tell sts to work in pairs and have them look back at the text and identify which devices and appliances are mentioned. Classcheck. 1. The TV and the fridge. 2. The sound cancellation ear plugs. 3. The face recognition device in the car. 4. Not mentioned. 5. The fridge. 6. Not mentioned. 7. Not mentioned. Tell sts to keep working with the same pairs. Which three appliances and devices would they like to have? Tell them to share ideas with their partner. Draw sts’ attention to the speech bubbles as an example dialogue. Encourage them to justify their answers. Classcheck. Were there any similarities?

Personal answers. E.g., ‘The three technologies I’d most like to have are house-cleaning robots, self-driving cars and selflocking appliances.’

F MAKE IT PERSONAL Have sts write their own innovative technologies. Ask them to work in groups of three, using the words in the box in their description. Clarify vocabulary and pronunciation if necessary. Draw sts’ attention to the R box. Tell them to follow the model in the book. Monitor sts while they are doing the activity. Tip Monitor and help sts if necessary, but avoid interrupting and correcting them at this stage. Encourage them to be imaginative. Optional follow-up activity Tell sts to write the description of one device on a slip of paper and stick them to the wall. Then, ask sts to walk around the class and choose the technology they like best.

Weaker classes Ask sts to review the questions individually first and to think about what they are going to say. Allow them to take notes, if necessary, but do not let them write complete sentences. Remind sts that the focus is on speaking / fluency, so the important thing is to get their message across.

Workbook p. 39 ID Online Portal Grammar p. 130

126

650347 _ 0125-0136.indd 126

22/12/15 11:13

8.2

How often do you charge up your mobile phone? Lesson 8.2

Lesson Aims: Sts practise talking about technological devices using phrasal verbs. Function Talking about technological devices. Pronunciation: Intonation of Yes / No vs. Wh- questions.

Language The first one is an identity-checking device, I think. Have you had a haircut? What do you mean? Vocabulary: Phrasal verbs (print out, charge up, plug in, turn up / down, switch on / off). Grammar: Position of pronouns in known phrasal verbs.

Warm-up Books closed presentation. Play Hangman with one or two phrasal verbs that are familiar to sts. Elicit one or two example sentences for each phrasal verb to contextualise meaning. E.g.: Get up – I usually get up at seven in the morning. Tip Keep this activity short in order to raise sts’ interest in the lesson and briefly introduce the topic. Stronger classes Elicit both more literal and more metaphorical meanings of phrasal verbs. E.g.: pick up – Pick up your pens, please / I picked up some French when I was in Europe. Weaker classes Concentrate on more literal phrasal verbs at this stage. E.g.: stand up, sit down, wake up, etc.

3 Vocabulary: Phrasal verbs A Books open. Draw sts’ attention to the pictures. Ask them: Which devices are these? What do they do? Tell sts to listen to conversations 1-4 and match them to the pictures. Play 8.3. Paircheck and classcheck. Conversation 1: picture 4 Conversation 3: picture 3

Conversation 2: picture 2 Conversation 4: picture 1

8.3 Notice /t/ and /d/ at the beginning or in the middle of words. D = device M = man W = woman 1 D Important email detected. Would you like me to print it out? W No, thank you. D Are you sure? It’s from your supervisor. W Yes, I know, I’ve read it. D Well, I’m going to print it out anyway. It looks very important. W Wait! Don’t switch on the printer! This is an order! Oh no! 2 M Have you done the washing up yet? D No, I haven’t. You forgot to charge me up this morning. I’m running on economy mode so I can save enough battery power to make the beds. M Did I? I’m sorry. Let me plug you in. D Thank you. Oh, that feels nice… 3 D The music is too loud. This is not good for your hearing. Please, turn down the volume. W No way! I love this song. D Turning down volume in 3, 2, 1 second. W Hey, what are you doing? Turn the radio up! Turn it up! Stupid machine.

4 D Please, look at the eye detection device… I’m sorry. I can’t recognise you. M What do you mean? D I can’t recognise your face. Please, look straight into the face sensor... I’m sorry. I still can’t recognise you. Have you had a haircut? M Oh no! Not again. You know what, I’m going to switch off this stupid… D Michael, you know you can’t switch me off. Just be a good boy.

Optional activity If you have a faster class, ask them to individually write the description of one device without saying what it is. Tell them to share their description with a partner. Can he / she guess what it is? Ask sts to work in pairs and describe what each device does using the vocabulary on p. 83 in 2E. Draw sts’ attention to the speech bubbles on p. 84 as an example dialogue.

B Read World of English aloud with the whole class. Remind them phrasal verbs were also studied in lessons 5.3 and 6.4. Direct sts to the phrasal verbs list on the Online Portal. Tip Encourage sts to notice, underline and take notes of phrasal verbs as they are very common in English. Focus on sentences 1-7. Ask sts to match these sentences to speech bubbles a-g in 3A. Paircheck. Play 8.3 to classcheck.

1. f 2. c 3. b 4. d 5. e. 6. g 7. a

C Play 8.4 and ask sts to listen and repeat the sentences, stressing the particle of the phrasal verb. Weaker classes Before moving on to 3D, ask sts to practise reading the sentences aloud in pairs.

1 2 3 4 5 6 7

8.4 Would you like me to print it out? You forgot to charge me up this morning. Let me plug you in. Turn the radio up! Please turn down the volume. Don’t switch on the printer! You know you can’t switch me off!

127

650347 _ 0125-0136.indd 127

22/12/15 11:13

8.2

d Tell sts to cover sentences 1-7 in 3B, look at the

pictures in 3A and try to remember the sentences.

To show them more examples of phrasal verbs, ask sts to read the Song line at the top of p. 85 and elicit the name of the song and the singer.

Song line: pen up your plans and then you’re free. O Look into your heart and you’ll find love... Song: ‘I’m Yours’ Singer: Jason Mraz (USA) Year: 2005

E Ask sts to complete 1-4 with phrasal verbs. Paircheck and classcheck. Then, tell sts to work in pairs and ask each other another question. Were there any surprises? 1. charge / up 2. switch / off 3. print / out 4. turn / up

Tip Encourage sts to give complete answers. Avoid interrupting and correcting them while they are talking to each other. If necessary, write down mistakes and correct them later. Focus on the R box. Read it aloud with sts. Elicit more examples. Remind them they studied separable and inseparable phrasal verbs in lesson 6.4.

4 Pronunciation: Intonation of Yes /

No vs Wh- questions

A Have sts form pairs. Ask them to listen to

8.5 – it’s the rest of conversation 4 ( 8.3)–and say what words 1-5 refer to. Draw sts’ attention to the speech bubbles as an example dialogue.

1. Huff = Michael’s surname 2. May = Michael has had his car since then 3. Scotland = where Michael is from 4. a white T-shirt = Michael thinks he was wearing one on Tuesday 5. October = when Michael was born 8.5 Notice the intonation in questions. D = device M = Michael D May I ask you a few security questions? M You mean the same old stupid questions you’ve asked me three times so far this week? D No, sir, they’ll be different questions so I can check your identity with even more precision. And, by the way, there’s no need to be rude. What’s your full name? M Michael Jay Huff. D How do you spell ‘Huff’? M H-U-F-F. D Correct. Are you American? M No, I’m from Scotland. You know that! D When were you born?

M The 5th of October. D Correct. M This is unbelievable. D How long have you had this vehicle? M What? D How long have you had this vehicle? M Since April. You know that. D Information mismatch. M April, May, who cares? Just start the car. Please. D Did you say May? M Yeah. Whatever. D Correct. Did you use this car on Tuesday? M Yes! D What were you wearing? M This is going too far. D I’m only doing my job, Michael. M I can’t remember what I was wearing. A white T-shirt, I think. D Try again. M Come on! Why are you doing this to me?

B Tell sts to listen to questions 1-4 and copy the intonation. Focus on the R box and ask sts to circle the correct answers. Classcheck and give them examples using questions 1-4. Tell sts to work in pairs and repeat the sentences.

When asking questions, you should usually go up at the end of Yes / No questions and down at the end of Wh- questions.

Optional activity Many sts bring their mobile phones to class nowadays. If possible, ask them to record the sentences using their phones. Sts can listen to their own recording afterwards. This way, you may bring variety to class and use mobile phones as allies in the learning process.

C Ask sts if they remember the car’s questions. Tell them to use prompts 1-7 and write the questions. Paircheck. Play 8.7 and ask sts to check their answers. Classcheck if necessary. Replay 8.7 and tell sts to repeat the questions. 1. What’s your full name? 2. How do you spell ‘Huff’? 3. Are you American? 4. When were you born? 5. How long have you had this vehicle? 6. Did you use this car on Tuesday? 7. What were you wearing? 8.7 1 What’s your full name? 2 How do you spell ‘Huff’? 3 Are you American? 4 When were you born? 5 How long have you had this vehicle? 6 Did you use this car on Tuesday? 7 What were you wearing?

128

650347 _ 0125-0136.indd 128

22/12/15 11:13

8.2 Focus on Common Mistakes . Ask sts to get in pairs and read the box. Have them justify the rules (e.g. Use the present perfect if the action is still going on.). Monitor and help them if necessary.

MAKE IT PERSONAL Draw sts’ attention to the photos

at the bottom of the page and revise vocabulary. Drill pronunciation. Ask sts to work in pairs in order to role-play a conversation between ‘man and machine’. Draw their attention to the speech bubbles as an example dialogue. Tell sts to practise and present their conversation to the whole class. Which pair has the funniest conversation?

Tip Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Workbook p. 40 ID Online Portal Grammar p. 130

129

650347 _ 0125-0136.indd 129

22/12/15 11:13

8.3

In the future, will space holidays be popular? Lesson 8.3

Lesson Aims: Sts talk about the future using different future forms (going to / will / be able to). Function Talking about the future. Reading and talking about future inventions.

Language Well, I don’t think the Internet will change much. Ten years from now, there will probably be house-cleaning robots. Will robots replace teachers? Vocabulary: Cognates and expressions to talk about the future (definitely, probably, maybe, possibly, certainly). Grammar: Future forms 1 (will / going to / be able to). Before the lesson: Write the 12 astrological signs on the board (Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, Pisces).

Warm-up Books closed presentation. After writing the 12 astrological signs on the board, ask sts what the words refer to. Then, ask them if they are interested in reading their horoscope. Do they think it is true? Finally, ask sts: What verb tense do we use to talk about the future?

5 Reading A Books open. Draw sts’ attention to the cartoon. Ask them to work in pairs and answer questions 1-3. Draw their attention to the speech bubbles as an example dialogue. Encourage sts to share ideas and give complete answers. Do not correct them at this stage. 1. Because the computer is commenting on her look. 2. Personal answer. 3. Personal answer.

B Read questions 1-4 aloud with the whole class (or ask different sts to read them). Draw their attention to the stressed syllables highlighted in pink. Tell them to read the text and match three of the questions with a paragraph in the text. (Make sure they understand there is one extra question.) Paircheck and classcheck. Do not deal with vocabulary or pronunciation at this stage. This will be done in 5C. 1. Will we be able to communicate through thought transmission? (paragraph 2) 2. Will computers have emotions or some sort of consciousness? (paragraph 1) 3. Are we ever going to travel through time? (paragraph 3)

C Tell sts to read and listen to the article at the same time, paying special attention to the pronunciation of words whose stressed syllables are highlighted in pink. Play 8.8. Drill pronunciation with the whole class. If time allows, ask sts to read the highlighted words to each other. Tip Ask sts to also mark new vocabulary while they listen to the article in order to confirm their answers. Tell them to pay special attention to cognates.

D Ask sts to focus on the first phrase of each answer and mark the stress. Paircheck. Play 8.9 for sts to confirm their answers and classcheck. What is the opposite of each word? Classcheck.

Paragraph 1: HR = Probably PD = Well, probably not Paragraph 2: HR = Definitely PD = Maybe Paragraph 3: HR = Possibly PD = Certainly 8.9 HR = Harry Reid PD = Penny Duff HR Probably. PD Well, er, probably not. HR Oh, definitely. PD Hmm, maybe. HR Possibly. PD Oh, certainly.

E Ask sts to work in pairs. Tell them to say which scientist they agree with. Draw sts’ attention to the speech bubbles as an example dialogue. Tip Revise expressions for giving opinions studied in lesson 7.5. Weaker classes Allow enough time for this activity. Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. Before introducing different future forms, read the Song line at the top of p. 87 with sts and ask them if they like Beatles songs in general.

Song line: nd when the broken hearted A people living in the world agree. There will be an answer, let it be. Song: ‘Let It Be’ Band: The Beatles (UK) Year: 1970

130

650347 _ 0125-0136.indd 130

22/12/15 11:13

8.3

6 Grammar: Future forms 1 A Write the following sentences on the board: I’m giving my mum a diamond ring for her birthday. I’m going to give my mum a diamond ring for her birthday. I’ll give my mum a diamond ring for her birthday. Ask sts to identify the three verb tenses in each sentence (present continuous / future with going to / future with will). Elicit the difference in meaning (i.e. Which is more probable? Which is less probable?). Explain that we use the present continuous for things that are sure (or extremely likely) to happen, going to for plans and will / won’t for decisions of the moment / predictions as studied in lesson 2.3. Ask them: Are there any other ways of talking about the future? Focus on Grammar box Future Forms 1. Ask sts to look at the questions and underlined sentences in the text in 5B and answer 1-7. Paircheck and classcheck.

a. T b. T c. F d. T e. F f. F Go to Common Mistakes . Ask sts to read the box and justify the corrections in pairs. Classcheck.

Weaker classes Weaker sts will need more preparation and thinking time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. You may help them by writing the following sentences on the board: There will certainly / probably be… Definitely, there won’t be… I don’t think there’ll be…

etc.

Stronger classes Ask sts to think of a device / appliance that is not shown on p. 83. Will it still exist in 10-20 years? Tell them to share their opinion with a partner. Remind sts to justify their answers.

D Working individually, ask sts to reorder the words of the tweets so as to make questions. Paircheck and classcheck. 1. Will robots replace teachers? 2. Will there be another killer virus like HIV? 3. Are we going to find a cure for cancer?

B Tell sts to underline the correct alternatives in 1-6.

4. Are people going to be able to learn languages faster?

Paircheck and classcheck. Ask sts to remain in pairs and say if they agree with the predictions. Draw sts’ attention to the speech bubbles as an example.

5. Will we find life on other planets?

1. won’t 2. be 3. will probably 4. be able to 5. is going to be 6. probably won’t

Tip Teach (or revise) different ways of expressing opinion, agreeing and disagreeing by writing other key sentences on the board (e.g. I guess..., In my opinion, I couldn’t agree more, I can’t agree with you).

C Have sts form pairs. Tell them to look back at the devices from 2F on p. 83 and decide together which ones they think will exist 10-20 years from now. Draw sts’ attention to the speech bubbles as an example dialogue.

Read Common Mistakes aloud to the whole class. Write the sentences I think so. / I don’t think so. and I hope so. / I hope not. on the board as a reminder for 6E.

MAKE IT PERSONAL Tell sts to work in pairs or groups

of three. Tell them to ask one another the questions in 6D. Draw sts’ attention to the speech bubbles as an example dialogue. Elicit a few answers. Who is more optimistic? Who is more pessimistic?

Workbook p. 41 ID Online Portal Grammar p. 130

131

650347 _ 0125-0136.indd 131

22/12/15 11:13

8.4

Is technology making us stupid? Lesson 8.4

Lesson Aims: Sts learn to use and recognise conversation killers. Sts also learn to talk about the future using different future forms. Function Language Using conversation killers. My best friend interrupts me all the time. I hate that. Reading and talking about conversation skills. Would you like to see a film tonight? Vocabulary: False cognates. Grammar: Future forms 2. Before the lesson: Write the letters of TECHNOLOGY on A4 paper (one letter per sheet).

Warm-up Pin or tape the letters for TECHNOLOGY in the wrong order on the board. Alternatively, write the letters scrambled on the board. Allow sts a few minutes to unscramble the word.

Tip Do not let the activity last too long. If sts have difficulty unscrambling the word, give them the first and last letter, and add more letters if necessary.

7 Reading A Draw sts’ attention to the three different titles for the article. Tell them to read the first paragraph and choose the best option. Do not deal with vocabulary or pronunciation at this stage. Paircheck and classcheck.

Are we ‘unlearning’ how to communicate?

B Tell sts to read the rest of the article and match the conversation killers 1-4 to the corresponding paragraph. Remind them to do one paragraph at a time. Paircheck. Play

8.10 and classcheck. Ask sts to tell a partner if they

know anyone who does that. Draw their attention to the speech bubble as an example.

(CK 3) Keep interrupting. (CK 1) Keep checking your phone.

C Have sts read the text in more detail (scan the text). Tell them to read each paragraph again and match definitions 1-5 to the words in bold in the text, then underline the words that they are unfamiliar with. 1. a conversation = discussion 2. understand a situation = realise 3. based on good judgment = sensible 4. suppose = assume 5. be present at = attend Read World of English to the class. Remind sts that in lesson 8.3 several words in the text were cognates. Tell them to look back at the text in 7A and try to identify two or three cognates. Are there any false cognates? Draw sts’ attention to Common Mistakes in 8A for two more examples of false cognates.

D MAKE IT PERSONAL Ask sts to work in pairs or in groups of three and answer questions 1-3. Draw their attention to the speech bubbles as an example dialogue. Encourage them to exemplify and justify their answers. Refer sts to p. 89 and elicit the name of the song and the band. Do they like this song?

Song line: Y ou start a conversation you can’t even finish it. You’re talking a lot, but you’re not saying anything. Song: ‘Psycho Killer’ Band: Talking Heads (USA) Year: 1977

(CK 4) Be the centre of the universe. (CK 2) Judge the other person. Elicit other conversation killers and write them on the board (e.g. say somebody looks fat / skinny; ask when the person will have children; ask when the baby is due to a nonpregnant woman, etc).

Cultural note There are several interesting articles and blogs on conversation killers to be found on the Internet (and how to avoid them), such as in ‘Divine Caroline’ at . Accessed on 10th June 2014.

8 Grammar: Future forms 2 A Elicit the conversation killers mentioned in 7B and (if you have not done so) write them on the board. Tell sts to listen to three dialogues between friends and try to identify the conversation killers from 7B. Play 8.11. 1. CK 4 2. CK 2 3. CK 3

B Tell sts to listen to the dialogues again and mark true (T), false (F), or not mentioned (N). Play 8.11. Paircheck and classcheck.

132

650347 _ 0125-0136.indd 132

22/12/15 11:13

8.4 1. F 2. T 3. T 4. N 5. F 6. F

Tip Before listening to the dialogues, ask sts to work in pairs and try to anticipate / remember some answers. Make sure they understand that they are not supposed to know all the answers. However, trying to remember the answers may make the task easier, particularly for weaker classes. 8.11 Notice the unstressed or, to and of. 1 B = Bob S = Sue B Guess what! I just bought a new car. S Really? That’s cool. I, er, I’m going to try to sell mine in October or November, tops. It’s got over 80 thousand miles on it, I think – time to get a new one. B Wow, that’s a lot. Anyway, it’s a brand new Focus and... S A Focus? No way! Dad drives a Focus, too, you know... Must be his third or fourth... You know what? I’ll give him a ring right now and break the good news. Dad, guess who I’m talking to… 2

R = Regis A = Ann R Hey, wanna have lunch together on Friday? A I can’t. I’m seeing the doctor on Friday. R Oh yeah? Anything serious? A He’s, er, he’s kind of worried about my cholesterol levels. R Well, well, well… we’ve had this discussion three or four times before, haven’t we? A Oh, there you go again. R You eat far, far too much junk food and don’t get enough exercise. A I know, I know. I’m a bad person. R And, worst of all, you pretend you’re in perfectly good health. Reality check: You’re not! With this lifestyle, you’re going to have a heart attack when you’re 40 or 50. How many times have I told you to...

3 S = Sally Y = Yuko S Hi Yuko! Just saw your tweet. Calling to wish you a safe trip. Y Thanks. The plane leaves at two and I haven’t started packing yet. S Oh, don’t worry. You still have, what, five or six hours… Y I’m really excited. I’d like to know if all the stuff we see in films… S … is true? Oh, you bet it is... By the way, there’s this great little restaurant on the corner of Broadway and 47th or 48th that you simply must try. Seriously, you’ve got to go there. I think it’s called La Pasta… La Pasta something… Google it. Y What about the Guggenheim? Teri says… S Nah, she doesn’t know what she’s talking about. That museum is terrible. Sucks. You should visit the Museum of Natural History instead. You see…

Optional activity Ask sts to work in pairs and make up a simple dialogue including a conversation killer. Tell them to practise their dialogue and present it to the whole class.

C Tell sts to complete sentences 1-5 on their own, using their intuition. Do not offer any extra help or explanation at this stage. Paircheck. Play 8.12 to classcheck. 1. ’m going to try 2. ’ll give 3. ’m seeing 4. ’re going to have 5. leaves 8.12 Sue I’m going to try to sell mine in October or November. Sue I’ll give him a ring right now and break the good news. Ann I’m seeing the doctor on Friday. Regis With this lifestyle, you’re going to have a heart attack when you’re 40 or 50. 5 Yuko The plane leaves at two and I haven’t started packing yet. 1 2 3 4

D Focus on Grammar box Future Forms 2. Ask sts to match the columns. Paircheck and classcheck. (c) prediction based on evidence (a) events on a timetable (c) intention (d) quick decision (b) future arrangement / fixed plan

Note Future forms can be confusing. In several cases you will be able to use different verb forms for the same sentence if the context is not clear. For instance: I’ll resign from this job today. I’m going to resign from this job today. I’m resigning from this job today. However: I’m sick and tired of my boss. I’ll resign from this job today. (Decision of the moment.) I need to schedule a meeting with my boss. I’m going to resign from this job today. (I’ve already decided to do it, but I haven’t arranged it yet.) The meeting with my boss is at 4pm I’m resigning from this job today. (It’s already arranged.) In short, you use: The present simple for timetables, programs, etc. The present continuous if one has already decided and arranged to do something. Going to for something one intends to do (but which has not been arranged yet) and for prediction based on evidence. Will for predictions, promises and decisions of the moment.

E Ask sts to match captions 1-5 to the cartoons. Paircheck. Tell them to justify their answers. Draw sts’ attention to the captions as example dialogues. Encourage them to use complete sentences. (2) starts – The time freak (1) I’m taking – The liar (4) going to rain – The pessimist (5) are going to watch – The snob (3) I’ll think – The non-decider

133

650347 _ 0125-0136.indd 133

22/12/15 11:13

8.4

F Tell sts to work in pairs and cover sentences 1-5 in 8E. Play 8.13. Can they remember the sentences with future forms by looking at the pictures? Optional activity After sts recall the sentences, tell them to write them only by looking at the pictures. Uncover 1-5 and check. Did they get everything correct?

Stronger classes If time allows, tell sts to do all the situations and swap roles, expressing different personality types. Next, ask them to think of a different situation and role-play it with their partner. Lesson 8.5

Classcheck and have sts repeat the correct sentences. Pay special attention to the pronunciation of contracted forms and sentence stress.

Weaker classes Weaker sts will need more preparation time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. If time allows, tell them to do all the situations and swap roles.

MAKE IT PERSONAL Pair sts up for a role-play. St A

chooses a personality type and answers st B’s questions. St B chooses a situation from the options and asks st A. Which is st A’s personality type? Draw sts’ attention to the speech bubbles as an example dialogue.

Workbook p. 42 ID Online Portal Grammar p. 130

134

650347 _ 0125-0136.indd 134

22/12/15 11:13

8.5

Do you believe in fortune-telling? / Will you ever get married? Lesson 8.5

Lesson Aims: Sts consolidate the functions of understanding reduced sentences in ads and making predictions. Function Understanding reduced sentences. Making predictions.

Language Fees negotiable. Been working too hard? Will I find a better job? Vocabulary: Expressions to talk about (un)certainty: definitely, for sure, probably, perhaps, I doubt it, not a chance, etc. Grammar: Future forms.

Warm-up Books closed presentation. Ask sts to get in pairs and write different ways of predicting a fortune (e.g. astrology) they can think of in one minute. Tell them not to worry about spelling. Elicit answers and write them on the board. If possible, leave words on the board until the end of the lesson.

Skills: Understanding adverts A Books open. Tell sts to read the adverts quickly and answer questions 1-2 (but do not compare answers yet). Play 8.14 for them to check vocabulary and pronunciation. Note that Sofia Misteriosa says ‘noon’ for 12pm. This is common in the USA. In the UK, you might often hear ‘midday’ for 12pm. Draw sts’ attention to the words whose stressed syllables are highlighted in pink in the text. Paircheck. Draw their attention to the speech bubble as an example. If time allows, elicit a few answers. 1. The adverts are advertising fortune-telling. They are from a website.

D MAKE IT PERSONAL Ask sts to work in pairs or in groups of three and to answer 1-3. Tell them they must be prepared to justify their answers. Expand the activity by asking partner(s) to agree or disagree with each other. Use the speech bubbles as a model. Avoid correction at this stage. If necessary, write down mistakes and correct them later. Tip Encourage sts to use other ways of expressing opinion, agreeing and disagreeing by writing other key sentences studied in previous lessons on the board (e.g. I guess..., In my opinion, I couldn’t agree more, I can’t agree with you).

in Action: Making predictions A Books open. Draw sts’ attention to the photo. What does it show? Play 8.15. Explain that to get / be ‘sacked’ is an informal British saying that means being dismissed from a job. Americans often say ‘fired’. Tell them to match psychics 1-3 to adverts a-e on p. 90. Paircheck and classcheck.

2. Personal answers. Sts may choose any or even all the four options mentioned.

psychic 1 = d psychic 2 = a psychic 3 = c

Note Fortune-telling is illegal in some parts of the world,

8.15 Notice the stress for emphasis. J = Joe P1, P2, P3 = psychics 1 P1 … which is exactly why you’re here, I imagine. So, Jay, what… J It’s Joe. P1 Of course. Joe, what exactly would you like to know? J It’s about my career… You see, I’ve worked at the same company for five, no, six years now and it feels like… well, it feels like I’m getting nowhere, you know what I mean? So, I guess my question to you is… Will I ever get a promotion? P1 OK. Jack, I need you to drink this… Thank you. J So, am I going to get promoted? P1 I doubt it. Look at the bottom of the cup... It looks like a man’s face, doesn’t it? It’s your boss’s face. He, er, he hates you. J But my boss is a woman… And she says she likes me. P1 Well, she pretends she likes you, but she wants you out of the company. J Oh my God! Am I… is she going to fire me? P1 There’s a good chance. You see, when this woman…

including the state of New York and in Saudi Arabia.

B Ask sts to read ads a-e and choose the best psychic for each person’s needs in 1-6. Compare answers in pairs. Elicit different answers. Note Answers may vary, so accept sts’ opinions provided they can justify their answers. 1. d 2. a 3. e 4. e 5. b 6. c

C Focus on World of English and read it aloud with the whole class. Then ask sts to cross out words that can be omitted in 1-6. Tell them to re-read the text to confirm their answers. Monitor the activity and help if necessary. 1. All major credit cards are accepted. 2. A ten-minute walk from the subway station. 3. Are you tired of false promises? 4. Reduced rates from 8am till noon. 5. No questions are asked. 6. Online tarot reading is available on demand.

Optional activity Ask sts to write their own advert. Have them compare it in pairs. Is your advert convincing?

2 P2 ... so I can help you. Your name’s Joe, correct? J Yes. You see, I’ve been seeing this girl for a year now and I like her… No, I love her, but I’m not sure she feels the same way about me. P2 What’s her name and date of birth?

135

650347 _ 0125-0136.indd 135

22/12/15 11:13

8.5 J Her name’s Emma and she was born on 8th April 1992. P2 All right. Close your eyes and think of Anna – Emma, please. Focus on her face… her eyes… What’s your question, Joe? J Are we going to get married? P2 Not a chance. I can… I can see another woman… Someone you work with, I think… She’s blonde… tall... well, very tall and good-looking. J But you’re describing… my boss! Hang on, hang on… this is insane. Will I fall in love with my boss? P2 Oh, for sure. She was put on Earth for you, Joe. You see, there’s a… 3 P3 Come in, Joe. J Hi… Er… Did I tell you my name over the phone? P3 Well… Maybe you did, maybe you didn’t. Take a seat, please. J Thanks. Er… You don’t use coffee cups, crystal balls or anything, do you? I mean, I’m tired of… P3 No… I don’t need any of that. I learned from my mother, and she learned from her mother. J Oh, that’s good. Er… first, I’d like to ask about… P3 …Your sister. J Yes. How do you know? P3 You’re very transparent, Joe. Anyway, there’s actually a reason why the two of you fight all the time, you know. J But… but how do you know that we… P3 You see, she was your mother in another life… and you used to be a very difficult child and teenager. J Wow… I’m impressed. So… Will we ever stop fighting? P3 Oh no, no way! Jennifer is very short-tempered and so are you. But she loves you deeply. J Oh my God, did you just say my sister’s name? P3 What else would you like to know, Joe? J Am I ever going to forgive my father? P3 Oh, absolutely. No doubt at all. You love your father.

B Draw a table similar to the one in the exercise on the board. Direct sts’ attention to the table in the book and ask them to try to remember the answers. Replay 8.15 for sts to complete the exercise. Classcheck using the table on the board. Joe’s future

Yes

1 get a promotion



2 stay in the same company



3 marry Emma



4 fall in love with his boss



5 stop fighting with his sister 6 forgive his father

the intonation and highlighted syllables. Draw sts’ attention to the R box for pronunciation of related adjectives and adverbs, as in certain / certainly and in probable / probably.

Absolutely No way For sure I doubt it There’s a good chance Not a chance 8.16 J = Joe P1, P2, P3 = psychics 1 J Am I ever going to forgive my father? P3 Oh, absolutely. 2 J Will we ever stop fighting? P3 Oh, no, no way. 3 J Will I fall in love with my boss? P2 Oh, for sure. 4 J So, am I going to get promoted? P1 I doubt it. 5 J Oh, my God! Am I… is she going to fire me? P1 There’s a good chance. 6 J Are we going to get married? P2 Not a chance.

Tip If you prefer to either head off mistakes by anticipating them or if you prefer sts to make mistakes and then correct them, read Common Mistakes and ask sts to explain corrections (i.e. number 1 is a question number; 2 is based on evidence).

D Tell sts to go back to 6D on p. 87, and answer the five questions using the expressions from C. Monitor sts but avoid correcting them at this stage. If necessary, write down mistakes and correct them later. E

MAKE IT PERSONAL Tell sts they are going to role-play a

conversation between A (a client), and B (an inexperienced fortune-teller). Read the instructions aloud with the whole class. Draw sts’ attention to the speech bubbles as an example dialogue. Model another dialogue with a student to make sure the instructions are clear to everyone. Use the ideas in the table from B, the sentences in the table from C and the cards in E to make the dialogues.

Stronger classes Faster sts may create other dialogues, using different ideas to the ones in the book.

Weaker classes Weaker sts will probably benefit from more modelling, so you can choose one or two pairs to perform a model for the whole class. This will help them feel more confident. Encourage sts to practise the questions orally, not in written form.

 

C As above, draw sts’ attention to the table in the book and ask them to try to remember the answers. Play 8.16 for them to complete the exercise. Classcheck and drill pronunciation of all expressions, paying special attention to

Workbook p. 43 Phrase Bank p. 67, 68 ID Online Portal Grammar p. 130 ID Café Video p. 145

136

650347 _ 0125-0136.indd 136

22/12/15 11:13

Review 5 Units 7-8 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 7 and 8. St A asks ‘What are six film words?’ and st B answers. Tell sts to focus on the pronunciation of the words. There are some techniques to practise vocabulary mentioned on p. 12 of the introduction section on how to work with the picture dictionary. You can select whichever best suits the needs of your class. Page 72

6 film words

Page 76

the description of the 3 fans

Page 81

4 phrases for giving your opinion

Page 82

6 technological items

Page 84

4 phrasal verbs

Page 155

the 8 pairs of picture words in lines 3 and 4 of the consonants chart

B Draw sts’ attention to the quiz. Tell them to complete sentences 1-5 in the passive voice and circle the correct answer. Note that there is one extra verb. Play R5.1 and classcheck.

1. was written / John Lennon 2. iPhones are sold 3. was called The Fame 4. 27 / was found 5. British / is considered

Draw sts’ attention to the speech bubbles as an example dialogue. Did anybody answer all of them correctly?

1. T V was invented by Philo Taylor Farnsworth. 2. Machu Picchu was constructed by the Incas. 3. Jurassic Park was directed by Steven Spielberg. 4. 100 Years of Solitude was written by Gabriel García Márquez. 5. The first petrol car was made in the USA in 1908.

D Ask sts to complete the statements with so, such or such a / an. Paircheck and classcheck. Next, tell them to choose the best answer. Elicit answers.

Group 1. so; such a; so Group 2. such an; such; so Group 3. such a; so; so

MAKE IT PERSONAL Ask sts to choose the best option

for 1-5. Paircheck and classcheck. Do they agree with the predictions? Remind sts to be prepared to justify their answers. Draw sts’ attention to the speech bubble as an example.

1. a 2. b 3. b 4. a 5. a

Common Mistakes Ask sts to work individually and correct

mistakes in sentences 1-10. Notice that there are sentences with more than one mistake. Paircheck. Tell sts to refer to

R5.1 … mostly cloudy during the day. So, if you’ve just tuned in, here are the answers to today’s music quiz. Are you ready? Number 1: ‘Imagine’ was written by John Lennon in 1971, but it was only released four years later, in 1975. Pretty easy, wasn’t it? Number 2 may surprise you, but nearly 400,000 iPhones are sold around the globe every day – that’s actually more than the number of babies being born each day. Yep, you heard it right: more iPhones are sold every day than babies are born. How ’bout that? Third question… Lady Gaga’s first album was called The Fame. It was released in 2008 and went to number 1 in five different countries. Question 4… Amy Winehouse was only 27 when she was found dead in her apartment in London. Interestingly, singers Janis Joplin, Jim Morrison and Kurt Cobain also died at age 27. And finally, here’s our last question... British singer Adele is considered one of the world’s best vocalists. Together, her first two albums, 19 and 21, have sold over 30 million copies…

units 7 and 8 for the right answer. Classcheck. How many did they get right?

1. I’m really into watching adventure films. 2. We didn’t do anything at the weekend. 3. I’m lucky to have such intelligent parents. 4. Thousands of songs are downloaded illegally every day. 5. I thought the latest Coldplay album was great. 6. ‘When were you born?’ ‘In 1988.’ 7. How long have you studied here? 8. ‘Are you going to the party tonight?’ ‘I think so.’ 9. There will be fewer languages 100 years from now. 10. Will I meet the woman of my dreams someday?

Skills Practice A Dictation. Tell sts to listen to the first two facts in 7.11 from unit 7 and write as much as they can remember.

C Tell sts to complete sentences 1-5 using the passive

Play

voice, even if they do not know the correct answer. Compare answers in pairs and try to sound convincing.

time to write their answers before you replay the track.

7.11 three more times. Remember to allow sts some

Direct sts to p. 77 to check information and spelling.

137

650347_137a138_Review5_TB2.indd 137

22/12/15 13:44

B Tell sts to listen to four dialogues and mark the correct answer. Remind them there are two extra answers. Play R5.2. Paircheck and classcheck. (3) I’ll turn it down. (1) I’ll charge it up. (2) I’m going to print it out. (4) I’m going to switch it off. Two extra phrases: I’ll turn it up. I’m going to switch it on. R5.2 1 A … hurry up. We’re going to be late. The film starts at nine. Oh no, your battery’s almost dead. B Is it? Uh-oh – 2%. I’ll charge it up – don’t worry. A Where? B In the car. Let’s go. 2 C Just downloaded a J K Rowling book. D Not another Harry Potter! C Nope. The Casual Vacancy. I’m going to read it on the plane. D Didn’t know you had a tablet. C I don’t. I’m going to print it out. D Seriously? Over 200 pages? 3 E ... which is exactly what I hate about her. Anyway, then she told me that I should… F What? E She told me that I should look for another job and… F Look for what? E Bill, why do you always have to have your stereo so loud when I’m talking? F Oh, all right, I’ll turn it down. E Thank you. That’s much better. 4 G ... that’s really exciting! I’ve never been there. Oh, you’ll have a wonderful time. H Yeah, we’re really excited. The plane leaves at ten. I’m counting the minutes. G What if I need to speak to you? You know, about the project... You’re going to leave your mobile phone on, right? H Well, actually, no. I’m going to switch it off and only switch it back on when I’m back at home. G Really? But can I ring the hotel at least?

C Review the news stories with sts. Tell them to listen and circle the correct answer. Play 5.3. Paircheck. Replay R5.3 and classcheck. 1. More 2. a power cut 3. computer 4. alien life

D Tell sts to listen to R5.3 again and write the numbers. Classcheck. Have sts repeat the sentences and remind them not to stress the words in gray. Next, tell sts to practice saying the sentences in pairs.

1. 13.7% 2. 248 3. 2/3 4. 40,450 R5.3 1 … and for the fourth consecutive month, unemployment has increased by 13.7%, twice as much as the same period last year. A spokesman for the… 2 … the governor’s chances of re-election. Now, on to local news. A three-hour power cut left the state of Michigan in the dark last night. Two hundred forty-eight cities were affected and there are… 3 … won last night’s Emmy for best actor. Orange is in trouble with their latest tablet – the iTab. Over the past two weeks, there have been numerous reports of iTabs exploding and catching fire. Apparently, 2/3 of all iTabs produced in May were considered defective. A spokesman for Orange has… 4 … the largest in history. A small town in Brazil has also made history this week, as new evidence emerges that some of its inhabitants were contacted by extraterrestrials on April the 12th. The town, with a population of only 40,540, was visited by UFOs in the past and according to a local TV station…

E Ask sts to write all the film genres they can remember in 30 seconds. Elicit answers and write them on the board. Drill pronunciation if necessary. Draw sts’ attention to the genres mentioned in the box. Ask sts to match them to reviews 1-3. Note that there is one extra genre. What is it? Paircheck and classcheck. Review 1: drama Review 2: detective Review 3: documentary Extra genre: disaster.

F MAKE IT PERSONAL Tell sts they are going to play ‘20 Questions’. Read the instructions aloud with the whole class and draw sts’ attention to the speech bubbles as an example. If necessary, model an example so that sts know what they are supposed to do. Tip Make sure you allow enough time for sts to answer questions as fully as they can. Weaker sts will need more support, so encourage them to focus on getting their message across and to avoid worrying too much about making mistakes. If necessary, write down mistakes and correct them later.

G MAKE IT PERSONAL Question time! Organise sts in pairs or groups of three. Play R5.4. Sts are going to listen to the 12 lesson titles in units 7 and 8 and answer the questions orally in pairs. Refer them to p. 3, the contents page. Tell them to add at least two follow-up questions each turn. Draw their attention to the speech bubbles as an example.

138

650347_137a138_Review5_TB2.indd 138

22/12/15 13:44

9 Unit overview: The main topics of unit 9 are ‘-ing’ and ‘-ed’ adjectives, second conditional and probability using ‘may’, ‘might’, ‘could’, ‘must’, ‘can’t + be’. Sts learn to talk about weddings, romance and family relationships. They also learn to read for specific information, to identify reasons and to give advice.

What do you think of marriage? Lesson 9.1

Lesson Aims: Sts learn how to talk about weddings and wedding plans. Function Talking about wedding plans. Talking about weddings in different cultures. Listening to and talking about a wedding planner.

Language Choosing the flowers is easy. People usually get married in a church in our culture.

I love large weddings, so the wedding planner’s ideas sound the best to me. Vocabulary: Engagement party, honeymoon, ceremony, guest list, gift registry, invitations, reception, the bride and groom, bridesmaids, flowers, wedding rings. Grammar: be + adjective vs get + adjective. Before the lesson: Bring recording of part of the ‘Wedding March’.

Warm-up Books closed presentation. Play part of the ‘Wedding March’. Ask sts if they are familiar with it and on which occasion the march is played. Write wedding vs marriage on the board. Elicit the difference between the two words: Wedding – refers to the ceremony. Marriage – refers to the situation of being married.

1 Vocabulary: Weddings A Books open. Draw sts’ attention to photos a-e. What do they represent? Elicit answers and write the key vocabulary on the board. If possible, keep these items on the board the whole lesson. Ask sts to look at the list in 1A. In pairs, have them match the bold items to the photos and then guess their pronunciation. If you want to expand vocabulary, add engagement / wedding rings to the list. ceremony, bride / groom, bridesmaids (a) gift (b) propose (c) honeymoon (d) reception, flowers (e)

Note An engagement ring indicates that the person wearing it is engaged to be married, especially in Western cultures. In the United Kingdom, Ireland and North America, engagement rings are traditionally worn only by women, and rings can feature diamonds or other precious gemstones. In other cultures, both men and women wear matching rings. In some cultures, engagement rings are also used as wedding rings. Source: Wikipedia . Accessed on 11th June 2014.

B Review the list with the whole class and drill the pronunciation of the bold items. Write Wedding planner on the board. Ask sts: What does a wedding planner do? Play 9.1. Tell them to listen to a wedding planner and number sentences, 1-10, in the order they hear them.

propose / organise the engagement party (1) plan the honeymoon (2) find a place for the ceremony (3)

650347 _ 0139-0149.indd 139

send invitations (4) make the guest list (5) choose the menu for the reception (6) find clothes for bride and groom (7) choose the outfits for the bridesmaids (8) choose the flowers (9) make a gift registry (10) 9.1 Notice /ʤ/ and /g/. M = Michaela P = planner M So, my boyfriend, Johnny, proposed last week. It was so romantic! P Well, congratulations! That’s wonderful! And you’ve come to the right place! As a wedding planner, I can help you with everything– from your engagement party to planning your honeymoon. I can find a place for the ceremony, send invitations (though you’ll have to make your own guest list of who you want to invite), er, choose the menu for the reception, find the perfect clothes for the bride and groom, and choose the outfits for the bridesmaids, as well as order the flowers that you choose. No stress! Er... let’s see, the gift registry is your responsibility, but I can make recommendations. Just tell me how much you want to spend and I will make this your perrrrrfect day. M OK. That sounds great.

Weaker classes Tell sts to work in pairs, cover the items on the list and try to remember them by looking at the photos. Can they remember all ten items? Uncover the list and check. This will help them memorise the vocabulary and become more confident to do the other activities in the lesson. Stronger classes Have sts form pairs. Tell them to look at the list and decide which three items are the most important and which three are the least important. Note that it is not necessary that sts agree. Revise the ‘giving your opinion’ expressions studied in lesson 7.5.

C Tell sts to listen again and check the things the wedding planner does. Which two things doesn’t he do? Play 9.1 Paircheck. If necessary, replay 9.1 and classcheck.

139

22/12/15 11:15

Make the guest list and make a gift registry. Keep sts in the same pairs. Tell them to say which three things, in their opinion, are the most difficult ones to plan for a wedding. Draw their attention to the speech bubble as an example.

MAKE IT PERSONAL Read the instructions out to sts

(or ask a volunteer to do so). Ask them to work in pairs or in groups of three and share their opinion. Ask: Did you use / Would you use / Do you know anyone who used a wedding planner for the wedding? Focus on the speech bubble as an example. Elicit answers.

E Read Common Mistakes with the whole class. Elicit answers. Read World of English with sts to check the answers. Angelina got married to Brad in 2012. Angelina married Brad in 2012.

F MAKE IT PERSONAL Ask sts to look at the list in the blue box, refer to the list in 1A and say what is different / similar in their culture. Draw their attention to the speech bubble as an example. Tip Monolingual or very young people may not have enough knowledge / information to contrast different cultures. To help them, you can show snippets / trailers of films about wedding ceremonies such as My Big Fat Greek Wedding (found at , accessed on 11th June 2014) and Monsoon Wedding (found at , accessed on 11th June 2014). Any other film which may represent a different culture from yours and / or your sts’ would also be helpful. Write down a few items on the board to help sts talk about weddings such as clothes (What kind of clothes do people wear?), food, music, religious ceremonies, etc. To introduce the topics of relationships and weddings, refer sts to the Song line at the top of p. 95 and ask them if they know any other Al Green songs. Ask sts about their marital status.

Song line: L et’s, let’s stay together, lovin’ you whether, whether, times are good or bad, happy or sad. Song: ‘Let’s Stay Together’ Singer: Al Green (USA) Year: 1972

2 Listening A Draw sts’ attention to the photo. Tell them to listen to the conversation between the bride, Michaela, and her wedding planner. Does the photo represent Michaela’s or the planner’s idea? Who is more assertive? Play 9.2 and classcheck. The photo shows Michaela’s plan. The planner is very patronising / bossy. 9.2 Notice /iː/ and /ɪ/. M = Michaela P = planner P OK, Michaela. Here’s how it’s going to work. M Erm... I don’t want anything very fancy, just…

P How long was your engagement? M Er, three years. P Then you need something fancy. We’ll have invitations like this – black with gold letters. M Hmm – we actually just wanted pure white. P Then we’ll have the ceremony at your home and – we’ll keep it small, just two hundred guests. M Two hundred?! But that’s not very small. We want the ceremony at the beach. P Two hundred is small, sweetie. Then we’ll have the reception in a grrreat restaurant that I know for about five hundred. M But we can’t afford that! You know, we’re thinking, like about fifty guests in a small restaurant. P OK, just four hundred guests then, and then your dress– I see it something like this: white and very feminine. M Er, I was thinking of something more simple, just a plain dress – blue or green. P Hmm... and let’s see… about ten bridesmaids all carrying mountains of flowers. M Ten! No, I just want my sister and my niece. P … and the groom in white also – a white suit – and you’ll both have huge gold rings. It’s going to be fabulous! M Ugh… Andy hates wearing a suit... and we want to have silver rings. P Details, details! We’ll work it out later… And then the honeymoon on a remote island… a big ecological tour. M Well... ha ha… that’s not really what we had in mind… we probably won’t have time for a honeymoon until next year, and then we just want to go to a nice resort.

B Focus on the table and read the items aloud with the whole class. Tell sts to listen to the conversation again and complete the table. Play 9.2. Paircheck. If necessary, replay 9.2 and classcheck. Will she accept the planner’s ideas? Elicit a few answers and justifications. Planner wants

Michaela wants

1 colour of invitations

black with gold letters

pure white

2 ceremony at

Michaela’s home

the beach

3 reception in a

great restaurant

small restaurant

4 number of guests

200

5 number of bridesmaids 10

6 type of rings

huge gold

silver

7 place for honeymoon

a remote island

a nice resort

Weaker classes Before listening, ask sts to work in pairs and try to remember a few answers. This way you may be helping them become more confident by making the task easier.

C MAKE IT PERSONAL Ask sts to work in pairs or in groups of three. Read the instructions with the whole class. Draw sts’ attention to the speech bubbles as an example dialogue. Ask: What’s your ideal wedding day? Workbook p. 44 ID Online Portal Grammar p. 132

140

650347 _ 0139-0149.indd 140

22/12/15 11:15

Lesson 9.2

9.1

9.2

Do you get bored easily? Lesson 9.2

Lesson Aims: Sts learn to contrast -ed and -ing adjectives. Sts also learn to read and talk about romance, marriage, weddings and feelings. Function Talking about romance, marriage, weddings and feelings.

Language I think weddings are entertaining because you meet people that you don’t see very often. People usually fall in love with a person they find physically attractive. Reading about a memorable wedding. I’m sure a traditional wedding is cheaper than this. Vocabulary: Adjectives (bored / boring; interested / interesting; surprised / surprising; confused / confusing; tired / tiring; entertained / entertaining; terrified / terrifying; embarrassed / embarrassing; excited / exciting; depressed / depressing, etc). Grammar: -ed and -ing adjectives. Before the lesson: Write the words of the article title on A4 paper (one word per sheet).

words of the title of the article in 3A on the board. Ask sts to help you put the title in order. Alternatively, ask volunteer sts to stand and try to order the words. Tell sts to open their books and check. Were they correct? What do they think the article is about?

Read World of English with the whole class. What’s the difference between I’m bored and I’m boring? You may want to add more examples, for instance, That’s an interesting book. I was very interested in it! and write them on the board. Use cognates and short sentences. Pay close attention to the pronunciation of -ed adjectives.

Tip Do not let this activity last for too long. If the activity becomes too difficult, help sts by giving them the first word, then the second, etc.

Next, ask sts to find four more -ed adjectives and three more -ing adjectives in the article. Paircheck briefly and classcheck. Write the answers on the board and drill pronunciation.

Warm-up Books closed presentation. Pin or tape the scrambled

3 Grammar: -ed and -ing adjectives A Ask sts to quickly read the text and underline three things which are different to a traditional wedding. Play 9.3. Tell them to share their opinion with a partner. Is it the same? Suggestions: The wedding is in the air. The bride and groom do a bungee jump. It costs $40,000. The guests wear safety belts.

Note You may choose to pre-teach crane or let it come out naturally in the lesson. However, do not deal with all the vocabulary at this stage because it is part of 3B.

B Now tell sts to read the article in more detail and answer true (T) or false (F) for statements 1-6. Encourage them to infer vocabulary, but monitor the activity and help sts if necessary. Paircheck and classcheck. 1. T 2. F 3. F 4. T 5. T 6. F

Stronger classes Use the recording for shadow reading, i.e., play the track and have sts read the statements aloud at the same time. This kind of exercise can help sts improve their fluency and intonation. Weaker classes Ask sts to number the lines in the text (in this case, lines 1-11) and say in which line(s) they found the information when they paircheck. This technique helps sts better focus on the text and identify information more easily.

C Read Common Mistakes and focus on the use of -ed in interested and excited. Drill accurate pronunciation of both adjectives.

Married, scared, surprised, satisfied, exciting, terrifying, interesting, entertaining. (‘Wedding’ and ‘something’ are nouns, ‘including’ is a preposition. Other -ing words are present participle verbs. ‘Lifted,’ ‘shared’ and ‘called’ are past or past participle verbs.) Complete the grammar rules in Grammar box with A or B.

1. B 2. A

D Tell sts to individually circle the correct adjective in sentences 1-8. Paircheck. Ask them to listen to 9.4. Check their answers and add the adverbs. Classcheck and drill pronunciation of the sentences. Ask sts to work in pairs and say which sentences are true for them. Draw their attention to the speech bubble as an example. 1. so boring 2. really interesting 3. very surprised 4. extremely confusing 5. really tired 6. very entertaining 7. incredibly terrifying 8. so embarrassed

1 2 3 4 5 6 7 8

9.4 Notice /n/, /ŋ/ and /m/. Watching TV on your own is so boring. I usually find English lessons really interesting. My family is very surprised when I get good marks. The last film I saw was extremely confusing. I get really tired after I’ve eaten. Rap is very entertaining. Horror films are incredibly terrifying. I get so embarrassed when people talk about me.

E MAKE IT PERSONAL Focus on the R box. Drill the pronunciation of adverbs and their collocations in question 3. Ask sts to work in groups of three and answer questions 1-4. 141

650347 _ 0139-0149.indd 141

22/12/15 11:15

9.2

Tip In this kind of activity, instructions should be objective and concise, otherwise sts may get lost and the task will fail. Writing instructions on the board will help you explain and conduct the activity as sts will be able to refer to them. For this activity, instructions could look like this: Work in pairs / groups of three and: 1. Choose two adjectives to describe: a) weddings; b) work; c) weekends. 2. Find someone with similar adjectives. Justify your answers. 3. Describe the last time you had the feelings mentioned in the box. 4. How do you feel about heights? To guide sts to the topic of relationships, refer them to the Song line at the top of p. 97 and ask them if they recognise the song. Ask: Can you sing this song? Do you know any other songs from this band?

Song line: . .. you’ve had too much of this life to hang on. Well, everybody hurts sometimes, everybody cries. Song: ‘Everybody Hurts’ Band: R.E.M. (USA) Year: 1992

4 Vocabulary: Romance A Draw sts’ attention to the pictures and highlighted words in the text. What do they represent? Ask sts to read Jon’s diary and match the words to the correct pictures. Next, have them order the pictures chronologically. Paircheck and classcheck. dumped (a) dated (b) attracted (d) flirted (e) cheated (c)

B Tell sts to listen to Jon’s diary while paying special attention to the pronunciation of the highlighted words. Ask them to practise saying the words in pairs. Play 9.5. C Tell sts to role-play the situation. St A is John and explains what happened using the pictures. St B listens sympathetically to give advice and to make him feel better. Draw sts’ attention to the speech bubble as an example. If necessary, model one example with a student so as to make sure sts understand what they are supposed to do. Tip This is an excellent opportunity to revise expressions for Being a good listener (lesson 2.5) and Making recommendations (lesson 4.5). Focus on World of English . Ask sts to practise saying the adverbs in pairs. Monitor and help if necessary.

D MAKE IT PERSONAL Tell sts to work in groups and answer questions 1-3. Draw their attention to the speech bubbles as an example dialogue. Have sts mime what they cannot express in English. Who has the best answer? Have sts use a show of hands to vote. Weaker classes Allow enough time for this activity as weaker sts will need more preparation time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later. Stronger classes Stronger sts tend to speak more, so if they get very involved in the activity, it is worth allowing them some extra time to compare their answers.

Workbook p. 45 ID Online Portal Grammar p. 132

142

650347 _ 0139-0149.indd 142

22/12/15 11:15

Lesson 9.3

Read the instructions step-by-step with them and draw their attention to the speech bubbles as examples.

9.3

If you had three wishes, what would you wish for? Lesson 9.3

Lesson Aims: Sts learn how to use the second conditional. Sts also do a quiz to check if they are jealous. Function Talking about impossible or unlikely situations.

Language What would you do if you were rich? If I had three wishes, I’d wish for… It says I’m jealous. I guess it’s kind of true.

Doing a quiz about jealousy. Vocabulary: Wishes, jealous, jealousy, cheat, flirt. Grammar: Second conditional. Before the lesson: Bring a snippet of Aladdin to class (. Accessed on 11th June 2014).

Warm-up Books closed presentation. Ask sts if they know the difference between genius and genie. Elicit answers. If possible, show the Aladdin snippet (). Note Genius: very clever person; genie: a magical character.

5 Grammar: Second conditional A Draw sts’ attention to the photo and review questions 1 and 2 with the whole class. Play 9.6 and ask sts to answer them in pairs. Elicit possibilities and write them on the board. 1. a . Sarah and Max are friends. b. Sarah and Tony are in a relationship. c. Max knows Tony. 2. Personal answer. 9.6 Notice /æ/ and /eɪ/. M = Max S = Sarah M Hi Sarah. S Hi Max. What’s new? M Not much – you? S I’m waiting for Tony. Have you seen him? M Erm… no. S He’s always late these days and he never answers my calls. M He’s probably really busy at work. S Yeah, that must be it. I saw him with a woman from work earlier. They were probably talking about work. M Er… there’s something I want to ask you, Sarah. S What is it? What’s up?

B Tell sts to listen to part two to check if they were right. Play 9.7 and classcheck. Did anybody guess correctly? 9.7 Notice the silent letters. M Er... Sarah, what would you do if Tony cheated on you? S It depends. If I saw him with another person, I’d confront him. We’ve been dating for a year, so I think I know him. M What if a friend told you, what would you do? S If I didn’t know for sure, I’d ask him first. M Would you spy on him if you thought he liked someone else? S No, I wouldn’t. I’d trust him to tell me the truth if he wanted to date someone else. M I see…

S Why? Is there something you want to tell me? You’re his best friend. M No… I was just wondering.

C Ask sts to work in pairs and decide which options in sentences 1-6 are correct. Play 9.7 and classcheck. Does Sarah think Tony is cheating on her? 1. would – cheated 2. saw – ’d 3. told – would 4. didn’t – ’d 5. Would – thought 6. ’d – wanted Sarah does not think Tony is cheating on her.

Optional activity If time allows, allow sts to listen to and read the AS on p. 166 to check their answers.

D Tell sts to match sentences 1-3 to their correct ending in the Grammar box. Paircheck and classcheck. 1. If you were a bird, where would you fly to? 2. If you ate more vegetables, you wouldn’t get ill all the time. 3. If you won the lottery, would you give lots of cash to charity? Next, ask sts to circle the correct option in a-c. Classcheck. Draw their attention to the sentences to justify the rules.

a. The form is: if + past

would + infinitive.

b. Use it for situations that are impossible or unlikely to happen. c. The ‘if’ clause refers to an imaginary situation in the present or future. Focus on Common Mistakes . Elicit the explanation for the mistakes pointed out by matching the sentences to rules a-c in 5D.

Tip Draw sts’ attention to the use of commas in conditional sentences. If you begin with an if clause, you add a comma. Note, however, the order of clauses does not interfere with the meaning. Tell sts to go to the Grammar on p. 132. This could be assigned as homework or done in class if you feel sts need more guided practice before going to 5E and 5F. Focus on World of English . Remind sts they have already studied conditional sentences to talk about facts and probable situations in lesson 5.4 (p. 54). Ask them to work in pairs and write one or two sentences for each conditional type. Monitor and help if necessary. Elicit

143

650347 _ 0139-0149.indd 143

22/12/15 11:15

9.3

Zero conditional:

If you heat ice, it melts. If you eat too much, you put on weight. (present simple / present simple)

First conditional:

If John revises, he’ll pass his exams. Mary won’t be tired in the morning if she sleeps for eight hours a night. (present simple / will)

Second conditional:

Tip Encourage sts to pay special attention to the pronunciation of contracted forms, but do not correct sts at this stage. To further explore the use of the second conditional as something improbable or impossible, refer sts to the Song line at the top of p. 99.

Song line: I f I were a boy I think I could understand how it feels to love a girl. I swear I’d be a better man.

If I were the president, I’d invest more in education. Ana would find a better job if she were more qualified. (past simple / would)

Note Remind sts that in second conditional sentences, it’s correct to use were for third-person singular. Was is also possible.

E Ask sts to work individually and complete sentences 1-5 with the correct forms of the verbs in brackets. Play 9.8. Classcheck the answers, paying close attention to the intonation. 1. would – do – saw 2. flirted – would – say 3. didn’t like – would – do 4. would – do – started 5. started – would – feel

Lesson 9.4

answers and write two examples for each conditional (zero, first and second) on the board. Underline the verbs used and revise verb tenses. For example:

Song: ‘If I Were a Boy’ Artist: Beyoncé (USA) Year: 2008

6 Reading A Draw sts’ attention to the cartoon. What does it represent? If you have not already done so, teach the word jealousy. Play 9.9. Focus on the questionnaire. Tell sts to complete it individually and check the results. Monitor and help with vocabulary and / or pronunciation. Optional activity Ask sts to select two words in the

Weaker classes Draw the face of a girl (Tina) on the board and around it write a few phrases. For example:

questionnaire they do not know or are not sure how to pronounce. Elicit words and write them on the board. Check and drill pronunciation with the whole class. Alternatively, ask sts to check pronunciation in a paper or online dictionary.

1. be a millionaire 2. not have to work 3. travel around the world 4. visit many interesting places 5. probably meet many interesting people too

B Organise sts in small groups and ask them to compare their results in the quiz. Who agrees and who does not? Draw their attention to the speech bubbles as an example dialogue.

Ask sts to work in pairs and make sentences about Tina using the clues and following this model: ‘If Tina were a millionaire, she wouldn’t have to work. If she didn’t have to work…’ Encourage them to do the exercise orally. Next, tell sts to add one or two more sentences about Tina using the same pattern. Monitor the task and help if necessary.

MAKE IT PERSONAL Ask sts to work in small groups and

answer questions 1-5 in E. Have them decide on one answer for their group and share it with other groups in class. Draw sts’ attention to the speech bubble as an example.

Stronger classes Ask each group to prepare a ‘‘surprise’’ question related to the topic to ask another group. For instance, If someone cheated on you, would you forgive him / her? Ask the other group to justify their answers as well. Weaker classes Weaker sts will need more preparation time. However, this is a great opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

Tip Revise expressions used for agreeing / disagreeing, such as: I agree (with…) / I totally agree (with…) / I disagree (with…) / I don’t agree (with…) / I can’t agree (with…).

MAKE IT PERSONAL Have sts complete 1-3 and answer

the lesson title question. Who has the most original ideas? Elicit ideas from the whole class.

Cultural note In the social sciences, it is widely believed that feelings and attitudes related to jealousy vary across cultures and over time. Different cultural backgrounds can influence the situations that trigger jealousy and the way in which it is expressed. If you have a mixed group in terms of age, gender and cultural background, it might be worth reading about the topic.

Workbook p. 46 ID Online Portal Grammar p. 132

144

650347 _ 0139-0149.indd 144

22/12/15 11:15

9.4

Do you like to perform in front of people? Lesson 9.4

Lesson Aims: Sts learn to speculate about people, situations and objects using may, might, could, must, can’t + be. They also learn to read for specific information. Function Talking about performing and performers. Expressing probability.

Language I wouldn’t want to be a clown. He may be tired. It can’t be an orange because of the texture. Digital songs don’t sound as good as old LPs.

Reading for specific information (scanning). Vocabulary: Suffixes -er, -ian, -or for professions. Grammar: Probability: may, might, could, must, can’t + be. Before the lesson: Write the title of the lesson on the board; bring a variety of photos for speculation.

Warm-up Books closed presentation. Before the lesson, write the title question Do you like to perform in front of people? on the board. Draw sts’ attention to the question written on the board. Ask them what kind of activity they like to perform. Elicit answers.

-er

-ian

-or actor

other

performer

musician

athlete

dancer

magician

clown

skater

comedian

gymnast

singer

7 Vocabulary: Performers A Books open. Draw sts’ attention to the photos. Tell them to work in pairs and say what the people in each photo do. Classcheck, but do not write answers on the board. Tell sts to listen to the dialogue between two friends and say which different types of performers are mentioned. Who would the friends like to be? Play 9.10 and classcheck. Do not write answers on the board yet. They mention ten types of performers: an actor, a singer, a musician, an athlete, a dancer, a gymnast, a skater, a comedian, a magician, a clown. The woman would like to be an actor, a singer, a musician, a gymnast or a skater. The man would like to be a comedian or a magician.

Other possible performers to be added: -er lion tamer

-or sculptor

other acrobat

drummer tight-rope walker

C MAKE IT PERSONAL Ask sts to work in pairs and answer the questions in the exercise orally. Draw their attention to the speech bubble as an example. Encourage sts to justify their answers.

8 Grammar: Probability – may, might, could, must, can’t + be

9.10 Notice the schwa sound /ə/. M = man W = woman M If you could be any kind of performer, what would you be? W Hmm… I don’t know, maybe an actor or a singer? Or a musician? M Really? But you don’t play any instruments and you can’t sing! W Yeah, but, er, I can dream! M I see you as an athlete or a dancer. You’re so sporty. W Er, you think so? Really? Maybe I’d like to be a gymnast or a skater, something like that. M Uh-huh. Yeah, I can see that. Er, erm, well, er, I’d like to be a comedian or a magician. W Really? What about a clown? M Ha ha ha ha! What! What are you saying? W Just that you’re funny and you make me laugh!

B Ask sts: What do we call a person who plans weddings? Focus on the use of suffix -er for planner. Draw sts’ attention to the suffixes in the table. Tell them to listen to the dialogue again and write the names of the performers under the correct suffix. Replay 9.10 and paircheck. Classcheck and drill pronunciation. Ask sts to add more performers to the list.

A Ask sts to work in pairs. Tell them to look at the cartoon and say what they think is happening and who the people are. Elicit a few answers. Tell sts to listen to the dialogue, in which two people are speculating about the man, and match the deductions to the reasons. Review both lists with the whole class. Play 9.11 and paircheck. 1. He’s a celebrity. – He’s handsome. 2. He’s an athlete. – He’s wearing a sport shirt. 3. He’s not an athlete. – He’s thin. 4. He’s a dancer. – He’s graceful. 5. He’s not a dancer. – His legs are thin. 6. He’s a comedian. – He’s making his date laugh. 9.11 Notice the silent letters. M = man W = woman M Look! Who’s that over there? W No idea, but he must be a celebrity – he’s so handsome. M He might be an athlete – he’s wearing a sport shirt. W He can’t be an athlete – look how thin he is. M Some athletes are thin! He may be a dancer; he’s very graceful.

145

650347 _ 0139-0149.indd 145

22/12/15 11:15

9.4

B Ask sts: Which verb is used in all deductions sentences? Write the grammar Probability – may, might, could, must, can’t + be on the board. Tell sts to listen to the dialogue again and mark which modal is used in sentences 1-6. Paircheck. Replay 9.11 for sts to confirm their answers. Classcheck. Write the answers on the board and drill the pronunciation. 1. He must be a celebrity. – He’s so handsome. 2. He might be an athlete. – He’s wearing a sport shirt.

3 [ Someone painting with a paintbrush.] 4 [Someone dropping a coin on a hard floor.] Draw sts’ attention to the Song line at the top of p. 101. Tell them that it was first recorded in 1974, but in 1999 another version was performed by Elvis Costello as the theme song of the film Notting Hill.

Song line: S he may be the beauty or the beast. May be the famine or the feast. May turn each day into a heaven or a hell.

Lesson 9.5

W He can’t be a dancer – look how skinny his legs are. M He must be a comedian – look how his date is laughing! W Well, whoever he is, let’s order quickly, or we won’t get the special of the day!

Song: ‘She’ Singer: Charles Aznavour (France) Year: 1974

3. He can’t be an athlete. – Look how thin he is. 4. He may be a dancer. – He’s very graceful. 5. He can’t be a dancer. – Look how skinny his legs are. 6. He must be a comedian. – Look how his date is laughing!

Weaker classes Classcheck and write sts’ sentences on the board (even if they are not correct) before they listen to 9.11 to confirm their answers. Stronger classes Ask sts to work in pairs and speculate about the girl in the picture. Monitor the activity and correct if necessary.

C Focus on World of English . Ask sts to read the information and complete the Grammar box. Paircheck and classcheck. Ask sts to work in pairs and produce one more sentence for each different verb. Elicit the answers and write them on the board.

If you’re...

9 Reading A Draw sts’ attention to the photos. Does anyone in class know these celebrities? Tell them to read the text quickly and answer questions 1-3. Do not allow sts much time (one minute is enough) as the aim here is to find specific information. Do not deal with vocabulary yet. Play 9.13. 1. They are 14.

2. Shia is an actor. Frankie is a racing driver and a musician.

3. W hen they were young, Frankie won the Young Star Award, beating Shia. The newspapers compared Shia to Frankie so Shia became jealous.

s o f

sure that it’s true, use must be.

Note You can find more information on Frankie Muniz at , on Shia LaBeouf at and on the gossip industry at . Accessed on 11th June 2014.

not sure that it’s true, use could be or may be or might be.

B Ask sts to read the text in more detail and complete

sure that it’s not true, use can’t be. Read Common Mistakes with the whole class. Focus on the use of the modal verbs. Elicit why the sentences are incorrect.

Frankie Muniz 29 in 2015

29 in 2015

TV series in 2000

Malcolm in the Middle

Even Stevens

D If you brought extra photos to class (as suggested in

Award in 2000

Young Star Award

nothing

Current job

not acting

acting

9.12 1 [Someone eating an apple.] 2 [Someone breaking a biscuit, eating noises.]

o p

Shia Labeouf

Age now

1. An apple. 2. A biscuit. 3. A paintbrush. 4. A coin.

the table. Paircheck. Play 9.13 to classcheck and clarify vocabulary. Which actors do sts like best?

Tell sts to go to the Grammar on p. 132. This could be assigned as homework or done in class if you feel sts need more guided practice before 8D.

‘Before the lesson’), show them to sts. Ask them: Who / What’s this? Is this a famous actor / some kind of food / an animal?, etc. Draw sts’ attention to the photos in 8D. Ask them to work in pairs and speculate about the photos. Focus on the speech bubbles as an example dialogue. Elicit some answers. Tell sts to listen to 9.12 for more information and confirm their answers.

C MAKE IT PERSONAL Ask sts to work in pairs or small groups. Tell them to answer the questions about celebrity gossip. Focus on the speech bubble as an example dialogue. Elicit a few answers. Were there any similar answers among sts?

Workbook p. 47 ID Online Portal Grammar p. 132

146

650347 _ 0139-0149.indd 146

s w f

22/12/15 11:15

9.5

How do you get on with your siblings? / If you had no money, what would you do? Lesson 9.5

Lesson Aims: Sts consolidate the functions of giving advice and identifying reasons when talking about family relationships. Function Language Identifying reasons. I’m the youngest. I got everything I wanted. Giving advice. Why don’t you talk to your teacher? Vocabulary: Expressions to give advice (If I were you, I’d…; Why don’t you…?). Grammar: Second conditional.

Warm-up Revise or, if you have not covered them all yet, present the final 16 picture words for the last eight consonant sounds of British English. Tell sts to turn to p. 155, cover the words and, in pairs / small groups, say the two picture words for each sound for the last two horizontal lines. Give them a minute to see how many they know / remember. Monitor, Online Portal praise and help as necessary. Play AS from for sts to listen and check their answers. Ask How many did you get right? and deal with any questions. Highlight the symbols / sounds that are easier for sts and ask them to add one more example for each. Elicit or provide extra examples for those sounds that are more difficult for them.

First-born (3+)

Middle children (3)

Skills: Identifying reasons A Books open. Focus on the title of the lesson. Teach get

Only children (1) independent

intelligent

sociable

friendly

responsible

adaptable

sociable

mature

relaxed

charming irresponsible

aggressive Other nonadjective descriptors:

Other nonadjective descriptors:

a natural leader

good at negotiating

get bored easily have selfconfidence

Tip Fast finishers can revise the 16 pairs of picture words for the other consonant sounds, the vowels and diphthongs.

Youngest children (3+)

Note Sts may come up with non-adjective answers in C. We recommend that you accept these, but you may want to point out that they are verb or noun phrases. Optional activity Use the recording for shadow reading, i.e.,

on with and sibling. Ask sts to answer the question orally in pairs. Briefly elicit a few comments.

play the track and have sts read one or two paragraphs aloud at the same time. This kind of exercise can help them improve their fluency and intonation.

B Read paragraph titles 1-5 with the whole class. Tell sts to read the text individually and match the titles to the correct paragraph. Play 9.14. Paircheck and classcheck. Clarify vocabulary if necessary.

4–5–2–1–3

MAKE IT PERSONAL Ask sts to work in groups according

to their birth order: Group 1 – First-born Group 2 – Middle children Group 3 – Youngest children

Tip To help sts focus only on relevant information, you may allow them to check the meaning of only one or two words in each paragraph. Ask them to underline the unknown words in each paragraph they cannot guess from context. Encourage sts to ask a partner if he / she knows the meaning before asking you. If necessary, allow them to use a dictionary.

C Tell sts to re-read the text and identify the adjectives to complete the table. Paircheck and classcheck by writing adjectives on the board. Drill pronunciation with the whole class and individual sts, paying close attention to stressed syllables.

650347 _ 0139-0149.indd 147

Group 4 – Only children Tell them to say if they agree with the article or not. Next, tell sts to mix groups and share opinions. Draw their attention to the speech bubbles as an example dialogue.

Tip Remember that this kind of exercise provides a great opportunity for sts to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

e Tell sts to listen to the audio and write the birth order of Michael and David. What’s wrong with Michael? Play 9.15. Paircheck and classcheck.

147

22/12/15 11:15

9.5 Michael is older than David. Michael is jealous of his brother. 9.15 Notice /f/, /θ/ and /ð/. J = Jane M = Michael J What’s the matter, Michael? M Er… nothing. J Come on – I know you pretty well. What’s wrong? M Well, it’s dumb really. You know my brother, David? J Of course. He’s your only brother and he’s a doctor, right? M Yeah, that’s right. And I’m a teacher... J What about him? M Well, he just got a promotion and he bought a new car. J That’s great! M Yeah, it is, except that I can’t help feeling jealous. I want a new car and I can’t afford one, because my job doesn’t pay as well as his! J I see… Is he older or younger than you? M He’s younger – I should be the one who makes more money and who buys a new car first! J It’s perfectly natural for you to feel jealous of your brother, especially because you’re older than him, but really, is it that important? M I suppose it’s just a car. J Yes, and think about all the stress he has in his job and the long hours he works. M You’re right – I never wanted to be a doctor. J You see! You like your job, right? And you have a really nice life. M That’s true… J Come on. Let’s go for a walk! M If I had a new car, I would take you out somewhere really nice. J You don’t need a new car!

F MAKE IT PERSONAL Tell sts to listen to the audio again and, in pairs, give some advice to Michael, David and Jane. in Action – Elicit a few answers. This will be the link for Giving advice. in Action: Giving advice

9.16 Notice sentence stress and weak forms. S = son Mo = mom F = father D = daughter M = man W = woman 1 S I’m really bored. Mo Why don’t you go to the park? S That’s a good idea. I’ll call Mike. 2 W I’m so fed up with my boss. He always makes me stay late. M If I were you, I’d talk to him and, er, explain that it’s not fair. W Thanks for the suggestion, but, er, you don’t know my boss. I’m not sure that’s the best thing to do. 3 M I feel hot and dizzy. W You should go home and go to bed. You shouldn’t be at a party. M You’re right. I’m going home. 4 M I’m trying really hard, but, gee, it’s so difficult to find a job. W What about phoning my brother? He has a building company and he might know of a job. M Hey! Thanks for the tip. I hadn’t thought of that. 5 D I’m failing maths. F You’d better start working harder or you won’t get into uni. D Yeah, I know. Read Common Mistakes to the class. Explain that: You’d better = You had better If I were you = If I were in your shoes If I were her = if I were in her shoes

B Tell sts to listen to dialogues 1-5 and complete the sentences. Pause after each dialogue so as to give sts some time to write their answers. Paircheck. Tell sts to listen again to confirm their answers and to decide which examples sound like suggestions / advice and orders. What differentiates them? Classcheck. 1. Why don’t you – idea (suggestion) 2. were – talk – Thanks (advice) 3. should – shouldn’t – right (order)

A Write Giving advice on the board. Remind sts that advice

4. What about – Thanks (suggestion)

is uncountable in English. Focus on the title of the lesson and elicit a few answers on the board. Ask sts to work in pairs, look at sentences 1-5 and try to match them with a piece of advice. Tell them to listen to the audio to confirm their answers. Play 9.16 and classcheck.

5. ’d better – know (order)

1. I’m really bored. – Go to the park. 2. My boss makes me stay late. – Talk to him. 3. I feel hot and dizzy. – Go home and go to bed. 4. I can’t find a job. – Phone my brother. 5. I’m failing maths. – Work harder.

Read World of English aloud with sts to briefly illustrate the subjunctive. Explain that this is one of the very few cases where we use the subjunctive in English. It is important to reinforce that the sentence If I was you, I’d… is increasingly being used in informal conversations.

Optional activity Ask sts to practise saying the dialogues in pairs. If possible, ask them to record their answers using a smartphone and listen to the recording later to check their pronunciation / intonation.

148

650347 _ 0139-0149.indd 148

22/12/15 11:15

9.5

C Draw sts’ attention to the photos. Ask them to work in pairs and think of possible advice to give the man and the woman. Remind sts to write the advice in note form. Have sts swap partners and role-play both situations. Draw their attention to the speech bubbles as an example. Stronger classes Ask sts to think of two other situations in which they need some advice and role-play them with a partner.

D MAKE IT PERSONAL Organise sts in groups of four. St A: explains a problem (or the problem of somebody they know). Look at the problem box for ideas. Sts B, C and D give st A some advice. Have sts swap roles so as everybody in the group has a chance to play A.

Optional activity If time allows, ask groups to perform one conversation for the whole class.

Workbook p. 48 Phrase Bank p. 68 ID Online Portal Grammar p. 132 ID Café Video p. 148 Writing Bank p. 153

Tip Allow enough time for this activity. Weaker sts will need more preparation time, but do not allow them to write their lines. This is an excellent opportunity for them to practise the target language in a less controlled way. Do not correct sts while they are talking. If necessary, write down mistakes and correct them later.

149

650347 _ 0139-0149.indd 149

22/12/15 11:15

10 Unit overview: The main topics of unit 10 are causes and symptoms of stress, lifestyle changes, money, the Internet, and social media. Sts learn how to use the prefixes ‘under-’ / ‘over-’ and the relative pronouns ‘who’ / ‘which’ / ‘that’. Sts also learn to use ‘how’ + adj / adv questions, and revise the use of ‘one’ / ‘ones.’ They learn to describe photos, people and things; talk about attitudes towards learning English and discuss strategies for reading faster.

Are you under much pressure right now? Lesson 10.1

Lesson Aims: Sts learn how to talk about causes and symptoms of stress and ways of relieving it. They expand their vocabulary by forming new adjectives with under- and over-, and they also listen to specific information. Function Talking about causes and symptoms of stress.

Language I have a lot of pressure to succeed. For me, it’s lack of sleep. I’m often online late at night, so I feel really tired the next day and it’s difficult to study. Listening about ways of relieving stress. I play loud music and dance for ten minutes. Vocabulary: Lack of and prefixes over- / under- as in overworked and underpaid.

Warm-up Books closed presentation. Draw a cloud on the board and write STRESS in the centre. Ask sts to work in pairs and write as many words related to stress they can think of. Give them no more than one minute and tell them to share their list with another student. Elicit answers and write them on the board. Drill pronunciation of words that might be new to most sts, or words you believe they will have problems with.

1 Vocabulary: Causes and symptoms of stress A Books open. Draw sts’ attention to the unit title and to the photos. What do they represent? Ask sts to match the problems to photos a-h. Remind sts that there are eight photos but nine options in the list. Paircheck and tell sts to find seven /k/ and four /ʃ/ sounds in the survey. Play 10.1 and classcheck. Drill pronunciation of problems, paying special attention to the stressed syllables and to the /k/ and /ʃ/ sounds. (d) poor diet (h) multitasking (b) financial problems (f) pressure to succeed (a) deadlines (e) looking after a child (g) a lack of sleep (c) a lack of exercise /k/: relaxation, multitasking, succeed, causes, looking, lack, exercise. /ʃ/: meditation, relaxation, financial, pressure. 10.1 Notice /p/ and /b/. We are all stressed, and modern life causes a lot of it. Here are some of the biggest stressors in life: poor diet, multitasking, financial problems, pressure to succeed, deadlines, looking after a child, a lack of sleep, and a lack of exercise. We’re going out on the street to find out more…

B Tell sts to listen to eight people talking about their biggest stressor and then to number their problems, 1-8, in 1A. Note that other is not included. Play 10.2. Paircheck and classcheck. poor diet (5) multitasking (8) financial problems (4) pressure to succeed (3) deadlines (1) looking after a child (2) a lack of sleep (6) a lack of exercise (7)

10.2 Notice /v/, /b/ and have to = /hæftə/. Int = interviewer W = woman M = man Int Hello! I’m conducting a survey for the Institute for Meditation and Relaxation. Have you got time to answer a question for me? What’s the biggest stressor for you in your daily life? 1 W1 Hmmm... Well, in general, I would say that I’ve always got so much work – my boss always gives me deadlines – I have to start and finish things with very little time. In fact, I have to do a report by the end of today, so, sorry, I have to go. 2 M1 My kids – I have two children – I love them, don’t get me wrong, but it’s just so hard looking after them all the time. I never get a break! Melissa! Stop that! 3 W2 It would have to be school – there’s so much pressure to succeed – we have exams all the time and I need to do well to get into university. 4 M2 Er... well, I never seem to have enough money. I have a job, but I’m overworked and underpaid, and I’m at uni too and by the end of the month I have no money and I have to pay for things with my credit card. 5 W3 Food and eating is the biggest problem for me – I haven’t got time to eat well and so I eat fast, easy food and this is a really poor diet – I don’t eat well when I’m stressed, then I get ill. 6 M3 Lack of sleep – when I don’t sleep well, I get worried about not sleeping and that stops me from sleeping and then I get more stressed. Then, when I do sleep, I oversleep! I’m late for my lesson, so I have to go. 7 W4 I really need to exercise every day to get energy, but I’m always so tired when I get home at night that I just drop in front of the TV and I’ve got no energy, so lack of exercise is my biggest problem. 8 M4 OK, great, thanks, talk to you later, bye... So, I try to do so many things at the same time, I’m answering the phone and writing emails and reading a report all at the same time. Multitasking is really stressful! Excuse me… This is John Maley.

150

650347 _ 0150-0163.indd 150

22/12/15 11:25

10.1 Optional activity Tell sts to close their books and write down all the problems in 1A they can remember in one minute. Tell them to work with a partner and compare lists. Open books again and check spelling. Monitor and correct pronunciation if necessary.

C Ask sts to read the list of comments 1-8. Replay 10.2 and tell them to match the speakers to the right problems. Paircheck. Replay 10.2 if necessary and classcheck. (7) has got no energy in the evenings (1) has to finish a piece of work today (5) gets ill when she’s stressed out (2) never has any time off (6) is anxious about the problem (3) has to do exams (4) uses credit to buy things (8) has to do many things at the same time Focus on Common Mistakes . Read both sentences with the whole class. Explain that we say pay for things, but say pay somebody. For instance, You pay for a coffee, but You pay the waiter. Elicit one or two other examples. Make sure you include pay the bill.

D Ask sts if they remember what prefixes and suffixes are. What do we use them for? Read World of English with the whole class. Highlight the fact that we use over- and under- with adjectives and adverbs, but that we use a lack of with nouns. Tell sts to complete the sentences. Paircheck and classcheck. Drill pronunciation of words with prefixes. Ask sts to work with a new partner and ask each other the questions. Encourage them to expand on their answers. Were there any surprises? 1. lack of 2. under 3. over / lack of 4. over 5. over

Optional activity Ask sts to work in pairs or groups of three to find two more words with under- and over- as prefixes. Classcheck and add them to the list. Tell sts to ask two questions of the partner(s) using these words.

E MAKE IT PERSONAL Go back to the problems in 1A and draw attention to the word other and brainstorm other causes of stress, e.g. crime, violence, heavy traffic and health problems. Tell sts to tick the problems they have. Ask them to work in small groups and share / compare their answers with partners. Draw sts’ attention to the speech bubbles as an example dialogue. Have them find other sts with one similar problem and two different ones. If necessary, mingle groups. Monitor, but do not correct sts at this stage. Write down mistakes and correct them later if necessary. Weaker classes Weaker sts tend to be shyer and speak less, so you may ask them to work in pairs or in groups of three to minimise this problem. Stronger classes Tell sts they can add different problems to the list. Have them decide who is the most stressed person in their group.

Note There are several factors which can cause stress and there are endless articles and websites on the topic. According to the website Stress and Relaxation, the five main causes of stress are financial and relationship problems, the workplace, health and several irritants, such as commuting, lack of sleep, no time to relax, among others. Source: . Accessed on 11th June 2014. Refer sts to the Song line at the top of p. 105 and see if they are familiar with / like the song. Then, ask them what people usually do when they are under a lot of pressure. This can be the link to the next listening activity.

Song line: P ressure, pushing down on me, pressing down on you, no man ask for. Under pressure. Song: ‘Under Pressure’ Band: Queen (UK) Year: 1981

2 Listening A Ask sts: What do people do to relieve stress? Review the list with the whole class. Tell sts to listen to the woman and tick the three things she does to relieve stress. Play 10.3. Paircheck and ask sts why the woman does not do the other things. If necessary, replay 10.3 and classcheck. She plans her time, drinks alcohol and breathes deeply. She doesn’t do the other things because she doesn’t have time and she is worried about work. 10.3. Notice /j/ and /r/. S = Suzanne T = Tony T What are you doing, Suzanne? S I took part in a survey today about stress and they gave me this questionnaire to answer online. T Well, you certainly are stressed. S What do I usually do to relieve stress? T Well, you sometimes have a beer. S Or two! But I never take medicines – I don’t think that’s a good idea. T And you certainly don’t eat and sleep well – you’re losing weight and you go to bed late and you get up early. S I know. Some people put on weight when they’re stressed – not me! T And you don’t sleep much. S Well, I can’t sleep because I’m so worried about my work and so I get up to work. T I know! You don’t need to tell me – you wake me up all the time! S Sorry! Let’s see… I haven’t got much choice in my deadlines – my boss decides those and she’s strict, but I do try to plan carefully so that I’ve got enough time to do things. T What about exercise? Are you doing enough exercise? S Exercise? I haven’t got time to exercise! – and besides, I’m too tired. T Suzanne, it’s easy to relax. Just breathe deeply and meditate. Ommmmmmmm.

151

650347 _ 0150-0163.indd 151

22/12/15 11:25

10.1

B Tell sts to review sentences 1-6 and clarify vocabulary / pronunciation if necessary. Ask them to listen to the woman again and mark if the sentences are true (T) or false (F). Play 10.3 and paircheck. Replay the audio if necessary and classcheck. 1. F 2. T 3. F 4. F 5. F 6. T

Tip Intensive listening can be very challenging, especially

C Ask sts to work in pairs and discuss what they would do if they were the woman or the man. Have them swap roles. Elicit a few answers. Optional activity Direct sts to the AS on pp. 166-167. Play

Lesson 10.2

S W ell, I took that yoga class last year, but I had to stop because I had so much work! I try to stop and take deep breaths when I get stressed out at work, but I don’t meditate. I haven't... T I know… You haven't got time. Hmmm… It seems like there are more things you could do. S Yeah, maybe I’ll contact the institute later and find out about their classes. But when will I have time? T I’ll come with you – I need to learn to relax more too! Listening to you talking about your stress is making me stressed!

10.3 while they are reading the script. You may also listen to the audio and read the audio script at the same time to draw sts’ attention to vocabulary and pronunciation.

D MAKE IT PERSONAL Ask sts to list six things they do to cope with stress. Tell them to work in pairs or in groups of three in order to compare their lists. Draw sts’ attention to the speech bubbles as an example. Can they find someone whose list is almost the same? Workbook p. 49 ID Online Portal Grammar p. 134

for weaker classes. In order to help sts, you can ask them to read the questions carefully and anticipate the answers. This strategy can lower their anxiety and help sts have a better understanding of the situation.

152

650347 _ 0150-0163.indd 152

22/12/15 11:25

10.2

Would you like to change anything in your life? Lesson 10.2

Lesson Aims: Sts learn to talk about lifestyle changes and describe photos using the relative pronouns who, which, that. Function Talking about lifestyle changes. Listening and talking about holiday photos.

Language He needs to eat better. We stayed in this hotel which was 30 minutes from the beach! Are you the person who works here? Vocabulary: Words and collocations related to lifestyle changes (eat less salt, drink less, exercise more, give up smoking, lose weight, etc). Grammar: Relative pronouns (that, which and who). Before the lesson: a) Bring a piece of relaxing music to class. b) Ask sts to bring photos of their holiday activities. Bring photos of tourist destinations and famous people to class for sts who do not have any photos to show.

Warm-up Play relaxing music for sts and after 20-30 seconds ask them what the music reminds them of. Elicit the topics of the previous lesson (stress, meditation, relaxation) and write the vocabulary they remembered on the board. Tip If you cannot bring music to class, elicit the topics of the previous lesson and words related to it. Then, write the words on the board.

3 Vocabulary: Lifestyle changes A Focus on the heading of the leaflet. Elicit the meaning of turn around. Draw sts’ attention to the pictures and to the words / expressions in the box. Tell them to work in pairs and discuss what changes people in the brochure need to make in their lives. Remind them to use the ideas in the box and also their own ideas. Draw sts’ attention to the speech bubble as an example.

Tip This is a great opportunity to teach / revise vocabulary. Add collocations / words such as gain weight, put on weight, give up smoking, workaholic, shopaholic, etc as well as words and expressions sts may come up with.

B Ask sts to read the testimonials and decide who wrote them. Paircheck and tell them to justify their answers. Play 10.4 and clarify vocabulary and pronunciation. MyVeryBest is the woman. The text clues are ‘... better than the doughnut that I usually eat at the office!’, ‘I finished all the things that I had to do today...’. BeginAgain is the man. The text clues are ‘Started my new job today...’, ‘... time to smoke a cigarette!’, ‘... only watched TV for an hour!’.

Stronger classes Use the task as a listening exercise. Tell sts to cover the text and listen to 10.4 to decide who wrote each text. Paircheck and let them read the text to confirm their answers. Clarify vocabulary and pronunciation.

C Tell sts to re-read the texts and tick which changes people made in 3A. Paircheck and classcheck.

1. E at better, get a new job, spend more time with friends and family, watch less TV, cycle or walk to work, relax in the traffic. 2. E at better, exercise more, get more sleep, organise and plan time, work from home.

Optional activity Ask sts to write down two sentences about each person in the brochure saying what those people changed and how the changes improved their lives. This is a way of helping sts memorise vocabulary.

D MAKE IT PERSONAL Tell sts to work in pairs or small groups and answer the questions. Remind them to justify their answers. Draw sts’ attention to the speech bubble as an example. Avoid interrupting and correcting sts at this stage. If necessary, write down mistakes and correct them later. Optional activity Ask sts to report to another classmate, either in written or spoken form, what his / her partner said. For instance, Arlo said he’d like to work from home because this would give him more time with his family. Monitor and help them if necessary. To wrap up the topic of making changes, read the Song line at the top of p. 107 with sts and ask them if they agree with the lyrics.

Song line: Y ou can change your friends, your place in life. You can change your mind. We can change... Song: ‘Can’t Stop Lovin’ You’ Band: Van Halen (USA) Year: 1995

4 Grammar: Relative pronouns A Explore the photos. What do they show? Tell sts to listen to a man talking about his holiday and number the photos a-f in order from 1-6. Play 10.5 and paircheck. Replay 10.5 if necessary and classcheck. a. 5 b. 3 c. 1 d. 6 e. 2 f. 4

153

650347 _ 0150-0163.indd 153

22/12/15 11:25

10.2

B Tell sts they are going to listen to the man again and then complete statements 1-5. Next, have sts match each statement to the correct photo. Ask them to read 1-5 first and then tell which photo was not mentioned. Play 10.5. Paircheck. 1. This is the hotel that was on the website. (picture c) 2. T his is the swimming pool which was right outside our room. (picture e) 3. T his is the lifeguard who told us to get out of the water. (picture b) 4. This is the bar which was next to the pool. (picture a) 5. T hese are some of the birds which were flying around outside. (picture d) Picture f is not mentioned.

Tip Ask sts to work in pairs and try to anticipate / remember the answers. Encouraging sts to predict answers can help lower their anxiety in listening tasks. Optional activity Have sts repeat the sentences after you. Pay attention to sentence stress. Write the following sentences on the board: Jack Nicholson is an American actor. He won three Oscars for acting. She said a word. I didn’t hear it. Help sts to join both sentences: Jack Nicholson is an American actor who / that won three Oscars for acting. She said a word which / that I didn’t hear. Focus on the Grammar box Relative Pronouns: That / Which / Who. Tell sts to look at 1-5 in 4B and complete the rules. Elicit answers and write them on the board. Ask sts to add one more example sentence for each rule.

Use: who for people, which for animals or things and that for people, animals or things. Other possible examples: Do you know the girl who is talking to Tom?

Lesson 10.3

10.5 Notice the long and short pauses. P = Patrick M = Molly P Look! This is the hotel that was on the website. M Wow! It’s right on the beach. Cool. Is that where you stayed? P No, when we got there they said it wasn’t ready yet. So we stayed in this hotel, which was 30 minutes from the beach! M Oh! Was the hotel nice at least? P Yeah, it was great. This is the swimming pool, which was right outside our room. M It looks awesome! P And this is the lifeguard who told us to get out of the water because there was a storm coming. M Wow! That was exciting. P Yes, there was thunder and lightning for about half an hour and lots of rain. This is the bar, which was next to the pool. We watched the storm from there. M That sounds like fun. P Yeah. Look these are some of the birds which were flying around outside. M You sure do take a lot of photos! P I know! Do you want to see some more? M Ugh!... Is that the time? Maybe, you can show me later.

This is the car which I told you about yesterday. The bag that contained the money was a green bag. Draw sts’ attention to Common Mistakes and ask them to do the Grammar exercises on p. 135.

Tip The Grammar exercises could be assigned for homework or done in class if you feel sts need more guided practice before 4C and 4D.

Stronger classes Note that in this lesson the focus is only on relative pronouns who / which / that. You may also introduce where / whose. However, avoid introducing non-defining relative clauses at this point.

C Write the following sentence on the board: Is there anyone in class has two dogs? (or any other question you find more appropriate). Tell sts to complete the sentence. Ask them at random until you find someone who answers affirmatively. Tell them to complete sentences 1-3. Paircheck. Classcheck and drill sentences with the whole class, paying special attention to intonation and linking. Tell sts to stand up and ask the questions to their classmates. Who can get the answers first? Draw sts’ attention to the speech bubbles as an example dialogue. 1. who 2. who 3. which

Optional activity Ask sts to add two more questions and ask their classmates. Read World of English to show how and when the pronoun can be omitted. Write some examples on the board: That’s the guy. The guy sold me my car. = That’s the guy who / that sold me my car. Who refers to the subject, therefore it cannot be omitted. That’s the girl. I talked to the girl yesterday. = That’s the girl (who / that) I talked to yesterday. Who refers to the object, therefore it can be omitted.

D MAKE IT PERSONAL Ask sts to work in pairs. Tell them to show their photos to each other and to try to identify the main people and / or things. Have them swap roles. Draw sts’ attention to the speech bubbles as an example. Who has the most interesting photo? Weaker classes Model one or two examples with the whole class as weaker sts benefit from modelling. Do not correct sts at this stage. If necessary, write down mistakes and correct them later. Workbook p. 50 ID Online Portal Grammar p. 134

154

650347 _ 0150-0163.indd 154

22/12/15 11:25

10.3

What’s your attitude towards money? Lesson 10.3

Lesson Aims: Sts read, listen to and talk about people’s attitudes towards money and alternative lifestyles. Function Language Talking about attitudes towards money. Most people need to work to get money to live. Talking about alternative lifestyles. I’d never take anything out of someone’s bin. Reading and listening about attitudes towards money and She has no possessions, no place to live and no way to buy alternative lifestyles. the things she needs. Vocabulary: Words related to money (e.g. afford, cost, earn, pay, save, spend, win, waste, etc) and lifestyle (e.g. anti-consumerist, conventional economy, minimal consumption of resources, etc).

Warm-up Books closed. Write one of the sentences of the song on the board (e.g. Money it’s a crime / Share it fairly, but don’t take a slice of my pie.). Ask sts to turn to a partner and say if they understand the statement and if they agree with it. Song line: oney, it’s a crime. Share it fairly, M but don’t take a slice of my pie. Money, so they say... Song: ‘Money’ Band: Pink Floyd (UK) Year: 1973

5 Reading A Draw sts’ attention to the photo of a film, the lesson title and the Song line on p. 109. Ask sts to discuss in pairs what they think the film is about. If you have not already done so, teach / revise price tag. Point to the speech bubble as an example dialogue. Elicit answers. B Draw sts’ attention to the three possible titles of the film. Tell them to read the text in one minute and decide which title is the best one. Play 10.6. Do not deal with vocabulary at this stage. Paircheck and classcheck. Living without Money

C Now, tell sts to read the text in more detail and answer true (T), false (F), or not mentioned (N). Paircheck. Play 10.6 to classcheck and clarify vocabulary. 1. F 2. T 3. T 4. F 5. N 6. F

Optional activity Write the following on the board: … gave away all of her things (line 2) … on the move (line 5) In addition to (lines 5-6) … based on (line 7) … to convey the message (lines 10-11)

speech bubbles as an example dialogue. Ask sts if they see Heidemarie as a parasite or as an inspiration.

Tip List / Elicit other ways of giving an opinion and write them on the board: I guess, I think, In my opinion, I believe, etc.

6 Vocabulary: Money A Ask sts to look at the dialogue and complete it with the correct form of the verb. Paircheck. Play 10.7 to classcheck. Tell sts to repeat the dialogue and then practise it in pairs. Have them swap roles. afford win earn pay for waste costs spend save 10.7 A = Amy M = Mark A I need a new phone, but I can’t afford one. M Why don’t you enter the raffle? It’s only $20 and the first prize is a new iPhone. You might win. A That’s too much! I don’t earn much money at my job and I have to pay for all my school books. I don’t want to waste my money on raffle tickets. M Just trying to help! I know that it costs a lot being a student nowadays. Come on! Let’s go out and get a pizza. I just found $20 – let’s spend it! A You should save the money!... Or give it to me!

Stronger classes Challenge sts to present the dialogue to the class or to another pair. Optional activity Although all the verbs in exercise 6A are in the present form, you may want sts to revise past and past participle forms. Draw sts’ attention to the verbs in the box. Which are regular and which are irregular? Draw a grid on the board similar to the following one: Infinitive

Past

Participle

Then ask sts to paraphrase these expressions.

D MAKE IT PERSONAL Have sts form pairs and ask if they would like to see the film. Tell them it is important they justify their answers. Draw sts’ attention to the 155

650347 _ 0150-0163.indd 155

22/12/15 11:25

10.3 Tell sts to check the list of verbs and write their past and participle forms. Paircheck and confirm their answers with the list of irregular verbs on pp. 136-137. Did they get all the verbs correct? Drill pronunciation. Infinitive

Past

Participle

can afford

could afford

could have afforded*

cost

earn

earned

pay

paid

save

saved

spend

spent

waste

wasted

win

won

Note: *afford is used with can and it means be able to pay for (something).

Read Common Mistakes aloud with the whole class and elicit possible explanations. For instance: Earn money, as opposed to win money, suggests deserve. It may be used to talk about money obtained through work. Note that gain is not used to talk about money. The collocation make money is also very common, especially when talking about profit obtained in deals. Remind sts that money is uncountable and therefore it does not have a plural form. Also, tell them that you use yet in negative statements. Use this opportunity to remind sts you pay for things, as studied in lesson 10.1.

B Ask sts: What would you do if you were Amy? Draw sts’ attention to the speech bubbles and tell them to share opinions in pairs. Sts have to come up with two pieces of advice to Amy. Elicit answers. C MAKE IT PERSONAL Organise sts in groups of three. Draw their attention to the title of the quiz. Tell them to review statements 1-7 and find out who is most similar to / different to them in the group. Draw sts’ attention to the speech bubbles as an example. Tip Encourage sts to express and justify and / or explain their opinions as fully as they can.

7 Listening A Write FREEGAN on the board. Ask sts if they are familiar with this word. Tell them to listen to find out what a freegan is. Draw sts’ attention to options 1-3. Play 10.8 and classcheck.

A freegan is a person who tries not to buy things. 10.8 Freeganism involves salvaging discarded food, clothing and furniture from dumpsters behind shops or other people’s rubbish bins or skips. A freegan is someone who is strongly

anti-consumerist. They live an alternative lifestyle based on limited participation in the mainstream economy, and minimal consumption of resources. Freegans are strong believers in community. They dislike conventional materialistic society.

B Focus on the word freegan and word phrases in the box. Check meaning and pronunciation with the whole class. Tell sts to watch / listen to the track again and number the words / phrases in order, 1-6. Play 10.8. Paircheck and classcheck. 1. freeganism 2. anti-consumerist 3. alternative lifestyle 4. limited participation 5. mainstream economy 6. minimal consumption of resources

C Tell sts to read statements 1-4. Which do they think is true? Ask them to listen to find out. Play 10.9. Paircheck and classcheck. 1. F 2. F 3. F 4. T 10.9 Notice the sentence stress. P = presenter T = Tim P I’m here with Tim, an avid supporter of freeganism. Tim, tell us a little bit about your freegan activities. T Hi. Well, in terms of food items I find behind the local shops, I stick to things still in their packaging, like bagels or a bag of doughnuts or things like that. If fresh bakery stuff doesn’t get sold by the end of the day, it just gets binned. I draw the line at rotten vegetables or a dirty mattress from someone else’s bed. P What else do you find for free? T Oh, you’d be amazed at what people throw away. I’ve found lampshades, printers, clothes– P Hang on a minute. Doesn’t it worry you what kind of person might have been wearing those clothes? They might have had a disease, or spilled something vile and revolting on it. They must have discarded it for a reason! T If I find anything made of fabric, like this hat and sweatshirt I’m wearing, I take it home in a plastic bag – reusable, of course – and boil-wash it before I wear it. That kills any germs! And if it comes out of the wash torn or stained, I give it to charity... things like that get recycled as rags or made into something else. I could do that myself if I wasn’t so busy... that’s the next step. P Tim, thank you. So how about you? What would you take out of the rubbish and bring home, if anything? Is there a freegan in you?

D Now, tell sts to listen to an interview with a freegan and choose the best answer for statements 1-3. Play 10.9 again and paircheck. Replay 10.9 if necessary and classcheck. 1. won’t 2. doesn’t 3. excited Read World of English . Brainstorm some techniques or strategies that may help improve sts’ listening skills. These can include: anticipation of answers, paying attention to intonation, inferring, identifying cognates. Write sts’ suggestions on the board.

156

650347 _ 0150-0163.indd 156

22/12/15 11:25

10.3

E MAKE IT PERSONAL Organise sts in pairs or groups of three. Tell them to decide which items from the list they would definitely (D), maybe (M) or no way (N) take home from the rubbish. Review the list with the whole class and make sure they are familiar with all the words and their pronunciation. Ask sts to share and explain / justify their opinions. Draw sts’ attention to the speech bubble as an example. Weaker classes Weaker sts will need more support and thinking

Workbook p. 51 ID Online Portal Grammar p. 134

time to justify their answers. Do one or two examples with the whole class to make sure they understand what they have to do. Do not correct sts at this stage as the focus is on getting their message across. However, help and monitor them if necessary.

157

650347 _ 0150-0163.indd 157

22/12/15 11:25

10.4

How often do you check your Facebook page? Lesson 10.4

Lesson Aims: Sts revise verb tenses, questions and the use of how + adj / how + adv forms. They also learn common abbreviations used in social media and instant messages. Function Asking and answering personal questions. Listening for specific information.

Language Where do you live now? How long have you lived there? I was looking at my old school photos and I realised that we haven’t had a reunion for ages.

Vocabulary: Abbreviations used in Cyber English . Grammar: Questions review; one / ones; How + adj / How + adv. Before the lesson: Print or draw a Facebook logo and attach it to the board.

Warm-up Turn to pp. 154-155 and revise the complete pronunciation chart. Organise sts in groups / teams. Allow them five to seven minutes to cover the words and write down all 80 illustrated examples; there are two per sound. When time is up, tell sts to uncover the list at the bottom and check. They score one point for remembering the word, and two if they do so with the correct spelling. Which group / team is the winner? Tip These picture words are throughout English

2 and are well worth memorising for both form and spelling. Where appropriate, other possible common spellings for each sound are illustrated below the chart.

8 Listening

It’s Nicki Mitchell (present simple) I was in the class of 2004 (past simple) I was looking at my old school photos (past continuous) I realized (past simple) we haven’t had a reunion for ages (present perfect) There are several people (present simple) I haven’t seen for years (present perfect) we used to have a lot of fun together (past simple) remember? (present simple) Do you know what happened to Kyle Rodriguez? (present simple / past simple) I’d like to find him (conditional) I know you two (present simple)

A Draw sts’ attention to the Facebook logo on the board

were friends (past simple)

and to the title of the lesson. Tell sts to answer the question in pairs. Are they on Facebook? If so, what do they use Facebook for? Books open. Explore the photo. What does it show? Ask sts if they still see their old school friends. Elicit answers.

I’ll put this info on Facebook too (will – future)

B Tell sts they are going to do a dictation in which they will listen to the message and write as much as they can. Remind them of the listening strategies mentioned in lesson 10.3. Play 10.10. Pause so as to give sts enough time to write. Paircheck. Replay 10.10. Tell sts to check the AS on p. 167. How much did they get correct? 10.10 Notice the intonation. Hi, it’s Nicki Mitchell and I was in the class of 2004. I was looking at my old school photos and I realised that we haven’t had a reunion for ages. There are several people I haven’t seen for years and we used to have a lot of fun together – remember? Do you know what happened to Kyle Rodriguez? I’d like to find him and I know you two were friends. Anyway, the reunion’s going to be at Pete’s Pizza on Friday night. I’ll put this info on Facebook too, so please reply there if you can come. Can’t wait to see you. Bye!

C Ask sts to underline the verbs in the message and identify all the verb tenses. Paircheck. Write sentences on the board and check with the whole class. What helped them identify the verb tenses?

158

650347 _ 0150-0163.indd 158

the reunion’s going to be at Pete’s Pizza on Friday night (going to – future) so please reply there if you can come (zero conditional) Can’t wait to see you. (present simple)

Tip Some sts may have difficulty remembering the names of the verb tenses. In this case, ask them to first identify if the sentence is about the past, the future, or the present. Direct them to the Grammar on pp. 134-135. Identifying verb tenses is a useful resource for self-study.

D MAKE IT PERSONAL Read the instructions aloud with the whole class. Draw sts’ attention to the speech bubbles as an example dialogue. Make sure they explain / justify their answers. Remember this is a great opportunity for sts to use language in a less controlled and more realistic way. Therefore, avoid correcting and interrupting them at this stage. If necessary, write down mistakes and correct them later.

9 Grammar: Questions – Review Focus on Common Mistakes . Tell sts to work in pairs, look at the sentences and justify corrections. Elicit explanations. Which verb tenses are used?

22/12/15 11:25

10.4

A Draw sts’ attention to the picture. Ask them: Who are the people? Where are they? What are they doing? Tell them to listen to the dialogue between Nicki and Kyle and 10.11

complete the table. Is Kyle going to the reunion? Play and ask sts to complete the table. Paircheck. Replay

10.11

if necessary and classcheck.

Name

Kyle

Nicki

Mindy

Marital Status married

married

divorced

Children

two

two (twins)

10.11 K = Kyle N = Nicki K Hi Nicki! Great to see you. When did we last see each other? N About ten years ago – when we finished sixth form. It was so cool to find you on Facebook and great that you could meet me. How are you? K Good – how about you? Are you married? N Yeah, I’m married with two kids. Giles is five and Scott is three. Erm… I married Richard Respini. K No way! That’s er... wonderful. N Have you got kids? K Yes, my wife Jessica and I had twins last year. N That’s fantastic! K Yeah… so how many people do you still see from school? N About 50 maybe. We have reunions in a pizza restaurant in the city centre. K Oh yeah? Which restaurant is it? N Pete’s Pizza – they do great food. Would you like to come to the next one? K Yeah, I love their pizza! How often are the reunions? N About every six months or so. The last one was a lot of fun. Your ex, Mindy, was there. K Really? N Yeah, did you know she divorced her husband? K No! That’s terrible. Did they have kids? N No, no kids, but I don’t know much about it. You can find out all about it at the reunion.

B Draw sts’ attention to the

R box. Tell them to complete

the rules with what or which. Classcheck and ask sts to add one more example question for each.

What fruit do you like? Which apple would you like? The red one or the green one? One more example question for each one (possible answers): 1. What is your favourite dessert? 2. Which flavour do you prefer? Strawberry or chocolate?

Tip Some sts tend to misspell which. Remind them that all question words (except for how) begin with wh. This will help them memorise the correct spelling. Tell sts to go to Grammar on p. 134. This could be assigned as homework or done in class if you feel sts need more guided practice.

650347 _ 0150-0163.indd 159

C Write these words on the board: you / school / finish / when / primary. Ask sts to help you make a complete question and write it on the board (When did you finish primary school?). Tell them to look at prompts 1-6 and do the same. Paircheck. Play 10.11 and classcheck. Drill pronunciation, paying special attention to intonation. 1. When did we last see each other? 2. Are you married? 3. Have you got kids? 4. How many people do you still see from school? 5. Which restaurant is it? 6. How often are the reunions?

Weaker classes Ask sts to go to AS 10.11 on p. 167 and shadow read the conversation between Nicki and Kyle. Shadow reading can help sts with pronunciation and intonation, as well as build confidence.

Stronger classes Ask sts to pretend they are Nicki and Kyle and to role-play the conversation. Tell them they can invent their own answers. Optional activity Ask sts to work in pairs and add two more questions to the conversation between Nicki and Kyle. How would they answer the questions? Possible answers: Nicki

What are your kids’ names? Their names are...

Kyle

When is the next reunion? It will be in....

D Tell sts that now that they are reaching the end of the course, they will answer a questionnaire to decide who in class has the most positive attitude towards learning English. Ask them to complete questions 1-6. Classcheck. Tell sts to work in pairs and ask the questions to each other. Who has the best attitude towards learning English? 1. When 2. How often 3. Did 4. How often 5. Are 6. How much

Tip Do not worry about sts making mistakes when answering the questions. The focus is on getting their message across, so encourage them to do so. If necessary, write down mistakes and correct them later. Read the Song line at the top of p. 111 with sts and ask them if they like it. See if they agree with the idea that a friend is someone who is always there for you.

Song line: I ’ll be there for you. When the rain starts to pour. I’ll be there for you. Like I’ve been there before. I’ll be there for you. Song: ‘I’ll Be There for You’ Band: The Rembrandts (USA) Year: 1995

159

22/12/15 11:25

10.4 question stress

Draw sts’ attention to the questions in the box. Ask: What’s different about them? Focus on Cyber English and ask them to match the abbreviations to the full forms. Paircheck and classcheck.

u – you ur – your r u – are you u r – you are

3. How long ago did you start learning English? 4. How much time do you spend studying or working? 5. How long have you lived in your current town? 6. How many people have you met online?

Tip If sts are very experienced with the Internet, they will

Lesson 10.5

10 Pronunciation: How + adj / adv

probably know other abbreviations. Ask them to add them to the list. Share lists with the whole class. Write new abbreviations on the board and leave them until the lesson finishes, if possible.

2 – to

B Have sts form pairs and tell them to ask the questions in

4 – for

10A to each other. Encourage them to give complete answers.

nyc – New York City bill – Bill gr8 – great

A Tell sts to rewrite the questions in the box in standard English. Play 10.12 to classcheck and drill pronunciation. What are the stressed words? 10.12 Notice the stress. 1 Hey, it’s great to see you! What’s new? 2 How often do you check Facebook? 3 How long ago did you start learning English? 4 How much time do you spend studying or working? 5 How long have you lived in your current town? 6 How many people have you met online? 1. Hey! It’s great to see you! What’s new? 2. How often do you check Facebook?

MAKE IT PERSONAL Organise sts in pairs. Give each

pair a sheet of paper. Read the instructions with the whole class and draw their attention to the example dialogue. Tell sts they are not allowed to talk, but only to write their messages. Encourage the use of abbreviations in Cyber English and the ones they added to the list. If time allows, tell sts to perform the conversation (or part of it) as a dialogue.

Tip Monitor and help if necessary, but avoid correcting sts while they are chatting. This is a great opportunity for them to practise the target language in a less controlled way. If necessary, write down mistakes and correct them later.

Workbook p. 52 ID Online Portal Grammar p. 134

160

650347 _ 0150-0163.indd 160

22/12/15 11:25

10.5

Do you enjoy reading in English? / Are you similar to most of your friends? Lesson 10.5

Lesson Aims: Sts consolidate the abilities of reading faster and learn to describe people and objects. Function Learning and discussing strategies for reading faster. Describing people and things.

Language I tried to read the text in a minute, but the first time I only read half of it. These are my friends Louise and Allie. Louise is the blond one. They’re the ones who always organise parties for me.

Vocabulary: Contestants, vicious circle, improve. Grammar: One / ones. Before the lesson: a) Sts will need a stopwatch (in their mobile phones, for instance) for exercise B in b) Bring copies of a text with about 400 words.

Warm-up Books closed presentation. Write the following on the board:

Skills.

Tip 2 Make sure you do not interrupt sts while they are reading so as not to spoil the first part of the activity.

D_ Y_ _ EN _ _ _ READ _ _ _ I _ ENG _ _ _ _?

Ask sts to work in pairs and try to guess the question. Give them only one minute, then ask them to open their books to check with the title of the lesson.

Skills: Reading faster A Books open. Ask sts to work in pairs and answer the question: What is the difference between reading in your language and reading in English? Elicit answers. Draw sts’ attention to the speech bubbles as an example. Write a few answers in note form on the board. B Draw sts’ attention to the diagram about reading. Ask sts: Are you a fast reader or a slow reader? Tell sts they are going to check how long it takes them to read the article. Ask them to get their stopwatch ready and start reading when you say Go. Remind sts they are not allowed to check vocabulary at this stage. Tell them to write down how long it took to finish and compare their results with a partner. Next, ask sts to read in more detail and complete the table. Play 10.13. Paircheck and classcheck.

Reading speed Average child

200 wpm

Average adult

250-300 wpm

World champion speed reader 1000-1200 wpm An excellent reader

500-800 wpm

A second language reader

100 wpm

Tip 1 Writing instructions in note form on the board may help sts understand more easily what they have to do. In this exercise, instructions would look like this: 1. Get your stop watch ready. 2. Only start reading when the teacher says Go. 3. Check how long it took you and write it down. 4. Read text in more detail and complete the table. 5. Check with a partner. 6. Check vocabulary.

C Read World of English in a minute. Ask sts: Do you follow any of the tips mentioned? Which ones? D Have sts form pairs and ask them to talk about their attitude towards reading. Tell them to justify / explain their answers. Ask sts: Do you like reading in your language? Do you like reading in English? Draw their attention to the speech bubble as an example. Tip Tell sts to compare their answers to C as well. Optional activity Ask sts to work with another partner and report what their partners said. For example: Mario said he likes reading biographies in Italian, and he reads the simplified versions in English. He said it helps him improve his vocabulary.

E Tell sts they are going to listen to Dr Marshall and complete his tips for reading better. Review the statements with the whole class. Play 10.14 and paircheck. Replay 10.14 if necessary and classcheck. 1. one – four 2. two 3. 100 – 30 4. 200 – minute 10.14 Notice /ʌ/, /uː/ and /ɜː/. P = presenter Dr = Dr Marshall P We’ve all heard about speed reading, and in these times we all want to save some time. Dr Samuel Marshall is a speed reading expert and he is here to give us some tips on how to improve our reading speed and our understanding of what we read. Dr Well, the first thing you can do is to give yourself one minute to read an article – it’s better if it’s an article that you are interested in – and see how far you get. This will give you an idea of how fast you read. Then, start again and read for one minute. Do this four times and try to read further each time you read the same article.

161

650347 _ 0150-0163.indd 161

22/12/15 11:25

10.5 P A nd you’ll find that you read further each time you read, correct? Dr Yes, it’s easier to read and understand something the second time you read it, so you should read faster each time you read. OK, second strategy to try. Read the same short article of 200 words as many times as you can in two minutes. P And what will happen? Dr You should find that each time you read the article, you should read it faster, so if it takes you one minute the first time, it should take you half a minute the second time and then less the third time. Next strategy, if you’re in a class, you can all try to read at the same speed. If you have a 100-word text and you want to read at 200 words per minute, the class has just thirty seconds to read the article. P So, you’re all trying to read at the same speed? Dr That’s right. And a final strategy to try. Choose your own reading pace and time yourself. For example if you want to read at 200 words per minute, divide the text into 200word chunks and mark every 200 words. Have the alarm go off every minute and see where you are in the text. P Thanks, Dr Marshall. I’m certainly going to try out a few of these ideas.

M Who’s Rich? W3 You know. He’s the guy who rented the office on the fourth floor. M Oh yeah. Which one is he? The guy with the glasses? W3 Yeah, the one without a beard. The one who has a moustache. 2 W1 Have you seen my keys? W2 Oh, not again. Are they the ones over there? W1 No, those are Jake’s. Mine are the small ones with a big key ring. 3

G Which is your dog? B He’s wearing a collar. G The black one or the brown one? B The brown one that’s in the middle.

4 C I’d like to try that jacket, please. SA Sure. Which one? The green one? C No, the grey one with green on it.

B Remind sts of the use of one / ones studied in lesson 10.4. Ask them to read World of English and to circle the best

MAKE IT PERSONAL Organise sts in groups of three.

Give out the copies of a text you brought to class. Tell sts to choose and try one of the strategies suggested by Dr Marshall. Does it help them read faster? Tell them to share their views with their partners. Draw sts’ attention to the speech bubble as an example. Encourage them to justify their answers. Monitor, but do not correct sts at this stage. Write down mistakes and correct them later if necessary.

Weaker classes Choose a text with cognates and about a topic which will be familiar to sts. This will activate their previous knowledge and help them read better. Stronger classes Select a text from English 3 or a text more challenging than those sts are used to reading. The challenge of identifying unknown words is likely to motivate them.

options in 1 and 2. Paircheck. Play

10.16 to classcheck.

Replay the track and have sts repeat the dialogues. Pay close attention to the intonation.

1. B jacket – one

2. B ones

A grey one

A ones

10.16 1 A I’d like to try that jacket, please. B Sure. Which one? The green one? A No, the grey one with green on it. 2 A Have you seen my keys? B Oh, not again. Are they the ones over there? A No, those are Jake’s. Mine are the small ones with a big key ring. Read Common Mistakes . Elicit an explanation of corrections

Tip If you have a heterogenous group of students in terms of age, choose different kinds of text. If sts are interested in the topic, they will be more motivated to read.

from the whole class.

C Tell sts to work in pairs and role-play the other two dialogues. Play

10.17 for sts compare their dialogues

to the originals.

in Action: Describing people and things A Books open. Focus on the photos. Ask sts to list what items they see and write them on the board. Tell sts to listen to 10.15 and tick the items they hear. Paircheck and classcheck.

1. men on left 2. keys on right 3. dog in middle 4. jacket on bottom row, second from left 10.15 C = customer SA = shop assistant M = man W = woman G = girl B = boy 1 W3 Oh look, there’s Rich.

10.17 1 W3 Oh look, there’s Rich. M Who’s Rich? W3 You know. He’s the guy who rented the office on the fourth floor. M Oh yeah. Which one is he? The guy with the glasses? W3 Yeah, the one without a beard. The one who has a moustache. 2 G Which is your dog? B He’s wearing a collar. G The black one or the brown one? B The brown one that’s in the middle.

162

650347 _ 0150-0163.indd 162

22/12/15 11:25

10.5 Optional activity Ask sts to choose one of the dialogues and record it using a mobile phone. Tell them to listen to their recording and check pronunciation.

MAKE IT PERSONAL Tell sts they are going to play two

games: ‘Mine Is / Mine Are’ and ‘Phone Photos’. Organise them in groups. Read the instructions aloud. Tell them to place their objects on the floor or a desk for activity 1 and select the photos they want to show for activity 2. Draw sts’ attention to the speech bubbles as an example dialogue.

Tip If you have a large group, organise them into smaller groups of five or six sts for the first activity and in pairs or groups of three for the second activity.

Workbook p. 53 Phrase Bank p. 68 ID Online Portal Grammar p. 134 ID Café Video p. 147

163

650347 _ 0150-0163.indd 163

22/12/15 11:25

Review 6 Units 9-10 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 9 and 10. St A asks ‘Can you give me eight words connected with weddings?’ and st B answers. Tell sts to focus on the pronunciation of the words. There are some techniques to practise vocabulary mentioned on p. 12 of the introduction section about working with the picture dictionary. You can select whichever best suits the needs of your class. Page 94

9 words connected with weddings

Page 97

the stages of Jon’s relationship

Page 100

6 types of performers

Page 104

8 causes of stress

Page 107

the description of 6 holiday photos

Page 155

the 8 pairs of picture words in lines 5 and 6 of the consonants chart

Personal answers.

C MAKE IT PERSONAL Tell sts to work in groups of three and answer questions a-d. Draw sts’ attention to the speech bubble as an example dialogue. Monitor the activity, but avoid correcting sts. If necessary, write down mistakes and correct them later. Personal answers. MAKE IT PERSONAL Ask sts to look at the sentence starters

and make a conditional chain. Draw their attention to the example. Allow sts two minutes. Who can make the longest chain? Elicit answers and make the necessary corrections.

Personal answers.

E Ask sts to match 1-5 with a-e. Paircheck. Play and classcheck. 1. c 2. e 3. b 4. a 5. d R6.1 1 A Look! They’re holding hands. B Hmm. They must be dating now. 2 C Zara’s very late. D She might be stuck on the bus. 3 E What’s in this package? F It can’t be a pair of socks. It’s too heavy.

G Who’s that guy? H It could be Kim’s son. He looks like Kim. I Look! The money’s gone! J There must be a thief in the room.

F MAKE IT PERSONAL Ask sts to complete 1-5 individually. Tell them to compare their answers with a partner. Do they have similar answers? Do their answers reflect their attitude towards money? Draw sts’ attention to the speech bubble as an example. Elicit comments. Personal answers.

B Ask sts to work in pairs and decide which -ed / -ing adjectives apply to the photos. Can they both agree? Elicit answers.

4 5

G Ask sts to remain in pairs. Tell them they are going to play ‘Describe it, but don’t say it’. Read the instructions aloud with the whole class. Exemplify one word / phrase to make sure sts understand what they are supposed to do. Stronger classes Tell sts to refer to the picture dictionary mentioned in A in Reviews 1-6 to make the task more challenging.

Weaker classes Tell sts to refer to the picture dictionary mentioned in A in Review 1, then in Review 2 and so forth. This will narrow the scope and make the exercise easier. Tip Make sure you allow enough time for this exercise. Stronger sts tend to speak more, so consider allowing them extra minutes if you feel the activity is motivating. Avoid correcting at this stage. Remind sts this is an excellent opportunity for them to practise the language in a less controlled way. If necessary, write down mistakes and correct them later.

H Common Mistakes Ask sts to work individually and correct mistakes in sentences 1-10. Notice that there are sentences with more than one mistake. Paircheck. Tell sts to refer to units 9 and 10 for the right answer. Classcheck. How many did they get right? 1. At first, I wasn’t interested in the film, but the final part was exciting.

R6.1

2. If I knew John, I would talk to him. 3. What would you do if you saw your best friend with your ex-girlfriend? 4. She must be hungry, because she hasn’t eaten anything today. 5. You’d / had better do your homework. 6. My boss made me stay late at work. 7. That’s the car (which / that) I bought last week. 8. People who do sport have got a lot of pressure to win. 9. My brother earns a lot of money, but he wastes it on stupid things. 10. Could you pass me my coat? No, not that one, the blue one.

164

650347 _ 0164-0165.indd 164

22/12/15 11:18

Skills Practice A Tell sts to work in pairs. They will listen to two or three sentences at a time and summarise what they can remember. Play 10.6 from unit 10. Next, direct sts to the AS on p. 108 to confirm their answers. B Tell sts to read the text on siblings and answer true (T) or false (F) for statements 1-5. Paircheck and classcheck. What’s their relationship with their siblings like? Elicit answers. 1. T 2. T 3. F (It can start before.) 4. T 5. T

C Tell sts to listen to the first part of a radio show and say what the caller’s problem is. Play R6.2 and classcheck. What advice will the specialist give her? Elicit answers. 2. Her partner gets jealous easily. R6.2 P = presenter C = Carla B = Dr Brayman P Now for our next caller. Carla, you’re through to Dr Brayman. C Hello, Dr Brayman. B Hi, Carla. What’s your question? C It’s kind of hard to talk about, but my question is about jealousy. My partner, Jack, phones me all the time to find out where I am and what I’m doing.

D Tell sts to listen to

R6.3 and write C (Carla), J (Jack) or B (both of them). Paircheck and classcheck. Replay R6.3 if necessary.

1. C 2. C 3. J 4. C 5. C 6. B R6.3 P = presenter C = Carla B = Dr Brayman B Well, Carla, this is a difficult problem, because most people who have a jealous partner make the problem worse. If a partner phones all the time, the natural thing to do is not to answer the phone calls and then you start to have secrets from your partner. Have you found that happening? C Yes, totally! I mean, sometimes, he rings me every hour, even when I’m at work! I don’t answer the phone, or I sometimes tell him that I’ve left my phone at home – anything so that I don’t have to answer his calls. B And I understand that, but this makes Jack more jealous and then he rings you even more and you have to find other ways not to take his calls and you start to become more and more secretive, right? C That’s right, so what would you do, Dr Brayman?

B The best way to deal with a jealous partner is to talk about where the jealousy is coming from. Your partner feels jealous because he’s afraid of losing you. Try talking to him about his fears and worries. Tell him that you love him and that you aren’t going to leave him. Tell him that his jealousy is having a negative effect on your relationship. But at the same time you need to build his self-esteem and confidence. C I see. So you think I should talk to him instead of ignoring his phone calls? B Yes, but remember that he’s not going to change from one day to the next. A problem like this will take months and even years, so you also need to decide if you want to take this time. If your partner agreed, I would recommend that you both go and talk to an expert. C Yeah, maybe he would go to a counsellor. I’ll try it. Thanks, Dr Brayman. B Good luck, Carla. P And our next caller is on line two…

MAKE IT PERSONAL Ask sts to work in pairs or groups of

three and say what they would do if they were Carla. Draw sts’ attention to the speech bubble as an example. If time allows, elicit a few answers.

F Tell sts to play ‘Problems!’. Read instructions aloud with the whole class. If necessary, model one example so that sts understand what they are supposed to do. Tip Make sure you allow enough time for sts to answer questions as fully as they can. Weaker sts will probably need more support, so encourage them to focus on getting their message across and to avoid worrying too much about making mistakes. If necessary, write down mistakes and correct them later.

G Organise sts in groups of three. Tell them to write the answers to the questions in note form. Next, ask them to confirm their answers in the book. Who can guess more? 1. Florida. 2. Obsessive fans. 3. Life in 30 years’ time. 4. Jon broke up with his girlfriend. 5. BeginAgain and MyVeryBest are people who have changed their lifestyles.

MAKE IT PERSONAL Question time! Organise sts in

pairs or in groups of three. Tell them to listen to the 12 lesson titles in units 9 and 10 and answer the questions orally. Refer them to p. 3, the contents page. Tell them to add at least two follow-up questions each turn. Draw sts’ attention to the speech bubbles as an example.

165

650347 _ 0164-0165.indd 165

22/12/15 11:18

ID Café UNIT 1 Old school Before watching A Draw sts’ attention to the expression ‘old school’ and explain it means ‘traditional’ and / or ‘old-fashioned’. Ask sts to work in pairs and look at the photo of Daniel and Lucy. Tell them to say what they think the characters are going to do. Elicit answers and write them in note form on the board. Possible answer: I think they are going to give a party.

B Draw sts’ attention to the table. Tell them to work on their own and tick the items that apply to them according to their personal preferences. C MAKE IT PERSONAL Tell sts to work in pairs or in groups of three and compare and justify their answers. Draw their attention to the speech bubbles as an example. Ask sts to report to the whole class who is more ‘old school’ in their pair or small group. While watching Tip You may ask your sts to watch the whole episode and do all the While watching exercises or do the exercises one by one, depending on how strong your group is. Make sure you do not play the scenes too many times as sts may lose interest in the story.

A Review 1-3 with the whole class and tell sts to mark the best answer a-c. Paircheck. Make sure they understand the word ‘evites’ (electronic invitations or invites). 1. c 2. b 3. a

Optional activity Play the first 30 seconds of the video and ask sts to decide what Daniel and Lucy are going to do from the ideas discussed in Before watching.

B Tell sts to read statements 1-7 and try to remember if they are true (T) or false (F). Paircheck and classcheck. 1. T 2. T 3. F 4. T 5. F 6. T 7. T

C Ask sts to work in pairs and complete the statements with will / won’t or be + going to. Classcheck.

1. are / going to 2. are going to 3. will 4. will 5. will / won’t

D Tell sts to work in pairs and try to remember what were the correct words for statements 1-4. Classcheck. 1. should 2. can’t 3. should 4. can

After watching A Ask sts to complete statements 1-4 with need to, have to or want to. Paircheck and classcheck.

1. need to 2. want to 3. wants to 4. doesn’t have to

B Ask sts to review the items and decide which ones are important when they are planning a party. Optional activity Instead of ticking, ask sts to number the items in order of importance, 1 being the most important and 8 being the least important.

C Role-play! Organise sts in pairs. Tell them to use the list in B to plan their own party by choosing which things are more important and who is going to do what. Encourage sts to use expressions to give opinions (I think; I guess), to agree (I think you’re right; I like your suggestion) and disagree (I don’t think so; Actually, I’d rather…).

UNIT 2 Nature boy & natural woman Before watching A Ask sts to tick the activities that have a negative impact on the planet. Paircheck and classcheck. destroying rain forests / using too much energy / wasting paper

MAKE IT PERSONAL Tell sts to work in pairs or in

groups of three and say if they do anything to help the environment now that they did not do in the past. Draw their attention to the speech bubbles as an example.

While watching Tip You may ask your sts to watch the whole episode and do all of these exercises in blocks or one by one, depending on how strong your group is. Don’t play the scenes too many times as sts may lose interest in the story.

A Remind sts that the video captions are in American English so they will see different spellings like ‘percent’ and ‘realize’. Tell sts to watch the scene, then read statements and decide if they are true (T) or false (F). Paircheck and classcheck. 1. F 2. T 3. F 4. T 5. T

B Ask sts to number events, 1-6, in the correct order. Paircheck and classcheck. 5 1 4 6 3 2

C Tell sts to choose the best option 1-4. Paircheck and classcheck. 3

D Ask sts to choose the best option 1-3. Paircheck and classcheck. 2

166

650347 _ 0166-0172.indd 166

22/12/15 11:27

ID Café E Tell sts to tick all the options that apply to Daniel’s show. Paircheck and classcheck. animals / birds / the Earth

After watching A Ask sts to work in pairs and correct the mistakes in 1-3. Classcheck. 1. He was making some mistakes when he was recording himself. 2. Daniel was trying to record himself when he rang Lucy. 3. L ucy and Genevieve were talking about the party when Daniel rang.

B Tell sts to order the conversation between Lucy and Daniel. Paircheck. Next, ask them to complete the dialogue with the correct verb form. Classcheck.

(5) I was trying (try) to record myself and it was (be) a nightmare. I was wondering (wonder)... could (can) you help me out? (1) Hi, you got a minute? (6) And I was wondering (wonder) when you were gonna ask me. Don’t worry, it’ll be great! (2) Maybe. (3) Can I ask you something? (4) Sure.

C Role-play! Organise sts in pairs. Tell them st A is Daniel, who asks st B for help. Swap roles when they finish. Ask a few volunteers to present their dialogue to the whole class.

UNIT 3 Under the moon Before watching A Tell sts to look at the photo and tick the adjectives that describe how Andrea feels. Classcheck. sleepy tired not inspired

B Ask sts to work in pairs and tick what they think is important for a school project or a work project. Draw their attention to the speech bubble as an example. Elicit answers.

C MAKE IT PERSONAL Tell sts to work in pairs and ask if they have ever worked on a big project and what it was like. Draw their attention to the speech bubbles as an example. Encourage sts to give as many details of the project as possible. While watching Tip You may ask your sts to watch the whole episode and do all the While watching exercises in blocks or one by one, depending on how strong your group is. Make sure you do not play the scenes too many times as sts may lose interest in the story.

A Ask sts to check how many cups of coffee Andrea has drunk today. Remind them the captions are in American English so they will see different spellings like ’Mom’ and ‘traveled’.

four

B Ask sts to check what Andrea’s design project assignment is about. She has to create designs for places she has lived in.

C Ask sts to check how many more designs Andrea needs to create.

two

D Ask sts to check what Andrea says about her design for Mexico. It’s been difficult.

E Ask sts to check all the places August and Andrea mention they have lived. Australia Mexico City Paris Buenos Aires Montreal

F Tell sts to decide who says each of the statements 1-10, August, Andrea or Genevieve. 1. Andrea 2. Andrea 3. August 4. Andrea 5. August 6. Andrea 7. Andrea 8. August 9. Genevieve 10. August

After watching A Ask sts to complete statements 1-6 with the correct form of the verb in the brackets. Paircheck and classcheck. 1. had 2. done 3. been 4. seen 5. lived 6. thought

B Ask sts to complete statements 1-8 with has, have, ’s or ’ve. Paircheck and classcheck. 1. Have 2. ’ve 3. ’ve – ’ve 4. has 5. have 6. has 7. has 8. has

MAKE IT PERSONAL Organise sts in groups of three

or four and tell them to say if they have ever been homesick. Draw their attention to the speech bubble as an example.

UNIT 4 Animal instincts Before watching A Ask sts to work in pairs and explain in their own words what ‘instincts’ are. Elicit answers. B Review the list of jobs with the whole class. Tell them to rate each of them by stress, danger and difficulty. Compare in pairs / small groups. Are the answers similar? C Ask sts to match words 1-4 to the correct definitions. Classcheck. 2 1 4 3

167

650347 _ 0166-0172.indd 167

22/12/15 11:27

ID Café D

MAKE IT PERSONAL Tell sts to work in pairs and ask if

they ever wanted to work with animals when they were children. Remind them it is important to justify their answers. Draw their attention to the speech bubbles as an example.

MAKE IT PERSONAL Organise sts in pairs or in groups

of three. Read the instructions aloud with the whole class. Draw sts’ attention to the speech bubbles as an example. Encourage them to justify and exemplify their answers.

UNIT 5 Man and Cyberman!

While watching Tip You may ask your sts to watch the whole episode and do all the While watching exercises in blocks or one by one, depending on how strong your group is. Make sure you do not play the scenes too many times as sts may lose interest in the story.

B Draw sts’ attention to photos 1-4. Tell sts to match them with the correct word.

a tablet

B Tick the animal photos that Daniel showed to August. gecko goat horse rabbit

(3) Bruno (1) Hector (2) Gordon (4) Morris

D Ask sts to work in pairs and say as much as they can remember about Daniel and August. Draw their attention to the speech bubble as an example. Elicit answers. Optional activity Ask sts to write all the information they can remember about Daniel and August. Tell them to share their information with a partner and complete the missing details.

After watching A Ask sts to read statements 1-9 and answer true (T) or false (F). Paircheck and classcheck. 1. F 2. F 3. F 4. T 5. T 6. F 7. T 8. T 9. T

B Review sentences 1-5 with the whole class. Tell sts to complete the statements with the correct form of the adjective. Make sure they understand there is an extra one. Classcheck. 1. bigger 2. long 3. smartest – fastest 4. big 5. the best

C Tell sts to classify 1-6 into Breaking the news or Reacting to news. Paircheck and classcheck. Reacting to news 

2. That sounds amazing.



3. You won’t believe…



4. All right, check this out!



(3) to blot (2) a crow (4) a gig (1) a towel

C Match four of Daniel’s animals to their names.

1. Oh, it’s so cool.

A Draw sts’ attention to the photo. What do they think has happened? How does Rory feel about it? Elicit answers. I think…

A What does Daniel use to show the photos?

Breaking the news

Before watching

MAKE IT PERSONAL Tell sts to work in pairs and say

what ‘cyber’ means. Ask: Who’s your favourite superhero? What do you imagine Cyberman can do? Draw their attention to the speech bubble as an example. Elicit answers.

A Ask sts to complete the extracts 1-6. Paircheck and classcheck.

1. need to / don’t want to 2. have to 3. getting 4. need to 5. can 6. can

B Tell sts to read statements 1-5 and answer true (T) or false (F). Paircheck and classcheck. 1. T 2. F 3. F 4. T 5. F

C Ask sts to watch the scene again and complete statements with too, enough, too much or too many. Classcheck. 1. enough 2. too much 3. too many 4. enough 5. too

D MAKE IT PERSONAL Ask sts to work in pairs and answer the questions. Draw their attention to the speech bubbles as an example. Elicit answers. After watching

5. Bummer!



6. Tell me this is a joke.



A Ask sts to classify sentences 1-6 into zero or first conditional. Paircheck and classcheck.

168

650347 _ 0166-0172.indd 168

22/12/15 11:27

ID Café 0 1. If I don’t sleep enough, I sing like a crow.



2. If I have a website, I can get more people to come to the café.



3. If there’s someone who’s great at building websites, it’s you.



4. If I have a site, I can get more publicity.



1st

5. If he rearranges his schedule, he will be able to work on her website.



6. If I build Genevieve’s website too, I’ll have to stay up all night.



A Draw sts’ attention to the table and tell them to mark how August (A), Daniel (D) and Rory (R) feel about the sports. Remind sts that there may be more than one answer for each activity. Paircheck and classcheck. likes wall climbing

B Tell sts to match sentences 1-4 with an expression from the video. Classcheck.

using his muscles / strength

MAKE IT PERSONAL Organise sts in pairs or in small

groups and tell them to answer the questions in the exercise. Draw their attention to the speech bubbles as an example. If time allows, elicit answers from a few sts.

UNIT 6 Brains vs. brawn A Draw sts’ attention to the pictures and make sure they understand the difference between ‘brains’ and ‘brawn.’ Tell them to work in pairs and tick which sports require which. Compare answers with the whole class. Does everybody agree?

Personal answers. Here are some possible answers: boxing

Brawn 

chess



golf

 

skateboarding



skiing



soccer (football)



swimming

 

video games



MAKE IT PERSONAL Organise sts in pairs and tell them

to answer the questions orally. Draw their attention to the speech bubbles as an example. If time allows, elicit answers from a few groups.

A R

using his speed and accuracy

climbing quickly

winning at games

B Draw sts’ attention to the questions. Can they remember the correct answer? Paircheck. Play the scene again for sts to check their answers. C Ask sts to work in pairs and complete statements 1-7 with to + verb or verb + -ing. Classcheck. 1. defeating 2. to swing 3. playing 4. to try 5. playing 6. playing 7. to go

D MAKE IT PERSONAL Ask sts to work in pairs or in small groups and answer the questions. Draw their attention to the speech bubble as an example. Elicit answers. After watching A Ask sts to work in pairs and complete statements 1-5 with the correct form of the verb. Classcheck. 1. likes / loves 2. decide 3. doesn’t like 4. to climb 5. hate / don’t like

rock climbing / wall climbing

table tennis

1. He was champion for two years in a row. 2. table tennis

Before watching

Brains

A R

playing table tennis 2 4 3 1

hates

playing golf playing video games

is good at

B Draw sts’ attention to the table. Which expressions are used to agree to participate, and to react to someone’s victory? Paircheck and classcheck. Agreeing to participate You’re on!

Reacting to someone’s victory



Not again! I can’t believe this.



It’s luck. It’s gotta be pure luck.



I don’t know how he does it.



Great job!



OK… you win!



169

650347 _ 0166-0172.indd 169

22/12/15 11:27

ID Café C

MAKE IT PERSONAL Tell sts to work in pairs and talk

about an unexpected victory they have seen lately. Draw their attention to the speech bubbles as an example.

Before watching

4 2 5 1 3 9 7 6 8

A Draw sts’ attention to the photo. What’s happening? Elicit answers. B Organise sts in pairs or in groups of three. Allow them two or three minutes to note down as many films as they can remember for each genre. Which pair / group comes up with more examples?

Some possible answers: Horror

Optional activity Ask sts to work in pairs and try to number the sentences before watching the scene again. Then play the scene for sts to check.

UNIT 7 Soundtracks

Black & white

C Tell sts to watch the scene again and number the story, 1-9. Paircheck and classcheck.

Action

Romance

Comedy

Young Frankenstein

The ABC of Death

Schindler’s List

The Collection

Erased

Jack and Diane

Mental

The Best Years of Our Lives

The Texas Chainsaw Massacre

Gangster The Vow Squad

Quartet

Admission

C Draw sts’ attention to the words. Tell them to put the words in the correct column. Some may fit both columns. Paircheck and classcheck.

to edit scenes to record samples the soundtrack a shot a wrap

A Ask sts to complete sentences 1-5 using a present or past passive. Paircheck and classcheck. 1. was shot 2. is written 3. were matched up 4. were composed 5. finished

B Ask sts to change the present / past simple in sentences 1-5 to a present / past passive. Paircheck and classcheck. 1. Andrea and Paolo were stars in Lucy’s film.

Welcome A Royal to the Affair Punch

Film

After watching

Music an MP3 file to record samples a song

A Ask sts to watch the scene then number the phrases, 1-4, in the order they hear them and complete the sentences. Classcheck. (4) short notice (1) life-saver (2) no big deal (3) owe you one

B Draw sts’ attention to extracts 1-7. Tell sts to complete them using so, such or so much. Paircheck and classcheck. 1. so / such 2. so much 3. so 4. so much 5. so much 6. so 7. so much

2. Dramatic and classical music were chosen for the film. 3. Composer Danny Elfman is known for his great soundtracks. 4. Several samples of music were created for the film by Genevieve. 5. The script was written by Lucy and the film was shot by her too.

MAKE IT PERSONAL Ask sts to work in pairs or in

small groups in order to answer the questions. Draw their attention to the speech bubbles as an example.

UNIT 8 Back to your future Before watching A Draw sts’ attention to the photos. Tell them to work in pairs and check which activities they do or would like to do at a fair. Elicit answers. B

MAKE IT PERSONAL Ask sts to work in pairs or in small

groups and to answer the questions. Draw their attention to the speech bubble as an example. Elicit answers.

A Tell sts to watch the scene and write true (T) or false (F) for statements 1-9. Paircheck and classcheck. 1. T 2. F 3. T 4. F 5. F 6. T 7. T 8. T 9. F

170

650347 _ 0166-0172.indd 170

22/12/15 11:27

ID Café UNIT 9 Green-eyed monsters

B Tell sts to watch the scene again and tick all the sentences they hear. Paircheck and classcheck. Optional activity Ask sts to work in pairs and try to tick the sentences before watching the scene again. Then play the scene for sts to check. August is going to visit the World of Tomorrow exhibit. They are meeting for a cherry pie-eating contest at 2pm. August doesn’t like the pie-eating contest.

A Draw sts’ attention to the photo. Tell them to work in pairs and answer the questions. Elicit answers. Does everybody agree? B Tell sts to match 1-5 with the right definition. Paircheck and classcheck. 5 3 1 2 4

Daniel is going to Washington for an internship. The fortune-teller knows where Daniel’s going. Daniel doubts the fortune-teller because he’s a science guy. Lucy says she believes in the fortune-teller.

C Tell sts to work in pairs and complete sentences 1-8 with will or be + going to according to the video. Classcheck.

C MAKE IT PERSONAL Ask sts: Are you competitive? If so, how competitive are you? How do you usually react in competitive situations? Tell them to share their answers in pairs or in small groups. Draw their attention to the speech bubble as an example. Elicit answers from a few sts. While watching Tip You may ask your sts to watch the whole episode and do all the While watching exercises in blocks or one by one, depending on how strong your group is. Make sure you do not play the scenes too many times as sts may lose interest in the story.

1. I’m going to 2. going to 3. ’ll 4. ’ll 5. are going to 6. ’ll 7. will 8. ’ll

After watching A Ask sts to work in pairs and complete statements 1-5 with the present simple or present continuous. Classcheck.

1. is going 2. waits 3. is – thinking 4. is coming back 5. are – trying

B Draw sts’ attention to the table. Which expressions refer to the present and which refer to the future? Paircheck and classcheck. Now

Before watching

A future action

What are you guys going to see?



I’ll tag along with you if you don’t mind my company.



So we’re all gonna meet back here in, what, an hour or so?



A Remind sts the captions are in American English so they will see different spellings like ‘armor’. Tell them to watch the scene and write true (T) or false (F) for each statement. Paircheck and classcheck. T F T F T T T T

B Tell sts to complete statements 1-5 with the correct form of the verb. Play the scene again if necessary for sts to check. 1. knew – might 2. would – build 3. could 4. let – turn 5. want – do

C Tell sts to tick all the advice Daniel gives August and Rory. Classcheck. Optional activity Ask sts to work in pairs and try to tick the sentences before watching the scene again. Then play the scene for sts to check.

What are you thinking about doing this summer?



If you really want something, do whatever it takes.

You know I’m going to L.A., right?



Use your genius brain!

When are you coming back?



If you want to build muscles, go to the gym.

What do you want to do next?



Get some confidence.

Would you like to know your future?



Grow some backbone.

What are you trying to do?



Stop using Paolo as an excuse.

C MAKE IT PERSONAL Ask sts to work in pairs or in small groups in order to answer the questions. Draw their attention to the speech bubble as an example. Elicit answers.

D MAKE IT PERSONAL Ask sts to answer who their favourite and least favourite characters from Café video are and justify their answers. How do they think Café is going to end?

171

650347 _ 0166-0172.indd 171

22/12/15 11:27

ID Café After watching A Ask sts to work in pairs and complete statements 1-5 with the correct form of the adjectives given. Classcheck. 1. the worse 2. stronger – smarter – better 3. eyed 4. the coolest 5. shining

B Ask sts to work in pairs and complete statements 1-6 with the expressions in the box. Classcheck. 1. Grow some backbone 2. a knight in shining armour 3. Mind if I join you? 4. You’re all heart 5. Tell me if I’m crazy, but 6. Join the club

C Role-play! Ask sts to work in pairs and role-play a conversation that uses as many of the expressions from B as possible. Draw their attention to the speech bubbles as an example. Tell them to be prepared to present their conversation to the class. D

MAKE IT PERSONAL Ask sts to express their opinions and

say who are their favourite and least favourite characters from Café video. Tell them to justify their answers. Ask them to guess how Café is going to end. Have a brainstorm with the whole class or divide sts in small groups.

UNIT 10 The dog days of August Before watching A Draw sts’ attention to the photo. Tell them to work in pairs in order to answer the question. Elicit answers. Does everybody agree?

Possible answer: I think August is stressed and nervous about an interview for a scholarship.

B Tell sts to match words 1-8 to the correct definition. Paircheck and classcheck. 3 8 1 2 4 7 6 5

1. yourself 2. myself 3. itself 4. himself 5. herself

A Tell sts to watch the scene and complete the extracts. Paircheck and classcheck.

glad – tornado – happens – live – emergency – joke – nervous

B Tell sts to watch the scene again, then role-play a dialogue between Andrea and Lucy. Draw their attention to the speech bubbles as an example. Monitor and help if necessary. Tell sts to be prepared to present their dialogue.

After watching A Ask sts to work in pairs and try to remember if statements 1-6 are true (T) or false (F). Play the scene again if necessary and classcheck.

1. T 2. F 3. F 4. F 5. T 6. T

B Ask sts to work in pairs and complete statements 1-8 with the expressions in the box. Classcheck.

1. so 2. almost 3. improved 4. real – first 5. more 6. as smart as 7. a little 8. whatever

MAKE IT PERSONAL Ask sts to work in pairs and share

their ideas of how they prepare for an important day. Draw their attention to the speech bubbles as an example. If time allows, elicit answers.

C Tell sts to complete statements 1-5 with the correct

reflexive pronoun. Paircheck and classcheck.

from

MAKE IT PERSONAL Have sts choose a favourite scene

Café 2 and role-play it to the class.

172

650347 _ 0166-0172.indd 172

22/12/15 11:27

Writing Writing 1 Using graphs and numbers A Write the words survey, report and graph on the board. Ask sts if they know / remember what the words mean and elicit answers from the class. Tell them to open their books and read the instructions with them. Tell sts to choose the correct graph and paircheck. Classcheck and clarify vocabulary if necessary. Graph 1

Note A survey has a more practical nature than research. The term research refers to academic work and is uncountable.

B Draw sts’ attention to the number of paragraphs in the report. Tell them to match the columns. Paircheck and classcheck. 3–1–2

C Draw sts’ attention to Write it Right! and read the box aloud with the whole class. Tell sts to underline all the number expressions in the report. Paircheck and classcheck. Have them work in pairs and find different ways of expressing the same ideas. Draw their attention to ‘50% = half’. Elicit answers from the class and write them on the board. Accept all possible answers. Paragraph 1: twenty (20) Paragraph 2: 50% (half) / 25% (a quarter) / two (2) / two (2) / one (1) Paragraph 3: 75% (three quarters)

D Draw sts’ attention to the other graph in A. Tell them to read the report and complete the gaps with numbers or expressions. Paircheck and classcheck.

20; most people; Ten; a quarter / 25% / five; A few / Five; Three; two / 10%; half of the people / 50%.

E Tell sts to choose one question, 1-4, and write down possible answers. Monitor, help and correct if necessary as sts will use the information to write their own reports. Possible answers: 2. adventure, science fiction, novel, mystery and biography. 3. at home on the sofa, lying on a hammock, in bed, on the beach, on a chair by the pool. 4. websites, books, magazines, comic books, scientific publications and newspapers.

for homework or do the first draft in class. If sts write it for homework, make sure they bring their piece to class so as to do the ‘after’ step.

Tip Some sts worry too much about the number of words. Tell them they do not need to count every word, but counting the words in the first two or three lines and finding the average will help them have a clearer idea of how many lines they need to write.

Writing 2 Job application email A Ask sts if they know / remember what the word application means. Ask them: What is the verb for ‘application’? Elicit answers. Tell them that the verb apply is usually followed by the preposition for. Ask sts to open their books and read the instructions with them. Classcheck and clarify vocabulary if necessary. 1. e-DJ 2. yes

B Draw sts’ attention to the number of paragraphs in the email. Tell them to number the topics, 1-5. Paircheck and classcheck. 3–4–2–1–5

C Ask sts to work in pairs and complete the statements with Do or Don’t. Classcheck. 1. Don’t 2. Don’t 3. Do 4. Do 5. Don’t 6. Do 7. Don’t Draw sts’ attention to Write it Right! and read the box aloud with the whole class. Tell sts to identify the opening and closing expressions used in the email.

D Tell sts to complete sentences 1-7 with the correct preposition and check their answers in the email. Classcheck. 1. for 2. from; with; in 3. for 4. in; of 5. in 6. to 7. on

E Your turn! Tell sts they are going to write a 120- to 150word email applying for one of the jobs in A. Ask them to use the plan ‘before’, ‘while’ and ‘after’ and the model in A. Remind them to use the appropriate opening and closing expressions. You may assign this for homework or do the first draft in class. If sts write it for homework, make sure they bring their piece to class so as to do the ‘after’ step. Tip Some sts worry too much about the number of words. Tell them they do not need to count every word, but counting the words in the first two or three lines and finding the average will help them have a clearer idea of how many lines they need to write.

F Tell sts they are going to use the question and possible answers they wrote in E to conduct their own survey. Draw their attention to the model in the exercise. Tell them to interview everybody in class and record their answers.

Writing 3 A personal statement

G Your turn! Tell sts they are going to write a 75- to 100word report using the information they gathered. Ask them to use the plan ‘before’, ‘while’ and ‘after’ and the model in A. Remind them to use the numbers and expressions in a consistent way and to include a graph. You may assign this

A Ask sts if they remember what the word application means. (It also appeared in Writing 2.) Tell them to open their books and read Matt’s personal statement on the application form and match questions 1-3 to paragraphs a-c. Paircheck and classcheck. Clarify vocabulary if necessary. 173

650347 _ 0173-0176.indd 173

22/12/15 13:47

Writing 1. c 2. a 3. b

Note Personal statements can be formal or informal. This will depend on several factors, especially the kind of job / school you are applying for.

B Tell sts to work individually and mark which statements 1-6 are relevant  or not  to Matt’s application. Paircheck and classcheck. Next, tell sts to work in pairs and decide in which paragraphs a-c they would include the relevant (ticked) statements. Classcheck.

1. paragraph b 4. paragraph a 6. paragraph c

C Read Write it Right! with the whole class. Elicit examples of conventional and unconventional contracted forms. Ask sts to underline the six contractions in Matt’s statement. Are they conventional or unconventional? Classcheck.

1. I’m a serious, hardworking person… 2. I’m very interested in other cultures… 3. I’m very sociable… 4. I’m passionate about… 5. I’ve helped them a lot. 6. I’m fascinated to see… They are conventional.

D Tell sts to decide which options are best in 1-5. Make

Writing 4 A gig review A Ask sts if they remember what the word review means. Elicit possible answers. Tell them that in this context a review is a critical evaluation of a book, film, play, TV programme, etc. Ask sts to open their books and explain what kind of review it is. Draw sts’ attention to the stars at the top. Tell them to read the text and decide how the man rates the show. Classcheck. Clarify vocabulary if necessary. Four or five stars.

Note Coldplay is a British rock band formed in 1996 by lead vocalist Chris Martin and lead guitarist Jonny Buckland. Source: . Accessed on 16th June 2014.

B Tell sts to work individually and decide in which paragraph 1-3 Greg mentions each point. Paircheck and classcheck. 2–1–2–3–2–1–3

C Draw sts’ attention to the highlighted words and underlined words in the text. Which are adverbs and which are connectors? Tell them that the highlighted words are connectors and the underlined words are adverbs. Read Write it Right! with the whole class. Add other examples and write them on the board. Ask sts to work in pairs and complete rules 1-4. Classcheck. 1. Adverbs 2. Too 3. Also / However 4. But

sure they understand that in some cases both options are possible. Paircheck and classcheck.

1. Both 2. We have 3. Both 4. He’s not 5. He’s

Note Draw sts’ attention to the fact that in sentence 4 it would be possible to say ‘We’ve got lots of friends’ and that in sentence 5 ‘He’s a great doctor in the USA’ means ‘He is’.

E Your turn! Tell sts they are going to write a 120- to 150-word personal statement applying for a scholarship to study English abroad. Ask them to use the plan ‘before’, ‘while’ and ‘after’ and the model in A. Remind them to use appropriate contractions and to include relevant information about them. You may assign this for homework or do the first draft in class. If sts write it for homework, make sure they bring their piece to class so as to do the ‘after’ step.

Tip Remind sts of the difference between too used to add information, as shown in the exercise, and too as an intensifier, used before adjectives, as in ‘It’s too hot in this room’.

D Tell sts to join the sentences using also / too, but / however. Sentence 1 is an example. Paircheck and classcheck by writing sentences on the board and drawing attention to punctuation. Accept all possible answers. Possible answers: 1. ‘The special effects were amazing, but the music was too loud.’ / ‘The special effects were amazing. However, the music was too loud.’ 2. ‘Our seats were comfortable. We also had a great view of the stage.’ / ‘Our seats were comfortable. We had a great view of the stage too.’ / ‘Our seats were comfortable. Also, we had a great view of the stage.’ 3. ‘The special effects were amazing. There were fireworks at the end of the show too.’ / ‘The special effects were amazing. There were also fireworks at the end of the show.’ / ‘The special effects were amazing. Also, there were fireworks at the end of the show.’ 4. ‘They sang their new stuff, but I preferred the old hits.’ / ‘They sang their new stuff. However, I preferred the old hits.’

174

650347 _ 0173-0176.indd 174

22/12/15 13:47

Writing Weaker classes If your sts have difficulties joining sentences, do a few more examples with the whole class.

E Draw sts’ attention to the adverbs underlined in the text. Make sure their meaning is clear to sts. Ask them to complete the gaps with the correct adverb. Paircheck and classcheck.

1. Unfortunately 2. Luckily 3. obviously 4. Surprisingly 5. frankly

Tip Remind sts that it is also possible to say fortunately and that it means the same as luckily.

F Your turn! Tell sts they are going to write a 100- to 120word gig review about a gig they really enjoyed. Ask them to use the plan ‘before’, ‘while’ and ‘after’ and the model in A. Remind them to use appropriate connectors and to pay attention to punctuation. You may assign this for homework or do the first draft in class. If sts do not write in class, make sure they bring their piece to class so as to do the ‘after’ step. Tip Some sts worry too much about the number of words. Tell them they do not need to count every word, but counting the words in the first two or three lines and finding the average will help them have a clearer idea of how many lines they need to write.

Writing 5 An email of inquiry A Write the word inquiry on the board and ask sts if they know what it means. Elicit possible answers. Tell them that in this context an inquiry is a request for information. Draw their attention to the aim of the writing task at the top of the page. Ask them to read the email and decide which woman on p. 90 Debbie is writing to. Classcheck. Clarify vocabulary if necessary. c

B Draw sts’ attention to paragraphs 1-4 in the text. Tell sts to match the questions to the right paragraph. Paircheck and classcheck. Paragraphs: 2 (explain why she needs help) 4 (thank the reader) 3 (say exactly what she needs to know) 1 (say where she first saw the advert) 2 (say why she’s writing)

C Read Write it Right! and the table with the whole class. If necessary, add other examples and write them on the board. Ask sts to work in pairs and correct sentences 1-4. Classcheck. 1. I’d appreciate it if you could tell me a little bit more about your work. 2. Can you tell me if you use astrology in your readings too?

3. Do you think you could tell me more about your fortune-telling background? 4. Could you tell me what your rates are?

D Tell sts that Sofia Misteriosa received another email. Tell them to rewrite questions and statements 1-4 in an indirect, more polite way. Monitor and help if necessary. 1. Can you tell me how much you charge? 2. I’d appreciate it if you could see me on Sunday. 3. Could you tell me more about your experience? 4. Do you think you could examine my dog too?

Weaker classes If your sts have difficulties joining sentences, do a few more examples with the whole class.

E Your turn! Tell sts they are going to write a 100- to 150-word email asking somebody for further information on a service they are interested in. Ask them to use the plan ‘before’, ‘while’ and ‘after’ and the model in A and the structure in B. Remind them to use indirect questions and to pay attention to punctuation and word order. You may assign this for homework or do the first draft in class. If sts write it for homework, make sure they bring their piece to class so as to do the ‘after’ step. Tip Some sts worry too much about the number of words. Tell them they do not need to count every word, but counting the words in the first two or three lines and finding the average will help them have a clearer idea of how many lines they need to write.

Writing 6 Formal or informal advice A Draw sts’ attention to the photo. What does it represent? Write the word advice on the board and ask sts if they remember what it is. Remind sts that advice is uncountable in English. Tell sts to read the problem and both pieces of advice and decide who wrote them. Which one is more formal and which one is more informal? Classcheck. Clarify vocabulary if necessary. a. 2 b. 1

B Draw sts’ attention to sentences 1-8. Tell sts to decide if the advice was given by Marlena (M), Joe (J) or both (B). Paircheck and classcheck. 1. M 2. B 3. M 4. B 5. B 6. M 7. B 8. J

C Ask sts what the difference between Marlena’s and Joe’s replies is. Draw sts’ attention to the highlighted sentences in A . Read Write it Right! and tell sts to match the highlighted sentences to the tips. Paircheck and classcheck. 175

650347 _ 0173-0176.indd 175

22/12/15 13:47

Writing Informal emails

Formal emails

E Your turn! Tell sts they are going to write a 80- to 120-

Start / End

Hi adam!

Dear Adam

word email giving Marcia some advice. They have to decide

Sentences

Talk 2 ur brother / best advice?

You have to talk to your brother.

between a formal or an informal style. Ask them to use the

Words

2 / u / 4 / gf / dumped / $$ you / for / money

A. Remind them to be consistent with the language they

Expressions Punctuation

ur prob / cu

ended their relationship

use. You may do the first draft in class and assign the task

few capital letters

Yours sincerely

for homework. If sts write it for homework, make sure they

D Tell sts to rewrite sentences 1-4 in the opposite style. Paircheck and classcheck. Accept all possible answers.

plan ‘before’, ‘while’ and ‘after’ and one of the models in

bring their piece to class so as to do the ‘after’ step.

Tip Some sts worry too much about the number of words.

1. I am very sorry 2 hear ’bout ur dilemma.

Tell them they do not need to count every word, but counting

2. First, talk to her about it before it’s too late.

the words in the first two or three lines and finding the

3. I want to help you more, but I can’t.

average will help them have a clear idea of how many lines

4. If I were u, I’d persuade ur friend 2 discuss his probs.

they need to write.

176

650347 _ 0173-0176.indd 176

22/12/15 13:47

English ID Teacher&#x27;s Notes 2 - PDFCOFFEE.COM (2024)

English ID Teacher's Notes 2 - PDFCOFFEE.COM (2024)